September Spotlight: Meeting Kelsey Pederson

Kelsey Pederson is a member of the PHSRC staff that supports undergraduate pre-health students at the University of Minnesota Duluth through a dual role as Academic Advisor in the Swenson College of Science and Engineering and Pre-Health Career Counselor.

Kelsey received a Bachelor's of Applied Science degree in Exercise Science and a Master’s in Education from UMD, and a strong foundation in higher education through various roles at the university. Her passion for learning and wellness reflects how she lives her own life. She believes in cultivating balance, staying connected to what matters, and embracing experiences that enrich life. Outside of her professional role, she enjoys being in nature, hiking, traveling to new places, spending quality time with friends and family, and is especially fond of dogs, including her own dog, Suvi. She believes that joy, connection, and curiosity are essential to a fulfilling life.

Let's learn about Kelsey with a Q&A, with questions provided by Emma Walytka, PHSRC Editorial Assistant. 

What led you to work with the PHSRC, and what does the expansion of the center to UMD mean to you? 

Pederson: What led me to work with the Pre-health Student Resource Center is my passion for supporting students through pivotal moments in both their academic and personal journeys. I understand how essential targeted resources and guidance are when navigating the demanding path of health professions. The expansion to UMD is especially meaningful because it represents a vital step toward providing much-needed support on our campus, something that has long been missing and will make a real difference for many students.

Where does your passion for supporting pre-health undergraduates come from? 

Pederson: My passion for supporting pre-health undergraduates grew out of my own journey and the challenges I faced as an undergraduate preparing to apply to health graduate programs. As a first-generation college student, I did not realize there would be anyone I should ask, and remember feeling unprepared and perceived at the time it was too late. Taking a gap year happened more by circumstance, and evolved into a period of self-exploration and travel. During this time, I realized that I had not pursued courses aligned with my true passions, but rather those I thought I was expected to take. It was only then that I realized my strengths lay in understanding and connecting with people. 

Has your career journey always been healthcare-centric? If not, what elicited that interest? 

Pederson: I started my first career role in human resources at a nonprofit organization serving people with intellectual disabilities in a home setting. In this role, I was responsible for hiring employees, many of whom were students seeking healthcare experience. Through ongoing education to work in this field, I became a mentor for student employees to support their career goals. In this career, I also found purpose in being in a health-centric field, working both with families and employees and realizing the needs in an area of healthcare that is often overlooked. 

Over time, I still had the desire to go back and pursue a graduate program. I found a position at UMD that allowed me to simultaneously go to graduate school and found that I enjoyed studying student success in higher education and working in a university setting. Once I completed my Masters in Education I focused my time in admissions, advising, and teaching. This combination I felt gave me a foundation to then transfer into now guiding pre-health students through their own journeys.

Have you had any memorable student interactions in your new role that highlight the importance and vitality of accessible pre-health resources?  

Pederson: One memorable experience so far was attending an all pre-health student club meeting where students came together to present to new students their clubs of interest. I was asked to come discuss myself as a new resource to this group of students collectively, and the atmosphere was thoughtful and optimistic, with students expressing genuine interest in the opportunities ahead. This moment reinforced for me the importance of accessible pre-health resources in creating a supportive community and helping students move confidently toward their goals.

What is one of the biggest misconceptions you have observed about the pathway of pre-health professions?

Pederson: One of the biggest misconceptions I have observed about the pathway to pre-health professions is that students believe they must major in a specific science discipline to be successful. In reality, students can pursue any major that aligns best with their interests and strengths while still preparing effectively for health professional schools. What matters most is completing the necessary prerequisite courses, gaining relevant experience, and demonstrating a genuine commitment to healthcare. Choosing a major that resonates personally often leads to a more fulfilling academic experience and can make students stronger, more well-rounded applicants.

If you could tell pre-health students one thing, what would it be? 

Pederson: To focus on developing critical thinking skills and embracing a mindset open to growth. Success in health professions goes beyond memorizing; it requires the ability to analyze situations, adapt, and solve problems. Equally important is growing as a whole person in emotional, social, and intellectual ways. Take time to reflect on your experiences, build meaningful relationships, and seek feedback. Cultivating these habits will not only support your academic journey but also prepare you to navigate the complexities and human side of a career in healthcare.

How do you work to foster an all-encompassing, inclusive environment for your students? 

Pederson: I want every student to feel seen, heard, and valued. Being inclusive is one of my strengths, and I actively seek to understand perspectives and backgrounds beyond my own experiences. I also believe in the transformative power of education and want to ensure that all students, regardless of background, identity, or life experience, have access to resources, opportunities, and the support needed to succeed.