Anna Heqimi
Leadership Certificate Series Facilitator
Leadership & Organizational Development in the Department of Student Activities
What is your academic level?
Senior
What is your major/concentration?
Bachelor of Arts in Journalism and Communication
Which campus are you a student at?
Storrs
What is your job title(s)?
Leadership Certificate Series Facilitator
What department(s) or agency do you work for?
Leadership & Organizational Development in the Department of Student Activities
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 first learned about this position after participating in the Emotionally Intelligent Leadership workshop. During the program, the facilitators introduced my group to the opportunity to become a facilitator ourselves and encouraged participants who were passionate about leadership development to apply. After hearing about the role and reflecting on how meaningful the workshop had been to my own personal growth, I decided to apply through JobX. The process from application to the offer stage was both exciting and deeply meaningful. As a participant, the workshop helped me strengthen my skills in communication, relationship-building, and self-awareness, so the opportunity to help facilitate that same experience for other students felt incredibly rewarding. When I submitted my application, I was motivated by the idea of applying what I had learned in the workshop to a professional leadership role where I could guide and support others in their own development. During the interview process, I naturally felt some nervousness, but I focused on presenting my authentic self and demonstrating the values that the program emphasizes, which are empathy, thoughtful communication, critical thinking, and leadership. I spoke about my passion for helping others grow and my enthusiasm for creating supportive spaces where students can reflect on their experiences and strengthen their leadership abilities. When I received the offer, I felt both honored and excited. It felt like a full-circle moment: transitioning from a participant who benefited from the workshop to someone who could now help facilitate that same transformative experience for others. I was especially grateful for the opportunity to give back to Student Activities and contribute to a program that had already played such an important role in my personal and professional development.
What made you apply for the position?
I applied to become a Certificate Series Facilitator for the Leadership Certificate Series because I wanted to build upon the lessons I gained as a participant and put them into practice in a leadership role. After completing three of the four workshops in the series, I developed a strong appreciation for the program’s emphasis on self-reflection, communication, and intentional leadership. The workshops encouraged me to think more critically about my own leadership style and how I engage with others in collaborative spaces. Serving as a facilitator allows me to extend those lessons beyond my own experience and give back to the UConn community. I was particularly drawn to the opportunity to guide meaningful discussions that encourage students to engage in deeper introspection, challenge traditional assumptions about leadership and thoughtfully examine how their values shape the way they lead. By facilitating these conversations, I hope to help create an environment where student leaders feel empowered to grow, think critically, and develop leadership practices that are both thoughtful and impactful.
How have you been able to balance your schoolwork and work responsibilities? Please provide details of any challenges or hurdles you have encountered.
I have been able to balance my academic and work responsibilities through careful planning, prioritization, and strong time-management skills. Throughout the semester, I have managed multiple commitments, including two internships, my role as a workshop facilitator, and active involvement in several student organizations, all while maintaining my academic coursework. Initially, balancing these responsibilities was challenging, and there were times when I had to sacrifice sleep while adjusting to the demands of my schedule. To address this, I became more intentional about how I structured my time. I began setting weekly priorities, journaling to reflect on upcoming deadlines and responsibilities, and carefully scheduling my commitments in advance. This approach allowed me to clearly identify my most important obligations — first prioritizing my coursework and professional responsibilities, followed by my involvement in student organizations and maintaining meaningful relationships with friends and peers. While balancing these commitments requires discipline and flexibility, the experience has strengthened my organizational skills and resilience. It has also taught me how to manage competing responsibilities while still remaining fully engaged in each role, allowing me to continue performing strongly both academically and professionally.
What are your personal keys to success? What aspects of your job do you find the most fulfilling?
My personal key to success is the relationships I build with others. By listening to diverse experiences, exchanging knowledge and expertise, and offering support when needed, I am able to learn, collaborate, delegate, and grow alongside my peers. Creating these connections allows me to navigate challenges more effectively and fosters an environment where mutual learning and growth are possible. The most fulfilling aspect of my role is the collaborative teamwork and the impact it has on participants. Each week, I work closely with a co-facilitator to plan curriculum and activities, brainstorming and refining ideas to ensure that our sessions are engaging, meaningful, and effective. During the workshops, the most rewarding moments come from observing participants actively collaborate, reflect on prompted scenarios and questions, and engage in thoughtful dialogue, even when disagreements arise. Being able to cultivate a brave and vulnerable space where students feel empowered to share, explore their perspectives, and develop their leadership skills is both inspiring and deeply satisfying. It reinforces the purpose of my work and motivates me to continually improve as a facilitator and leader.
Describe your typical day at work? (I.e. your job responsibilities, and things you are allowed to do on the job).
A typical day in my role focuses on designing and facilitating engaging leadership development experiences for students. A large portion of my work involves planning the curriculum for our weekly leadership workshops, which are grounded in the framework from “The Leadership Challenge” by James M. Kouzes and Barry Z. Posner. In particular, I incorporate their model, “The Five Practices of Exemplary Leadership,” which emphasizes “modeling the way,” “inspiring a shared vision,” “challenging the process,” “enabling others to act,” and “encouraging the heart.” When preparing for workshops, I design lesson plans that introduce these leadership practices while also helping students apply them to their own experiences. This often involves creating reflective questions, scenario-based exercises, and collaborative discussions that encourage participants to think critically about how leadership shows up in their daily lives. For example, students might analyze real-world leadership scenarios, reflect on moments when they have modeled values in their communities, or brainstorm ways to inspire a shared vision within organizations they are part of. My goal is to ensure that each activity blends leadership theory with practical application so students can actively practice the skills they are learning. During our weekly 1.5-hour workshops, my role shifts from planning to facilitation. I guide discussions, prompt participants to reflect more deeply on their leadership identities, and encourage them to connect the “Five Practices” framework to their personal and professional environments. Rather than simply presenting information, I create opportunities for peer-to-peer dialogue and collaborative problem-solving. Through small-group conversations and group reflections, participants are able to learn from each other’s perspectives while building a supportive community centered on leadership growth. Another key aspect of my role is adapting the curriculum based on group dynamics and participant feedback. Each cohort of students brings different experiences, interests, and leadership challenges, so I often modify activities or discussion prompts to better align with their needs. This flexibility allows workshops to remain engaging and relevant while also fostering an environment where students feel comfortable sharing ideas, asking questions, and providing feedback. Overall, my typical day involves a balance of thoughtful curriculum development, interactive facilitation, and continuous reflection. The role allows me to create meaningful learning experiences that help students explore their leadership potential while applying the principles of the “Five Practices of Exemplary Leadership” in real and impactful ways.
What skills have you acquired or developed in your on-campus job that contribute to your career readiness?
In my on-campus role, I have developed several key skills that contribute directly to my career readiness, particularly in the areas of professionalism, communication, leadership, critical thinking, and teamwork. Preparing and facilitating weekly leadership workshops requires a high level of professionalism and organization. I make it a priority to arrive early to set up materials, review the workshop agenda, and ensure the environment is prepared for a productive session. Being consistent and reliable in this way has strengthened my time management and accountability, skills that are essential in any professional setting. Communication is another skill I have significantly developed. I regularly coordinate with my co-facilitator and supervisor to provide updates on workshop planning, participant engagement, and any adjustments needed for upcoming sessions. Clear and consistent communication ensures that our team stays aligned and that each workshop runs smoothly. Additionally, facilitating discussions with students has strengthened my ability to communicate ideas clearly, ask thoughtful questions, and guide meaningful conversations. My role also requires strong critical thinking and adaptability. When designing activities and reflective prompts for workshops, I must think carefully about how to challenge students’ existing assumptions about leadership and encourage deeper reflection. Drawing on ideas from “The Leadership Challenge” by James M. Kouzes and Barry Z. Posner, particularly their model “The Five Practices of Exemplary Leadership,” I create activities that encourage participants to think outside the box and consider how leadership can be practiced in everyday situations. This process strengthens my ability to design engaging learning experiences while responding to different group dynamics. Teamwork is another important aspect of my job. Working closely with a co-facilitator requires collaboration in planning, problem-solving, and supporting participants throughout the workshops. Together, we create an environment where students feel comfortable sharing ideas, learning from one another, and engaging in constructive dialogue. Finally, leadership itself is one of the most important skills I have developed in this role. By guiding a group of students through discussions and activities that challenge traditional leadership assumptions, I help them reflect on their own leadership styles and identify ways they can grow both personally and professionally. Facilitating these experiences has strengthened my confidence in leading groups, mentoring peers, and providing resources that support both professional development and personal growth.
