On any given day at the Campos Student Center, Amanda McKenzie (Hum'18) can be found celebrating the achievements of student leaders, guiding them through challenges or simply asking a thoughtful question that helps them see their own potential more clearly.

McKenzie, coordinator of student societies at the Campos Student Center and CU Boulder alum, was named the 2026 Supportive Staff Member of the Year by the Center for Student Involvement. 

This award is presented to a staff member who recognizably helps and supports students across campus and the staff member is committed to helping their students become as successful as possible by going above and beyond their job title.

McKenzie supports the center's nine student societies with their operations, logistics, finances and student leadership development. As part of the coordinator for student societies role, the Campos Student Center recognized and prioritized how impactful participation and gaining leadership and professional development is within their student organizations. 

"Amanda is one of the most student-centered professionals I’ve had the privilege to meet," said Desi Beardmore GoldShirt Program Manager. "She listens deeply, champions student ideas and continuously looks for new ways to expand opportunities for student organizations. Amanda brings warmth, care and a deep commitment to students into everything she does." 

As Beardmore notes, student leaders from all nine student organizations contributed to her nomination speaking volumes about the impact she has had on their experience.

We sat down with McKenzie to speak about how her CU Boulder alumni and professional experience has shaped her leadership with supporting student organizations. 

What does receiving the Supportive Staff Member of the Year Award mean to you personally and professionally?

It honestly means the world to me to have been nominated, and I was very surprised to receive the award. This past year was a tough one—I was recovering from an accident while stepping into a brand-new role, and there were a lot of moments where I questioned if I was showing up enough for my students, colleagues and the people in my life.

Because of that, this award feels like a really meaningful affirmation. It reminds me that even when I didn’t feel like I was doing enough, I was still able to support my students in ways that mattered—and that’s something my brain can’t easily explain away.

I was especially honored that multiple students from the societies I support contributed to the nomination. My favorite part of this work is getting to watch them grow—seeing how they navigate challenges, build community, and support each other. I’m constantly humbled by them and the spaces they create. I really believe that when things are hard, you lean on your community, and I feel lucky that I get to be part of theirs.

What part of your work do you find most rewarding?

For me, it’s leadership development. Our students already have so many strengths, and it’s exciting to watch them continue to grow into those skills.

This might sound a little unconventional, but one of my favorite moments is when a student disagrees with me or pushes back. To me, that’s a sign they’re learning to advocate for themselves and set boundaries, which is such an important skill. I often tell students that I’d much rather they practice those moments with me than navigate them for the first time in a future job.

I try to create an environment where they can learn, make mistakes, and get feedback—whether that’s around missing a deadline or sending an email that didn’t quite land the way they intended. Being a student leader is a big responsibility, and since they’re not paid for that work, I want to make sure they’re getting something meaningful out of the experience.

It’s incredibly rewarding to see a student start the year unsure of themselves and then, by the end, feel confident in who they are and what they bring to their organization.

Can you share an example of a meaningful impact you’ve had on a student or organization?

When I was advising the Women of Aeronautics and Astronautics (WoAA), I had a student leader who would check in with me regularly. One day, they came into my office, sat down, and just started crying. After giving them a moment, they shared that they felt like they were failing as a leader. Some of their responsibilities weren’t going as planned, and they were also dealing with personal challenges, and it all felt like too much.

What really stood out was that they didn’t want to ask their board for help because they were worried it would make them look like they couldn’t handle their role. I really empathized with that feeling, and we talked through it together. I asked them if they could think of any organization or project that succeeds because one person does everything—and of course, the answer was no.

We talked about how leadership is a shared effort, and that asking for help is actually a sign of strength and trust in your team. By the end of our conversation, they felt more comfortable opening up to their board. Later, they told me that the conversation went really well and that their team showed up with a lot of support.

Moments like that stick with me. A lot of students feel like asking for help is a weakness, and I try to help reframe that. If you would show up for someone else, why wouldn’t they want to show up for you?

As a CU Boulder alumna, how has returning to campus as a professional staff member shaped the way you support and connect with students today?

I’ve found that when you really care about a place or a community, you also think about it critically—and that’s how I feel about CU. I’ve spent most of my career here because I genuinely want to give back and support students the way certain staff members supported me when I was a student.

Being an alumna helps me understand how students actually experience campus—how different resources show up for them, where there are gaps, and how to connect them to the right support at the right time. I think that perspective makes me a more intentional advisor.

I’m also really open with students about the fact that I don’t have an engineering degree—I’m a proud humanities alumna. My background taught me how to think critically and make connections across very different topics, and that shows up a lot in my work. Some of my favorite conversations with students are the deeper ones—talking through their goals, their values and the ethical questions they’re wrestling with as future engineers.

I remember a conversation with a student this year who realized that many aerospace careers are tied to defense, and that didn’t align with their values. I was able to connect them with a former student who had navigated that exact dilemma and ultimately found a non-defense role in the aerospace industry. Those are the moments that feel really meaningful—helping students see that there isn’t just one path forward.

If anything, being an alumna has reinforced for me that learning comes from everywhere. My students teach me something new every day and even though I’m not an engineer, they still find value in having conversations with me—whether it’s about ethics, career strategy, or just thinking about things in a different way.

As a first-generation college graduate from a multicultural background, how have your lived experiences influenced your advising style and commitment to student success?

McKenzie facilitating the Campos Student Center BILD Leadership Retreat with student society executive board members about the importance of communications in leadership, as well as focuses on the center's key values of community, leadership and growth mindset.

My lived experiences have shaped me into a very hands-on and transparent advisor. I never assume students know how to navigate college or what resources are available to them, because I know firsthand what it feels like when those assumptions are made. As a first-generation student who wasn’t coded as first-gen in the CU system, I had people assume I understood how to “do college,” even when I didn’t—and it took a few key staff members to really help me see what was possible.

My first-year advisor, Jenny, was one of those people. She introduced me to opportunities beyond the classroom—internships, student organizations, leadership roles—and helped me get my first on-campus job. That support changed my trajectory, and it directly shapes how I show up for students now. I want to be that person who helps students see possibilities they may not yet know how to name or ask for.

I also come from a multicultural background and often felt like I didn’t fully belong in any one space. Because of that, I’m very intentional about meeting students where they are and creating an environment where they feel comfortable asking questions and being honest about what they don’t know.

A big part of my approach is also helping students recognize that their voices matter. When I was a student, we didn’t have a testing center for students who needed extended time on exams. Today, CU has a strong testing center for students with accommodations—and that exists because students advocated for themselves and staff and faculty helped elevate that feedback. I try to carry that forward by reminding students that they often have more influence than they realize.

That perspective also shows up in how I help students navigate challenges. When something doesn’t go as planned—like failing a class or needing more time to graduate—I often ask, “What does this make possible now?” It helps shift the focus from feeling stuck to recognizing new opportunities.

At the core of my advising is the belief that students can only take advantage of opportunities they know exist, and they deserve to feel heard as they pursue them. My goal is to make those opportunities visible, accessible and feel possible.

What skills or lessons do you most hope students take away from their involvement in Campos Student Center societies?

I hope students leave with confidence, persistence, adaptability, community, and a sense of their own leadership identity.

Confidence in knowing they can succeed and be themselves. Persistence to keep going even when things don’t go as planned. Adaptability to pivot when challenges come up and still create something meaningful in the process. And community—understanding that they don’t have to do everything alone and that they can accomplish far more when they support one another.

I also want students to understand that leadership doesn’t look one way. There is no single “correct” style of leadership, and part of their growth is figuring out what feels authentic to them. That can change over time, and that’s okay. I encourage them to try things, experiment, and not be afraid to innovate—even if they’re not sure it will work. That’s often where the most growth happens.

At the core, I want them to trust themselves, stay open to learning and recognize that their growth is an ongoing process.

Outside of work, you stay busy with creative hobbies and travel. How do these interests help you recharge and show up fully for students in your professional role?

I think of “filling your cup” related to the eight dimensions of wellness, and my hobbies help me stay balanced across all of them. When I was more involved in aerial circus arts, for example, it filled both my social and physical cup and gave me something outside of work that energized me. Students were always curious about it, and it helped them see me as a whole person, not just a staff member. That kind of connection builds trust and makes it easier for students to open up.

Having hobbies also gives me a mental break from work. I’ve learned that when work becomes everything, I’m actually less effective. Stepping away—whether that’s crafting, spending time with friends or my partner, or traveling—gives me space to reset and come back with a clearer perspective. Sometimes I even find that ideas for student support come from those outside experiences, and vice versa.

I also try to model balance for students. It can be as simple as asking, “Have you eaten today?” or reminding them to take a short walk between study sessions. Students often tell me they’re “too busy” for self-care, so I try to reframe it as something that actually supports their productivity, not something separate from it. And I appreciate that they also hold me accountable—asking if I’ve taken a lunch break or gone outside—which creates a mutual sense of care and respect.

Anything else you’d like to expand on or note?

We truly have some of the most thoughtful, kind, and engaged students in the Campos Student Center. They consistently show leadership, community and a growth mindset in the way they support one another and engage with their organizations.

While this award recognizes staff, I see it as a reflection of the students I get to work with. They make it easy to show up and support them because they are so open, communicative, and willing to grow. Being around them—their creativity, their resilience and even their humor—makes this work incredibly meaningful and gives me a lot of hope for the future.

I often come back to the idea that change starts with individuals and communities choosing to show up for one another. I see our students doing that every day, and I feel grateful to play even a small role in supporting that work.