Graduation  with Leadership Distinction in Research

          During my first semester on the University of South Carolina Lancaster (USCL) campus (Fall 2015), I had the privilege of meeting many individuals that helped me become more involved around campus. The Student in the University (UNIV 101) was a class geared towards preparing students for the transition into college life. The peer advisor for our professor was very smart, was always there to help, and since she was also my orientation leader I felt very comfortable talking to her. After working with her for the semester, she introduced me to an idea that would change how I view campus life. She suggested that I become a USCL Peer Advisor (P.A.L.). I never thought my story of how I came to attend USCL would impact another individual or influence their decision to come here. However, based on the advice, I decided to take on a prominent leadership role at USCL and become a PAL.

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         Before helping with the student orientation for the Fall 2016 semester, I was required to take Fundamentals of Leadership (RCAM 205). This class prepared me for the skills I would need to be able to connect with students and individuals overall. One of our course objectives was to “Improve public speaking skills and verbal and nonverbal communication skills.” We focused on how to address certain situations we may encounter during orientation and learned how to effectively handle them. For example, if a student attending the last orientation of the summer hasn’t even applied to the university yet, it is best to remain professional and communicate the necessary steps to become enrolled. Our professor really put into perspective when she asked the class to view the person as a sibling or close relative. Naturally, we would want our family to have the best experience at orientation, so by learning to control nonverbal cues (facial expressions, body language), we connect more with the students by being willing to help. The upcoming summer (2017) will be my second year as a PAL and I cannot be more excited to engage with prospective students for the upcoming year.

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          Having such an integral role on the Lancaster campus has also led me to engage in many opportunities, such as Carolina Day.  This entire day is designed for all of USC campuses to go to Columbia and speak with their representatives and senator of each county. As advocates for the University of South Carolina Lancaster, we talk to our legislators about continually investing in higher education and the importance it has on our state’s economic prosperity. Communication has never been difficult for me; I find myself engaging with individuals randomly all the time. However, Fundamentals of Leadership (RCAM 205) taught me that communication encompasses more than just speaking. Nonverbal communication can have an immense impact on how someone perceives you, even before talking to you. Body language is a major aspect of effective communication. I was always taught to conduct myself in a professional manner at all times. I tend to give firm handshakes and maintain good posture which is key when you want someone to listen thoroughly and understand your position of the subject at hand.

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       Although our legislators are extremely nice, it was still a little intimidating to be so close to them. In this scenario, my communication skills were truly tested.  This opportunity allowed myself and fellow PALs to talk about the importance of a Bond Bill for the upcoming year. We communicated the challenges our counties faced and the significance of their continued support and advocacy. A bond bill for education provides money to improve educational institutions around the state. The money would be used to improve the infrastructure of some of the campuses around the state to attract prospective students and professors, but it’s ultimately an investment in my future and many other students around the state of South Carolina.

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         Learning how to be a leader as well as an effective communicator also helped during my research. It made it easier to go out and recruit individuals for the studies in the USCL Body Composition Laboratory. I made announcements in classes explaining that we were looking for participants willing to wear an accelerometer for a week. Most individuals had never heard of an accelerometer, so it was my job to explain how to properly wear it to complete the study correctly. The accelerometer was worn around the waist on a belt. It was to be worn during all hours the participant was awake, including exercise. Students would come into the lab and before we started, I would introduce myself to help them feel more comfortable. Height, weight, and waist circumference were recorded before continuing. By participating in the study, myself, I could accurately explain what would be needed from them and include my personal experience. RCAM 205 enhanced how I interacted with participants, rather than allowing communication to be a barrier. I grew to understand how being comfortable with talking to people can improve ability to present in other classes or to speak to large groups of people. Developing this skill in the classroom first tremendously helped me fulfill my jobs as a PAL and as a research assistant.

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