When I was an undergraduate at the University of Colorado Boulder, two sets of permanent multi-stall all-gender restrooms were constructed. This construction marked the end to years of advocacy from staff and students who came before me and my peers, and since my graduation has continued onward with the construction of two more sets.
Last week I co-presented a workshop about gender norms at the Mountain Pacific Association of Colleges and Employers (MPACE) annual conference. This year's conference theme was "Innovate, Create, Disrupt," a message I took to heart as I co-developed an interactive presentation that sought not to share best practices or new knowledge, but to help participants uncover for themselves ideas about gender and gender roles that they may not have realized they held.
Having recently wrapped up my first year as a college career coach, I’ve heard this classic question more than enough times of late: “What’s the test I can take to tell me what I should do with my life?” Though usually the question appears in its abbreviated form, “So how do I take The Test?” it's sometimes also asked in a more advanced form, “I can take the MBTI in your office, right?”
When I moved to Salt Lake City to begin my master’s degree in Student Affairs at the University of Utah, I knew I wanted to get involved in the community off-campus as well. I had done a lot of leadership work on and off-campus during my undergraduate degree and the years after, and couldn’t imagine life without involvement. But with a full-time course load and graduate assistantship, I decided that this was a good time to step back from leadership in my volunteering and learn something new at the same time.
On October 26, I had the opportunity and pleasure to compete in the University of Utah's annual 3 Minute Thesis (3MT) Competition. 3MT was founded at the University of Queensland in Australia and is a TED Talk-style competition in which graduate students share their thesis or dissertation work in a way that would be understandable to a lay audience, using no more than three minutes and one static slide.
Earlier this summer, I launched a study to collect more data on the experiences of transgender and transitioning students in college and graduate school, some of which is being assessed for the first time. Monumental as this survey is, and as I hope my findings and the outcomes to be, it's only the beginning.
I am conducting research on the experiences of transgender and transitioning students in college and graduate school in the U.S. This study seeks to fill gaps in research by looking at students of different stages of transition and their experiences at their campuses
As I near the end of my first year in my student affairs master's program, I find myself wishing some of the articles I read for class papers had been included in the syllabi.
The first time I worked the Freshman Barbeque at the University of Colorado Boulder, no sooner than when I stepped in line for hamburgers did an incoming first-year approach me and declare, “I need to meet you.”
One summer semester of my film degree, I took a class called Advanced Digital Post-production. Because it was a four-week summer course, our instructor condensed a lot of, well, advanced skills to learn into four total projects--one per week, with the whole week to brainstorm as a group and attempt to solve a problem through trial and error. And believe me, most of the time there was a lot of error and mostly scratching our heads wondering what on Earth we could try next.