Erica Bailey

Exactly. It's like a way to learn more about yourself, become more aware of who you are through reflecting on these experiences or through going out and having those experiences and bringing back self-knowledge into that internal experience.

The first day of class, my teaching assistant wasn't able to be there. So sort of my lifeline, my comfort person was not there. I just had like a binder with all my notes and sweaty palms. And I felt very inadequate to be the one standing in front of the room.

The first day of class, my teaching assistant wasn't able to be there. So sort of my lifeline, my comfort person was not there. I just had like a binder with all my notes and sweaty palms. And I felt very inadequate to be the one standing in front of the room.

The first day of class, my teaching assistant wasn't able to be there. So sort of my lifeline, my comfort person was not there. I just had like a binder with all my notes and sweaty palms. And I felt very inadequate to be the one standing in front of the room.

But what I did in the moment was that sort of fake it till you make it where I stood on my two feet, said good morning to the class and thought about what value I could provide for them in the moment.

But what I did in the moment was that sort of fake it till you make it where I stood on my two feet, said good morning to the class and thought about what value I could provide for them in the moment.

But what I did in the moment was that sort of fake it till you make it where I stood on my two feet, said good morning to the class and thought about what value I could provide for them in the moment.

So even though I was incredibly nervous, even though I was sweating, even though my voice was probably shaking at the time, I tried to approach them with sincerity, with openness and allowed that experience to maybe feel uncomfortable, but approach it in a way that, you know, I am competent and I can do this.

So even though I was incredibly nervous, even though I was sweating, even though my voice was probably shaking at the time, I tried to approach them with sincerity, with openness and allowed that experience to maybe feel uncomfortable, but approach it in a way that, you know, I am competent and I can do this.

So even though I was incredibly nervous, even though I was sweating, even though my voice was probably shaking at the time, I tried to approach them with sincerity, with openness and allowed that experience to maybe feel uncomfortable, but approach it in a way that, you know, I am competent and I can do this.

And it's only after, you know, that first lecture, left first lecture and a half where I realized, actually, I really like this. This is really engaging. This is really interesting. And they brought me amazing research ideas and examples that I can bring back into my other identity as a researcher.

And it's only after, you know, that first lecture, left first lecture and a half where I realized, actually, I really like this. This is really engaging. This is really interesting. And they brought me amazing research ideas and examples that I can bring back into my other identity as a researcher.

And it's only after, you know, that first lecture, left first lecture and a half where I realized, actually, I really like this. This is really engaging. This is really interesting. And they brought me amazing research ideas and examples that I can bring back into my other identity as a researcher.

Absolutely. I learned that teaching is a huge part of my identity. It's something I find really rewarding and really valuable, and I appreciate and look forward to that time in the classroom with my students.

Absolutely. I learned that teaching is a huge part of my identity. It's something I find really rewarding and really valuable, and I appreciate and look forward to that time in the classroom with my students.

Absolutely. I learned that teaching is a huge part of my identity. It's something I find really rewarding and really valuable, and I appreciate and look forward to that time in the classroom with my students.

Well, Sheena Angar is my advisor, so I got to spend a lot of time with her. And together with Paul Ingram, who's another professor at Columbia, they walked students through this exercise, which is a values exercise.

Well, Sheena Angar is my advisor, so I got to spend a lot of time with her. And together with Paul Ingram, who's another professor at Columbia, they walked students through this exercise, which is a values exercise.

Well, Sheena Angar is my advisor, so I got to spend a lot of time with her. And together with Paul Ingram, who's another professor at Columbia, they walked students through this exercise, which is a values exercise.

And what this helps you do is iterate through a set of values until you feel like you've identified sort of your core values and you understand, like, what's the most important value to you? What's your second and third most important value?