Organizational and Human Resource (OHR)


Leadership (LEAD)


Technology (TECH)


Advising and Supporting (A/S)


Proficient Competencies

Organizational and Human Resource

The Arts Village Learning Community (AVLC) was my first opportunity to have the ability to make decisions on budgetary, student, and programming resources.  My supervisor began with putting me in charge of the Student Leadership team.  In this role, I would coordinate weekly group meetings, 1:1s, and mentorship groups.  Our community functioned on the student leaders and I to hold Art-related programming.  I had to help each student leader develop their ideas into fully-fledged events that required materials.  Naturally, this also connected to the financial and material use of resources that my supervisor put me in charge of.  As a first-year student, I was given a smaller approval budget of $500, which eventually grew over time as I gained more experience.  The material usage was entirely up to my decision and my student leaders’ creativity.  With my ability to manage everything, we were able to conduct programming with a budget between $10,000 – $13,000 each semester, mentorship of 60 first-year students between four to six student leaders, and operate within our given space, efficiently. Moving forward, increasing my capacity to work with more material objects, more budget, and more students will improve my competency level in this area.  I consider the AVLC a smaller community that was successful in capturing a proficient level in this competency area.

My engagement with campus partners and a higher number of students on campus related to my involvement with the Asian Pacific Islander Desi American (APIDA) Heritage Month planning committee.  My proficiency was improved and developed due to my role as the Chair of the committee.  I was given the opportunity to work with five other people in the campus community, including full-time staff, undergraduate students, and a PhD candidate.  A big part of creating a calendar of events was to incorporate different organizations and departments on campus.  Working with a smaller budget around $4,000 I had to reach out to other entities on campus to make our celebratory month exciting and engaging.  Much of the time as the Chair, I was reaching out to potential collaborators on our events, whether it be an outside keynote speaker, a student organization, or other divisions on campus.  I had to understand where I stood as a graduate assistant working with APIDA students within the Office of Multicultural Affairs (OMA). Obtaining half funding for a movie night with Undergraduate Activities Organization (UAO) was a tremendous success for us.  Connecting to Akiko Jones on the Cherry Blossom Festival was a way to bring even more recognition to a growing APIDA heritage month.  Collaborative relationships took time and effort, which became pivotal in our program design.  I learned that I needed to be able to build trust with certain people, to create a longer lasting relationship.  If I were here a bit longer, I believe I would be able to create a situation where our APIDA students could be supported and have a flourishing heritage month.


Understanding the institutional and department culture of BGSU took time. As an incoming graduate student and leader, I had to adapt as quick as possible, so I could direct the community and student leaders. Entering a space such as the AVLC was a big culture shock for me because I had not been invested in the Arts growing up. The unique personalities, histories, and structure of the department were all interesting and unknown to me. After many interactions in student leadership meetings, community meetings, and the many programs we had to offer, my students began to seek my advice for guidance and leadership. Eventually, I was able to shift the culture of the community to be one that is caring and invested. We brought back the mural in the space which was a huge win for the students.

Working with APIDA heritage month committee as a Chair offered me the ability to create a vision and mission for our programming structure. I had to make sure each committee member understood what direction I wanted to take our heritage month so that we can improve the structure from the previous year. I invested a lot of time as a leader, making sure we were intentionally inclusive and celebratory for the heritage month. With my passion and motivation, OMA were determined to offer more funding for the month as well as changing the name to Asian Pacific Islander Desi American heritage month from the Asian American and Pacific Islander heritage month. I believe my calls for a more inclusive and supported event led to these changes and I anticipate it being useful for years to come.


Within my assistantship in the AVLC, we offered a required class called RESC 2000, which was made up of programming that I, and student leaders conducted.  To get our students to be involved and engaged, we used Canvas and GroupMe a lot. Canvas allowed us to create dates and times on the calendar for students to see. Announcements within the Canvas allowed me to connect to them instantly through email. GroupMe allowed me to communicate directly with my student leadership team in a quick manner. It was also an application that the leaders used to reach out to first-year students to check-in with them. Today, we are trying to offer an Amino group to Arts Village students to stay engaged during the COVID-19 complications. As long as we have technology, we can continue to reach out to our community.

For my practicum in the Office of Multicultural Affairs, I had to move programming virtually, as well as marketing.  Although time consuming, they have been highly effective in improving my competency level in technology. Mastering WebEx, Canva, and Kahoot are some of the opportunities I have been able to have with developing my technology and graphic design abilities.

Advising and Supporting

As a graduate advisor to the Asian Student Union (ASU) I was given the opportunity to help the president think more reflectively on her role and what she means to the organization. As this was a new organization, she had a lot of questions on how to run the organization from an authority point of view, and how to work effectively with the student body. She wanted students to be on the same level, developmentally, but could not understand why they were not there yet. To get her to reflect, I engaged her with firsthand experiences from my part displaying a lot of growth and years to get to the point of understanding what social justice was. After these conversations, she began to adjust her outlook on the organization and how to best support her members. Sometimes, we can get ahead of ourselves and forget that it took time to grow as individuals, but through this active reflection we can keep ourselves in check.

Conducting 1:1 and group meetings with my AVLC student leadership team was a time for me to challenge and support them. I offered them my time to listen to any worries or complications they would be facing in their personal or academic lives. Doing this every week allowed them to build strong trust in me as a person and as a professional. If I saw they were not understanding a topic on being colorblind, I would begin to pry and challenge them on what their thoughts were on the matter. If I saw that they were struggling in their family issues at home, I would offer much more support, so that they could handle the emotions of being a student leader. A lot of this took time and trust to be build, so I could balance the challenge and support.