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Get Personal with Ms Ampiah, Winneba (2026)

17/08/2026

I have noticed that some students are very comfortable speaking in class, approaching lecturers and expressing their opinions.

Others are quieter. They listen more, think carefully before speaking, and may hesitate to put themselves forward.

But being quiet does not automatically mean you lack confidence.

Confidence is not about being the loudest person in the room. It is about trusting yourself enough to participate, learn and take opportunities even when you feel uncomfortable.

If you are a student trying to build your confidence, start with these:

1. PREPARE BEFORE YOU SPEAK

Sometimes what looks like lack of confidence is actually lack of preparation.

Read your material before class when you can. Know what you understand and identify what you don't.

You don't have to make a long contribution.

Start with one meaningful question or observation.

2. DON'T WAIT UNTIL YOU FEEL CONFIDENT

Many students say:

“When I become confident, I will start speaking.”

But confidence often comes after you start.

Ask the question.

Give the presentation.

Contribute to the discussion.

Approach the lecturer.

The first few times may feel uncomfortable. That's normal.

3. LEARN TO APPROACH YOUR LECTURERS

If you don't understand something, don't struggle silently because you are afraid of approaching your lecturer.

Be respectful and specific.

Instead of:

“Madam, I don't understand anything.”

try:

“Madam, I understand this part, but I'm struggling to understand how it applies to this question. Could you please clarify?”

That shows initiative.

And remember to respect your lecturer's time and use appropriate channels for seeking guidance.

4. STOP COMPARING YOURSELF WITH OUTSPOKEN STUDENTS

Someone who speaks confidently in class is not necessarily more intelligent than you.

And someone who is quiet is not necessarily less capable.

People have different personalities, experiences and levels of confidence.

Your goal is not to become somebody else.

Your goal is to become more confident than you were yesterday.

5. BUILD COMPETENCE

This is perhaps the most important one.

Read.

Practise.

Ask questions.

Accept feedback.

Improve your communication.

The more competent you become, the more comfortable you tend to feel expressing what you know.

You don't need to pretend that you know everything.

Sometimes confidence sounds like:

“This is what I understand, but I need clarification on this part.”

That is academic maturity.

6. START SMALL

You don't have to transform overnight.

This week, try one of these:

• Ask one question in class.
• Contribute one point to a discussion.
• Volunteer for a small responsibility.
• Speak during a group presentation.
• Ask for feedback on your work.
• Introduce yourself appropriately to someone you can learn from.

Small acts of courage, repeated consistently, can change how you see yourself.

Note:

Confidence does not mean you will never feel nervous.

Your heart may beat faster before a presentation.

Your voice may shake.

You may still wonder whether people are judging you.

Do it anyway.

The goal is not to eliminate fear.

The goal is to become capable of acting even when you feel it.

So, if you are a quiet student, don't feel pressured to become the loudest person in the lecture hall.

Build your competence.

Practise using your voice.

Take small risks.

And learn to step forward when an opportunity comes.

Because university is not only preparing you to pass examinations.

It is also preparing you to participate, communicate, build relationships and take your place in the world beyond the lecture hall.

You don't have to be the loudest student to be confident.

You just need enough confidence to use your voice when it matters.

What do you think makes it difficult for some students to speak up or approach people at university?

15/08/2026

“Madam, I do all the necessary things as a student, but the Ds on my portal are really eating me up.”

A student recently sent me this message.

I know there are many students who can relate.

You attend lectures. You study. You submit assignments. You prepare for examinations. Yet when the results come, your grades still don't reflect the effort you believe you are putting in.

If this is you, don't immediately conclude that you are not intelligent enough.

First, diagnose the problem.

1. LOOK BEYOND YOUR CGPA

Your CGPA tells you the outcome. It doesn't tell you the cause.

Go through your results course by course.

Ask yourself:

Where am I consistently losing marks?

Is it particular courses? Essay questions? Examinations? Continuous assessment? Certain topics?

Look for a pattern.

2. EXAMINE HOW YOU STUDY

Don't just say, “I study.”

Ask yourself:

How do I study?

After reading a topic, can you close your notes and explain it?

Can you answer a question without looking at the material?

Can you apply the concept to an example?

If not, you may need to change your study method rather than simply increase your study hours.

3. PRACTISE ANSWERING QUESTIONS

Many students spend a lot of time reading but not enough time answering questions.

Start practising before examination week.

Study a topic.

Close your notes.

Attempt a question.

Then identify:

What did I know?

What did I miss?

What did I misunderstand?

What could I not express clearly?

Don't just study the material. Practise demonstrating what you know.

4. GET SPECIFIC FEEDBACK

If you keep performing poorly, talk to the appropriate lecturer, tutor, academic adviser or counsellor.

Don't simply say:

“I don't understand anything.”

Say:

“I understand the topic, but I keep losing marks when answering essay questions. What should I improve?”

Specific questions usually lead to more useful guidance.

5. CHECK YOUR UNIVERSITY'S ACADEMIC REGULATIONS

If you have failed a course or your CGPA has fallen significantly, don't rely on what friends say.

Find out what your university's regulations actually provide regarding resits, trailing courses, progression and other academic options.

Don't make important academic decisions based on WhatsApp information.

IF YOU WANT TO RESET YOUR ACADEMIC PERFORMANCE

For the next 30 days:

Week 1: Diagnose where you are losing marks.

Week 2: Change one ineffective study habit.

Week 3: Seek specific feedback.

Week 4: Practise and measure whether you are improving.

And remember:

A poor grade is a result. It is not your identity.

Don't hide from your results.

Study them.

They may be telling you exactly what you need to change.

If you are currently struggling academically, ask yourself:

“Where exactly am I losing the marks?”

Start there.

If your grades are not reflecting the effort you are putting in, what do you think is your biggest challenge: understanding, studying, answering questions, concentration, or consistency?

12/08/2026

By the end of Level 100, I would want a student to be able to tick most of these:

☐ Know how your university works
Know your department, programme structure, academic calendar, registration process, grading system and where to go when you have a problem.

☐ Understand how your GPA is calculated
Don't wait until Level 300 before becoming interested in your academic record.

☐ Have a realistic weekly routine
Know when you study, attend lectures, rest, handle personal responsibilities and participate in other activities.

☐ Have a system for keeping academic materials
Course outlines, lecture notes, assignments, past questions and important academic documents should not be scattered everywhere.

☐ Know at least one lecturer or academic adviser you can approach appropriately
Not for special treatment, but for academic guidance.

☐ Have a small circle of serious friends
You don't need to know everyone. You need people who support your growth.

☐ Understand your finances
Know how much you receive, what you spend, and what you can realistically afford.

☐ Learn basic professional communication
Know how to write a proper email or WhatsApp message when communicating with lecturers and other professionals.

☐ Try something outside the classroom
Join a student organisation, volunteer, take a leadership role or participate in a useful activity.

☐ Start thinking about your future early
You don't need to know your entire career path in Level 100. But you should begin exploring possibilities.

Note:

A fresher should not leave Level 100 with only completed courses.

They should leave with better habits, greater independence and a clearer understanding of how university works.

10/08/2026

Imagine spending four years studying for a degree with a particular career in mind.

You graduate.

Then reality looks different.

The jobs are limited.

The available opportunities require skills you did not develop.

You discover that the career you imagined is not what you expected.

Or you realise that you are no longer interested in the field.

What do you do?

First, don't assume that your degree has become useless.

Your degree has given you knowledge, ways of thinking, and a foundation on which you can build.

But you may need to build beyond it.

This is very common in Ghana and in many parts of the world.

Graduates are moving across industries, combining academic backgrounds with new technical and professional skills, and sometimes entering careers that are not obvious extensions of their degrees.

For example, someone who studied the humanities may develop strong digital, research, communication or project-management skills and move into a different professional environment.

Someone with a science background may develop business or management skills and move into another area.

The important thing is to understand what your degree has given you and what additional skills your desired career requires.

Then close the gap.

Research the field.

Talk to professionals.

Take relevant courses.

Build practical experience.

Volunteer.

Intern.

Work on projects.

Develop a portfolio where possible.

And be prepared to start somewhere.

Your first job may not be your dream job.

That does not mean your career is going nowhere.

Sometimes the first role gives you experience, relationships, confidence and skills that make the next opportunity possible.

The mistake is not changing direction.

The mistake is refusing to learn and adapt because you believe your degree has already determined your entire future.

Your degree is part of your professional identity. It does not have to be the whole story.

If you could choose your degree again today, would you choose the same field?

I'd genuinely like to hear from students and graduates.

06/08/2026

Many students tell me,
"Madam, I would like to approach someone I admire, but I don't know what to say."
It is a genuine concern.
Approaching a mentor can feel intimidating, especially when the person is someone you respect.
The good news is this:
Most mentors are not looking for perfect people.
They are looking for sincere, respectful, and teachable people.
The way you introduce yourself can shape the beginning of the relationship.
Here are five principles I encourage every student and young graduate to remember.
1. Do your homework first
Before approaching someone, take time to learn about them.
Read their profile.
Understand their work.
Follow what they share.
Know why you admire them.
Nothing creates a better first impression than showing genuine interest rather than asking questions you could have answered yourself.
2. Be clear about why you are reaching out
Avoid messages such as:
"Please mentor me."
Instead, explain briefly:
• who you are
• why you are contacting them
• what you hope to learn
A clear and respectful message makes it easier for someone to respond.
3. Start with one conversation, not a lifelong commitment
Many students think mentorship begins with a formal agreement.
It rarely does.
Many meaningful mentoring relationships begin with a single conversation, one thoughtful question, or occasional guidance over time.
Allow the relationship to grow naturally.
4. Respect their time
Mentors are often balancing teaching, research, work, family, leadership, and many other responsibilities.
Be punctual.
Keep meetings focused.
If someone gives you thirty minutes, prepare well enough to make those thirty minutes worthwhile.
Respect is demonstrated not only in words but also in how you value another person's time.
5. Follow through
If your mentor recommends a book, read it.
If they suggest improving your CV, do it.
If they encourage you to apply for an opportunity, take the step.
Nothing encourages a mentor more than seeing genuine effort.
Nothing discourages one more than repeated advice that is ignored.
Note:
One lesson I have learned is this:
People are usually more willing to help than many students imagine.
What often determines the outcome is not whether help is available.
It is how respectfully and intentionally the request is made.
Approach mentors with preparation.
Approach them with humility.
Approach them with a willingness to learn.
That first conversation may become the beginning of a relationship that shapes your future.
If you have ever reached out to someone you admire professionally, what lesson did you learn from the experience? I'd love to hear your thoughts.

05/08/2026

One question students ask me repeatedly is:
"Madam, I'm almost done with university, but I still don't know what career I want to pursue."
It is a genuine concern.
Many students assume they should have their entire career figured out before graduation.
The reality is different.
From my experience, career clarity rarely appears overnight.
It develops through curiosity, experience, reflection, and a willingness to keep learning.
Whether you study in Ghana or elsewhere, the principle is the same.
Here are five practical steps that can help.
1. Understand yourself before choosing a profession
Before asking, "What job should I do?"
Ask:
• What kind of work energises me?
• What problems do I enjoy solving?
• What are my strengths?
• What values matter most to me?
The better you understand yourself, the easier it becomes to identify careers that genuinely fit you.
2. Do not let your degree become your only identity
Your degree gives you knowledge.
It does not have to limit your future.
Many professionals build successful careers outside the exact field they studied because they continued learning, developed new skills, and recognised opportunities as they emerged.
Your qualification is a foundation, not a boundary.
3. Gain experience before you graduate
Career decisions become clearer when they are based on experience rather than assumptions.
Take advantage of opportunities such as:
• internships
• volunteering
• student leadership
• research projects
• part-time work
Each experience teaches you something about yourself and the world of work.
4. Learn from people already in the profession
Before deciding on a career, speak to people who are already doing the work.
Ask about:
• what a typical day looks like
• the skills the profession demands
• the challenges they face
• what they wish they had known as students
One honest conversation can save you years of uncertainty.
5. Accept that your career will evolve
One misconception many students hold is that they must choose one career and remain there forever.
In reality, careers evolve.
People grow.
Industries change.
New opportunities emerge.
What matters most is developing skills that allow you to adapt, contribute, and continue growing throughout your professional life.
Note:
One lesson years in the lecture hall have taught me is this:
Students who make the best career decisions are rarely those who have all the answers from the beginning.
They are the ones who remain curious, seek experience, ask questions, and intentionally prepare for opportunities.
Your first job does not have to be your last.
Your first degree does not have to define your entire future.
But the habits, skills, and experiences you build during university will influence every opportunity that follows.
Do not wait until your final examination is over before you begin thinking about your career.
Start preparing while you are still a student.
Your future self will thank you for it.
What is that one step you are taking today to prepare for the career you hope to build after graduation? I'd love to hear your thoughts.

02/08/2026

Over the years, one request I have received repeatedly from students and young graduates is this:
"Madam, can you help me find a mentor?"
It is a good question.
Mentorship can make a significant difference in a person's academic, professional, and personal development.
A good mentor can offer perspective, share experience, challenge your thinking, and help you avoid mistakes they have already made.
But there is another question I believe every student should ask before looking for a mentor.
"Am I prepared to be mentored?"
This is where many people struggle.
They focus so much on finding the right mentor that they forget to become the right mentee.
Over the years, I have realised that mentors are not simply looking for intelligent people.
They are looking for people who are willing to learn.
Here are five qualities that make someone worth mentoring.
1. They are teachable
A mentor can share knowledge.
A mentor cannot force someone to learn.
The most rewarding mentoring relationships are built with people who are willing to listen, reflect, and improve.
2. They take initiative
Do not expect your mentor to plan your future for you.
Read.
Research.
Try.
Learn.
Ask thoughtful questions.
A mentor should guide your journey, not carry you through it.
3. They respect their mentor's time
Many mentors are balancing demanding careers, family responsibilities, research, leadership roles, or businesses.
When you seek guidance, be prepared.
Ask clear questions.
Show that you have made an effort before asking for help.
Respect is demonstrated not only through words, but also through preparation.
4. They apply the advice they receive
One of the most encouraging things for a mentor is seeing growth.
When advice is consistently ignored, the mentoring relationship naturally loses momentum.
Implementation builds trust.
5. They understand that mentorship is not sponsorship
One misconception I have observed among some students and young graduates is the belief that a mentor's role is to provide jobs, financial support, or solve every problem.
That is not what mentorship is.
A mentor provides guidance.
A mentor shares experience.
A mentor helps you grow.
The responsibility for your growth, however, remains yours.
Note:
Throughout my career, I have been privileged to learn from people whose wisdom, guidance, and example have shaped the way I teach, lead, and make decisions.
One lesson they all had in common was this:
They invested their time in people who were genuinely committed to learning.
The question, therefore, is not only:
"Where can I find a mentor?"
Perhaps the better question is:
"Am I becoming the kind of person a mentor would gladly invest time in?"
The quality of your mentorship journey often begins with the quality of your attitude.
If a mentor were to observe your habits today, would they see someone they would be excited to invest in? I'd love to hear your thoughts.

30/07/2026

Every year, thousands of students graduate from university with knowledge in their chosen fields.
That knowledge is important.
It is one of the reasons people pursue higher education.
But over the years, one lesson has become increasingly clear to me.
Some of the skills that shape long-term success are rarely taught in a lecture theatre.
They are learned through experience, observation, and intentional personal development.
Here are five lessons university may not teach directly, but every student should learn before graduation.
1. Opportunities often go to people who prepare before they are needed
Many students begin updating their CV only when they see a job advertisement.
They begin networking only when they need a recommendation.
They begin developing new skills only after graduation.
Preparation is most valuable before opportunity arrives.
2. Your reputation is one of your greatest assets
People remember more than your grades.
They remember whether you were dependable.
Whether you met deadlines.
Whether you treated others with respect.
Whether you were willing to learn.
A good reputation often opens doors that qualifications alone cannot.
3. Communication is a career skill
Your ability to explain an idea clearly, write professionally, listen carefully, and work effectively with others will influence your success in almost every profession.
Knowledge has greater impact when it is communicated well.
4. Failure is part of growth
Not every examination will go well.
Not every application will be successful.
Not every opportunity will become yours.
Learning how to respond to disappointment is one of the most valuable lessons any student can develop.
5. Your degree is the beginning, not the destination
Graduation is not the point where learning ends.
The most successful professionals continue reading, learning, adapting, and improving throughout their careers.
The willingness to keep growing may become your greatest competitive advantage.
Note:
A university education is about far more than earning a qualification.
It is about becoming the kind of person who can continue learning, contributing, and growing long after graduation.
The students who thrive are often not those who know the most.
They are those who continue learning after everyone else has stopped.
Knowledge may earn you a degree.
Character, habits, and continuous learning help you build a meaningful career.
Looking back on your university journey, what is that one lesson you learned outside the classroom that has stayed with you? I'd love to hear your thoughts.

28/07/2026

Every conversation about leadership has the potential to shape the next generation of leaders.
I'm pleased to be joining distinguished speakers at the upcoming Women in Leadership seminar, organised through the collaboration between the Political Science Students' Associations of KNUST and UEW.
This year's theme,
"Her Seat, Her Power and Her Voice,"
invites an important conversation about leadership, representation, influence, and the role women continue to play in shaping our societies.
As a Political Science lecturer, I look forward to sharing perspectives with students and engaging in meaningful discussions that encourage informed, responsible, and purposeful leadership.
If you are passionate about leadership, governance, or women's participation in decision-making, I encourage you to join us.
📅 Friday, 31st July 2026 🕒 3:00 PM 📍 Zoom
I look forward to an engaging conversation.

27/07/2026

One lesson I have learned from years in higher education is this:
University is a multiplier.
It does not automatically transform people.
It amplifies what they consistently bring into it.
If you bring curiosity, university multiplies your learning.
If you bring discipline, university multiplies your opportunities.
If you bring initiative, university multiplies your experiences.
If you bring integrity, university multiplies the trust others place in you.
The opposite is equally true.
If you procrastinate, university multiplies missed opportunities.
If you lack discipline, the freedom university offers can become a disadvantage.
If you avoid responsibility, the consequences often become more visible over time.
This is why two students can attend the same university, sit in the same classroom, learn from the same lecturers, study the same textbooks, and graduate with the same degree, yet leave with very different outcomes.
The university was the same.
The difference was how each student responded to the opportunities it provided.
Every university offers opportunities that never appear on a transcript.
A lecturer willing to mentor you.
A leadership role in a student organisation.
A research project.
An internship.
A volunteer opportunity.
A meaningful friendship.
A conversation that changes the way you think.
These experiences are available to many students.
Not everyone chooses to make the most of them.
The students who gain the most from university are rarely those who do only what is required.
They ask thoughtful questions.
They read beyond the syllabus.
They seek feedback.
They volunteer.
They build meaningful relationships.
They develop practical skills alongside academic knowledge.
They understand that growth happens both inside and outside the classroom.
One question students often ask is,
"Which university is the best?"
It is an important question.
But perhaps an equally important one is,
"What kind of student am I becoming while I am there?"
Because in the end, university is about far more than earning a degree.
It is where habits are formed.
Character is tested.
Perspective is shaped.
Confidence is built.
And potential is developed.
Note:
Every day you spend at university is an investment in your future.
The question is not whether university will multiply something.
It will.
The more important question is:
What are you giving it to multiply?
What is that one habit you believe every university student should develop before graduation? I'd love to hear your thoughts.

Get Personal with Ms Ampiah

17/08/2026

15/08/2026

12/08/2026

10/08/2026

06/08/2026

05/08/2026

02/08/2026

30/07/2026

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