Caring
Caring centres around putting my learning and connections into practice. The experiences and artifacts in this section articulate translating information into something people can actually connect with and use, whether through workshops, coaching conversations, or educational design, and making sure people feel seen, supported, and able to engage with what they’re learning.
Peer Health Educator
Working as a Peer Health Educator (PHE) for four years became one of the most meaningful and formative parts of my college experience. Through workshops, events, outreach, and design work, I learned how to translate health information into conversations that felt approachable, engaging, and human. I facilitated hundreds of workshops for classes, RSOs, and student groups on topics ranging from substance use and mental health to relationships, sleep, and navigating difficult conversations.
I've always loved public speaking and had a passion for health and well-being. Being able to combine the two in my role as a PHE was not only rewarding, but empowering. Feedback like “super engaging,” “great charisma,” and “very well spoken” reminded me that communication is not only about what is said, but how people feel while listening. I learned how to adapt my energy, language, and approach depending on the audience in front of me, while still making difficult or vulnerable topics feel accessible and nonjudgmental.
Outside of workshops, I also worked on creating educational materials and planning campus-wide events such as Take Back the Night (sexual assault awareness campaign event), the Great Husky Race (campus wide movement competition) wellness tabling events, and Planetarium programming. Whether through Canva design, event coordination, or peer-to-peer outreach, this role consistently reinforced the same lesson: information alone is not enough if people do not feel connected to it. Caring looks like intentionality in the details people may never notice directly.
Peer Wellness Coach
I often left coaching appointments questioning whether I made an impact or even helped with a student's problem. But I would be pleasantly surprised to see feedback that would challenge that. Student's described appreciating a space to talk, be heard, and have more clarity.
This role not only improved my communication skills and altered how I approach daily conversations, but it shifted how I think about care. I realized that meaningful support is not always about having the perfect answer, but about listening carefully, asking the right questions, and helping people feel capable of moving forward. It reinforced my belief that empathy and connection are just as important as knowledge itself.
As a Peer Wellness Coach (PWC), I learned how powerful it can be to simply create space for someone to feel heard. Through extensive training in coaching, relational support, and evidence-informed social-emotional skills, I worked one-on-one with students navigating challenges related to mental health, communication, relationships, and overall wellbeing.
Rather than giving advice or “fixing” problems, coaching taught me to approach conversations through a strengths-based and multicultural lens, helping students identify their own goals and build realistic action plans. Sometimes that meant helping someone develop communication skills, create better morning routines, or work on improving their sleep hygiene.
Yoga Sculpt Teacher Training
Yoga Sculpt Teacher Training pushed me into a different kind of vulnerability. Unlike workshops, where I relied on preparation and information, teaching movement required confidence in my presence, energy, and ability to lead a room in real time. From the very beginning, we were thrown into round robins and asked to practice teach, which felt intimidating but also very rewarding.
The training challenged me to trust myself in an unfamiliar environment and become comfortable being seen while still staying grounded and adaptable. Over time, I could physically see my growth, not just in teaching ability, but in confidence and self-trust. Passing my audition and preparing to begin teaching this summer and fall felt especially meaningful because it represented growth through discomfort.
Practicing and growing my yoga practice also made me understand the importance of movement and "third places" outside of academia. Having a place to connect, release stress, and build community was the balance I needed outside of school. Care and community don't always happen in classrooms or clinical settings, but also in shared physical spaces where people can simply be themselves.
My Next Steps
1
Work
I want to spend this next period working in spaces that let me stay grounded in healthcare and community-facing environments, while also giving me flexibility and exposure to different settings. I’ve always been someone who likes structure and planning ahead, but I’m also trying to lean into a bit of intentional uncertainty right now.
2
Travel
Travel is a big part of my next steps because I want a year where I can step outside of my usual routine and actually experience different cultures, healthcare systems, and ways of living. It’s less about escaping structure and more about reshaping it in a way that feels more expansive. I’ve always been a planner, so this is my version of structured spontaneity (while still having some sort of plan of course!).
3
PharmD & Beyond
Starting a PharmD program in September 2027 is the next major academic step I’m working toward. While my main focus will be pharmacy, I hope to continue practicing yoga, creating spaces for creativity and community through a future café, and defining myself not just by academics or career goals, but by my kindness, curiosity, empathy, and the way I show up as a friend, peer, and community member.