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When Amina Almoustafa �Ӱ�ԭ��24 M.S. took a �Ӱ�ԭ��Leadership and Team Building�Ӱ�ԭ�� class with Mo Cayer, Ph.D., last year, she had what she calls a �Ӱ�ԭ��transformative�Ӱ�ԭ�� experience. She helped Dr. Cayer create a similarly impactful experience for students taking the course this semester.

A candidate in the University�Ӱ�ԭ��s graduate program in human resources, Almoustafa recently returned to the class as a guest speaker. Dr. Cayer and Almoustafa used �Ӱ�ԭ�� the School of Leadership Afghanistan �Ӱ�ԭ�� to teach a compelling and memorable lesson about leadership, courage, and the power of vision and purpose. The school is dedicated to educating Afghan girls and fostering gender equality.

�Ӱ�ԭ��As a guest speaker in the class, I found that the experience was not just a moment of appreciation and empowerment but a testament to the ongoing learning and growth that commitment brings,�Ӱ�ԭ�� said Almoustafa. �Ӱ�ԭ��It underscored the idea that dedication to one's goals opens doors for continuous impactful contributions.�Ӱ�ԭ��

�Ӱ�ԭ��These skills�Ӱ�ԭ��go beyond the classroom�Ӱ�ԭ��

Almoustafa narrated the video about Shabana Basij-Rasikh, an Afghan educator and co-founder of SOLA. It shared Basij-Rasikh�Ӱ�ԭ��s experiences in the country that was controlled by the Taliban and highlighted her resilience. As a former educator and the founder of a tutoring center in Lebanon, this mission was personal for Almoustafa. She was excited to share her experience, passion, and important lessons with her fellow Chargers.

Almoustafa asked students thought-provoking questions, encouraging them to reflect on SOLA�Ӱ�ԭ��s vision. She also asked them how the challenges they�Ӱ�ԭ��ve faced in their own lives enabled them to become more resilient, and to consider Basij-Rasikh�Ӱ�ԭ��s leadership qualities �Ӱ�ԭ�� as well as their own.

�Ӱ�ԭ��My message to students emphasized not only the power of participation but the courage to speak up, and the importance of dreaming big and being true to oneself,�Ӱ�ԭ�� said Almoustafa, a peer tutoring coordinator for the University�Ӱ�ԭ��s Center for Learning Resources. �Ӱ�ԭ��I also highlighted the significance of adaptability, critical thinking, and effective communication. These skills, cultivated in the University�Ӱ�ԭ��s human resources program, go beyond the classroom, preparing me for the dynamic challenges of the professional world.�Ӱ�ԭ��

�Ӱ�ԭ��A deep learning experience�Ӱ�ԭ��

Almoustafa�Ӱ�ԭ��s message, as well as Basij-Rasikh�Ӱ�ԭ��s story, resonated with the students in the class. Logan Dumas �Ӱ�ԭ��24, a music and sound recording major, says he appreciated what Almoustafa brought to the discussion.

�Ӱ�ԭ��This class session really made what we learned in class and in the textbook jump off the pages,�Ӱ�ԭ�� he said. �Ӱ�ԭ��Because we connected it to real-life experiences, that helped my classmates and me understand key leadership topics. Learning through storytelling or having a fellow peer share their experiences helps a lot. Amina�Ӱ�ԭ��s story especially added to our learning because she took this class before and some of her classmates were in my class. That made these leadership topics real.�Ӱ�ԭ��

Dumas�Ӱ�ԭ��s classmate Samreen Shakeel Ahmed Sonde �Ӱ�ԭ��25 M.S., says the story about SOLA, as well as Almoustafa�Ӱ�ԭ��s own story, added an emotional layer to the narrative, fostering a deeper understanding of the complexities of leadership �Ӱ�ԭ�� in particular, during challenging situations.

�Ӱ�ԭ��Amina's story served as a living example of how leadership is not confined to theories but is a lived experience,�Ӱ�ԭ�� said Sonde, a candidate in the University�Ӱ�ԭ��s graduate program in human resources. �Ӱ�ԭ��It is shaped by challenges, decisions, and the ability to rally others toward a common goal. In essence, Amina's comments added a practical, relatable, and inspiring layer to the theoretical concepts discussed in class, enriching the overall understanding of leadership among the students.�Ӱ�ԭ��

Dr. Cayer was grateful that Almoustafa shared her story as part of the class. He says she was a �Ӱ�ԭ��strong student�Ӱ�ԭ�� in the class last year.

�Ӱ�ԭ��Amina shared her own leadership journey which included starting a tutoring educational program for disadvantaged youth while she was living in Lebanon,�Ӱ�ԭ�� said Dr. Cayer, coordinator of the M.S. in Human Resources program. �Ӱ�ԭ��She was very credible. It was a deep learning experience for students in our leadership class.�Ӱ�ԭ��

�Ӱ�ԭ��One can truly make a positive impact�Ӱ�ԭ��

For Almoustafa, speaking to the class was an opportunity to give back to the program that has already given her so much. She says she�Ӱ�ԭ��s grateful for the skillset she�Ӱ�ԭ��s already developed, as well as for the unwavering support of faculty such as Dr. Cayer. She believes her experience in the program has been both emotionally and academically fulfilling.

�Ӱ�ԭ��Dr. Cayer and the University faculty made me feel welcomed, heard, and included, creating an environment where learning transcended the syllabus,�Ӱ�ԭ�� Almoustafa said. �Ӱ�ԭ��Their ability to facilitate materials in the best way possible not only enhanced my understanding but also fostered a genuine sense of gratitude for the quality of education provided.

�Ӱ�ԭ��The program's emphasis on strategic thinking, problem-solving, and interpersonal skills has not only prepared me comprehensively for success but has also instilled the belief that, with dedication, one can truly make a positive impact,�Ӱ�ԭ�� she continued. �Ӱ�ԭ��The diverse insights and stories shared in class are a testament to an inclusive and supportive academic community.�Ӱ�ԭ��