The Student Employment Office is happy to announce that Sara Sietsema was awarded the Outstanding Student Employee Scholarship for 2025!

The prompt for this scholarship was as follows: Students being nominated should have shown leadership, dedication, and innovation within their on campus employment. These students are role models for their fellow student employees and continually treat those around them with kindness and respect. 

We received over 30 nominations from amazing students who exemplify what it means to be an outstanding student employee. Throughout reading all of the submissions, it was incredibly clear that Grand Valley State University would not be the institution it is without the dedication and commitment it receives through it's student employees. We were so impressed with how involved student employees are within their hiring departments and how important of a role they play on campus and within the community. Please see below to learn more about Sara and to read excerpts from a few other submissions that deserve recognition. 

SARA SIETSEMA - WINNER

Over the last year I have had the opportunity to participate in two different forms of student employment at Grand Valley State University. In June of 2024, I joined the GVSU Molecular Monitoring Laboratory (MoM Lab) as one of their molecular analysts. Working under contract with the Kent County Health Department, we surveilled wastewater samples for a variety of different infectious diseases. When I first started at the MoM Lab, I was shy and timid in my interactions with my new coworkers and my ability in the laboratory setting. However, I soon discovered that my new “scary” coworkers (which were primarily upperclassmen or graduate students) were just that, students. They were learning just like I was, and just like me, they had been “new” once too. With their leadership, kindness, respect for me, willingness to help, and receptiveness to answering each and every one of my questions, I grew and became more comfortable in the lab.

As the students who trained me graduated and moved on in their careers, I found myself assuming the position of “upperclassman” towards the newest members of the lab. I didn’t feel any different, but looking back I could see how much I had grown. I had gone from primarily washing dishes to performing advanced molecular techniques. Not only that, I had become more confident. I had made close friends and thoroughly enjoyed my job in every way. I never would have gotten to that point without the unwavering, kind support of those who trained me and the safe learning environment they created. I made it my goal to do what I could to maintain that environment within the lab for the newest members so that I could help them grow as much as I had.

When our contract for wastewater surveillance ended in April 2025, my focus shifted to developing and implementing a protocol (in collaboration with Kent County Health Department) to surveille mosquitoes for the dangerous diseases they carry (e.g. West Nile Virus (WNV), Eastern Equine Encephalitis (EEE), and Jamestown Canyon Virus (JCV). Much to my surprise and joy, two of my coworkers who had also worked with me on wastewater surveillance joined me in this effort. With the guiding hand of my research mentor I do my best to guide them through the experiment process in a way that helps them grow and develop their skills. At the beginning of each day, we spend time putting together the experiment that we are going to perform that day. This means either coming up with a novel experiment in order to accomplish our goals or improving upon previous experiments by working out any issues that we encountered. Both of these scenarios require complex problem solving skills and creativity in order to think outside the box to solve unique and unexpected issues that might not have a conventional solution. It also requires a deep understanding as to what we are trying to accomplish and the ability to think collectively as a team and be comfortable poking holes in one another’s solutions so that the final procedure is as strong as possible.

At the end of the day, we analyze the results of the experiment, most of the time discovering more questions than answers. In many cases, results call for a repeat of the same experiment with a small change, which requires us to have a considerable amount of persistence as sometimes repeat experiments need to be done multiple times and honed in order to get a definitive answer. It is very easy to become frustrated. However, a major part of this job is staying positive even when results are confusing and unhelpful. I have found that approaching a problem with a positive attitude makes unhelpful or confusing results easier to swallow and good results ever so much more satisfying. Positivity is one of the greatest lessons that this job has taught me, and I hope as I continue to lead those around me, positivity is a lesson they glean from it as well.

Of course, this job is not always frustrating. As coworkers and friends, we all make a point of doing fun things together, whether that be getting lunch together or going on a lab related expedition (such as dragging for ticks in a field) and making a fun and memorable adventure out of it. These experiences help us stick together as a team and build relationships that exist outside of the laboratory setting.

While one of my favorite things about working in the lab as part of my Cell and Molecular Biology degree is the opportunity to participate in exciting science experiments that aid in my educational and professional life, my most favorite thing about working in the lab is the people. It is the relationships I have built and the growth I can see in those I work alongside. The laughter, the frustrated sighs, and the connection we all have as we work towards a common goal is what pushes me to be the best I possibly can be. CMB has taught me endless things about molecular biology and problem solving. My lab experience has taught me the importance of teamwork, community, creativity, and positivity. Every day, I try my best to exhibit these lessons and create a fun, comfortable, and exciting environment in which those around me can become the best that they can be, both as a scientist and as an individual.

SHEILA BLACKMAN - SARA'S SUPERVISOR

It gives me great pleasure to nominate Sara Sietsema for the GVSU Outstanding Student Employee Scholarship. I met Sara in June of 2024, when she took a position as a student analyst in our Molecular Monitoring Laboratory. Sara was tasked with being part of a large team to surveille wastewater for communicable disease under contract with the Kent County Health Department (KCHD). You can read about our work, and see and read a little about Sara here. There, you can hear how Sara’s appreciation of the significance of her work for community health is an underlying driving force for her. We have since deepened our relationship since she has taken on the leadership of developing a mosquito surveillance program in cooperation with the KCHD. I have had the fortune to directly observe Sara’s leadership, dedication, and innovation in her work as well as her treatment of the others in our team.

Sara started with dishwashing (one of our most important jobs!) and weighing chemicals and has now progressed to working with the most advanced molecular technique. Sara exceeds the high standards for dedication that we set for all of our 10-15 employees and student analysts. She always reports for work on time, communicates her progress, is on task every minute of her shift, is supremely organized, is courteous and respectful, frequently volunteers to cover someone else’s shift, signs off that she has completed Standard Operating Procedures (SOP’s) to the letter and contributes to group discussions and decisions regarding procedures and writing SOP’s. Sara is one of our most reliable, organized, helpful and valuable team members.

So, when Sara asked to join my efforts to develop methodology to surveille insect vector-borne arboviruses, I did not hesitate to welcome her on to the project. I was confident she would continue to display the creativity, curiosity, leadership and humility that we saw in the work she did to surveille wastewater. Sara now has progressed so that she can complete her own laboratory work independently, and direct and train new student employees in the project.

Developing scientific protocols is fraught. It requires unusual tenacity and innovation to trouble-shoot failures relentlessly and effectively. Sara has both. For example, we have historically obtained our “positive control” virus from the Center for Disease Control and Prevention. We determined that “cloning” the viral genome from this positive control would be the quickest route to a consistent and guaranteed control for the assays that Sara is developing. As I write this, she is bending over the lab bench intensely focused on determining whether she has the correct DNA fragment after this (her second) try at cloning. She takes full ownership for any mistakes or misunderstandings.

One of the pictures I will always keep of Sara is her quizzical expression followed by – “Wait, but wouldn’t …” when we meet to go over experiments (even one of her own design). As one of our team that is most likely to step in to anticipate, probe and question, Sara not only learns herself but also ensures that the final conclusions from our lab are of the highest possible quality. Her contribution to this critical part of doing science is proof of her humility and objectivity, not to mention her insight into the experiment itself.

Sara’s historical and proven interest in teaching is rooted in compassion for the needs of others. She is exceptionally attuned to the needs of novice student employees for challenge versus guidance. Our Cell and Molecular Biology degree requires that all undergraduate students complete an independent research project. Sara is leader and morale booster for the “Bug Ladies” in our lab – a self-proclaimed group of 3 students developing assays for mosquito- and tick-borne pathogens. Whether it’s because she brings them donuts on National Donut Day, Chick-Fil-A on a late night in the lab or helps them develop the understanding to write up and interpret their experiments, it’s thanks to Sara that the bug ladies have developed a reputation for having way too much enthusiasm and fun.

To summarize, I give my highest possible recommendation for Sara as a candidate for your scholarship. Sara is a joy to work with. She is exceptional in her dedication, leadership, unwavering positive outlook, humility, and innovation.

ALLISON DOYON

I currently work as a student tutor at the Chemistry Success Tutoring Center (CSC), which has been one of the most rewarding experiences throughout my time at GVSU. It is such a privilege to work alongside amazing professors and committed peers to promote lifelong learning. Tutoring has not only allowed me to make a meaningful impact on other students but has also allowed me to grow into a stronger leader, and a more well-rounded individual.

As I have been at the CSC for four semesters now, I have gradually assumed a leadership role and utilized my experience to support newer tutors adjusting to the tutor role. I am always eager to help new tutors navigate tutoring interactions and often give advice and approaches that have been successful for me. This past year, I even dedicated time outside of my CSC hours to tutor a student one-on-one at the request of the academic advising center, which included lesson planning and teaching all general chemistry topics for several hours biweekly over the course of a few months.

It is evident how dedicated I am to continue to be a positive, lasting influence in the CSC through my efforts to not only show up for my shifts but attend staff meetings to discuss ways we can improve the environment and as tutors. I also regularly cover shifts for other tutors to ensure that there is adequate help in the CSC at all times. I am always willing to collaborate and listen to student feedback to improve the academic environment.

As every tutoring interaction is unique, innovation and adaptability are key aspects of being an effective tutor. Through countless tutoring interactions, I have been challenged to find different approaches to explain challenging topics. I am determined to foster confidence and learning among students, which often arises from being creative and meeting students where they are. Additionally, I have created several new resources and worksheets for various general and organic chemistry topics. I referred to chemistry professors and their notes to ensure the content aligns with the objectives being taught in class, and these materials are available for students to use and practice with.

In the CSC, I believe that kindness and respect are the most important qualities in a tutor. Every shift, I consciously aim to have a positive attitude and promote a helpful learning environment. Striving to get to know regular students, I have built strong connections with many familiar faces. I actively listen to students' questions and always ensure that they leave the CSC feeling confident and supported. I empathize with how intimidating it can be to ask for help, so I make sure to welcome and relate to students’ experiences. For example, I often initiate conversations and check in with students to eliminate the pressure of asking for help themselves.

Through my intentionality and commitment to continuous improvement, I have become a role model for newer tutors. By showing new tutors how the CSC works, where certain resources are located, and offering suggestions that I have learned, I promote collaboration and establish a work environment where everyone feels valued and heard.

My time at the CSC has been incredibly transformative for me, as well as the many students that utilize this valuable resource that GVSU offers. I owe my on-campus job immense credit for advancing my communication skills, allowing me to further develop my leadership skills, and enabling my creativity and innovativeness to thrive. I am extremely grateful for my experience as a tutor, taking away both life and academic skills as I aspire to become a chemistry professor, my dream career.

SARAH CLARK - SUPERVISOR

It is my pleasure to nominate Allison Doyon for the Outstanding Student Employee Scholarship. Allison has worked in the Chemistry Success Center (CSC) since January 2024. Throughout the four semesters we have worked together, I have been consistently impressed by Allison’s leadership, dedication, and innovation. These traits, combined with Allison’s kind and respectful attitude, make her a role model for other CSC tutors.

Allison is a leader on the CSC staff, and tutors quickly realize she is a great person to go to for support and advice. Tutors admire the effective strategies Allison models during every shift. In addition to addressing students’ chemistry questions, Allison always makes sure to discuss important academic skills such as goal setting and effective study approaches. During staff trainings, Allison is fully engaged and asks thoughtful questions. The “soft leadership” Allison displays in these meetings is critical in establishing the CSC as a safe environment for new tutors to ask difficult questions with vulnerability.

Beyond her daily leadership, I was especially impressed when Allison said “yes” to a challenging request from an academic advisor on campus. A student was at risk of not graduating on time unless they passed a chemistry CLEP exam. Allison responded to the advisor’s call and worked with the student multiple times per week for the remainder of the semester. She planned lessons that helped the student build their chemistry understanding from scratch. Her efforts were successful – the student was able to graduate on time, and Allison has used what she learned to further improve her already excellent tutoring work.

Allison’s dedication is also notable. She regularly volunteers to work unpopular shifts, such as evenings and Friday afternoon. Allison stands out for her intentionality within the tutoring space - she actively monitors the room and identifies and responds to needs before being asked. She often steps up to help cover shifts in the CSC, and she has covered twice as many shifts as she has missed throughout her four CSC semesters. I have been very impressed by Allison’s dedication, especially given that Allison is balancing undergraduate research, her own coursework, and her role as vice president of the Chemistry Club in addition to her CSC work.

Allison has demonstrated her innovation through her CSC work in Spring 2024. In spring and summer, tutors spend time generating student resources for the CSC library. Allison reflected on her tutoring experiences and identified the most important needs across a wide variety of courses. In just six weeks, Allison generated five high-quality resources that each directly address an area for which students regularly seek support.

Allison treats everyone around her with kindness and respect. She maintains a welcoming and inclusive environment in the CSC. Allison builds connections with students by meeting them where they are and her friendly attitude helps students feel comfortable in the CSC. She makes an effort to know students by name and strives to make sure students want to come back to the CSC after interacting with her. Allison’s kind and respectful approach to her work is well captured by a student comment on an end-of-semester survey: “Allison was always very helpful. She was always about to answer my questions and helped me feel confident in my work.”

In conclusion, I give Allison my strongest recommendation for the Outstanding Student Employee Scholarship. Allison exemplifies all the criteria you are seeking to honor with this scholarship – leadership, dedication, innovation, kindness, and respect. This combination of traits makes her a role model for other tutors. Tutors look up to Allison, and her kindness means that new tutors feel comfortable coming to her with questions. Awarding Allison this scholarship would recognize a student employee who works tirelessly to improve the educational experience of her peers at GVSU.

ARNICA SHEAFFER

It has been an honor to work for the Structured Learning Assistance (SLA) program, offered by the Tutoring and Reading Center, as a SLA facilitator for the last five semesters. Since joining the team of facilitators in the winter of 2023, I have been utterly devoted to my role as a facilitator. In this position, I have worked with approximately 300 students as their facilitator, trained over 100 incoming facilitators, and served as a peer mentor to more than 20 facilitators. To achieve this outreach, I have hosted over 200 one-hour-long individual sessions covering concepts related to introductory psychology and acting as a peer mentor in various settings.

The SLA program has grown from fifteen to over fifty sections per semester since I joined. I have been lucky to be involved in this expansion. It is enjoyable for me to think about the SLA program and how it can be improved to better assist students and facilitators alike. I often find myself thinking about different ways to present material to make it more accessible to my students during sessions. Additionally, I have developed new approaches for facilitators to enhance their job performance, such as creating attendance templates and training materials. This summer, I have been helping out in preparation for the upcoming school year. I am developing a training manual and how-to videos to help new facilitators navigate better. I am also working on expanding the duties of the peer mentor role to include more specific and clear responsibilities than previously.

The connections and relationships that I have developed are what make this role truly special. Having the opportunity to work as an SLA facilitator, tutor, and peer mentor has allowed me to support my peers in various ways, depending on the role. In my role as a peer mentor, I stepped up for my mentees when they were struggling. For example, one of my mentees was having a particularly difficult time finding balance and managing her sessions. For a few weeks in a row at the end of the semester, I absorbed her responsibilities as a facilitator to ensure that she could succeed to the best of her abilities in her studies. It is important to me that the facilitators I mentor know that, even though they are in a position where they are supposed to be helping other students, it is okay to struggle. If they reach out for help, I will do everything in my power to help alleviate some of their stress.

As a facilitator, I work with students from different backgrounds and interests. I enjoy working with a primarily first-year student population whom I get to work with directly. I enjoy working with first-year students because they usually need that little extra help that I love to give. My students are often trying to figure out their place in college and how to navigate this new community, and I try to be a person they can come to and express their good, bad, and confusing thoughts. I regularly meet with students one-to-one. We would discuss the importance of having a study plan and how it is okay to change that plan if it does not work. All in all, I believe that I had more meetings with students to discuss how to navigate college rather than to solidify their understanding of content. This is part of why what I do, and what all facilitators do, is so important. We are here to help students navigate their way through college when content isn’t the top priority, but also to remind them that they are in an academic setting. We act as role models to the incoming classes, showing that with hard work, compassion, and dedication, college can be an enjoyable and manageable experience, regardless of their prior experiences or concerns about their abilities to succeed.

AJ YOUNG - SUPERVISOR

I am writing today to nominate Arnica Shaeffer for the Outstanding Student Employee Scholarship. Given the award’s intention to recognize students that demonstrate “leadership, dedication, and innovation within their on campus employment” and act as “role models for their fellow student employees and continually treat those around them with kindness and respect,” I don’t think there is anyone who better meets this description than Arnica. Over the past 5 semesters, Arnica has supported more than 300 PSY 101 students as a Structured Learning Assistant (SLA) facilitator, as well as over 70 SLA facilitators as an SLA Peer Mentor. This summer, she is also working with me to ready the expanded SLA program for its second year, while also tutoring students who are particularly in need of academic support.

I met Arnica in the fall 2022 semester when she was recommended as a PASS facilitator (now SLA) for PSY 101. While Arnica had an excellent interview and ticked all the requirements for course grade and GPA, we were initially hesitant to offer her the position as a first-year student. The SLA facilitator role is a challenging one. It requires students to not only have a strong grasp of the course content, but also design active learning activities for a weekly 50-min review session, then facilitate those activities three times per week for students in the PSY 101 lecture. The maturity and personal management required for students to be successful means we strongly prefer to hire students with more than one college semester under their belt. But Arnica was a strong candidate so we took a chance, knowing she would likely need some additional support and mentorship. I have never been more delighted to have been proven wrong about my initial uncertainty. Five semesters later and I cannot imagine the SLA program without Arnica.

In my role as the Coordinator for Tutoring and Supplemental Instruction at Grand Valley State University I supervised approximately 80 tutors across a broad spectrum of subjects, as well as 15-18 facilitators for our supplemental instruction programs each semester. Currently, as the SI Specialist, I supervise 50-55 supplemental instruction facilitators each term. Prior to my time at Grand Valley, I have worked closely with hundreds of students at multiple universities in many different capacities. Arnica is without question one of the most dedicated, hard working, emotionally intelligent students I have ever worked with. She is also one of the most skilled undergraduates I have encountered in terms of teaching, mentoring, and awareness of not only individual student or facilitator needs, but the needs of the program as a whole.

Arnica demonstrates appropriate care and concern for her students (especially those struggling) and wants everyone to succeed. She often goes above and beyond to make sure students are not only getting the academic support they need, but are also connected to other supportive campus resources like the counseling center, academic coaching, Psych Friends, and others. Arnica is reliable and dependable with excellent time management skills -- balancing a full course load with her SLA facilitator role, research with faculty, and her own research projects. She is also team oriented and collaborative. The facilitators she works with consistently rave about the supportive feedback she gives and her willingness to listen. I know there are more than a few PSY 101 facilitators who not-so-secretly use her as the model for the type of SLA facilitator they want to be.

Finally, Arnica demonstrates a strong service orientation to our program. The SLA peer mentors - and Arnica in particular - were invaluable to me as the SLA program nearly quadrupled between AY 23-24 and AY 24-25. As a peer mentor, Arnica has devoted countless hours to observing other facilitators to provide feedback, leading facilitator training sessions, leading weekly facilitator meetings, and serving as a thought partner for me as the program coordinator. I frequently get texts from Arnica in the evening or on weekends that start, “So I was thinking about SLA and…” with some insightful suggestion about how to improve support for facilitators or a question about what data we collect on program surveys.

Arnica’s work with students is summed up well in these comments from students in her course.

• “I loved Arnica! She was so incredibly kind and did so much for the course. She always listened to student feedback and provided so many different resources and tips. She was also always available for questions and appointments. For my first time having an SLA class, I'm glad it was with her.” (F24)
• “Arnica was awesome! She was super approachable and willing to help and she was definitely very knowledgeable in psychology!” (F24)

Arnica has also been recognized for her excellent work by her peers through nominations for SLA facilitator of the month, which she has won multiple times. Nominations from her peers (other facilitators) cite many of the qualities described above. Here’s a tiny sample:

• “I observed her session last year before I got hired and she did really well. it made me want to do this job and she was very helpful about everything.”
• “Arnica leads our pod meetings really well and makes it feel like a very safe space for returning and new facilitators!”
• “Arnica has been so helpful to me in the process of getting started. She has shared content with me along with useful tips for the first few weeks. She's amazing! <3

I could write 10 more pages and still not adequately communicate what an impact Arnica has made on the SLA program and our students. But I will stop here, because I am already stretching the patience of the committee with a letter of this length. In closing, I hope you select Arnica for this award. She absolutely deserves it.

LAKSHMI WAJJA

I currently serve as a Degree Requirement Configuration Specialist within the Registrar's Office, supporting the Workday Student implementation, a project that will set the standard for how students track their academic progress for the next many years. My main work is converting complex academic requirements into clear, functioning degree audit configurations that help give students and advisors the clarity they need to make good choices.

From day one, I got involved in our legacy system and the offerings of our academic catalog not out of obligation, but because I wanted to be that kind of person who the team could count upon. I spent time learning about program requirements and understanding the logic behind configuration rules. That early effort helped me grow from someone learning the system into someone who now independently handles tasks, solves problems proactively, and serves as a resource for others.

One instance I'm especially proud of was when I suggested a naming convention for our academic requirement rules. It's a small thing, maybe, but it brought order and clarity to our work and allowed us to organize and scale configurations more accurately.

I have learned throughout the duration of this project not to be fearful of difficult work. I never retreat from a challenge, but I approach it instead. If something appears challenging or unfamiliar, I try first. If it's new or some code that doesn't quite make sense, I try it first before coming for help. That is the kind of thinking that has helped me grow faster, feel more confident, and be ever available as a person who owns up.

But what I value most in this role is not just the technical side it’s the people I get to work with. I do everything I can to support my teammates, whether that means offering help or simply being approachable and dependable.

Innovation is something that exists in the everyday work for me. I constantly look for ways to improve our processes and create solutions that are not just efficient but also future proof. Every rule that I write has the power to influence thousands of students, and I do not take that lightly.

This role has been one of the greatest highlights of my professional and academic career. It has fostered me to lead with intent, act with integrity, and consistently strive to improve not just what I do, but how I do it. Being part of a project that supports the entire student body has been incredibly rewarding, and I’m truly honored to be considered for this recognition.

I'd also like to express my sincere appreciation to my manager and team members for their continued support, guidance, and encouragement. Their willingness to share knowledge, offer feedback, and create a collaborative environment has played a huge role in my growth and made this experience both enriching and enjoyable. I'm grateful to be part of such a dedicated and thoughtful team.

HANNAH SCHOENFELD - SUPERVISOR

I am writing this nomination for our graduate student worker, Lakshmi Wajja, for the Outstanding Student Employee Scholarship. Lakshmi started working in the Records Office in mid-February 2025 as our Degree Requirement Configuration Specialist. We were initially impressed with Lakshmi’s experience in systems like Workday Platform and Banner Self-Service and we continue to be impressed by her work. Lakshmi is detail oriented, a quick learner, and is thorough in her work. She is not afraid to ask questions, and she is not afraid to face a challenge. We have around 6,000 iterations of programs to configure and from day one Lakshmi has jumped right in to help. Although Lakshmi may not be in a front facing position or in a traditional leadership role, her dedication to this project and her willingness to be innovative are what brought me to recommend her for this scholarship.

Lakshmi stepped into a role that did not previous exist in our office using a system that is new to all of us. Since joining our office, she has taken the initiative to learn two student information systems, a database for our course requirements, and a database where we store transfer courses. She created her own tracking system for our program requirements, and she maintains detailed notes on the programs. The transition to Workday Student is a significant priority for the university and Lakshmi’s involvement contributes to the success of the project. One of the primary reasons that GVSU is moving to Workday Student is due to the innovation core competency. Lakshmi reflects her commitment to innovation every day. Our degree requirements are complex and since we are transitioning from one system to another, the requirement configuration is completely different. Lakshmi uses her professional judgement to determine the best way to configure the degree requirements in Workday Students, so they match the requirements set forth by departments and so they are easy to understand from a student perspective. Not only is this work critical to the success of the Workday Student project, but this will also impact students for years to come. Lakshmi is creating the degree requirements a student will review in four years when they are admitted to the university and registering at orientation for the first time. She is configuring requirements that advisors will use to create academic plan templates to help students stay on track to graduate. These same requirements will grant students the ability to receive financial aid. This is incredibly important work!

Lakshmi also has brought a sense of joy to our office. This work is very behind the scenes, repetitive, but also challenging and mentally taxing. Despite how draining this work can be, Lakshmi is kind to everyone in our office, she shares homemade desserts with our office, she welcomes our new student workers and makes them feel included, and her genuine positive attitude brings a lightness to this work. I am grateful for her quiet leadership, dedication to her work, and her commitment to innovation. Lakshmi is an outstanding student employee and I am grateful to work with her!