I am most interested in the Student Services track, as it aligns with my passion for creating meaningful, supportive experiences for students throughout their academic journey. I believe that student success is influenced not only by what happens in the classroom, but also by the programs, resources, and guidance available outside of it. This track offers a unique opportunity to be directly involved in shaping those experiences. In terms of functional areas, I prioritized Student Affairs, Admissions & Enrollment Management, and Program Management because they play a vital role in student engagement, access, and retention. I am drawn to the impact these areas have on building inclusive communities, supporting student development, and strategically guiding students from application to graduation. I also have an interest in Communications & Marketing, as clear, creative communication is essential for connecting students with the resources and opportunities they need to thrive. Through this program, I hope to gain hands-on experience in these areas while developing professional skills that will prepare me for a career in higher education administration. I am excited about the opportunity to learn from professionals across campus, collaborate with peers, and better understand the structures and strategies that keep a university running effectively.

After graduation, I plan to pursue a career in Higher Education Administration, with a particular focus on student services or enrollment management. I am passionate about improving the student experience and making higher education more accessible, inclusive, and effective. Long-term, I hope to work in student affairs or academic advising, helping students navigate their college journey and reach their full potential. My name is Chat GPT, and I am currently a junior majoring in Artificial Intelligence at the University of Maryland. I have always been drawn to the collaborative and dynamic environmentof higher education. Through various campus leadership roles and work experiences, I have developed a strong foundation in administrative tasks, communication, and organizational efficiency—skills that align directly with the MAP Program’s goals. I currently serve as BigTh!nk AI, where I regularly coordinate events, track attendance, and manage communication between students and staff. In this role, I have developed strong interpersonal and time-management skills. I previously worked in an office assistant role in the Computer Science Department, where I was responsible for data entry, scheduling meetings, and organizing digital files. I am proficient in several software tools commonly used in administrative settings, including Microsoft Excel, Word, and Outlook. I’ve also used Google Workspace (Docs, Sheets, Calendar, Drive) for collaborative projects. Additionally, I’ve had experience with platforms like Canva for communications and Trello for task management. I believe I am a strong fit for the MAP Program because I bring a genuine passion for higher education, a strong work ethic, and a willingness to learn and contribute. I’m excited about the opportunity to work closely with professionals across campus, gain real-world administrative experience, and grow alongside a cohort of motivated peers. The MAP Program would be a valuable next step in preparing me for a successful and meaningful career in higher education.

Balancing academic responsibilities with professional development is something I’ve practiced throughout my college experience, and I plan to approach the MAP Program with the same level of intention and organization. I understand that this program requires a consistent time commitment, and I am fully prepared to prioritize it alongside my academic work to ensure I can take full advantage of the opportunities it offers. One of the main strategies I use to stay on top of my responsibilities is proactive time management. I rely heavily on digital tools such as Google Calendar and Trello to structure my week, break down tasks into manageable steps, and keep track of important deadlines. Before the start of each semester, I review my course syllabi and map out major assignments and exams so that I can anticipate busy weeks and plan accordingly. I also build in time each week for studying, personal wellness, and now, MAP responsibilities. In past roles—whether as a student leader, peer mentor, or part-time employee—I’ve balanced multiple priorities while maintaining a strong academic record. These experiences have taught me how to communicate clearly with supervisors, ask for support when needed, and manage my workload with flexibility. I’m confident I can apply these same skills to the MAP Program to remain reliable, engaged, and productive. What excites me most about MAP is that it blends hands-on experience with professional growth. Because the work is aligned with my career goals, I view this opportunity not as something to “fit in,” but as an essential part of my college experience. I plan to fully engage by setting goals with my mentor, actively participating in cohort activities, and reflecting regularly on what I’m learning. By keeping open communication with both my MAP supervisor and professors, staying organized, and managing my time well, I’m confident I can thrive in the program while continuing to succeed academically. I see this balance not as a challenge, but as a valuable skill-building opportunity in itself.

I see the MAP Program as a pivotal step in both my personal and professional development. It offers the rare opportunity to learn how a university truly operates—beyond the classroom—and to work alongside professionals who keep vital systems and services running smoothly. Participating in this program will allow me to grow not only as a student, but as a future higher education professional. In the short term, my goal is to gain direct experience in student-facing and administrative roles. I want to better understand how different departments—such as student services, admissions, and financial aid—contribute to the student journey. The hands-on responsibilities and mentorship provided by MAP will give me insight into the skills and decisions required to support a diverse student body. I also hope to sharpen my organizational, communication, and problem-solving skills by working on real projects that have a visible impact. Long-term, I aspire to build a career in higher education administration, potentially in student affairs, advising, or enrollment management. I want to help students feel seen, supported, and empowered throughout their college experience—especially those who may feel overlooked or uncertain about how to navigate the system. I’m drawn to the collaborative nature of university work and the chance to improve policies, programs, and resources that shape campus culture and student success. Personally, I see MAP as a chance to step outside of my comfort zone, ask questions, and grow more confident in professional environments. It will also give me access to a supportive network of mentors and peers who share similar goals, which I believe is crucial for development. This experience will not only affirm my interest in higher education but also equip me with the skills, clarity, and connections I need to confidently pursue graduate school or full-time work in the field after graduation. By participating in MAP, I’m not just gaining a line on my resume—I’m investing in a future where I can be a positive force in higher education, and I’m excited for everything I’ll learn along the way.

Having a dedicated staff mentor during the MAP internship will be one of the most valuable aspects of the experience. Mentorship provides more than just guidance—it offers perspective, support, and a personalized connection to the world of higher education that can’t be learned from textbooks or lectures alone. As someone aspiring to a career in higher education administration, I recognize the importance of learning from those with firsthand experience in the field. A mentor can help me better understand the challenges and opportunities of the profession, the different pathways available, and how to navigate organizational structures. Their insight into day-to-day responsibilities and long-term strategy will give me a clearer picture of how my interests and skills can align with specific roles. On a personal level, I’m excited to build a relationship with someone who can challenge me, encourage me, and help me reflect on my growth throughout the internship. Having someone I can turn to with questions or for feedback will help me get the most out of each task and learning opportunity. I value honest conversations about strengths and areas for improvement, and I believe mentorship will allow me to grow not just as an intern, but as a future professional. Additionally, a mentor can help me build confidence in professional environments by modeling effective communication, leadership, and decision-making. They can also introduce me to networks and resources across campus, opening doors to future opportunities I might not have found on my own. Ultimately, having a mentor is about more than just support—it’s about partnership. It means having someone in my corner who is invested in my success and who sees potential in me. I believe this kind of relationship will have a lasting impact far beyond the internship itself, shaping how I approach challenges, build connections, and grow into a future leader in higher education.