When I first arrived at Waynesburg University, I thought I had a clear image of my path forward.
Before I set foot in Miller Hall, I was a teen brimming with feigned confidence, racing forward at 110 mph, both hands white-knuckling the steering wheel. Chances were, if I wasn’t doing homework or studying, I was engrossed in a book, writing poetry, exploring PubMed articles, painting, taking voice lessons or being a below-average ballet dancer. My dedication paid off, and I graduated high school early as one of the top students in my class, all while juggling a nearly full-time job. I was sure that my future lay in medicine.
Six months after graduating, I was newly 18 years old in the suburbs of Washington, D.C., during the COVID-19 pandemic. I struggled to focus as my brain started to resemble the outer loop of Interstate 495, with incessant thoughts flowing at vastly different speeds and constantly merging and exiting my neural pathways. Amidst the anxiety, one thought remained constant: to serve others and share the outlet and purpose that writing and language had given me throughout my life.
That’s when I decided to listen to that thought and pursue teaching English.
I chose Waynesburg University for its robust education department and unwavering commitment to faith and service. Initially, I chose English secondary education with a focus on creative writing. However, as I spent more time in a classroom, I felt a strong calling to study communication on a deeper level to equip students for life beyond the classroom, so after months of consideration, I switched. I was now an English (professional writing) major.
Around the same time, I began working as a Writing Center tutor. In the quiet of the Eberly Library, I helped others express themselves clearly within academic writing conventions. Each tutoring session was an opportunity to meet students where they were and help them grow, and in doing so, I grew as well. It challenged me to take a more holistic look at language development. Only a quarter of my sessions were simply about misplaced commas or dangling modifiers. The rest were about helping others overcome writer’s block caused by the fear of academic failure or subtly introducing metacognitive writing.
In my final year-and-a-half at Waynesburg University, I seized every chance to step outside my comfort zone. Along with being a tutor at the Writing Center, I served as the vice president of the Lamplighters Choir, an assistant chapel team worship leader and an officer in two student organizations. I was also a University Relations student writer, and it was one of the most rewarding experiences for someone deeply fascinated with how communication happens at large. This role developed my flexibility as a writer, which is invaluable.
As I prepare to graduate, my advice to students is to embrace opportunities you’re passionate about beyond your academic major. There are endless opportunities for growth if you become comfortable with being uncomfortable... and extremely busy. It isn’t easy being involved, but it’s worth it. The grit that you develop will stay with you long past graduation. You don’t know what you’re capable of until you pursue your interests at full speed.
After earning my bachelor’s degree, I plan to further my education and transition into speech-language pathology. I am deeply grateful for the mentors who have influenced my journey. Without the care, attention and encouragement from my English professors, I would not be the person I am today. Their commitment to educating students to be critical thinkers has indelibly changed my perspective on teaching, and their guidance has been an exceptional example of persevering and serving in the face of adversity.
