During my early semesters in MSUM’s Graphic Communications program, I was selected by the department chair to assist classmates after demonstrating strong early performance in an introductory multimedia course. One student in particular, a woman in her 50s who was deaf, stood out as she had returned to school to pursue her dream of launching an online photography business. We quickly formed a strong learning partnership.

Initially, we met informally outside of class, communicating by typing side-by-side on adjacent computers. These sessions soon evolved into a formal arrangement when the North Dakota Department of Human Services reached out to contract me as her tutor, coordinating our meetings with an American Sign Language interpreter.

• One-on-One Accessibility Support
Developed and maintained a personalized tutoring system tailored to the student's learning style and communication needs, including adapting lessons into typed, side-by-side digital discussions before formal interpretation support was arranged.

• Collaboration with State Services
Worked directly with the North Dakota Department of Human Services as a contracted tutor, coordinating with professional ASL interpreters and ensuring an accessible and productive learning environment.

• Flexible Scheduling & Adaptability
Met multiple times per week, including weekends, to cover course materials, assignments, and final project planning. Adapted tutoring pace and focus based on the student’s goals and personal business aspirations.

• Peer Leadership
Acted as a de facto teacher’s aide in class, supporting other students when needed while continuing to provide dedicated mentorship to my assigned student.

• Lasting Educational Impact
Helped the student complete the course successfully, empowering her to move forward with her photography ambitions and strengthening my own confidence in teaching and accessibility support.

This mentorship experience was one of the most formative parts of my time at MSUM. It deepened my appreciation for accessible learning, pushed me to grow as a communicator and teacher, and exposed me to the logistics of working alongside interpreters and state agencies. It also taught me that accessibility isn't just about tools, it's about listening, adapting, and showing up. I continued working closely with the professor in future courses, often stepping into unofficial teaching assistant roles. Looking back, it was one of the most rewarding chapters of my academic journey.