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In my first few years on the job, I was challenged by the service demands of the job. In year two, I was tapped to co-lead an AQIP improvement project. I didn’t really have prior experience with this type of project leadership (for example, leading colleagues as opposed to subordinates) and was concerned about how I would perform.

Stress helped push me to engage in more active problem solving. To be successful, I had to seek help / information from others. I discovered that I was better at project management than I thought, particularly with aspects surrounding planning, keeping track of minute details, and engaging people. I learned that it wasn’t realistic for me to experienced or “good right out of the gate” on every new task.

Even if you don’t have prior experience with a certain task, it’s likely that you already have accomplished more difficult tasks in your career. It is permissible, and often necessary, to “learn as you go.” Asking for help / guidance can be helpful, and may also be a big time saver.

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You may be asked to teach a course or take on a role that feels unfamiliar or outside your comfort zone. If there's any way you can say yes to that challenge, start by asking yourself: What skills or approaches from your own discipline can I apply here? Lean into what you already know and use it as a foundation to tackle the new task. You’ll likely discover that you’re more capable than you imagined—this mindset has helped me successfully take on courses I initially found intimidating.

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During my first semester teaching, I was overwhelmed—five courses, all new to me. I spent countless late nights trying to stay ahead.

Eventually, I learned to shift my approach: instead of trying to do everything, I focused on identifying the single greatest need students had in each class—the one thing that would most help them succeed.

Once I did that, everything became more manageable. Prioritizing the most important need allowed me to support students more effectively and regain control of my workload.

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When I was a student employee, I felt overwhelmed that I had never used a computer before and I was in my 30s.  I was given duties and did not know how to complete them.  I was very shy and I had to reach out and ask for help.  By reaching out for help it created relationships with my peers and enabled me to be the efficient person that I have become.

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Flexibility Over Rigidity: Lessons from a Trial by Fire

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Flexibility Over Rigidity: Lessons from a Trial by Fire

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I was hired for my first high school teaching job just ten days before classes began. I was responsible for six different courses—none of which were in my academic major (long story). To make things more challenging, there was no set curriculum for any of them. I had to create the content on the fly, day by day.

It was brutal.

But through that experience, I learned how to be flexible and go with the flow. I discovered that rigid structures often lead to rigid mindsets. By staying adaptable, I was able to meet students where they were and grow as an educator in ways I never expected.

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When I was preparing my first test, I started with a rough draft and met with my department head and dean to get feedback on how it should be structured. Their response? My test was too easy.

That moment was stressful—but it was also transformative. The pressure helped me realize the importance of holding students to a high standard. I learned that assessments should challenge students and reflect the depth of learning we expect from them.

Instead of seeing the stress as a setback, I used it as a signal for growth. I revised the test to better align with course goals and student potential. That experience taught me that discomfort often accompanies development—and that high expectations, when paired with support, help students rise to the occasion.

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Imposter Syndrome Didn’t Break Me—It Reshaped Me

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Imposter Syndrome Didn’t Break Me—It Reshaped Me

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In my first few months in a new role at the college—my first job right out of graduate school—I struggled with imposter syndrome. I constantly questioned whether I belonged, whether I was qualified, and whether others could see through my uncertainty.

But instead of letting that pressure paralyze me, I used it as fuel. I leaned into every professional development opportunity I could find. Workshops, trainings, conversations with mentors—each one helped me grow more confident in my role and more capable of supporting others.

Imposter syndrome didn’t break me. It reshaped me. It pushed me to develop professionally, reflect deeply, and ultimately find my footing as an educator and leader.

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Early in my career, I wrestled with the idea of needing to be perfect. But I’ve come to realize: you’ll never be perfect—and that’s okay. What matters more is striving for excellence.

Perfection is static. Excellence is dynamic—it’s fueled by effort, reflection, and growth. The more I leaned into the process, the more I achieved—not because everything came easily, but because I kept showing up, learning, and improving.

Real growth happens when we embrace the stress, the setbacks, and the imperfections as part of the journey. That mindset has helped me become a better professional and a stronger support for others.

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Taking on a new role stretched me in unexpected ways. I found myself supporting others in areas I hadn’t navigated before, and at times, I felt unsure and overwhelmed.

But I learned something powerful: you don’t have to figure everything out on your own. Asking questions and seeking support from my team and supervisor helped me deepen my understanding and grow into the role with confidence.

Growth doesn’t happen in isolation. When you ask for help, you open the door to learning, collaboration, and success. It’s not a sign of weakness—it’s a step toward becoming stronger and more capable.

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I found myself in a situation that was completely new and unfamiliar. It was uncomfortable—I didn’t feel confident, and I wasn’t sure I belonged in that space.

But that challenge turned into an opportunity. It gave me a chance to extend grace to myself and connect with others who had walked similar paths. Through those conversations and shared experiences, I gained insight, reassurance, and a deeper understanding of the work.

Coming out of that time, I didn’t just overcome the discomfort—I grew from it. Now, when I face unfamiliar situations, I feel more prepared, more grounded, and more open to what they might teach me.

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When I was hired, I was assigned to teach a class I didn’t feel prepared for. I was nervous and unsure of how I’d manage. But I quickly discovered that I wasn’t alone—my colleagues were incredibly helpful, offering guidance, resources, and encouragement.

With their support, I made it through. And more than that—I grew. That experience taught me that challenges don’t have to be faced alone, and that leaning on others can turn uncertainty into confidence.

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Friend, I understand your stress. Higher education can feel overwhelming—I’ve been there too. One time, I was assigned a class I had never taught before and had only four days to prepare. It was intense and stressful.

But that challenge pushed me to be more creative. I explored outside resources and even leveraged AI tools to quickly design engaging and meaningful lessons. What felt impossible at first became a moment of growth.

So I want to encourage you: keep going. You’re still learning, and that’s exactly where you’re supposed to be. Your efforts will pay off—I truly believe that. And remember, you’re not alone. I’m here to support you along the way.

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This was my very first time teaching, and honestly, I was scared to death. I worried I wouldn’t be able to do the job or be a good college instructor. But I met with my mentor every two weeks throughout the quarter to review student assignments, quizzes, and classroom strategies. Those regular check-ins helped me feel more confident and grounded in what I was doing.

I reminded myself: I was hired because I had the qualifications to be here. I had to trust in myself and my abilities—and that trust grew stronger with each step forward.

So believe this-you can do this too! You’re still learning, and that’s exactly what growth looks like.

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No Experience Doesn’t Mean You Can’t Do It

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No Experience Doesn’t Mean You Can’t Do It

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During the Jenzabar implementation, I was tasked with developing and building the JRM system—including creating applications from scratch. I had never done anything like it before, and I felt overwhelmed.

But that pressure became a turning point. It pushed me to think creatively, explore new tools, and trust in my ability to learn quickly. I realized that just because I hadn’t done something before didn’t mean I wasn’t capable of doing it now.

That experience taught me that qualifications aren’t just about past experience—they’re about potential, problem-solving, and perseverance. You don’t have to know everything to begin. You just have to start.

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When I first attempted program review, I felt overwhelmed. There were so many moving parts, and I had countless questions. I wasn’t sure where to start or if I was even doing it right.

But once I began collaborating with colleagues and asking questions, things started to click. Their insights helped me better understand the process, and my confidence grew. What felt intimidating at first became an opportunity to learn more about my program and how to better support my students.

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I used to avoid asking for help. I’m the type of person who likes to figure things out on my own—searching online, troubleshooting, and pushing through. I was overwhelmed, missed deadlines, and spent too many late nights trying to keep up.

Eventually, I realized that not asking questions was costing me time, energy, and clarity. Once I started reaching out to colleagues, things got better. I gained insight, felt more supported, and my confidence grew.

We work at an institution where we’re a team!

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Teaching overload classes brought a level of stress I hadn’t experienced before. The tasks felt impossible, and I was stretched thin. But through that pressure, I learned something valuable: the best way to face overwhelming challenges is to pause, talk with others, and take time to reflect and pray.

That shift in mindset helped me realize I don’t have to do it all. I’m part of a team, and I’m not alone. Stress no longer runs the show—it’s not my captain.

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Working in higher ed can feel like a constant juggling act. There have been times when the workload felt overwhelming—deadlines stacked up, meetings back-to-back, and expectations high. I used to think I had to power through it all alone.

But I’ve learned that stepping back, prioritizing, and leaning on my team makes all the difference. We’re not just individuals doing tasks—we’re part of a community. When I started asking for help and sharing the load, the stress became more manageable, and the work more meaningful.

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You Don’t Have to Know Everything to Start

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You Don’t Have to Know Everything to Start

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There have been moments when I was asked to take on something I’d never done before—new systems, unfamiliar processes, unexpected responsibilities. My first instinct was to doubt myself.

But I’ve learned that experience isn’t the only qualifier—willingness to learn is just as important. By asking questions, collaborating with others, and staying open to growth, I’ve been able to succeed in areas I once found intimidating. You don’t have to know everything to begin—you just have to be willing to try.

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Working in higher ed can be tough. There’s always something new, and sometimes it feels like the work never ends. Add in staff turnover, and it can feel like you’re constantly starting over—training new people, picking up extra tasks, and trying to keep everything moving.

I’ve had moments where I felt burned out and frustrated. But over time, I’ve learned to step back and look at the bigger picture. The work we do matters. It helps students, supports programs, and keeps the college running. That reminder helps me push through the hard days.

We’re not meant to do this alone. We’re part of a team, and even when things feel unstable, there are people around who care and want to help. So take a breath, ask for support, and remember—you’re making a difference.