Pam Win
Student Program Coordinator & Peer Health Educator
Substance Use Risk Reduction Program, Student Health and Wellness (SHaW)
What is your academic level?
Junior
What is your major/concentration?
Psychological Science
Which campus are you a student at?
Storrs
What is your job title(s)?
Student Program Coordinator & Peer Health Educator
What department(s) or agency do you work for?
Substance Use Risk Reduction Program, Student Health and Wellness (SHaW)
How did you find your position? (I.e. JobX, 12Twenty, word of mouth, etc.). What was the process like from application to the offer stage? Please detail your experience.
I found this position through the UConn Daily Digest in the summer of 2024. After seeing the posting, I submitted an online application and was invited to participate in a virtual interview with the program staff. Following the interview process, I received an offer and joined Student Health and Wellness (SHaW) as a Peer Health Educator in the Substance Use Risk Reduction Program. After working in that role and gaining experience facilitating programs and supporting campus health initiatives, I was later offered the opportunity to take on an additional leadership role as a Student Program Coordinator in 2025.
What made you apply for the position?
I applied for the position because I was interested in learning more about substance use and how we can better support people who may be struggling with it. Initially, I was particularly interested in understanding the relationship between substance use and mental health, and how these two issues often intersect. As I began learning more about substance use, especially opioids, I became increasingly passionate about harm reduction and supporting individuals in building healthier relationships with substances. My interest is also personal in some ways, because I was born and grew up in Myanmar, a region that has long struggled with opioid production and use as part of the Golden Triangle. Because of this, I was motivated to learn more about substance use from a public health perspective and to better understand how education, prevention, and support systems can help communities. This position felt like a meaningful opportunity to gain that knowledge while contributing to student wellbeing on campus.
How have you been able to balance your schoolwork and work responsibilities? Please provide details of any challenges or hurdles you have encountered.
Balancing my schoolwork and work responsibilities has required strong time management and organization. As a student and as a Student Program Coordinator and Peer Health Educator, I often manage multiple responsibilities, including attending classes, preparing educational programming, and leading trainings and meetings for our team. To stay organized, I rely on planning tools such as calendars and task lists so I can prioritize deadlines and schedule time for both academic and work commitments. One challenge I have encountered is balancing these responsibilities during particularly busy periods in the semester, such as midterms or when multiple projects and programs are happening at the same time. During those times, it can feel overwhelming to manage everything. However, I have learned to plan ahead, communicate with my supervisors and team members, and break larger tasks into smaller, manageable steps. Through this experience, I have developed stronger time management, leadership, and communication skills, which have helped me stay organized academically while also fulfilling my responsibilities at SHaW and supporting my team through trainings and meetings.
What are your personal keys to success? What aspects of your job do you find the most fulfilling?
One of my personal keys to success is being open-minded and receptive to feedback. I believe growth comes from being willing to listen, reflect, and continuously learn from others. In my role, I work closely with supervisors, team members, and students, and being open to feedback has helped me improve the way I facilitate programs, communicate with others, and approach sensitive topics related to substance use and wellbeing. Being open-minded also allows me to adapt and grow in leadership spaces. The most fulfilling part of this job is the opportunity to spread awareness and educate others. I find it very meaningful to help students learn information that could support their wellbeing or help them assist a friend in a difficult situation. Many of the topics we discuss, such as harm reduction, overdose prevention, and substance use, can have real-life implications, so knowing that our programs can empower students with knowledge and practical skills makes this work very rewarding. At the same time, I am constantly learning from the students and fellow peer educators I work with. Everyone brings different perspectives, experiences, and questions into these conversations, and those discussions help deepen my own understanding of substance use, health, and community wellbeing. That sense of mutual learning and shared growth is something I really value in this role.
Describe your typical day at work? (I.e. your job responsibilities, and things you are allowed to do on the job).
On a typical day at work, I often schedule my drop-in shift, staff meeting, and tabling shift on the same day, which is how I chose to organize my schedule. In addition to these responsibilities, throughout the week I also hold 30-minute one-on-one meetings with peer educators who sign up to check in, discuss programming ideas, and provide support. During my drop-in shift, peer educators are available for students who may want to talk anonymously about substance use or related concerns. Students can also stop by to access harm reduction resources and supplies such as Narcan training, fentanyl test strips, and other educational materials. During staff meetings, I participate in discussions with the team and sometimes lead a topic or training that I either developed myself or was assigned. These meetings allow us to continue learning about substance use education and prepare for the programs we facilitate with students. I also participate in tabling across campus, often in locations such as the Student Union or dining halls. Each week we focus on a different theme related to substance use awareness or harm reduction, where we engage with students, share educational information, and connect them with available campus resources.
What skills have you acquired or developed in your on-campus job that contribute to your career readiness?
Through my on-campus job, I have developed skills in communication, leadership, and facilitation. A large part of my role involves having conversations with students about topics like substance use, harm reduction, and wellbeing. These experiences have helped me learn how to communicate sensitive information in a respectful and approachable way, especially when people may come in with different perspectives or experiences. I have also developed leadership and collaboration skills through leading trainings, facilitating discussions during staff meetings, and supporting other peer educators through one-on-one check-ins. These experiences have helped me become more comfortable guiding conversations and working with a team to create meaningful programming. One important skill I have also learned through this role is how to set healthy boundaries. Because students sometimes come to us with personal or difficult situations, I have learned how to listen and support them while also maintaining appropriate boundaries and connecting them to the right resources. I think this is an important skill that will be valuable in any future career working with people.
