Empowering Students: How Hands-On Research Drives Success at LAS

What first drew you to your major or area of study?

Before the pandemic, I spent four years working with an NGO in rural Nepal as part of a post-earthquake rebuilding effort. I helped coordinate the construction of sustainable homes, water systems, and community spaces in an environment that often required creative problem-solving and on-the-ground decision-making. That work exposed me to the realities of care and infrastructure during times of crisis, and how unevenly access to services is distributed. It also gave me the opportunity to collaborate with educators and international student groups – experiences that sparked questions about education, structural inequality, and the role of institutions in shaping who gets supported and how. Those questions stayed with me and ultimately motivated me to return to school. I received my BS in Psychology with a minor in Disability and Human Development at UIC, which gave me a scientific foundation in behavior and a critical framework for thinking about systems.

How did you choose to attend the College of Liberal Arts and Sciences (LAS)?

After spending years living abroad and in other states, I wanted to return to Chicago to be closer to my family. I’ve always valued being in a diverse, accessible city, and UIC offered real community and connection. What stood out to me about LAS was the access to research and the many opportunities there were for students. I was paired with a graduate student mentor in psychology (now Dr. Kuhney!!) through the PURR program when I was still an undergraduate, who supported me in asking questions, crossing disciplines, and pursuing my interests.

Was there someone – a professor, mentor, or friend – who made a big impact on your journey?

I’ve been incredibly fortunate to work with faculty mentors across the university who helped me envision how research, education, and systems can work together. I took a course with Dr. van Heumen during my first semester at UIC, and she quickly became an influential mentor. She inspired me with her passion for inclusive teaching and disability studies, which helped shape my academic focus. Through LASURI, she brought me on as a research assistant in a qualitative study on student experiences and preferences in course modalities. This work deepened my commitment to student-centered, evidence-based educational practices. Presenting this research at CATE, TEACHx, and URF strengthened my ability to bridge research and practice, directly informing my approach as a teaching assistant in the Department of Psychology.

I also learned a great deal from mentors in psychology. In Dr. Hsueh’s lab, I worked on a linguistic and cultural adaptation of a diabetes stigma scale and reviewed how stigma impacts medication adherence and quality of life in Chinese American communities. Working with her strengthened my skills in designing research that is both rigorous and attentive to cultural context. Likewise, during a Gilman-funded internship with the Social Services Department in Paris, France, Kathryn Engel encouraged me to stay curious about systems and interventions. I assisted in field-based assessments measuring the functional autonomy of older adults and carried out a cross-cultural analysis of social isolation interventions in France and the United States. The social workers I worked with during this time were true models of service and continue to inspire me.

What achievement are you most proud of?

Of course, getting into Oxford is something I’m incredibly proud of, but it’s the smaller moments that made the journey meaningful. Having an “aha!” moment in a stats class, presenting my first piece of independent research, or watching students gain confidence over a semester as a teaching assistant reminded me why I love learning, teaching, and building relationships through academic work. There’s an absolute joy in the process.

Was there a class that influenced your path at LAS? What made it so meaningful?

One of the most influential classes I took at LAS was the seminar at the Newberry Library last year with Dr. Lecky and Dr. Sanchez-Perry, Landscapes of Care in the Early Americas. This citywide archival seminar was my first true immersion into historical research, and it fundamentally changed how I think about archives – not just as repositories of preserved materials, but as systems that reflect exclusion, power, and institutional logic. My research focused on what is likely the first documented case of intellectual disability in the U.S. colonies, whose guardianship was contested in colonial court records. Sources revealed how disability was legally and socially constructed in the early Americas. The project helped me see how historical research can speak to present-day questions of care, justice, and disability rights, shaping my thesis at Oxford.

How has LAS helped prepare you for your career and future studies – especially as you continue your education at Oxford?

LAS helped me connect research, teaching, and service into a coherent academic path. I worked across psychology, disability studies, and the humanities, gaining experience in both lab and archival research. I also taught psychology courses, worked as a student employee at the Disability Resource Center, and contributed to interdisciplinary projects that linked student experience to instructional design. These roles allowed me to explore neurodevelopmental disability, bioethics, and inclusive education through clinical, historical, and community-based methods. Meaningful work often starts with curiosity, connection, and the willingness to try something new. That foundation prepared me for the graduate work I’ll be doing at Oxford, where I’ll continue exploring how systems of care, past and present, shape autonomy and belonging across health and education.

What advice would you give to new students starting their journey at LAS?

You don’t need to have it all figured out. Ask the question. Apply for the thing. Go to office hours, even if you’re nervous, the faculty are here to support you! Some of the best parts of my journey started with discomfort. Learning is awkward sometimes and that’s a good thing. Oh, and use student services!

What will you miss the most about being a student here?

The people! I get lost almost every time I walk out of a classroom in BSB, but more often than not, I’ll run into a student, friend, or faculty member in the hall to laugh with or catch up. UIC is just full of brilliant, kind, curious people, and I’ve learned so much from being in community with them. Thankfully, I recently met a couple of other UIC students who will also be at Oxford in the fall, and we’ve already made punting plans! I love it here, and I hope it’ll always be part of my life.