New Mind Intern Reflection - Emma Liu
Starting my journey at New Mind Education has been an incredibly rewarding experience. After graduating from Tufts University this year, I found myself at a crossroads, unsure whether to go to graduate school or start working. My passion for intercultural education and student advising ultimately led me to seek practical experience before pursuing further studies. Now, I assist with orientation, student advising, and a bit of marketing, and I couldn’t be happier with my decision. This role allows me to grow both professionally and personally while making a measurable impact on the lives of international students, helping them navigate the same challenges I once faced.
From my perspective, the advisors at New Mind Education are like bridges that help international students transition smoothly into a completely different culture and serve as a buffer against the overwhelming cultural shock many international students face. As a former international student, I understand how even the smallest tasks—like ordering food or taking the bus—can feel intimidating in a new environment. I remember being so confused and embarrassed at Subway [a sandwich shop] because I didn’t know the different types of bread and cheese. I didn’t even have the courage to order at Chipotle [a Mexican fast-food restaurant] until my second year of college. During the University Performance Program (UPP) orientation, we actually walked students through these everyday challenges, taking them to various restaurants to help them practice in real-world settings. I often reflect on how helpful it would have been to have an advisor like those at UPP during my own college experience.
However, our role at New Mind isn’t to solve every problem for students. Instead, we provide them with the tools and strategies they need to succeed on their own. In other words, we teach them how to fish rather than simply giving them the fish. For example, we brought students to a bank information session so they could open up an account. Rather than filling out their paperwork for them, we helped students understand the process and offered assistance and language support when needed. This approach aligns perfectly with my belief in teaching and student counseling. By equipping students with the skills to thrive academically, culturally, and socially, we aim to ensure that they continue growing and succeed independently, even after our direct support has ended.
During advising sessions, I noticed that many students felt anxious about "wasting time" in the Intensive English Program (IEP). They saw their peers entering college as freshmen and were worried they were falling behind. I reassured them that everyone moves at their own pace and that they’re still young with plenty of time. I compared their time in IEP to sharpening a sword before battle—by refining their English and academic skills now, they’ll be better prepared when they start college, an even have an advantage over native speakers, especially with writing. After sharing this perspective, I noticed a shift in their mindset. They became more focused and less worried about "wasting time." One student even told me, “I changed my mindset because of your words.” This is the sparkling moment that brought me immense happiness and made me realize I was truly making a difference.
One of the most valuable lessons I’ve learned here is that every student brings unique experiences, attitudes, and challenges to the table. No two advising sessions are the same, and this has pushed me to develop flexibility and adaptability. In each session, even with a detailed lesson plan, I’ve learned to read students’ reactions and modify the plan accordingly. We even change the lighting in the room based on the content of the session and students' moods to make advising more effective. Meeting students where they are, whether they need guidance, emotional support, or simply someone to listen without judgment, has become a key part of my role.
As my mentor, Karin Sandler, always says, we as student advisors wear many “hats”—teacher, counselor, friend, and more. I’ve found myself constantly switching hats depending on the needs of the student. For instance, we once abandoned an advising plan when a student came in frustrated after receiving their first grade in one of their courses. We put on our "counselor hat" to offer emotional support, and only after they felt calmer did we switch back to our "teacher hat" to help them develop a plan to improve their grades. These moments, where I can see a student feeling more secure and confident, are incredibly rewarding.
One of the things that has enriched my experience even further is the incredible support and learning opportunities I’ve received from my mentor and colleagues. As I learned about and assisted with student advising, I have had the chance to observe two of my experienced colleagues as they advised students. It was fascinating to see how they each approached advising with completely different styles. One advisor seemed to be focused on very structured and clear-cut guidance, while the other used a more conversational, exploratory approach. Both methods were effective in their own way, which showed me that there isn’t a single “correct” way to advise students. With that realization, I’ve come to trust my instincts and develop a style that reflects my own perspective and personality.
In just three months at UPP, I’ve already seen students grow more confident in making friends from different cultural backgrounds and more skilled in problem-solving and time management. Thanks to the orientation and weekly advising sessions with our dedicated UPP advisors, students experience far less anxiety than my friends and I did when we first arrived in the U.S. They’re better equipped with strategies to tackle new challenges, and even when they face difficulties they can’t handle alone, they know there’s always someone supporting them and providing them with help and guidance when needed. This sense of security is something I longed for when I first came to the U.S., especially when I felt helpless during moments of sickness or when problems felt beyond my control.
Ultimately, working with international students has been a two-way learning experience. While I offer them guidance, I constantly learn from their unique perspectives and experiences. Every student brings new insights that challenge my understanding of culture, education, and identity. This mutual exchange has been one of the most enriching aspects of my role.
In conclusion, my time at New Mind Education has been an incredible journey of growth and discovery. With the support of my colleagues and the guidance of my mentor, I’ve been able to contribute to our students' success while continuing to learn from them in return. As Karin often says, “We plant seeds, and while we may not see the fruit right away, it will bloom sometime in the future.” Even when progress isn’t immediately visible, I’ve come to believe that we’re making a lasting difference. As I continue in this role, I look forward to creating more fun memories with our students and further refining my skills to help them thrive in their academic, cultural, and personal journeys.
