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Application Essay For College

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I consider myself extremely blessed to be able to live here in the United States, earn an undergraduate degree, and then start my career with a fortune 500 company. I know how unlikely this opportunity is for a young child, grown up in a third-world country. I left Pakistan, the country I was born and raised in at an early age of 18 to pursue better opportunities. With a completely different culture and language we as a family knew it will be a tough transition. But it wasn’t until I arrived in the U.S. when I realized the scale of each challenge I was up against. After spending my entire life within British education system I was ready to start my educational journey in America. From signing up for classes to experiencing the semester system, …show more content…

With my mentor’s help and my own hard work, I not only graduated with flying colors but also landed a full-time job as a Finance Rotational Analyst at WestRock Company. This amazing journey, in particular, made me realize the true potential of mentoring and that’s when I decided to give back to the community. Soon after graduation, I joined Virginia Commonwealth University’s Connect Mentoring Program as a mentor. In last three years, I have worked with numerous students and have conducted various workshops around resume and cover letter writing, mock interviews etc. I have also conducted one-on-one mentoring by pairing up with students who wanted to gain in-depth knowledge and advice about my industry and career. After joining Deloitte & Touche I moved to D.C. Metro Area but my hunger to give back to the students didn’t stop. I joined Deloitte’s initiative to mentor communities with ESOL (English for Speakers of Other Languages) students in Montgomery College. I mostly communicate with students via email by using conversational language to create a dialogue with the student, making it easier for students who are just learning

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Messacar and Oreopoulous (2013) also suggested that mentoring programs for low-income or at-risk students might help to provide positive role models for students, such as administrators or educators. If students know that there is someone who has high expectations for them, they are more likely to be engaged and have lower rates of absenteeism and tardiness as well as increased rates of graduation. If James City public schools were able to create and follow through with some form of mentoring program for those students in need, perhaps they, too, would see their graduation rates

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As a first generation college student, I didn’t have mentors to help guide me. However, I did participate in mentorship program where I mentor a younger elementary student which was really inspiring for me. By helping students develop their dreams and aspirations I began to realize what I strive for which was going to UC Davis and doing what I love to

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Please explain.” Among the mentors who completed the post program survey, 78% of mentors believed that the time frame of the program was adequate for their current work schedule. Of this 78%, one mentor remarked that even when they were busy during the work season, they were able to find ways to meet with their mentee. The remaining 22% of mentors stated that they missed some dates of mentorship with their mentee that they weren’t able to reschedule due to their mentor needing to fulfill their internship duties. Another mentor stated, “It was helpful to have a co-mentor so that when I knew I couldn 't be as present, I didn 't feel like I was deserting my mentee.

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When my peers ask me how they can join the mentoring program in classes at the middle school I always tell them two things. Number one, its going to be the hardest thing you do this year. Then number two, don't give up ever. The students make it beyond difficult to teach them but when you and the teacher receive scores at the end of

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This consisted of me being a peer mentor for incoming Info 203 students. In this experience, I conducted 5 weeks of presenting and producing presentations to in coming students. These presentations consisted of teaching students the basic knowledge of Collaborate. As info 203 ended, this position extended to becoming a teacher’s aid and technical assistant to various professors within the MLIS program, and guest speakers. Through out this class, we also experienced various social media tools.

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Mission Statement: To empower with knowledge through critical thinking, ethical reasoning, social and cultural awareness. Vision: To create a diverse and inclusive student body that is committed to community and peer collaboration. Overview: The purpose of the Each One Reach One Peer mentoring program is to enhance the student experience to college life by fostering an environment for emotional, academic, and social support. Our peer mentors/tutors are here to help you navigate and connect with resources at the Borough of Manhattan Community College. Often students are more at ease to converse with their fellow classmates than with a staff.

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The mentors purpose is to be a support system for the students outside of the administration. First generation students are new to what 's going on around and campus, and are known to being a part of Student Support Services is like being at home with family

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Coming from an immigrant family, I have seen firsthand the difficulties and challenges that come with transitioning to a new nation and culture. This has given me a unique perspective on my mentee's experiences and allowed me to sympathise with their difficulties. Furthermore, my personal experiences and advantages have made me aware of the various ways in which identity and social context may affect one's mentoring experience. For example, my mentee mentioned that in order to pay for their tuition, they had to work part-time while attending university. This made me realise how fortunate I had been to get financial assistance and an education from my parents.

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Going into the role of Peer Mentor, I was very anxious that I was missing something. I was nervous that would be faced with something I couldn’t handle. I worried I wouldn’t be able to communicate efficiently with the student or my faculty member. I was afraid I wouldn’t be supported and taking this position would end up being a mistake. I am happy to say that none of my fears were realized and this experience has been one of the most educational and fulfilling that I have experienced in my time at American University.

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I have a unique background that most people have never experienced. My parents divorced when I was little. My mom was poor and my dad was wealthy. At my mom's house we lived off food stamps and didn’t have running hot water. At my dad's house, he drove an Audi and we ate out every night.

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I specifically wanted to mentor girls because I know first-hand how hard it is growing up in a society that

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Furthermore, they could be a link to a future career and/or become a professional reference. Always be professional and polite when communicating with your mentor Be considerate of your mentor’s time Give mentors advance notice of when you might need their help Schedule appointments and keep them Keep your mentor informed of any updates or changes with your project Suggested Scripts: Phone: Student - “Hello (insert mentors name), this is (insert your name), from Edina High School.

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(p. 52). Gormley (2008) defines mentoring relationship as “close relationships that occur along a spectrum from highly functional to highly dysfunctional, with most occurring in between” (p. 45), where “functional mentoring relationships facilitate the psychosocial and career development of mentees (and sometimes mentors), whereas dysfunctional mentoring relationships can negatively impact the careers and psychosocial stability of both parties” (p. 46), implying by dysfunctional relationship such issues as job dissatisfaction, low level of performance, or, overall anxiety. Although mentoring relationship assumes that both sides – mentors and mentees are equally important participants who pursue one common goal during the pedagogical practicum, there still exists a disparity among the researchers’ opinions regarding the question of power in the mentoring dyad, where the dominant role is often attributed to the mentor. Whereas on the one hand some researchers (i.e. Aderibigbe et al., 2016; Kullman, 1998) strongly hold against the viability of equal partnership relations between the mentor and a novice, and some (i.e. Wyre et al., 2016) fully empower mentoring status, declaring the mentor to be

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My motivation to become a student mentor came from my own personal experience that nobody should have to

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Many will mentor you as a form of giving back. It is naturally in the sprit of successful people to give back. You will become some ones business mentor one day and realize how good it feels to pull someone up. Hint: Many more will love to be your business mentor if they see you as potential lead generator.

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