Student Blog
Getting Involved

Oh the Places OT Will Take You: Presenting at My First Academic Conference at Harvard ⟩
April 22, 2026, by Makayla

Getting Involved School/Life Balance

In continuation of my last blog, Mural Therapy: Arts Justice Advocacy and School-Based OT Intervention, I wanted to share about how my participation in Mural Therapy led me to present about my unique experience at Harvard Graduate School of Education’s Alumni Color of Conference (AOCC) alongside the team of occupational therapist Serena Au, the mural artists, and Mural Therapy student volunteers. Our session, “Painting the Future: Using LA Street Art Culture for Immigrant Justice and Disability Advocacy in Schools,” sought to engage attendees in collective arts in action by participating in art activities rooted in graffiti used in both educational and community settings. By demonstrating how persistence fuels collective creativity, our session invited participants to reimagine education as a living canvas, where social justice emerges not only from policy but from communities painting their futures into existence.

Throughout my experience, I created a film to encapsulate the entire Mural Therapy process, documenting this past year’s murals’ impact on the students, mural artists, and surrounding communities alike. I had the pleasure of having attendees experience my film, where I shared interviews from key players of this project who are challenging stigmas surrounding disability, people of color, and graffiti. By introducing culturally sustaining, disability-inclusive creative practices that promote mental health, belonging, and student freedom and agency, I sought to reframe and affirm public art as a legitimate pedagogical and occupational therapy tool.

Throughout our session, we invited participants to doodle or color on our provided coloring sheets that depicted some of the mural artists’ pieces or graffiti alphabet. While doodling for learning, this practice helped them engage with our material and learn about how educators, community leaders, and students can co-create learning environments that challenge deficit-based narratives surrounding disability, migration, and graffiti cultures. Additionally, we led an intergenerational panel discussion featuring our team examining our lived experiences of implementing Mural Therapy, and closed with a Q+A that facilitated dialogue about transferring these strategies into other institutions. In doing so, attendees left with actionable strategies for building collaborative, human-centered learning environments that advance racial equity, disability justice, and immigrant community advocacy.

This was my first time at an academic conference, let alone presenting, and I was very nervous at first simply being in the room full of highly educated people. However, over the course of the conference, I was able to attend some very insightful sessions that helped ease my nerves, such as attending breakout sessions, panels, affinity breakfasts, networking receptions, and listening to keynote speakers.

Here are some highlights from the sessions I attended:

1. From Harm to Healing: Participatory Design for Just AI Futures

Here, I participated in an interactive design workshop investigating how AI increasingly shapes the education landscape, while reinforcing inequities, particularly for Black, Brown and low-income communities. I learned how centering cultural and embodied knowledge as a core design tool is imperative in using AI and education for true engines of innovation.

2. Designing Schools for Human Nervous Systems

In this session, I heard student testimonials about co-regulating classroom structures and how healing-centered practices, nervous system regulation, and relational safety can be embedded into school culture rather than just isolated within counseling spaces. I learned from a school’s empowerment team on how they use joy as resistance and focus on restorative justice systems that replace punitive discipline.

3. AOCC Founders Panel and Keynote Address

I learned about the sacred art of teaching and how, in education, we must treasure the spirit of our students and must not fall into spiritual bankruptcy. Every soul is worth saving, even with individuals that we may find challenges and hardship. Radical vulnerability and rich dialogue take patience, not just working with the ecosystem we are embedded in.

Additionally, I got the opportunity to immerse myself in the art scene that Harvard and Boston uniquely offered. I got to visit the Harvard Art Museum, where I got to meet contemporary Nepali artist, Sneha Shrestha, known artistically as IMAGINE, whose art installation was recently acquired by the Harvard Art Museum. Alongside the student volunteers, we learned about the architectural elements of her piece that were inspired by her hometown and how the latticed and arched shapes echo the doorways of many South Asian revered spaces. It was so enlightening being able to learn from this Harvard alumnus, and the work she has done in starting the Children’s Art Museum of Nepal and curating art programs and exhibits of South Asia across the world.

This day was especially special because it was International Women’s Day, and to be in the presence of strong women on this day served as such a great reminder for the wonderful work that raises the standards for our future generations and is continually being done to advance our communities and world at large. Here, I am pictured by two strong USC Chan alumni, Serena Au and Dr. Natalie Palencia, who was also a USC Chan student ambassador like myself.

Also, I got to explore the Harvard Art Museum’s Forbes Pigment Collection that houses rare and historic pigments actively used by conservation scientists at the museum. While recalling the Dodgers mural from this past winter that we worked on, it is interesting to learn about the intentionalities and the rich histories that pigments carry beyond the paint at our fingertips. Here, I learned that the very pigment that is used to create the iconic Dodger Blue pigment (Lapis Lazuli) is primarily and historically sourced from Afghanistan.

Lastly, I got to explore the Boston area with the team before I headed back to sunny, Southern California. I got to visit Faneuil Hall for some Boston clam chowder and even got to squeeze in a visit to see my cousin for dinner and check out Tufts University.

Attending Harvard AOCC was one of the first academic conferences that I have been to, and I was just so appreciative that I was able to inhabit the same space as so many knowledgeable and intelligent people. In the midst of so many hardships in the news and around our communities, it is reassuring to know that the work is still being done by so many dedicated individuals who continuously push the bar to advance education for all.

Since then, I have returned back to OT volunteering at the special education center — where Mural Therapy all started — and my film has been considered into the Harvard Film Archive. I have since presented about Mural Therapy in Dr. Gabe Craven’s OT310 course, Exploring Creative Occupations with OT Serena. I am so honored to share this amazing experience not only with Harvard, but also bringing it back to USC Chan. It is such a full-circle experience, as I previously took Dr. Gabe Craven’s OT310: Exploring Creative Occupations course this past semester, right when I first started participating in Mural Therapy as well. Being able to come back to Dr. Gabe Craven’s class and seeing the exact same excitement and curiosity this project gave me in the fellow undergraduate students engaged in the presentation gave me a deep sense of gratitude, purpose, and hope for the future.

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Abilities Expo 2026! ⟩
April 7, 2026, by Trinity

Getting Involved Living in LA Patient Care

On March 29th, I had the opportunity to go to the annual Abilities Expo held in Long Beach, California with two of my good friends from the program. This is a huge event where vendors, advocates, and presenters come together to share products, events, and opportunities.

As an occupational therapy student, this event taught me a lot about what kinds of adaptive equipment are out there. I learned about organizations that focus on adaptive sports and activities. That will be important for me to know so I can make good recommendations to my future clients and patients, both about devices and resources. I also got to interact with many individuals who are disabled and learn about them and their stories, another OT essential.

Some of the coolest equipment I saw included a portable bathtub, an adaptive rock climbing wall, a bowel program support, a standing frame, and adaptive grips for tool use. Most of the equipment was designed or endorsed by a disabled person.

Not only were they showing equipment, but they let us demo some equipment as well. I got to trial an independent lift system and a power chair. In short, it was an occupational therapist’s dream come true!

There was a performance by the Rollettes, a famous dance group known for empowering people with disabilities. Their performance was off the charts! Check their website here for more info!

At USC Chan, we have an assistive tech class specifically designed to help students become familiar with the equipment and devices commonly used by clients. In this class, you learn how to measure someone for a wheelchair, use different modalities for turning electronics on and off, complete a case study and a letter of medical necessity for a client who needs equipment, and learn how to 3-D print. The Abilities Expo was a great addition to that class and a reminder that technology is always changing and becoming better. We need to stay in the know so we can provide the best care and give the best resources.

If you are interested in attending the Expo next year, good news! The dates have been announced: January 14-16, 2027 in Long Beach, California. Check their website for more information and to stay informed!

The next part of the blog is by Cara, another ambassador, who attended the Expo with me!
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Until recently, I didn’t even know events like the Abilities Expo existed. I’m thankful to Trinity for inviting me, as it was a great opportunity to expand my understanding of how I can better support and advocate for my future patients.
In the Adult Rehab Immersion, I’ve learned a lot about mobile devices and adaptive equipment and how those both can improve patients’ independence, autonomy, and participation in their daily routine. It was cool getting to see many of the wheelchairs, arm supports, and accessible transportation services that I learned in class at the Expo. I, too, drove the power wheelchair and felt like I was in a Fast and Furious movie.

The Expo also featured the latest gadgets and innovations in assistive technology, from portable bathtubs and robotic feeding devices to specialized phone cases for carpal tunnel and smart beds for children with special needs. There were new fashion trends on display too such as fastening a shirt or jacket with magnets.

What stood out to me the most, though, was interacting with the exhibitors, many of whom live with a disability themselves. From cerebral palsy to spina bifida and spinal cord injuries, I was in awe of their resilience. Hearing their lived experiences redefined “disability”, a word that society often views negatively. Individuals with disabilities are not less capable. Rather they’ve just learned a new way of doing things, like anyone else adapting to life’s constant changes.

There was also an ally who wrote a comic book series about superheroes who have a disability, proving that anyone can be heroic. Selfless, empathetic individuals as such reminded me how important it is to provide services that are client-centered to more fully understand the patient’s needs while empowering them to take ownership of their lives.

Overall, the Abilities Expo was enlightening and I feel better equipped as I prepare to join the next generation of healthcare providers. Whether you live with a disability, are a caregiver, or a healthcare provider, I encourage you to attend to help move the needle towards understanding and kindness in society, so we can all thrive.

 

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Mural Therapy: Arts Justice Advocacy and School-Based OT Intervention ⟩
March 24, 2026, by Makayla

Community Getting Involved Living in LA School/Life Balance

Every Friday, I have the pleasure of volunteering with USC Chan alumnus and school-based occupational therapist Serena Au, servicing students (ages 4-16) with moderate to severe disabilities at a special-education school.

Over the past winter, I participated in Mural Therapy, an interdisciplinary and accessible arts program that OT Serena founded at this special-education school in South Central Los Angeles where, every semester, professional artists are invited to collaborate with the students to provide culturally responsive art education and community-based healing.

While embracing the rich cultural scenes of L.A. public art, Mural Therapy results in the students painting an entire school-wide mural that helps beautify the campus and surrounding neighborhoods as well. This collaboration involves everyone on campus, including students, muralists, occupational therapists, physical therapists, healthcare assistants, special education teachers, and surrounding community members.

While Mural Therapy supports their mental and emotional health, students build connections between life skills development and occupational therapy treatment interventions. In doing so, students develop and work on a wide variety of occupational therapy goals, such as shoulder flexion/extension, fine motor skills/grasps, postural control, and bilateral coordination. Here, public art and graffiti are legitimized as pedagogical and therapeutic tools.

Last year, communities all over Los Angeles were at the center of constant environmental and political turmoil, and at its center, students at this special education center continuously navigate the intersectionality of their different identities and multiple layers of marginalization, including disability stigma, racialized barriers, and economic inequity. Yet in the wake of devastation, this year’s mural focused on painting over loss with color and storytelling, transcending trauma into collective artistic, educational, and social change.

Rooted in the themes of resilience and affirmations of L.A. culture, OT Serena decided to collaborate with a community muralist, Mister Alek, to paint a Dodgers mural, a profound symbol of intergenerational city pride embraced by the surrounding school and neighborhood community.

Before every mural, there is an extensive process in educating and engaging the students, faculty, and community members alike. This includes stenciling, decorating painting shirts, coloring the artist’s coloring pages, completing worksheets, and engaging in thoughtful lessons and discussions on the meanings and representation behind the mural to come.

For the Dodgers Mural, I sought to create a lesson on the history of the Dodgers, the sport of baseball, as well as educate on how disability representation in Major League of Baseball (MLB) remains prevalent. Prominent and outspoken figures have reshaped dominant narratives about individual differences that affect the field of play, including pitcher Jim Abbott, born without a right hand due to amniotic band syndrome, and African-American MLB player Curtis Pride, who was born deaf. Advances in technology have enabled adaptive versions of engaging with baseball for the blind and visually impaired, such as beep baseball leagues or OneCourt tactile tablets for fans to use at MLB stadiums.

Together with the students, we scaled the entire wall and painted the background. Students painted high, low, and across all the different directions, watching their brush strokes make permanent marks in ways that would be visible and celebrated publicly. It was really so powerful seeing students who are wheelchair-bound and rarely stand up willing to stand for long periods of time for something so cool, joyful, and regulating as the act of painting.

Through an OT lens, I recognized that the index finger isolation used to position a spray paint can on a vertical surface mirrors the same fine motor patterns students use to scroll or select on Augmentative and Alternative Communication (AAC) devices on a horizontal surface. This skill transfer across different mediums and environments demonstrates just how powerful mural therapy transcends artistic expression into occupational therapy interventions in real time.

Mural therapy is not about painting a wall; it is creating a sensory and emotional experience because students are engaged in the texture of the wall, the consistency of the paint, the bristles of the brushes, and simply being present in the space.

Many students have diagnoses that make them sensitive to sensory input; however, they might need something like bright colors to pay attention or auditory input of the sounds of a shaking spray paint can. The high sensory and high visual impact that a mural can give is so important, as they act as mirrors to the students and give them validation in their artistic expressions.

Embracing the power of sports and teaching about the Dodgers is something that I hold near and dear to my heart. My family traces its roots to Lincoln Heights, just behind Dodger Stadium. I was raised in the South Bay, where I leaned on Asian baseball and basketball leagues to shape my sense of belonging and as anchors of my identity. Watching Shohei Ohtani take the field in Dodger blue or remembering the cultural impact of NBA player Jeremy Lin reinforced how Asian athletes can serve as powerful counter-narratives, disrupting longstanding stereotypes and affirming that we belong not at the margins of the game, but at its center.

These experiences fundamentally reframed how I conceptualize mobility, not just as physical movement, but as narrative and social possibility.

When I first learned to spray paint through this mural project with muralist Mister Alek, I had the pleasure of learning how to spray paint clouds and graffiti fills. Here, I experienced a renewed sense of freedom, a feeling reminiscent of being a child again. The spray paint moved quickly, fluidly, without hesitation, expanding across the wall in ways that felt limitless. That feeling embodied mobility: the ability to move, to explore, to take up space without restriction.

Mobility is often framed as purely physical attributes, but it is also social permission. It is about who is told they are capable of moving forward and who is told to stay still. For many students with disabilities, the message they receive is subtle but persistent: you are not smart enough, your body does not fit the mold, you are not athletic. This narrative restricts their personal potential long before physical barriers ever do.

Yet athletics has repeatedly proven that mobility can be redefined.

Coming off winning back-to-back World Series championships, the Los Angeles Dodgers players represent more than the name on the front of their uniforms. Rooted in the historic Elysian Park neighborhood of Los Angeles, the Dodgers have long been a focal point for surrounding Latino, Black, and Asian communities, and have long been present at the crossroads of social justice, solidarity, and community outreach. Known for their diverse fanbase and initiatives toward underserved communities, the team is a staple of L.A. culture and intergenerational city pride. Their presence reflects a broader story about who gets to occupy space — and who gets to be celebrated within it.

Mobility, curiosity, and excitement are not just themes of sport but foundations of inclusion. Within schools, athletics function as formative spaces where identity and belonging are not only expressed but also validated and legitimized. Murals serve as a direct reflection of the reality around us. When students participate in this mural, there is an public acknowledgement that they are contributing to something greater than themselves. Students perceive themselves adjacent to these positive role models through a lens of great admiration and reflection, bestowing greater agency and resolve in their own challenges.

Seeing themselves in the projection of the Dodgers players, this representation sets a precedent for newer generations to acknowledge that they can create archetypes of their own narratives. Promoting diverse athletic representation in schools fosters a critical appreciation for deconstructing structural barriers and validating marginalized experiences, serving as a liaison for cultivating a more inclusive world at large.

As an aspiring occupational therapist, my experience with mural therapy has reshaped how I understand education as a health, art, and embodied practice. Situated at the crossroads of USC, South Central, and disability communities, this experience has expanded how I envision my future field of practice.

Through shared creation, community belonging becomes tangible and imperative, challenging stigma surrounding graffiti artists, disability, and the individuals we often overlook in our daily lives. I look forward to participating with OT Serena for future murals, and I can’t wait to see all walks of life embrace and continue the legacy of the mural for years beyond my time!

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An OTAC Conference Adventure! ⟩
January 14, 2026, by Guest Author

Getting Involved

Hi, my name is Mercy Deng, and I am a second-year Entry-Level OTD student at the University of Southern California. I am deeply interested in oncology rehabilitation and inpatient acute care and am passionate about supporting individuals as they navigate the functional challenges associated with cancer treatment and recovery. I am committed to advancing the role of occupational therapy in healthcare while continuing to grow as a clinician-leader.

The Chan Division Student Leadership Award supports full-time students in attending the Occupational Therapy Association of California (OTAC) Annual Conference. It recognizes students who demonstrate leadership through meaningful engagement in professional dialogue, collaboration, and service to the field. By supporting participation, the award fosters leadership development and promotes the dissemination of knowledge that advances occupational therapy practice across the healthcare community.

Attending this year’s OTAC 2025 Annual Conference & Innovation Expo left me both inspired and grounded in my journey toward becoming an occupational therapist. From the moment I stepped into the venue, I felt surrounded by people who genuinely care about helping others live meaningful and fulfilling lives. The energy in each room, the conversations drifting through the hallways, and the generosity with which attendees shared their knowledge all reminded me why I chose this profession.

One of the most impactful moments of the conference was Dr. Miri Lee’s seminar on preparing for the NBCOT exam. She opened by sharing her own experience of disappointment and resilience after her first attempt, which immediately brought a sense of honesty and encouragement to the room. Hearing guidance from someone who has walked alongside so many students through this milestone was incredibly reassuring.

Dr. Lee offered practical strategies, realistic study timelines, and meaningful approaches to managing stress, emphasizing her commitment to providing accessible resources for students. Her focus on consistency, self-compassion, and thoughtful planning helped me reconsider how I want to navigate my own preparation.

Another highlight was the session on inpatient acute pediatric care, which offered a meaningful look at how clinicians can support children and their families during some of their most vulnerable moments. The seminar centered on parent and caregiver empowerment, emphasizing how hospitalization can shift or even strip away aspects of a caregiver’s typical role.

Amid the fast-paced nature of the NICU and PICU, clinicians must remain grounded, use compassionate communication, and think creatively to help caregivers maintain or redefine their role. They often adapt interventions, using available hospital supplies to design meaningful and developmentally appropriate activities for children. I especially appreciated the seminar’s emphasis on supporting the family as a whole, highlighting the importance of treating both the child and their caregivers as integral parts of the care team.

I was also deeply moved by the seminar on eye conditions within the older adult population. The presenters discussed conditions such as glaucoma and age-related macular degeneration, sharing how these changes affect daily activities and community participation. We explored environmental modifications, adaptive strategies, and approaches for promoting independence while respecting each person’s dignity. This session reinforced my commitment to advocating for accessible environments and implementing thoughtful, client-centered interventions for older adults.

Some of my favorite moments, however, happened outside the formal sessions. Talking with other students and clinicians from different programs helped me feel connected to a larger community built on learning, reflection, and mutual support. These conversations reminded me how much our diverse backgrounds and experiences enrich the field of occupational therapy and shape how we care for others.

Ultimately, the OTAC conference deepened my commitment to providing compassionate, evidence-informed, and person-centered care across diverse practice settings. As I return to my studies at Chan, I am excited to share these insights with my peers. I am grateful for the opportunity to attend such a meaningful event, and I look forward to carrying these lessons with me as I grow in my journey as an occupational therapy student.

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My Sponsored Weekend Trip to Catalina Island Care of USC ESA ⟩
December 19, 2025, by Makayla

Community Getting Involved Living in LA School/Life Balance

One of the amazing perks of being a USC student is the numerous free experiences that we can take advantage of throughout the school year. This semester, the USC Environmental Student Assembly (ESA) hosted its annual, fully funded, overnight trip to the USC Wrigley Institute for Environmental Science on Catalina Island. This free opportunity was one that I simply could not pass up, and I was lucky enough to be able to join their program. Especially during these stressful times in the middle of the semester that are filled with the never-ending stress of deadlines and midterms, having the opportunity to engage in nature-based occupations is essential. In doing so, participating in restorative and rejuvenating practices contributes to our sense of self and occupational awareness, not only for our overall well-being but also for our school performance.

During my trip, I was able to stay at USC’s own, one-of-a-kind satellite campus at the Wrigley Marine Science Center on Catalina Island, with free room and board included. It is an active research facility and living lab where students and researchers uniquely investigate environmental and sustainability initiatives while immersing themselves in the pristine natural environment on Catalina Island. Here, I embarked on a weekend trip that I won’t forget, where we hiked through scenic views, snorkeled in the deep waters of rich marine life, kayaked across the rushing waves, and learned invaluable research from current students and USC researchers alike.

Saturday
6:45 AM
My friend and I loaded our duffel bags into the charter bus bright and early, excited to head to Catalina Island. First, we drove down to San Pedro to go to the Southern California Marine Institute, where our boat, Miss Christi, was docked. After some pictures and a safety briefing, we were on our way to the USC Wrigley Institute by 8:00 AM. While it was chilly in the morning, my friends and I sat on the boat’s deck to enjoy the fresh air and take in the vast sea around us

10:00 AM
We arrived at the USC Wrigley Institute and loaded into the campus. We had a trip briefing and mandatory campus orientation before we checked out our rooms and got ready for our first activity of the day. I learned so much about the rich history of the campus and local ecosystems, as well as their sustainability efforts, experiential learning programs, and research initiatives that advance meaningful work in helping our planet. The rooms were very spacious, just like a normal dorm on campus, but what was neat was that they also provided towels, blankets, and pillows.

10:30 AM - Self-Guided Hike
My first activity of the day was a self-guided hike on Deer Valley Loop Trail with my group, where we were able to hike through the lush greenery and take in the scenic views of the ocean and the USC Wrigley centers. This hike was definitely not the easiest at the start, with winding paths of uneven terrain and prickly pear cacti, especially in the hot weather. However, it was definitely worthwhile, as it was a great way to start the day and get some exercise in. Along the footpath we were able to spot a deer on the way down! Then at 12PM, we had a tight window to eat some lunch and head to the next excursion.

1:00 - Snorkeling
Next, we went snorkeling in the Blue Cavern Marine Protected Area, home to California’s richest marine habitats. We suited up in our provided wetsuits, fins, and snorkeling gear, and we were well on our way. While snorkeling in the deep waters of the channel, I saw so many Garibaldi fish perusing the rocky reef kelp forest and graceful eelgrass swaying by the ocean’s currents. Gazing into the Garibaldi fishes’ eyes, it was cool to knowing that they see me as much as I see them. As I traveled further, I saw a Halibut on the reef’s sandy bottom and many marine mammals and seabirds in the distance. This was such an awesome experience, especially being able to interact with the marine life up close.

3:00 - Hyperbaric Chamber Tour
After snorkeling and freshening up in the dorms, we headed down for the Hyperbaric Chamber Tour. As one of the only emergency medical facilities in the country set up to treat diving emergencies 24/7, year-round, hyperbaric chambers provide the proper treatment for scuba diving accidents. This includes treating decompression sickness and air embolisms that can be permanently disabling and sometimes fatal. How cool is it that USC has these facilities right on the waterfront of its own satellite campus for medical and research advancement?

6:00 PM - Dinner and Smores
Following all of our excursions for the day, we returned back to the dorms to shower, get some homework in, and take a quick nap before heading to the dining hall for dinner. After, we had some campfires going where we roasted s’mores to cap off the night.

Sunday
5:45 AM - Sunrise Hike
On Sunday, we woke up bright and early to catch the sunrise. Getting up, especially after a long day before, was no joke. However, we all went to the dining hall to grab some hot chocolate and made our way with picnic blankets to see the sunrise. Taking in the calm of the ocean was very peaceful and complemented the surreal sunrise right before my eyes. After taking lots of pictures, we headed back to the dorms to have breakfast at 7:30AM and check out of our rooms by 8:30AM.

9:00 AM - Kayaking
Our excursion for the day was kayaking within the Blue Cavern Marine Protected Area and beyond. I paired up with my friend to kayak around the island and even went a half mile off the cove to Bird’s Rock, a flat, oval-shaped island with so many birds perched on it. Looking down, we saw the amazing marine life below us, and while looking around the island, we saw other docks of boats touring the island as well. I couldn’t believe how far we went out and how deep the water was below us. After almost 3 hours out in the ocean, we headed back for lunch at 12PM.

1:30PM - Departure
Sadly, my weekend trip on Catalina Island came to a close as our boat, Miss Christi, departed Catalina Island to take us all back to the mainland and arrive at the Southern California Marine Institute. While I was so sad to leave, I took in the rich scenery on the boat’s deck as we traveled back to the mainland. I put my headphones on since the rudders of the boat were very loud and watched the endless blue waves crash next to us and some seagulls that had followed us up above. To my surprise, we were able to catch a pool of dolphins swimming right next to our boat. They gracefully jumped out of the water, and I was in awe at how close we were to them. I couldn’t believe it! We arrived at the Southern California Marine Institute shortly after, where we met our charter bus that took us back to the USC campus at 3:30PM. And that was my trip!

This trip was definitely a fever dream, being able to escape the busyness of college while finding much-needed calm in the midst of chaos. Especially in the thick of a busy fall semester, these worthwhile experiences give me clarity in hard or challenging moments that better days are to come. I am reminded to keep moving forward and that great moments can and will happen again in different ways, with different people, and in different places!

This trip served as a reminder in recognizing what a privilege it is to attend USC and have access to so much amazing programming. Having participated in this trip hosted by the USC Environmental Student Assembly (ESA), I was surrounded by many environmental studies and biological science majors. I am neither of those majors; however, I am so lucky to have been able to get to know so many new people that I would not have otherwise known or had any classes with. So, to anyone reading this, I highly recommend taking a chance at joining a new club or program on campus where you could meet so many people and communities that you would have never crossed paths with before.

Rewarding and fulfilling experiences are out there and are free; you just have to look for them!

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