From work‑study student to senior associate director: a career rooted in service

Get to know Trina Wilson

Early roots

I realized early in my journey that my purpose is rooted in helping others.

You began your journey in the financial aid office as a work-study undergraduate student. What do you remember most about those early days, and what initially motivated you to apply for that position?

As a financial aid recipient myself, I was immediately drawn to the student position because I wanted to better understand the process that had such a direct impact on my ability to attend college. I remember feeling both excited and motivated to learn as much as possible, not just for my own benefit, but so I could help my peers navigate what many of my friends viewed as a very complex and overwhelming system. That desire to demystify financial aid and make it more accessible to others is what initially inspired me and continues to drive me today.

How did working behind the scenes in financial aid as a student shape your understanding of access, equity, and student support?

Starting in the phone room gave me a frontline view of the challenges students and families faced. It quickly became clear that financial need existed across a broad spectrum, particularly among middle-income families who often had what was considered too many resources or assets to qualify for aid, but not enough to afford college comfortably.

I also recognized a significant gap in understanding.  Many families were discouraged by the overall cost of attendance without realizing it was an estimate used for aid eligibility, and that gift aid could substantially offset those costs if properly managed. I also saw how loan aversion, especially among underrepresented families, often influenced students’ decisions to forgo opportunities at institutions like a UC in favor of more affordable options closer to home. These experiences deepened my understanding of the importance of proactive outreach, clear communication, and equitable support systems to ensure students can make informed decisions about their education and cost.

What skills or values did you develop as a work-study student that continued to serve you throughout your professional career?

One of the most important lessons I learned early on was the value of proactive communication. I quickly learned that it’s not enough to simply answer the questions students and families ask; it’s very important to also anticipate the questions they don’t realize they need to ask. Providing clear, thorough, and thoughtful guidance up front not only improves the student’s experience but also builds trust and reduces confusion.

At what point did you realize that financial aid and scholarships could become a long-term career rather than a temporary student job?

I realized early in my journey that my purpose is rooted in helping others. As I continued working in financial aid, I found genuine fulfillment in supporting students and families during such a pivotal moment in their lives.

Even today, I feel that same excitement when we release financial aid offers to incoming students. I often recall my own experience when I was admitted to UC Davis and received the financial support that made it possible for me to attend. I know firsthand how life-changing that moment can be, particularly for underrepresented students. That sense of impact and purpose is what confirmed for me that this was more than a job; it was a career I was meant to pursue.

As your career evolved from student employee to senior leadership, how did your early experiences continue to influence how you approached your work?

My early experiences instilled in me a continuous desire to learn, improve processes, and enhance the experience for students, families, and colleagues. Having started on the front lines, I remain deeply connected to the student perspective, which has influenced how I approach decision-making and leadership.

I am consistently motivated by the opportunity to remove barriers and ensure that our services are both effective and compassionate. That foundation continues to guide my work and leadership philosophy today.

What have been some of the most meaningful roles or transitions in your 30 years of service, and why do they stand out to you?

Without question, my most meaningful role was my time as a student employee in FAIS, the Financial Aid Information System. That experience laid the foundation for everything that followed. Working directly with students and families allowed me to see the real impact of financial aid and ignited my passion for this work.

It was during that time that I developed a strong desire to continue learning, growing, and expanding my ability to support others. Every role since then has built on that foundation, but it was those early experiences on the front lines that truly shaped my career path and purpose.

Impact and leadership

How has the field of financial aid changed over the course of your career, and how did you adapt your leadership to meet those changes?

Financial aid has become more complex, with increased funding sources and larger aid packages. However, those increases have not kept pace with the rising cost of education or the growing level of student need. At the same time, changes in access, particularly around policy, affordability, and eligibility, have had significant implications for equity and inclusion.

As a result, I’ve focused my leadership on staying informed, being flexible, and prioritizing clear communication. I’ve worked to ensure that our office not only understands these changes but translates them in a way that is accessible and meaningful for students and families. My approach has always been centered on maintaining equity, advocating for students, and continuously improving how we deliver support in this space.

Can you share a professional moment that you’re especially proud of—one that reflects the impact of your work on students or the institution?

One of the most meaningful moments in my career was receiving the Michele Dyke Humanitarian Award. That recognition was validating, not just personally, but in affirming the purpose behind my work.

Michele Dyke was someone who had a major impact on students and the campus community, and to be associated with her legacy was both humbling and inspiring. It reinforced my commitment to service and reminded me that the work we do, often behind the scenes, truly matters and leaves a lasting impact.

Mentorship and service

I’ve learned that effective leadership isn’t just about policy and process, it’s about understanding people and ensuring they feel seen, supported, and empowered.

 

Having once been a work-study student yourself, how did that experience shape the way you mentored student employees and junior staff?

My work-study experience was transformational, and I’ve always carried that with me in how I mentor others. I understand firsthand how impactful those early professional experiences can be, so I’ve made it a priority to model a strong work ethic, integrity, and purpose-driven leadership.

I strive to create opportunities for student employees and junior staff to grow, ask questions, and see the broader impact of their work. My goal has always been to not just supervise, but to guide and inspire, just as others once did for me.

What have students taught you over the years, and how did those lessons influence your leadership style?

Students have taught me resilience, adaptability, and the importance of meeting people where they are. Every student’s story is different, and those experiences have reinforced the need for empathy, active listening, and thoughtful problem-solving.

These lessons have shaped my leadership style to be more student-centered, compassionate, and responsive. I’ve learned that effective leadership isn’t just about policy and process; it’s about understanding people and ensuring they feel seen, supported, and empowered.

Is there a story about a student or colleague that captures why you stayed in this work for so long?

There are many students and families I consider part of my “forever community,” but one story has stayed with me. A student was referred to me after relocating to Davis from Calexico. She was living in her car with very limited resources. What began as a conversation to secure funding to remove the boot from her car revealed a much deeper need for support.

That connection ultimately led to her living with me for two years while she stabilized her situation and continued her education. She went on to graduate, and we’ve remained close ever since. Today, she is thriving, raising her family, and has recently become a first-time homeowner.

Her journey is a powerful reminder of why I’ve stayed in this work.  Sometimes support goes beyond policy, and when you’re able to truly show up for someone, it can change the trajectory of their life.

How do you hope students who worked alongside you—or were supported by your office—remember your approach to leadership and service?

I hope I am remembered as someone who genuinely cared, who led with integrity, and who was committed to removing barriers whenever possible. I want students and colleagues to remember that I was not only a source of information but a source of support, someone who worked to ensure they understood their options and felt empowered to pursue their educational goals.

Reflection and legacy

I would tell my younger self to fully embrace the opportunity in front of her... I would remind her to stay curious, remain open to learning, and trust that this path could lead to something meaningful and impactful.

When you reflect on your career as a whole, what do you see as your lasting contributions or legacy?

I believe my legacy is rooted in a consistent commitment to helping students succeed by reducing financial barriers and increasing understanding. I’ve worked to ensure that families not only receive financial support but also understand the value of education and how to navigate the system.

Equally important has been supporting my colleagues, helping to build a culture of service, collaboration, and student-centered thinking. If there is one theme that defines my work, it’s always striving to find a path to “yes” for students.

What personal values guided your work, especially during challenging or uncertain times in higher education?

My work has always been guided by faith, resilience, and a deep belief in equity and justice. While I understand that uncertainty is constant, I also believe that challenges are temporary and that perseverance matters.

Even during difficult times, especially around diversity, equity, and inclusion, I believe that doing what is right will ultimately prevail. This perspective has helped me stay focused, hopeful, and committed to the work.

If you could speak to your younger self on your first day as a work-study student, what perspective or reassurance would you offer?

I would tell my younger self to fully embrace the opportunity in front of her. The skills, knowledge, and relationships gained through this experience have the potential to shape not just a career, but a life.

I would remind her to stay curious, remain open to learning, and trust that this path could lead to something meaningful and impactful.

Looking forward

What advice would you give to students who may not yet realize how powerful a work-study experience can be for their future?

Work-study positions are more than just jobs; they are foundational experiences that can shape your future. While working for one department for more than three decades may be less common today, the skills, discipline, and perspective gained through these roles are invaluable.

Approach your work-study experience as a training ground and an opportunity to learn, grow, and explore what motivates you.

For staff or student employees who aspire to leadership roles in higher education, what qualities or experiences matter most in the long run?

Leadership in higher education requires both skill and heart. It’s important to care deeply, not only about the work, but about the people you serve. The most fulfilling aspect of this profession comes from giving of yourself with no expectation of return, aside from the reward of seeing others succeed.

As you enter retirement, what gives you the greatest sense of fulfillment when you think about your journey and the students who will continue to benefit from this work?

I feel an overwhelming sense of gratitude. I’ve had the privilege of building a career centered around making a difference while doing something that brings me genuine joy, which is helping others.

Knowing that the work we’ve done will continue to support future generations of students gives me a deep sense of fulfillment and peace. It has truly been a meaningful and rewarding journey.

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For more retiree inspiration, visit
UC Davis Retirees Reflect on Careers of Service and Impact

For more information on work-study opportunities, both on and off-campus, visit Work-Study for Undergraduate Students, or reach out via email at [email protected].