1.

Tell me about yourself

My name is Thy, and I’m currently an [Link]. Higher Education student at UH. I’m someone who
learns best through real experiences and through the moments where I get to support others.
One of the first moments that shaped me was when I became a teaching assistant at an English
center. It wasn’t something I planned — it happened almost by chance — but it became a
turning point for me. I still remember walking into a classroom full of energetic kids and feeling
completely overwhelmed. But as time went on, I learned how to guide them, create structure,
and support them individually. That experience taught me patience and showed me how much I
enjoy seeing people grow when they feel supported. Later, when I began tutoring math online
for a high school student who struggled with confidence, I learned how powerful steady
encouragement can be. We worked slowly, step by step, and eventually I saw them gain trust in
themselves — not because the math suddenly became easier, but because they felt safe trying.
During my undergraduate years, which I completed in Business English, I also joined a
community charity project where my group coordinated with the local ward office to prepare
and distribute food packages to low-income families. I was responsible for managing the lists
and organizing the logistics. Seeing how essential needs support could directly impact
someone’s wellbeing helped me understand the importance of care, dignity, and access.
Looking back, these experiences all point toward the same theme: I feel most fulfilled when I’m
supporting others in meaningful, practical, and compassionate ways. That’s what led me to
Higher Education. I want to learn how student support systems work, how offices like CSAC help
students feel safe and seen, and how institutions create environments where students can truly
thrive — not only academically, but as whole human beings.

2. Strengths

I think one of my strengths is the ability to stay calm and observant in most situations. When I
was a teaching assistant, I learned to really watch students — not just the ones who spoke up,
but the ones who quietly struggled. Over time, that helped me respond more thoughtfully and
support each child at their own pace. Another strength I’ve developed is patience. As a math
tutor, I worked with a student who lacked confidence, so I learned to slow down, break
concepts into small steps, and create a space where they felt safe trying. That process showed
me that patience is not just a skill — it’s a way of helping someone believe in themselves. And
because of experiences like the charity project I joined during my undergraduate years, I’ve also
become someone who values organization and careful work. I was responsible for handling
distribution lists from the ward office and making sure everything reached the right families. It
taught me the importance of being accurate, steady, and reliable. Overall, I would say my
strengths come from being intentional, gentle, and committed to supporting others with care.

3. Weaknesses

One of my weaknesses is that I tend to be more reserved when I enter a new environment. I
usually take some time to observe how people work, understand expectations, and figure out
the team’s rhythm before I fully step in. This part of my personality comes from wanting to do
things correctly and not wanting to disrupt the flow of others. But I’ve realized that sometimes
this makes me a little slower to participate in conversations or share my ideas. I noticed this
clearly when I first became a teaching assistant. I hesitated to ask questions because I didn’t
want to bother anyone, and I worried about making mistakes. Over time, I learned that clarity
actually helps everyone — and that asking early prevents misunderstandings later. So recently,
I’ve been trying to find a better balance. When I join a new team or project, I still take time to
observe — but I also make an effort to check in earlier, ask small clarifying questions, and
communicate sooner. It’s something I’m actively working on, and I’ve noticed improvement in
myself. The positive side of this weakness is that once I get comfortable, I become very reliable,
thoughtful, and committed. I may be quiet at first, but I listen deeply and take responsibilities
seriously. I just need a bit of time to warm up — and I’m learning how to shorten that transition
with each experience.

4. How does this role fit your strengths?

I think this role fits my strengths in a very natural way. I’m observant and intentional, so when
working on graphics or outreach materials, I tend to think about how a student might actually
feel when they see it — whether it’s clear, welcoming, or supportive. Coordination with
different offices also aligns with how I work in teams. I’m gentle but reliable, and I try to
communicate respectfully and clearly. And because of my background in Business English, plus
my experience supporting students as a TA and tutor, I understand how important messaging
and tone can be. A small detail, like the way information is phrased or designed, can make a big
difference in whether a student feels comfortable reaching out for support.

5. How do you work in a team?

I’m someone who listens first, understands the rhythm of the team, and then steps in to
support where I’m needed most. As a teaching assistant, teamwork meant preparing materials
ahead of time, stepping in quietly when the teacher needed help, and making sure the
classroom felt stable and structured. I learned that good teamwork doesn’t always look loud —
sometimes it’s the consistent, behind-the-scenes support that really matters. In the charity
project, I naturally took on roles that involved organizing information and checking lists to
ensure accuracy. Those small details helped the entire group function more smoothly. For me,
teamwork is about awareness, reliability, and caring about the success of the group as a whole.

6. Why should we choose you?

You should choose me if you’re looking for someone who is steady, observant, and genuinely
committed to supporting students with care. Across all my experiences — from guiding children
in the classroom, to helping a student rebuild their confidence in math, to supporting families in
my community — I’ve learned that meaningful work often happens quietly, through patience,
intention, and consistency. I might not be the loudest person, but I show up, listen well, and
take responsibility seriously. I care about dignity, equity, and helping people feel safe and
supported. I believe those values align closely with CSAC’s mission, and I would be grateful for
the chance to learn from and contribute to your team.

7. What do you know about CSAC?

From what I’ve learned, CSAC is a space centered around essential needs, advocacy, wellbeing,
and community connection. I really appreciate how your work recognizes that academic
success depends on a student’s stability — having food, safety, emotional support, and access
to care. A friend introduced me to the office earlier this year and walked me through the space.
I remember noticing how warm and welcoming it felt — students studying together, snacks
available, even a quiet space where students sometimes take a nap. It made me realize that
CSAC isn’t just an office; it’s a place where students can breathe, reset, and feel cared for. The
more I learned about your programs — like Cougar Cupboard and essential needs support —
the more I felt connected to your mission.

8. How do you handle stressful or unexpected situations?

I try to stay grounded and focus on understanding what actually needs to happen next. I’ve
learned that when things become stressful, reacting emotionally usually makes the situation
more confusing. So my first instinct is to pause for a moment, take a breath, and look at the
problem clearly. Once I understand the core issue, I break it down into small steps I can
manage. One example that stayed with me happened during a charity project in my
undergraduate years. On the morning of the distribution day, we found out that the list of
families needing support was larger than what we had prepared for. Everyone was worried
because the supplies suddenly didn’t match the expected numbers. Instead of letting the stress
take over, I focused on practical steps. I counted the remaining items again, recalculated how
we could adjust the packages, and reorganized the distribution order to make sure everything
remained fair. I communicated the updates to my group and double-checked the lists from the
ward office to avoid any mistakes. That experience really taught me something important:
when situations feel chaotic, calmness and clarity can completely change the outcome. Even
small grounding actions can help the whole group regain focus. I’ve carried that mindset with
me ever since, and I try to bring the same steadiness to any unexpected challenge I face.

9. How do you prioritize your tasks?

I usually prioritize by breaking tasks into smaller, manageable steps and identifying which ones
are time-sensitive or essential to the next stage. I’ve found that when I organize the work
clearly at the beginning, everything becomes much smoother later on. When I tutor math, for
example, I always prepare lesson materials ahead of the session — not just the problems, but
also explanations, examples, and backup exercises in case the student needs extra practice.
Preparing early helps me stay fully present during the session, so I can focus on the student’s
emotions, their pace, and their needs instead of scrambling to find materials. The charity
project I worked on also taught me a lot about prioritizing under real pressure. I created a
system for tracking household lists, quantities, and distribution schedules because I didn’t want
to risk leaving any family out. I reorganized the checklist several times to make sure it made
sense, and I added small notes so our team could follow it easily. That planning paid off —
when unexpected changes happened on the distribution day, we were able to adjust quickly
because the foundation was already organized. For me, prioritizing is not just about deciding
what needs to be done first; it’s about preparing thoughtfully so that when something
unpredictable happens, I’m not overwhelmed.

10. Why do you think you are a good fit for this position?

I think I would be a good fit for this position because my experiences, my strengths, and even
the way I naturally work align well with what the role requires. Throughout my time as a
teaching assistant and a math tutor, I learned how to communicate in a way that feels clear,
calm, and supportive. Those roles taught me to pay attention to details—not just the tasks, but
also the emotions and needs behind them. I think that mindset is important for outreach work,
because students engage more when information feels welcoming and easy to understand. I’ve
also worked on several class presentations during my undergraduate studies, and that helped
me develop an eye for how information should be organized visually. I often used Canva to
design slides, and over time I started observing how my classmates arranged layouts, chose
colors, or highlighted key points. I learned a lot just by paying attention and experimenting, and
I still enjoy creating clean, simple materials that communicate well. In addition to that, I’m
comfortable coordinating with others. When I helped organize the community charity project
during undergrad, I was responsible for managing lists, checking accuracy, and working with the
ward office to ensure everything reached the right families. That experience taught me how to
stay organized, communicate clearly, and collaborate respectfully. I’m not someone who rushes
through work—I take my time to understand the purpose and make sure what I create is
thoughtful. I think that fits well with CSAC, because your office prioritizes care, clarity, and
student-centered communication. I may not have formal marketing experience yet, but I learn
quickly, I’m very observant, and I’m committed to doing work that supports students in
meaningful ways. I believe those qualities make me a strong fit for this position.

11. What part of the IA role are you most excited about?

I’m most excited about the outreach and communication aspect — learning how to share
information in a way that feels safe, supportive, and easy for students to engage with. I’m also
curious about how social media and graphics can influence students’ willingness to seek help or
attend programs. And I’m excited about the chance to learn how CSAC collaborates with other
departments, because I want to understand how student support works across the whole
campus, not just within one office.

12. What do you hope to learn during this internship?

I hope to learn what student support looks like in daily practice — not just from a theoretical
perspective, but through the real interactions, decisions, and processes that happen behind the
scenes. I want to understand how cases are managed from start to finish: how information is
gathered, how concerns are interpreted, and how decisions are made carefully and ethically.
I’m especially interested in how staff balance empathy with professional boundaries, because I
know that supporting students often requires both compassion and structure. Seeing how the
CSAC team navigates those moments will be very meaningful for me. I’m also curious about
how different units on campus collaborate when a student needs multifaceted support — for
example, essential needs, wellbeing, academic concerns, or emotional assistance. I want to
observe how communication flows between offices, how partnerships are built, and how teams
work together to ensure no student feels lost or alone in the process. Another area I really want
to grow in is outreach and communication. I want to learn how to design messages, visuals, and
interactions that make students feel welcomed, informed, and safe to seek help. I believe that
the tone, clarity, and accessibility of outreach work play a big role in whether students engage
with resources. Finally, I hope to gain more confidence — confidence in understanding student
needs, confidence in contributing to a professional team, and confidence in trusting my own
instincts when supporting others. Overall, I hope this internship helps me develop not just skills,
but a deeper sense of purpose and identity in the field of student support and essential needs
work — areas I feel genuinely passionate about and want to grow in long term.

13. How would you support a student in distress?

I would start by staying calm and giving the student space to talk, without rushing or assuming
anything. I would listen actively, acknowledge their feelings, and make sure they know they’re
not alone. If I’m not the right person to help directly, I would guide them gently toward the
appropriate resources — CAPS, DOS, or essential needs support — while staying with them long
enough to make sure they feel safe. My goal would be to support them with empathy while
respecting professional boundaries.

14. Do you have experience with marketing or creating graphics?

I do have some experience creating simple materials through Canva for class projects, tutoring,
and community work. I’m not a designer in a professional sense, but I’m comfortable learning
new tools, and I enjoy creating things that look clean and easy to understand. What matters to
me is making sure information feels accessible and friendly — especially for students who might
already be stressed or unsure where to go for help. I’m very open to training and feedback, and
I learn tools quickly when I understand the purpose behind them.

15. How would you handle coordinating with different offices?

When I coordinate with others, I try to be communicative, respectful, and organized. In my

charity project, I coordinated with the local ward office and my team to make sure the
distribution lists were accurate. That taught me how important small details are, especially
when working with different groups. I think coordination works best when communication is
clear, when everyone feels respected, and when I stay open to feedback. My goal is always to
make things easier, not harder, for the people I’m working with.

16. What do you know about the Cougar Cupboard?

From what I understand, the Cougar Cupboard is CSAC’s essential needs pantry that provides
food and personal care items for students who might be experiencing food insecurity or
financial difficulties. I appreciate that it’s not just about handing out items — it’s about making
sure students have dignified, stigma-free access to basic needs so they can focus on their
academics and wellbeing. I really like that students can book appointments online, choose
items themselves, and that the environment feels welcoming rather than transactional. It
shows CSAC’s commitment to care and equity, not just service delivery. I also know the
Cupboard partners with the Houston Food Bank, which helps expand the resources available.
It’s a very meaningful initiative because having stable access to food can completely change a
student’s stress level and ability to succeed.

How do you handle disagreements or different opinions in a team?

I try to approach disagreements with curiosity instead of defensiveness. When someone sees
something differently, I want to understand why — what they’re trying to achieve, what they’re
worried about, or what perspective I might be missing. I’ve found that when I listen first, people
become much more open to hearing my perspective too. After that, I try to focus on the shared
goal rather than who is ‘right.’ For example, during tutoring or TA work, sometimes other
instructors preferred a different approach than mine. Instead of insisting on my way, I would
ask them to share their reasoning, and then I would explain mine. Often, we ended up creating
a blended approach that worked even better. One example was during the charity project
where our team had different opinions about how to divide responsibilities. Some people
preferred working quickly, while I wanted us to double-check the household list from the ward
office to avoid mistakes. I approached it by trying to understand where everyone was coming
from. I explained why accuracy mattered — that if we rushed, we might miss a family or
miscount items. At the same time, I listened to their concerns about time pressure. We ended
up finding a middle ground: the others continued preparing packages while I took responsibility
for checking the lists and verifying the counts. That experience taught me that conflict doesn’t
have to be dramatic. Most of the time, it’s about communication and making space for different
working styles. I try to stay calm, explain my reasoning clearly, and listen intentionally so we
can move forward together. I believe most disagreements can be solved with clear
communication, patience, and remembering that everyone ultimately wants the same
outcome.