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University of Wyoming

Student Leader Looks to the Future

College of Education senior Rachel Ratliff may have come to the University of Wyoming late in her undergraduate career, but the impact of her leadership has been felt from her earliest days at Laramie.

The story of Ratliff’s election to the ASUW Senate illustrates the can-do spirit that promises to take the Riverton native far. Shortly after transferring to UW as a junior, Rachel encountered publicity about the pending ASUW elections.

“I had no idea what ASUW was,” she recalls, “I had no idea what the election was for, but I thought, ‘I’ve never run in an election before. I think it would be fun.’”

Ratliff won a seat on the senate that spring and immediately began reaching out to College of Education majors and advocating for their concerns.

Now in her second term, Rachel has learned to use the power of position to accomplish goals.

“You have a lot of resources at your disposal,” Ratliff says. “You’re also very respected on campus.”
Representing College of Education students raises special challenges for Ratliff and her fellow senators.

“We’re very spread out physically,” Rachel says. “Only a small percentage of the classes are held in the Education Building…You really have to search out the education students.”

While Ratliff never assumed leadership positions in youth activities, her leadership skills were evident early.

“I was the one who was always planning what we did,” she says. “I was the one who organized everybody to make sure they got where they were going. From there, it just blossomed.”

Integrity, openness and the willingness to step back so others can lead form the foundation of Rachel’s personal leadership philosophy

To call Ratliff’s life “active” is an understatement. In addition to ASUW, the elementary education major is active in the Association of Black Student Leaders (ABSL), BASIC (Brothers and Sisters in Christ) Choir and the UW Marching Band.
Ratliff and seven others represented the University of Wyoming at the 2003 National Conference for College Women Student Leaders, a program sponsored by the American Association of University Women. The annual conference is designed to help participants understand the challenges and opportunities facing women leaders and to identify ways to use their college experience as a foundation for the future.’

Ratliff also is enrolled in the McNair Scholars Program, which “prepares undergraduate students from groups traditionally underrepresented in graduate education for success in doctoral degree programs.” A doctor of philosophy (PhD) in educational counseling is in her future.

“I had always planned to get my doctorate in educational counseling at some point, this program is just making the timeline to getting my doctorate quite a bit faster,” Rachel says. “I think that this is a great program and it definitely opens your eyes to the reality of graduate school and the amount of competition a lot of the great programs have. I value my experience in the summer internship and there are many things that I will utilize in the future.”
Overextending oneself on a schedule that action-packed is a risk.

“It’s really difficult, and it’s really easy to be spread too thin,” she says. Rachel copes with the demands on her energy by planning

Preparing for the Classroom

Ratliff comes from a family of teachers, including her grandparents and an aunt. While no one pushed her toward a career in the classroom, but they offered solid role models and a reference point as decisions had to be made.

“It wasn’t always my first choice,” Ratliff says. “But as I got closer to college, that’s where my interests have evolved.”
Between her BA and graduate work lies classroom experience. Ratliff has applied to Teach for America (TFA), a national service program that places college graduates in high-need classrooms for two years. Passion for teaching, and children, drives her interest in this program.

“I have other options available to me, but this seems to be the best for where I want to go,” Ratliff says.

Three major metropolitan areas are on her priority placement list: Chicago, Atlanta and Greater New Orleans. Each offers an opportunity to practice her new profession in a new environment.

Rachel describes the ideal first job as “having a very open setting and a very creative environment where I’m able to work collaboratively with others in my grade. Having resources is nice, too.” Of utmost importance is community, both at the school and district levels.