Is Research Epidemiology For You?

By: Kristina Lai, MPH

One of the things I love most about my career as an epidemiologist is just how flexible my skills are thanks to the broad applications of my training. An area that is less well known is the role that epidemiologists play in clinical research and academic medicine. Research epidemiologists can work in nearly any medical specialty. They may work only with specific physician researchers or on collaborative studies within a larger clinical research team. This type of position is distinct from hospital epidemiologists involved in infection prevention and control.

I graduated from RSPH in 2016 with an MPH in Global Epidemiology. I initially worked in infectious disease surveillance and control at a local health department in Atlanta until I decided to pivot to a position that would allow me to use more of my data analysis skills. Thanks to my network and connections from my former ADAP, I found a dynamic role as a Research Epidemiologist with the Aflac Cancer and Blood Disorders Center at Children’s Healthcare of Atlanta. While I am no longer in this role, the research experience I gained was instrumental in preparing me for my current PhD program and my future career.

Epidemiologists in a clinical research and health services environment use many skills including study design, data analysis, data manipulation, and informatics. In my specific role, I led the collection and management of the largest longitudinal database of pediatric sickle cell patients in the country and served as the primary analyst and statistician for research studies related to sickle cell disease to better understand utilization, clinical outcomes, and health disparities among our pediatric patients. I also consulted on clinical study design and analysis plans, and managed data requests for clinical trials, grants, research studies, and quality improvement assessments. I also helped with the submission of IRB protocols, data use agreements, and other regulatory approvals.

Here are a few of the unique benefits of working as an epidemiologist in medical research:

1. Because you work with physicians who may not have epidemiologic training, you are often the expert in study design and data analysis for your clinical team. For this reason, most epidemiologists will have at least a couple of years of work experience under their belts before taking on a role like this.
2. You get to learn about all kinds of new research and hospital data management. I never thought I would know so much about blood disorders, but now I feel honored to have contributed to this important work. I also had the opportunity to work with specialists in informatics, outcomes research, and partners at universities and health agencies across the country.
3. You get to work with primary data and electronic medical records. This may not seem like much of a benefit, but the amount of data available to us for retrospective studies can answer a wide range of research questions that are just not possible in most epidemiology roles. That means that your research can impact clinical operations and decision-making.

There are many ways to get involved in this type of work. The Emory Healthcare and Children’s Healthcare of Atlanta systems are great places to network and get research experience. You can start as a student through your practicum, REAL positions, or thesis by reaching out to faculty members or looking for posted positions. Many clinicians may have a research idea or even full datasets, but they often need help from someone with the bandwidth to analyze it. While all epidemiologists on my team had at least a couple of years of epidemiology experience, one great way to start is by working as a data manager or clinical research coordinator to familiarize yourself with the clinical research environment. So, if you’re naturally curious, interested in applying your epidemiology skills to a clinical environment, and looking to gain valuable research experience, a role as a research epidemiologist might be for you!

Kristina Lai, MPH is a PhD student in Epidemiology at the University of California, Davis and a data manager with the California Department of Public Health. Kristina is also the co-founder of Allen & Lai Consulting LLC. She has broad experience with public health surveillance, clinical research, and international nonprofits. Kristina’s current interests lie at the intersection of health equity, infectious disease, and climate change.

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Taking the Path Less Traveled (Part 2)

In the second of two segments on working in consulting after an epidemiology degree, Haley Adrian discusses what her role in consulting looks like and how she uses the skills she learned at RSPH in her new field.

 The Role

As I’ve settled into my role at DHG over the past two years, I’ve learned about lot about myself, and particularly about the importance of those transferrable skills. Even though I don’t actively practice any of the formulas or work in the coding systems I learned at RSPH, nor do I directly impact public or individual health, I do use my strengths in analytics and my passion for connecting with people.

One of my primary roles is updating and navigating complex financial models and pricing models in Excel. For example, when our team is producing a financial feasibility study for a senior living client, we create a dynamic financial model in Excel that includes client’s forecasted financial statements for the next x years (usually 5-6). The model could include numerous sheets, many of which are interconnected and all of which feed into the client’s financial statement. The financial statements are influenced by an array of variables, including operating revenues and expenses, entrance or rental fees, bond financing, community occupancy and healthcare utilization assumptions, the list continues.  Similar to how during the SAS coding process you must be aware of exactly what your code lines are saying and how they’ll influence your data, the operator of these financial models in Excel must use great caution when updated cell links or manipulating formulas.

As another example, if I am working with a hospital client that is looking to update their pricing structure, I will work in an Excel model with upwards of tens of thousands of rows and a range of column considerations. The first step in that process is cleaning the data, like what you may do as a first step during a thesis. After cleaning the data, I start to gain an understanding for the existing pricing structure – What rules are in place for certain categories of charges? What charge codes were historically manually priced? What is the previous mark-up from CMS? Next steps include setting up formulas that pull data and assumptions from CMS and other standards, as well as the hospital’s strategic priorities. For example, the hospital may be interested in applying a variety of mark-ups to their prices based on charge category. Between modeling existing prices and testing proposed prices, as well as communicating with the client, these types of engagements can take quite a bit of analytics skills, strong communication skills, and project management, all of which were enhanced during my time at RSPH.

As alluded to, I have also assumed an auxiliary role within my team and the Firm – From helping plan conferences, to writing whitepapers, and even implementing Firm-wide diversity and inclusion initiatives, I’ve been able to maintain a close connection to people and make an impact on their experiences with DHG. I’m very thankful for this part of my “job” and grateful for my performance coach and Partner supporting these auxiliary tasks that energize me and make my job so fun.

Closing Thoughts

As someone who took the road less traveled, I cannot emphasize enough how important it is to understand and utilize your passions and strengths, even if they do not align directly with your background or education. If this is the route you take, there may be a hefty learning curve, so as you are challenging yourself, don’t forget to give yourself grace. If you use the resources around you, put your best foot forward, and continue to escalate the skills you need to succeed, you will find yourself right where you are supposed to be. For me, two years after making a bit of a pivot, I can say confidently I’ve found the right career.

Haley Adrian, MPH (EPI 2020) is currently a consultant at Dixon Hughes Goodman, LLP. DHG is a top 20 professional services firm, offering expertise in Assurance, Tax, and Advisory across all 50 states and internationally. If any current students or alumni are interested in connecting with Haley regarding professional insights or career opportunities at DHG, please contact her at Haley [dot] Adrian [at] dhg [dot] com.

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Taking the Path Less Traveled (Part 1)

In the first of two segments on working in consulting after an epidemiology degree, Haley Adrian discusses the path that led her to a consulting career and how she leveraged her experiences and resources at RSPH to land her a job in a seemingly unrelated field.

 Take a Breath and Give Yourself Grace

Reflecting on my journey as an MPH candidate at Emory’s Rollins Schools of Public Health (RSPH), the end of Fall semester can be one of the most stressful and challenging times of the year. First Years have hardly settled into their class schedules, yet are already beginning the search for an Applied Practice Experience. Many Second Years are likely hundreds of code lines deep into their theses and also managing their first round of job applications. Balancing these priorities while uncovering your next steps professionally is no easy feat – So as you navigate these challenges, take a deep breath, utilize your strengths, pursue your passions, and always give yourself grace.

If the Shoe Fits

A Master of Public Health in Epidemiology is no one-size-fits-all degree. You can pursue an array of careers – Field Epidemiologist, Data Analyst, Instructor in Higher Education – the list goes on. However, for me, none of the more traditional epidemiology careers felt like a right fit. I took a hiatus from submitting applications to take a breath and think more deeply about where my strengths and passions lied. The healthcare consulting arena kept emerging at the forefront of my reflections. To uncover exactly what a career in healthcare consulting looked like, I joined the Rollins Consulting Group (RCG) and poked around a few Firms’ websites to learn more. This exercise helped me realize healthcare consulting sat at the intersection of healthcare and business – the perfect merge of my passion for connecting with people and my innate business-oriented mind. Healthcare consulting was the path I was on – however, what firm and what type of consulting was still very much in question.

The Importance of Storytelling

To best prepare myself for the rigorous and competitive consulting application process, the Rollins School of Public Health’s Office of Career Development (RSPH CD) helped me reframe the experiences in my resume and create storytelling in my cover letter. This process took a lot of critical evaluation and even some creativity. Roger Presswood, with RSPH CD, walked me through all of my work and leadership experiences, helping me realize that I actually had experience consulting, but on my resume, it was called “Senior Assignment”. My Undergraduate Senior Assignment team worked with a local senior living community to evaluate their needs and implement a music therapy, physical activity program. In public health, we may call that a “needs assessment” and “program planning and implementation”. However, it is conceptually the same process as consulting – A client “hired” our team to fulfill a need in their organization and we successfully did so by utilizing our field’s best practices. Using this perspective, I simply changed the section title on my resume to “Consulting Experience,” giving consulting recruiters something to gravitate their eyes to.

In addition to revamping my consulting experiences, we also highlighted tangible and intangible skills that are vital in the consulting arena – Project management, leadership, analytics, presentation and writing skills, time management, innovation. I illustrated concrete evidence of these skills throughout my resume and cover letter but also utilized terminology from each respective firm’s web pages and job descriptions. I believe pitching myself in a way that aligned with the firm’s vernacular and culture was a major contributor to landing my first interview.

Transferrable Skills Cannot Be Overstated

Throughout the application and interview process Dixon Hughes Goodman, LLP (DHG) became my target firm – The company culture, the services offered, and team comradery aligned well with what I was wanting out of a job and, more importantly, a career. There was just one concern – The Senior Living team’s services were finance-oriented – Feasibility studies, strategic planning, pricing analyses, and market analysis. Even though I had filled the “consulting” gap on my resume and cover letter, I needed to find a way to dust off the rust on my financial skills that had not been touched since undergrad. Roger’s first suggestion was to enroll in RSPH Health Policy and Management and/or Emory Goizueta School of Business classes – and that I did.

Prior to starting financial classes, I completed two rounds of interviews with DHG. The second interview was in-person with four of their team members, all of which inquired exactly how someone with an MPH in Epidemiology would serve as an asset to the DHG Senior Living team. The simple, technical answer was math – Epidemiology and finance are both foundational in mathematics. If I could learn the ins and outs of complicated concepts like logistic regression and could remember the near-infinite varieties of mortality measures, then surely I could interpret a balance sheet or a statement of cash flows. The more personal answer was that I brought a fresh, unique perspective to the team – yes, I could assist with client-facing work, but I could also use my strong statistical skills to update our existing benchmarking databases by adding new data points and strata.

Haley Adrian, MPH (EPI 2020) is currently a consultant at Dixon Hughes Goodman, LLP. DHG is a top 20 professional services firm, offering expertise in Assurance, Tax, and Advisory across all 50 states and internationally. If any current students or alumni are interested in connecting with Haley regarding professional insights or career opportunities at DHG, please contact her at Haley [dot] Adrian [at] dhg [dot] com.

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How to Avoid Common Interview Mistakes

I have previously written a PROspective column with tips for online interviewing (https://scholarblogs.emory.edu/epi/prospective/preparing-for-interviews). Even as the COVID-19 pandemic diminishes, many organizations have kept to online interviewing, especially for first round applicants. It makes a lot of sense. Online interviewing is more time efficient, allows interviews for more candidates, and reduces the carbon footprint attached to recruiting. I suspect that online interviews will remain the norm, especially for first rounds of interviews, so these tips remain relevant. Many of them apply also to in-person interviews.

Today I have been asked for tips of what NOT to do during an interview (online or in-person). For the most part, these ideas apply to first-round interviews, and they fall into three categories: don’t be unprepared or generically prepared, don’t be presumptuous, and don’t try to stand out for reasons unrelated to the job.

Don’t be unprepared or generically prepared. To prepare for an online first interview, be sure that you have a good idea of the job description and the organization. Do some research in advance to understand both the job and the larger mission of the organization. As I wrote in the earlier column, you will almost certainly be asked what appeals to you about the position or why you think you might be a good fit for it. Since you know this question is coming (and a few others; see earlier column), you should be ready with a compelling answer. Do not just repeat back elements of the job description. Tie elements of the job description to work you have done, classes you have taken, or other experiences. Imagine the job description says that summarizing and interpreting epidemiologic data is part of the work. If you answer, “I like the idea of summarizing and interpreting epidemiologic data” when asked why you are interested, you have only repeated back to the interviewer an element of the job description they wrote. If you answer, “I really enjoyed analyzing data for my practicum on XXX, summarizing it for a poster, and then presenting it to students and faculty. I remember one conversation where we talked about YYY and it gave me ideas for ZZZ new directions. I think I can bring those skills to this position” – now you have really tied a specific experience and skill set to an element of the job description. Since you know this type of question is coming, you can be ready in advance with a specific answer that shows you are ready for the job and enthusiastic about it.

Don’t be presumptuous. One of the great hazards of first interviews is to ask questions that presume you might get the offer. Avoid asking about salary, start dates, benefits, vacation time, etc. These questions are important, but should be reserved for a second interview. The only fair question in this space is to ask what their timeline is for next steps (don’t ask about timeline for an offer – next step will often be another interview or in-person meeting). You have good reason to know their schedule so you can coordinate with other opportunities you might be pursuing. Skilled interviewers will always say when you will hear back, so keep even this question to the end and ask only if the information has not been given by the interviewer by the time the interview is closing.

Don’t stand out for reasons unrelated to the job. It is tempting to think about something memorable that will make you stand out. Do not put something clever in the background of your zoom camera or hanging on the wall behind you. Do not ask a question you might think is clever (like “What types of restaurants do you visit when you travel?” – someone actually asked it; it has nothing to do with the job). Don’t share horror stories about your previous job or supervisor – if you complain about past jobs, interviewers assume you will eventually complain about this job. Don’t search the internet to find clever questions or things to say at an interview. Be your authentic, professional, and collegial self – it’s more than enough to land the job.

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Adjusting to Life Offline

My first year at Rollins I constantly bemoaned our heavily online format. I skipped most social or extracurricular events because I was tired of zoom meetings and I struggled to focus in online lectures. Now that we’ve returned to basically in-person everything I regret dismissing the benefits of a work from home life and have found it hard to motivate myself to attend classes and events which could once easily be joined from the comfort of my couch. Regardless of our backgrounds, almost all of us have had to readjust to life in-person this semester.

Going back to a life offline is forcing us to use many social skills that we haven’t practiced for well over a year. Our activities and conversations were limited to a familiar pattern among a select group of friends and family that have made the prospect of in-person interactions seem daunting. While there have been many changes to our society during the pandemic which could benefit us to keep around, being in-person again offers opportunities that a virtual environment simply cannot. I don’t know about you, but for me, speaking up to answer a question in an online class was awkward, and reaching out to classmates or professors to meet over zoom often felt like a lot more effort than simply starting a conversation with someone before class. While school might be a bit more difficult in-person, being able to physically interact with our classmates and faculty allows us to learn from each other and seek help more easily. Not to mention, one of the benefits of going to graduate school is the networking opportunities it provides. Take advantage of that by getting to know your teachers and making friends!

If you’re finding it difficult to convince yourself to show up to your in-person lecture or make an appearance at that club meeting, you’re definitely not alone. Here are some tips that have helped me get back into the swing of in-person life.

1. Make it a habit. One way to get used to actively attending and participating in events is to make it into a routine. When an activity becomes a habit, it makes it easier to win the mental battle of whether to do it or not. Creating a routine around your classes or in-person commitments makes these events a to-do list item instead of a decision.
2. Find an accountability partner. This is my go-to motivation for doing any activity I’m dreading. Whether it be having a workout buddy or a study partner, making plans with someone else not only encourages me to show up so I don’t let them down, but it makes the activity more enjoyable. Agreeing to walk to a meeting with a friend or sit next to someone in class might be the motivation you need to show up.
3. Remember your end goal. You’re not investing so much time and money into a graduate degree to learn nothing. When I find myself putting in the bare minimum, I remind myself that my education is only as valuable as what I put into it.
4. Prioritize your health. Just because life is moving offline again that doesn’t mean the pandemic is over. It’s important to remember that we should still be vigilant about our health behaviors regardless of where we are. Washing hands, wearing masks, and being cautious in big groups of people are still essential to keeping not only yourself, but the people around you healthy. Don’t forget about your mental health as well. Taking time to de-stress with activities that invigorate you, whether that be going on hikes or game nights with friends, can keep you from feeling burnt out as we make a massive adjustment to our everyday lives. Seeking help from a therapist or resources from Counseling and Psychological Services is also a great option for anyone, regardless of your mental health status.

COVID-19 is showing no signs of disappearing anytime soon. Circumstances are constantly changing which is why its important to be adaptable and take advantage of the benefits of whatever environment you’re currently working or learning in. Remember to be kind to yourself and others as we are all doing our best to navigate a challenging and changing world.

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Theory of Delegation: Being a More Effective Leader

By: Tony Mufarreh (to read Tony’s original article visit his blog here)

As a student, I’ve had the pleasure of being a part of several student clubs/organizations. At this point, I swear I’ve done it all: science olympiad, national honor society, track and field, swimming, student government, jazz band, marching band, band council (can never have too much band, right?).

I had the great honor of being elected “leader” of a variety of these groups: Student Representative x 2, Vice President x 3, President x 6, and countless “social media” roles. I’m unsure if the average number of leadership positions the typical professional holds is known, but I would like to formally submit my application to Guinness.

Spending any time in a leadership position (student or professional), inevitably a predecessor has given you the advice to “delegate” tasks. This is, at its core, the idea of distributing the work load, typically done in a top-down fashion. When done right, this can be an invaluable skill. The problem is: it’s not.

Thus, what I call the Theory of Delegation (ToD) was born. Not only is this a framework for delegating effectively, but another tool in your toolbox for becoming a better leader.

Part 0: Assumptions

To use ToD method effectively, we need to establish some context. First, this method should be used when talking with teammates. There’s little reason to be delegating tasks to someone in a different department or institution, unless they are already a member of your group, ensuring constant communication, follow-up, and check-ins.

Second, make sure the person you are delegating the task to is the correct person for the job. This is a bit tricky at times, and more of an art form on the leader’s side, but your goal is to learn what each person on your team is good at. Figure out what they do well, if they have access to the resources to complete the task, and (often most important) do they have the TIME to complete it? More on this in Part 3.

Part 1: Start with WHY

This one is taken and adapted from Start With Why by Simon Sinek. The basic idea is to form how you communicate the task to someone into three essential components: What, How, and Why (also known as the “golden circle”). What is the task? How do they complete the task (i.e. resources needed)? Why is this task important for the overarching mission?

https://www.alexanderjarvis.com/simon-sinek-how-great-leaders-inspire-action-the-golden-circle/

The good news is that you probably already know the answer to all of these questions, however, the order in which you present them is what makes the ToD so powerful. Typically what happens is people talk from the “outside-in”, stating What and How, and either glossing over Why or omitting it completely. Instead, speak from the “inside-out”, starting with Why. This puts the sometimes trivial task into perspective, showing how this one piece fits into the larger puzzle. “What if I don’t know the Why for a task?” Then the task doesn’t fit into you mission as an organization, don’t assign it.

Check out Simon’s Ted Talk for more on this.

Part 2: Be direct

Has this scenario happened before: A boss needs a simple task done that can be done by anyone on the team. Believing everyone is willing and able, they send a mass email to the whole team explaining the task (starting with why, of course), and at the very end they add this tag: “Can anyone do this?” The response? Crickets. Why?

It isn’t a result of people’s unwillingness to help. Simple tasks are simple and in general, we want to help. So what went wrong? Lack of directness. Humans have bias, essentially an unconscious preference for certain things and actions. In psychology, the bystander effect is one such bias. It states that when people are in crowds, we are less likely to assist someone in need because of a flawed assumption: someone else will help.

This is why our boss got crickets from the email. Everyone assumed someone else already took up the charge. The solution to this is quite simple, be direct. Ask a single person directly, no matter how trivial the task may seem. If they are unable, ask someone else. Avoid mass emails or cries for help, we’ll just assume it’s already done.

The index team where the Theory of Delegation was formally born. April 2019

Part 3: One at a time

Different people are different. They require different needs and complete tasks at different rates. Give two people 1 hour, one might finish the task, the other may not. Why? Life happens outside of our control that effects productivity. It is nearly impossible to separate our life from work in this sense. As a leader assigning tasks, you must have a gauge for this timeframe for each person.

How do you get a gauge? Know your people. Know what goes on in their lives, take interest in who they are and be their friend. Not everyone can work at 100% 24/7, so don’t assign your tasks with this assumption. Be flexible, be adaptable, and be available if they cannot complete their task during the given timeframe. The task is important, yes, but being there for your people is how you create resilient teams.

Conclusion

Those are my secrets. The Theory of Delegation has been in development for over 5 years and continually improving. However, keep in mind that, just like leadership, the ToD is an art form and takes time to master. With these introductory tips, you will be well on your way to creating more effective and cohesive teams.

My favorite part of the ToD is this: your team will take note of how you lead. Your methodology, your supportiveness, and your mission for a greater goal will show through, and will be inspiring. Legacy is built into the ToD, teaching future leaders how to work in their own groups, resulting in an explosion of effective, empathetic leaders. I’ve seen it with my own eyes, and I can’t wait for you to see it, too!

You can watch my Presentation on Theory of Delegation to Kappa Kappa Psi, National Honorary Band Fraternity at University of Michigan at this link.

Anthony (Tony) Mufarreh, MPH (EPI 2021) is currently a first year MD student at Central Michigan School of Medicine. During his time at Rollins, Tony served as Rollins Student Government Association (RSGA) Epidemiology Representative.

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Focus On Your Strengths

To most of us, the idea of self-improvement is about overcoming or improving our weakest qualities. I followed this conventional wisdom for years, constantly focusing on fixing my weaknesses. So, you can imagine my surprise to learn that research suggests the opposite may lead to faster, more efficient professional growth. One study found that “employees feel more confident, self-aware and productive when focusing on strengths rather than weaknesses…which leads to higher employee engagement, increased performance and significantly lower attrition rates.”

This idea of focusing on our strengths rather than weaknesses to develop ourselves was first introduced to me at a Strength Training workshop by Dr. Ariana Freedman from Maventree Consulting. We took the Clifton Strengths Assessment to determine our strengths and the workshop focused on how to best utilize our top five strengths. When Dr. Freedman was asked how we can learn what our bottom five strengths are, she responded that this was irrelevant. She explained that our greatest potential for improvement did not stem from the competencies that we struggle with, but rather from learning when and how to use the ones we excel at.

Why focus on strengths?

The premise of this workshop was that we are our best selves when we focus on what we do well, rather than what we do wrong. First, when we spend more time working on the things we enjoy and excel at, we’re more likely to feel fulfilled and accomplished. How many of us have forced ourselves to study our least favorite subject or practice one of our weaker skills, only to end up feeling defeated and discouraged? That’s not to say we shouldn’t try our best at the skills we struggle with, but rather we should focus more energy on improving our strengths than our weaknesses and use these strengths to approach our problems in new ways.

Focusing on strengths is about more than just making yourself a better person, though. This tactic can help us in our relationships with others as well, both professional and personal. The idea of avoiding criticism in favor of praise isn’t a new one, and is in fact a common theme in the famous book How to Win Friends and Influence People. I don’t know about you, but I definitely feel a lot more motivated when given praise rather than criticism, so this rang true for me. The book’s author emphasizes that one of the things good leaders do well is praise others often. Praising others can be a powerful motivator, so taking the time to recognize people for their hard work or talent may encourage them to continue performing at their best.

How can we use our strengths to develop ourselves?

One of the things we discussed in our Strengths workshop was how underutilizing or overutilizing our strengths in different situations can be what causes us to struggle with certain tasks. As an example, my top strength was being analytical. This meant at my best I can use this strength to solve problems logically, but at my worst it hindered me when I removed emotion from situations that require feeling, or tried to solve problems that didn’t need solving. We can improve ourselves by learning when and how to dial up or down certain strengths and when to use others. I had never put much thought into how to approach certain situations, but this exercise made me realize I could improve how I handle certain problems by using other strengths.

One of the other strengths the assessment identified was being deliberative, which meant I was good at reflecting and putting a lot of thought into decisions. I learned that while being analytical might help me strategize how to structure a group project, being deliberative may come in handy more for helping resolve a relationship conflict between friends. The first step in taking this approach, however, is knowing what our strengths are. Our strengths are a combination of what we are naturally talented in and the skills in which we invest time and energy. Once you recognize what these are, learning when and how to use them may just help you find more fulfillment in your life and more success in your professional pursuits.

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The Student-Leader Conundrum

By Katy Krupinsky

According to the *very* reliable source of Wikipedia, a student leader is someone who “strives to change the world by starting with their own community.”  I’m not sure I completely buy that definition; however, it makes me laugh, because, while student leadership does involve making changes to better the community, it means SO much more than just that to me.

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The student-leader conundrum

I wish I could say that being a student leader is all sunshine and rainbows and that these roles are just like any other leadership position.  However, student leadership is unique because you must simultaneously wear two hats – the student and the leader. Let me explain –

On the one hand, you are a student.  You struggle to find motivation to complete assignments and complain about having to show up to that 8am class.  You get annoyed when “the powers that be” send yet another email that you are going to delete without reading and are sad when you can’t get into the classes/sections you want because your Wi-Fi was a little too slow. You worry about your future after graduation and become overwhelmed by the sheer number of expectations that come with graduate school.

On the other hand, you are a leader.  You get to serve in a role in which you can shape the future of an organization and advocate for your community. You are given the amazing opportunity to make changes for the better within the community culture and create events that allow your peers to connect with one another and grow as individuals. You have at your fingertips university resources and funds which were seemingly overnight bestowed to you.

Some people can wear these two hats one at a time and separate these roles of student and leader; however, if you are anything like me, these roles constantly overlap and it’s almost impossible to keep them distinct.

As a student leader, you are seen as an extension of administration and a role model among your peers.  You constantly feel you are being watched and expected to perfectly respond in alignment with your role as a student leader regardless of your personal thoughts or how you would act if you didn’t have this title.  From touchy situations in class or in GroupMe’s to navigating the relationships with your advisors who also happen to be your professors, you are expected to be a leader when, sometimes, all you want to do is just be a student without having the weight of an organization behind you. 

Without a manual or any sort of instructions, you must figure out how to live out two identities which, at times, require opposing ideas and actions. You must satisfy your expectations for yourself as a student and rectify them with your responsibilities as a leader – something which is no easy task.  

The student-leader opportunity

Being a student leader has its challenges and, at times, feels like more effort than it’s worth.  However, I would argue that these unique student leadership challenges are not really problems, rather, a set of amazing opportunities.

At the start of last semester, to be honest, I was starting to think that student leadership was more effort than it’s worth.  However, by the end, my outlook had changed completely because of a conversation with Dr. Christensen-Lindquist. 

I had come to her asking for advice on how to rectify my role as a student and a leader when faced with a duty for my leadership role that I didn’t personally agree with. We talked about many relating to what it means to be a student leader; however, she gave me one piece of advice that still sticks with me because it completely changed the way that I look at tackling this student-leader conundrum. 

She told me that, while we may try, its simply impossible to ignore the fact that the different hats we wear in our lives impact how we act in every role we hold.  Further, there is absolutely nothing wrong with letting one role inform the other – it makes us better and is likely why we were chosen for those roles in the first place. 

In saying this, she made me realize, that student leadership is an amazing opportunity because you can leverage your perspective as a student and use it to make you a stronger and more impactful leader.

One of the great things about being a leader as a student is that you have a level of access to administration which allows you to enact real change within the school.  However, unlike faculty or staff, as a student leader you also have the perspective and access of a student. You get to tread the line between administration and the student body to make immense impact and progress.  And even more, you can enact change which will not only impact you and your academic/social community directly, but also leave a legacy which will last long after you have left and graduated.

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While at times challenging, student leadership is something to which I am forever grateful that I have been able to get involved in and something that I highly encourage everyone to try out.  From the late nights drafting emails and getting approvals, to the moments when you get to see someone find their voice because of your work, student leadership is something which has changed my life in so many ways.

I can’t quite say I feel like I have successfully “striven to change the world by starting with my own community”; but I for sure can say that I have learned a lot along the way.

If you are interested in getting involved in student leadership, you can find a list of all of the student organizations at Rollins here.  The organizations are filled with individuals who are passionate about their organizations and are excited to hear from you.  Want to help lead a community which doesn’t already have an organization? Reach out to one of the Rollins Program Coordinators for Student Engagement or Rollins Student Government Association to learn more about the process for founding an organization.

Katy is a current second-year Epidemiology MPH student.  Within the Rollins community, she serves as one of the RSGA epidemiology student representatives and the secretary of the RSGA DEI committee.

Featured Image by Jehyun Sung on Unsplash

Networking in the Time of COVID

Are you feeling rusty after nearly 18 months of wearing a mask, going through lockdown, and social/political unrest? We have all been cocooning at various levels, and with still so much uncertainty it can feel overwhelming to step outside your carefully crafted comfort zone. So, while you know you have to secure an APE and thesis in a few months, or begin your job search you feel uneasy about how to do so. How do you cultivate and grow your network when you feel like you’ve forgotten how to speak to people again?

Yes, it is hard. But the one certainty that has emerged is our universal need for human connection, in whatever form. If you want to maximize your opportunities, engaging with humans is a necessity. The thing about connecting with people is the more you do it the easier it becomes. Everyone you meet has a network waiting to be discovered that you can tap into. In a world where 6 degrees of separation has reduced to 4, you can learn to leverage this. We never know who has a hidden connection that will change the trajectory of our professional life unless we reach out to them. And there is a tremendous cost to avoiding social engagement during everyday interactions. Relationships are important. 

Like learning any new skill, practice really does make a difference. And we can practice networking in every situation and scenario possible. In Joe Keohane’s new book, “The Power of Strangers, the Benefits of Connecting in a Suspicious World,” he stresses the importance of cultivating this “skill”. Interactions with strangers promotes empathy, and connection. It is dehumanizing not to engage with others because this can lead to you thinking of people as objects or simply a means to an end. The other person can always sense this.

Some suggestions for networking in this article in Forbes  may be constructive, however, I think this article on why your networking strategy is NOT working bears more consideration. Some key take-aways  of mistakes you may be making include:

1) Asking for too much too soon – no you can’t ask a professor to write a letter of recommendation for you just because you were in their class.

2) Missing easy wins – ask questions and make comments in class. It is often during breakout sessions “where the real networking happens.” 

3) Viewing meetings as one-offs – cultivate those relationships with faculty, students, and staff. – “Even if only subconsciously, viewing a networking interaction as one and done will have a negative impact.”

4) Being robotic – yes, you should practice your “elevator pitch”, but reciting it verbatim at every encounter sounds, well, too scripted and practiced. Bring you, your experiences, and your areas of interest to the encounter where appropriate.

5) Not reading between the lines – absolutely follow up with an email if your new connection has offered to mentor you, but if it’s still crickets after your third attempt – perhaps they were being polite and/or don’t have the bandwidth or interest to follow through. Move on.

Finally, if you have 16 minutes, watch this TED talk – spoiler: “one brief conversation landed me my job.”

Now more than ever – people matter. Connections matter.

Featured Image by Antenna on Unsplash