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Application Essay For College

473 Words2 Pages

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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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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811 Words | 4 Pages

(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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