Hi Hounds! This week on Highlighting Hounds, we are featuring senior Katelyn Jackson ’25! Throughout her time at Assumption University, Katelyn Jackson has had the privilege of engaging in a variety of campus activities that have not only shaped her personal growth but also allowed her to make a meaningful impact on the community. As an Elementary Education and English major with a concentration in STEM, Katelyn has had the opportunity to serve as a Head Resident Assistant for Salisbury and the Townhouses, lead fellow students as an Orientation Leader for three years, and currently support University Advancement in Alumni Engagement. Read more to learn how these roles have provided her with invaluable leadership experience and helped her connect with a diverse range of students, faculty, and alumni, all while contributing to the sense of community that makes Assumption such a special place.
Give a brief overview of your campus involvement and impact on the Assumption community.
I am an Elementary Education and English major with a concentration in STEM. I serve as a Head Resident Assistant for Salisbury and the Townhouses and have done three years as an Orientation Leader. I also currently work in University Advancement in our Alumni Engagement sector, where I help with the preparation and execution for alumni events.
What inspired you to become so involved, and how did you obtain these positions?
I was initially inspired to get involved after I met my fall orientation leader as a freshman. I remember her sharing a grocery list-esque introduction of her involvement and thinking to myself that I hoped that would be me one day. As someone who was only involved in one thing in high school, I was surprised at how much students at Assumption did. Student Leaders here often are involved in multiple groups, and that was something that I wanted to do as well. I started with Orientation because that was what my brother did, and from there, I continued to make connections and get to know people from different areas around campus, which led me to a number of leadership opportunities.
Can you tell us more about your concentration in STEM as an Elementary Education and English major? How do you incorporate STEM principles into your teaching approach?
My STEM concentration has actually had a larger impact on my teaching than I initially expected. One of the most unique classes I took as an Education major was Technology in the Classroom. Given that WPS has a 1:1 Chromebook ratio, technology has played an integral role in the way that I teach. Professor De la Cruz’s class gave me the background to engage students in learning through various unique technological resources, which increased students’ buy-in and understanding of the material. The STEM concentration not only made me more marketable to school districts, but also made me a better and more engaging teacher.
What has been the most rewarding part of your student teaching experience in WPS so far? How has it helped shape your teaching philosophy?
I would say that by far the most rewarding part about teaching in WPS and at Flagg Street in particular has been the relationships I have built with my students. I have 27 students in my 4th grade class, and each of them has taught me more than I could have ever hoped to teach them. They remind me that each day is a new one, patience is a virtue, and to enjoy the little things in life. My teaching philosophy has followed suit as a result. I bring these qualities to the classroom each day, which creates a warm and welcoming community in the classroom.
As a legacy student, how has being part of Assumption University impacted your academic and personal growth, especially in relation to your family’s history with the school?
I can confidently say that being a legacy student here at Assumption has been an integral part of my experience. When I was first transitioning to the college experience, having my brother at the same school gave me a community through the people he knew, and a shoulder to lean on when I was stressed about finals. We drove home each break together and recounted stories of professors we shared. Sharing this experience with my mom as well meant that family weekends were full of stories of years past and present, with the constant theme of community. Because of these experiences, I was set up for success both in and outside of the classroom and was able to make my four years here transformative and meaningful.
What are your career goals? How will your experiences help you reach those goals?
My end goal with education is to become an ABA Special Education Teacher, and during my summers off to work as a Certified Nursing Assistant in Emergency Medicine. My time at Assumption has ingrained in me the importance of serving others. Each of my experiences gave me the chance to give back and make a difference for those around me. Given that teaching and healthcare are both careers rooted in service, I hope to make an impact on everyone I encounter in these jobs.
You’ve had several leadership roles, such as being an Orientation Leader and Head RA. How have these experiences helped you grow as a leader?
Orientation and Residential Life both challenged me to step outside of my comfort zone and interact with all different types of people. I grew in my ability to willingly put myself in challenging situations, learned about the ins and outs of conflict resolution, and found my strength in crisis management. These qualities are all ones that I will use in the workforce, and I credit my strength in them to my time in Orientation and Residential Life.
What are your key takeaways from your experience?
My biggest takeaway is to get involved! My college experience would have been dull and without purpose if I had not gotten involved the way that I did. Looking towards graduation, I feel a sense of accomplishment and vocation after my time here. It is as a result of my willingness to try something new and immerse myself in the community that I had such a positive experience.
As you transition to graduate school, what areas of personal or professional growth are you most focused on developing next?
I hope that my time in graduate school will serve as a transitional period in my life, helping me go from a college student to a working professional. I will still be living on campus and taking classes like a traditional student but will also be working a full-time job. I am focused on that time being one of change, so I am prepared to graduate with my masters, and find as much purpose working full time as I do at Assumption.
How do you plan to carry the skills and lessons you’ve learned at Assumption into your future career or academic goals?
I have already seen in the past year here at Assumption that the lessons I have learned here are ingrained in me. I naturally apply them to every part of my life and see them at play day to day. I have not only become a better leader, but also a better person. Remembering those who served me first and inspired me to do so for others is one of the best ways for me to carry out everything that I have learned in the future.
Looking back, is there anything you would have done differently in your leadership roles, or any lessons you wish you had learned sooner?
I would have pushed myself to ask more questions. A lot of cool opportunities or leadership roles can come about from asking around or sharing your interest in something. I might have been able to become involved earlier had I done this, instead of waiting until certain opportunities were advertised.
If you are interested in being featured on Highlighting Hounds or know of any students who would be a strong candidate, please email us at careerdevelopment@assumption.edu!
