From the moment I arrived on campus, I received a lot of help adjusting. Orientation leaders, academic advisors, First-Year Mentors, and RAs were all there to guide me. Over time, I’ve found myself shifting from the person receiving help to the one giving it. Here are a few ways I’ve been able to grow as a leader and mentor the people around me throughout my time at Hopkins.
Coaching Basketball
I’ve been playing basketball for as long as I can remember. As I’ve gotten older, I’ve expanded from playing to refereeing, score keeping, and even coaching. I’ve coached basketball camps, teams, and private lessons for kids from kindergarten through eighth grade.
It’s especially fun when the kids are super competitive. During water breaks, I like to declare myself the “undefeated HORSE champion,” then watch everyone try to take me down. I’ve also learned that kindergartners are surprisingly bold. They really like to challenge adults to one-on-one games and demand rematches.
What I love most, though, is watching things “click” for the kids. Sometimes there’s tears and frustration but powering through those difficulties is when the real growth happens. It’s incredibly rewarding to see them gain confidence, make friends, and develop a love for the game.
being a TA
I’ve TAed for introductory psychology and currently TA for General Biology. It feels weird going from taking exams to grading them, but I’ve really liked the new perspective. I have a better understanding of what makes answers clear versus confusing, and I’ve started noticing patterns in how professors test tricky concepts.
For psychology, I worked as a TA during two online summer sessions—responding to discussion posts and leading weekly Zoom activities where students could dive deeper into course topics. Despite being online, I was still able to connect with the students and recognize familiar faces week after week.
In biology, I’m both a mentor and a TA. As a mentor, I create review materials and lead weekly help sessions. As a TA, I grade assignments, proctor exams, and lead a weekly lab class. A lot of my students are first-years and sophomores who haven’t taken a lab at Hopkins before. My goal is to create the same relaxed, welcoming environment my own TAs once gave me. They made it clear that all questions were welcome and always made sure to provide kind feedback on our assignments. I try to emulate that dynamic by keeping labs low-pressure and emphasizing that mistakes are part of learning.
Getting to know my students has been one of the best parts of the job. Whether I’m sharing study tips or general advice about life at Hopkins, it’s fulfilling to help them succeed in the classes I loved.
Just being “old”
Time really flies. I don’t feel old, but my senior status says otherwise. I still don’t think of myself as especially wise, but I’ve realized I have more to offer than I once thought.
Younger students now ask me about study strategies, class recommendations, and choosing a major. When they worry about one bad grade, I remember being in their shoes. It’s nice being the one to reassure them that everything will be fine. I give food recommendations, housing opinions, and meal plan advice. Despite being the most geographically challenged person on the planet, I even find myself attempting to give directions (this one’s still a work in progress).
At some point, every student makes the quiet shift from mentee to mentor. As someone who grew up being the helpless younger sibling, this was a big change, but one I’ve really enjoyed. I hope to provide guidance just as good as the advice I’ve gotten. I’ve learned that mentorship isn’t about having all the answers; it’s about being willing to share what you’ve learned along the way. If I can offer others even a fraction of the support I’ve received, then I know I’m doing something right.
