Junior Guide to Senior Year Success

Looking Ahead WHY SENIOR YEAR IS CRUCIAL

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“Corporate responsibility means doing what is right by respecting people and the world around us. It’s how we do business [at Intel], and how we strive to be a responsible and effective corporate citizen worldwide.”

PAUL S. OTELLINI CEO, INTEL CORPORATION

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s the opening quote of this first chapter suggests, global citizenship entails cultivating respect for the ideas and differences of other people, as well as taking personal responsibility for your own actions. As you read the opening quotes in the remaining chapters, look for these connections to global citizenship. The executives I’ve quoted—all from world-class companies—reveal the kinds of attitudes, behaviors, and habits that can help you create successful college, career, and life experiences.

Why should you, a high school junior, care about global citizenship? We are now in global competition for talent with many smart and motivated people from countries like Mexico, Canada, Thailand, the Philippines, India, and China. The best graduates from college used to move to New York City, Washington, Chicago, or San Francisco to find top jobs. In today’s world, the best students need to be ready to work and live in Dubai, Delhi, or Dhaka (if you don’t know where these cities are located, look them up on the Internet or check a world map). The ultimate goal of college is to prepare you to enter the global workforce.

You might be wondering what the global workforce is. How many of you have picked up something that says “Made in China”? Or perhaps you’ve used your cell phone or computer this morning.

Did you know that much of the

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software technology used in those items is now being developed in India and Pakistan? With expanding trade relations and technology that allows for instant international communication, the entire globe is open to us all.

When your parents were teenagers, they might have prepared themselves to find jobs in local cities, but you, as an up-and-coming global citizen, must prepare yourself to compete for jobs with people from around the world.

Over the past decade, hundreds of thousands of jobs once held by American citizens have been outsourced to workers in other countries. As you prepare for your future, therefore, it is imperative that your education help you to compete with the best and brightest workers around the world. If you’re talented, you might work in the United States but you might also be part of a virtual team with people from five or more countries. You may work in the United States, but your manufacturing plant may be in Mexico. Or you could be asked to make frequent trips abroad to do business with your colleagues in foreign countries.

Globalization tr. v. to make worldwide in scope or application.

Major companies search the globe for talent, and wherever they find it—China, India, or anywhere else— high-paying, challenging jobs will follow. Here is how professional Mark Laser describes how globalization has impacted his job: As a research and development systems engineer for Hewlett Packard, I travel every year to China to help train their workers on how to use American technology. The ages of most of the employees I work with are 16–24. Many are

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working to help support their parents or grandparents; a few are college graduates.

By the year 2010, China will graduate 800,000 engineers, which far exceeds engineering graduation rates in the United States. Their graduates are hungry to learn and are appreciative of the training they receive. They are like sponges soaking up everything I teach them.

My job could be your job. At some point in your career it’s likely that you’ll be expected to train employees in other countries to use the products or services of the company you work for, or at the very least you will interact with people from other cultures that relate to what you do. There are three important things you can do to better prepare yourself to compete and become a global learner.

First, start to become more aware of world affairs. Think outside your home town and discover the issues facing people in different countries. What are their problems? What are their lives like?

Second, throughout your career be prepared to dramatically upgrade your skills. Technology necessitates continual learning.

Finally, learn to speak another language. You’ll have a huge advantage if you can speak the native language of a primary country you’re doing business with. The world of the future is definitely going global.

Your Bridge to Adult Life

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ecoming a global citizen isn’t something that will happen sometime in the distant future; it begins where you are right now. How significant is high school—particularly senior year—in the grand scheme of things? High school is your bridge to adult life. Read that sentence again because it’s the core message of this book.

High school paves the way for the person you become.

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Even more important, you have the power to choose the route you will take to cross that bridge.

Your choices construct this route, and it can be narrow or wide depending on how you choose to build it.

Will you construct a narrow, predictable way? Or will you expand beyond the bridge by challenging yourself to succeed in our richly diverse world?

Whether you decide to go to college or not, within the next two years you will most likely be living a more independent lifestyle. Do you feel ready to take on adult responsibilities? Do you know how to manage your money? Do you have enough real-world savvy to communicate and thrive in college and beyond? Can you imagine yourself existing, and thriving, outside your parents’ home?

To finish high school strong, you’ll need to take advantage of everything school and life have to offer. You are, at this very moment, holding one of these advantages in your hands—this book. I wrote this to help you prepare for a meaningful senior year and for life after school—starting now. In addition to the main content, each chapter ends with two feature stories: ●

The “Globe Savers” are solving some of the world’s most pressing problems to make a better planet for us all. These are the kinds of people you might become some day when you have developed your educational abilities and talents.

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The “Courageous Teens” are people you can relate to now and who can inspire you to face some of your own challenges.

The Last Hoorah

You may have several “lasts” during your senior year: homecoming, prom night, school lunch. Obviously, some events are more memorable than others. As you anticipate the last time you’ll do certain things as a high school student, it’s also a great time to prepare for upcoming firsts.

The following section explains concepts that can help you cross the bridge to adulthood successfully.

Mastering the “Three Rs”

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icrosoft mogul Bill Gates often gives speeches to large audiences of high school teachers and students. One of the themes he stresses in his talks is what he calls the “Three Rs”: relevance, rigor, and relationships. Here’s a brief summary of each quality: ●

Relevance: All students need classes and projects that are relevant to their lives and their goals.

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Rigor: All high school students need to take challenging classes to be prepared for college work.

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Relationships: All students need a number of adults who know them, look out for them, and push them to achieve.

How do these concepts apply to you?

Relevance means looking for ways to make what you learn and what you experience meaningful to you. When you have a project such as an Advanced Placement chem-

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istry assignment or a model to develop for your economics class, you should try to relate your topic to your own interests or to something you’re curious about, rather than simply doing the same cookie-cutter work your teacher has seen a million times before. Apply your critical-thinking skills and make the assignment mean something to you.

For instance, when you have a history report due, you could consider writing about topics beyond wars, past presidents, and other subjects you’ve already studied. Realizing that everything has a history to it, you might choose to report on the history of video gaming, fashion design, or the development of the public school system in the United States. Think about how the things you’ve already studied apply to the things you are interested in. Learning is more enjoyable and useful when it’s relevant to your interests, and you become a much more committed learner.

Rigor means, as a high school student, choosing teachers, subjects, and activities that will challenge you to learn more and be a wellrounded person instead of those classes where you get an easy A. For example, here’s advice from the director of a school renowned for its math and science programs: Florida Institute of Technology was one of the first colleges in the country to receive ABET accreditation for our Software Engineering program. ABET is the major accreditation agency for college and university programs in computing, engineering, and technology. Our students have the opportunity to conduct graduate-level research as undergraduates, with a large percentage being published by the time they graduate.

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If you’re interested in majoring in either science or engineering, we always recommend you take the toughest math and science classes available to you in high school. This will optimally prepare you to enter technology-based fields, which are the driving forces behind today’s global economy.

—Bob Rowe, Associate Director of Undergraduate Admission, Florida Institute of Technology

The opposite of rigor is doing the least you can to get by. If you sign up for basic algebra instead of calculus, you may be shortchanging your future. Bill Gates (who, by the way, is one of the richest people in the world) would also advise you to participate in activities and learning experiences that stretch you. Before senior year, talk to your guidance counselor about class options for the future. Also, consider electives and extracurricular activities that relate to your interests and abilities, whether they are Tai Chi or Chai tea.

Relationships, the third R in the Gates model, encompass the people you know.

Everyone needs at least three types of relationships. First, we all need peers. These are often the most natural relationships to form. These are our friends, the people we like to hang out with, and those in whom we might confide about our problems, and they in us.

Second, there are protégés. These are the people who look up to us, as mentors or leaders. This might be a younger brother or sister, or the freshmen at your school, who seek your approval or guidance. It’s good to have

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people in our lives who depend on us because it keeps us from being selfish. Also, let’s face it—it feels good to help someone else.

Third, we all need mentors. These are the people we look to for advice and support. As a high school student, you need coaching and encouragement. Mentors are people who empower us to do and be our best. A mentor can be a member of your own family, a friend of your family, a coach, a teacher, or anyone you admire and respect who is willing to take you under their wing.

Building Momentum

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nowing your gifts and talents, finding inspiration for making the most of your education, and developing a supportive network of family and friends will help you be successful in high school and college. Keeping your eyes on the finish line—graduation and crossing that bridge—can help you maintain the momentum it takes to finish high school strong.

Momentum n. strength or force gained by motion or through the development of events.

Getting to Know You

The best way to build momentum for senior-year success is to assess your abilities and interests. You might not know what you want yet, so set aside time for self-reflection and talk to people who can assist you with the self-discovery process. Your school’s guidance office may have free career and personality assessments that you can take; just ask them.

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EXTRAORDINARY YOU Lynne Montrose, Academic Internship Program Director, Regis University

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hat do you need to graduate? Four years of English, three years of science, and so on. You show up to class, take the tests, and pass. If you’re on this track, that’s great! But what else do you need to stand out from the thousands of other high school students who do just what is expected of them? You need to be extraordinary, which is just two words put together: “extra” and “ordinary.” We’re all ordinary on some level, but what’s “extra” about you is what will help you stand out from the typical high school student.

College admission officers are looking for the extraordinary. Sure, SAT and ACT scores are important, but it’s what you do outside the classroom that will make you extraordinary. And this is why taking advantage of your senior year is crucial. If you’re not sure what makes you unique, here are my suggestions: Take a community college or college course while in high school. Some schools will pay for your tuition, so check with a teacher or guidance counselor to find out your school’s policy. Find a class you’re especially interested in. For example, Laura loved writing stories, so she signed up for a creative writing course at the University

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of Missouri. It demonstrated motivation and showed that she was already successful at the college level.

Internships are another great way to stand out. Too often, high school students limit themselves to part-time jobs, working at fast food restaurants or bagging groceries at the local grocery store because they need spending money. While this is a great way to make money, it doesn’t demonstrate an interest in a profession you might like to pursue. Internships, on the other hand, are a strategic step in the direction you want to pursue.

Consider interning at a local government office, zoo, or hospital. Even if you’re not one hundred percent sure of what you’d ultimately like to do, an internship will show your maturity in getting serious about your future.

Community service, especially over a long period of time, will demonstrate commitment to a cause. Many student groups or classes volunteer from time to time, but it’s sustained involvement for a cause that will impress admission officers and do you the most good. You can link community service involvement to your particular area of interest. For example, if you love animals, check with your veterinarian or humane society for volunteering opportunities. Combined with sustained commitment, this will show focus and a genuine interest in something important to you.

Finally, many of you may not realize that any experience you’ve had on a global level—traveling, being born in a different country, knowing another language—can help you stand out. Whatever your experience may be, your exposure to another country can show your appreciation for diversity and a perspective larger than your world at home.

Remember, we’re all ordinary on some level, but it takes effort and determination to become extraordinary.

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As you read the advice in this book, keep the big picture in mind. Discovering what makes you unique isn’t just to impress a college admission officer. Knowing who you are and what you’re passionate about helps you become a better person and helps you live a fuller, more joyful life.

Take the time during your junior and senior years to identify your interests and develop your skills and hobbies.

They can lead to a future career, as they did for the following professional.

Wayne Kuna Toy Inventor

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o you think making toys is all fun and games? Think again. Toy inventing is a multibillion-dollar industry in which only two percent of ideas ever hit store shelves. Toy inventor Wayne Kuna, who started his own company more than a decade ago, says, “I was a pretty directionless high school student, but I always liked to build things and sketch cartoons.”

After high school, Kuna enrolled in college; during his sophomore year he declared himself as an engineering major, even though he was unsure of where the degree could lead. “Nothing really seemed that exciting until a professor gave me an assignment to construct a toy for children with special needs. The project struck like a bolt of lightening. I knew I’d found my calling,” explains Kuna.

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Shortly after college, Kuna landed a job with a large toy manufacturer in Chicago. Four years later, he followed his entrepreneurial instincts and started his own model making and toy inventing company, selling to large retailers like Hasbro and Mattel. His biggest seller was Mr. Bucket, marketed by Milton Bradley.

“It’s important to keep an open mind while you’re in high school and try to expose yourself to as many career ideas as possible,” advises Kuna. “You never know what might pop out at you.”

Creating a Club or Project

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s the career spotlight in this chapter suggests, finding your niche can take time and a willingness to try new things. If no clubs or activities offered at your high school or in your community appeal to you, consider starting your own. Students worldwide have created hundreds of nontraditional clubs and projects for all kinds of interests, from anime to zephyr.

Many benefits result from pioneering an effort. Not only will you form friendships with people who share a common interest, but you’ll also feel empowered seeing the difference you can make. An added benefit is that colleges will respect you for the initiative you’ve shown.

Creating your own club or project is a little like being an entrepreneur.

Here are a few questions to help you get started.

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What club or project would I like to investigate?

What would be the purpose of the club or project?

Who else might be interested?

Where can I look and who can I talk to for help and advice?

Your commitment to education and to other interests and activities not only makes high school more rewarding, it also prepares you for making a smooth transition from high school to college and ultimately to the world of work. The following activity helps explain why.

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S T R AT E G I C T H I N K I N G

ACTIVITY Ready or Not, Here Life Comes Dr. Mel Levine, author of Ready or Not, Here Life Comes, is a pediatrician who studies why some students make a successful transition into college and adulthood while others struggle needlessly, a phenomenon he calls “worklife unreadiness.” What I interpret from Dr. Levine’s work is that students who take the time to get to know themselves the best—those who work with their strengths and manage their weaknesses—will be able to resolve their issues, especially in the face of the unknown.

The following questions pertain to these issues.

1. What do you think Dr. Levine means by “worklife unreadiness”?

2. What are some warning signs that a high school student is headed for a tough time adjusting to college and adulthood?

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3. Why do you think some students have a difficult time crossing over to life after high school?

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C O A C H I N G

Am I Ready for the Real World?

Answer the questions below, and try to be as specific as possible.

1. In what ways am I ready for the real world? (For example, I have an idea about what career or field of study I might enjoy; I know how to structure my time to get things done, etc.)

2. In what ways am I not ready for the real world?

(For example, I don’t know what my interests are or what I’m really good at; I don’t know the value of a dollar, etc.)

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3. What is at least one thing I can do to help make senior year a solid bridge to adult life?

In this chapter I touched on how mentors can empower you to do and be your best. Mentors can include an older sibling, a teacher, a coach, or even an international role model. You don’t have to look far to find people who can inspire you to use your gifts to make a difference. Below is a description of an international figure acting as a “globe saver” and using his talents to improve the world.

BONO: AIDS AWARENESS

PROBLEM: AIDS pandemic in Africa MISSION: To raise public awareness and funds for the AIDS crisis in Africa

Most people know of Bono, the lead singer and lyricist for the rock band U2, but do you know of Bono the humanitarian? Bono is involved in raising

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awareness for the AIDS pandemic in Africa. He has worked with world leaders, kings, queens, presidents, and others on behalf of this issue. At a press conference in 2002, Bono helped introduce a $5 billion project to bring relief to AIDS-stricken areas of Africa. “This is an important first step, and a serious and impressive new level of commitment. . . . This must happen urgently, because this is a crisis,” he said.

In addition to voicing his opinion on the AIDS pandemic to increase public awareness, Bono is the founder of DATA: Debt, AIDS, Trade, Africa. He founded this organization to establish basic rights for African citizens. Some of its primary goals include obtaining fair trade for Africa, relieving the continent of its burden of debt, and finding a solution to the AIDS pandemic. Thus, one of DATA’s primary goals is to raise funding to combat these problems or to raise awareness. The program also addresses the importance of maintaining political influence in Africa, so it encourages Americans to share their thoughts with senators and members of Congress, through email or any other contact.

(RED) is everywhere. Not just the color but the cause.

Bono and the chairman of DATA co-founded PRODUCT(RED). Have you seen the red iPods or the shirts that say “INSPI(RED)” or “DESI(RED)”? A percentage of the sales from these products and many others go to what the organization calls The Global Fund. This sends aid to people affected by AIDS and other diseases around the world. Among the first donations of The Global Fund was more than $1.25 million sent to Rwanda. This amount vastly grew, and the second donation to Rwanda amounted to $5 million in September 2006.

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Bono has not only gained great fame from his musical gifts but he has also used his influence to help others.

Bono is the only person to have ever been nominated for an Academy Award, Golden Globe, Grammy, and Nobel Peace Prize. Talk about achievement!

Sources: www.guardian.co.uk/international/story/0,3604,667739,00.html; www.joinred.com/

C O U R A G E O U S Justin Pasquariello Coca-Cola Scholar Recipient

Justin, who was adopted from foster care at the age of nine, decided in college that he wanted to support youth who face the challenge of being separated from birth family members. In 2001, he founded AFC Mentoring (www.afcmentoring.org), which connects mentors with adopted children and those in foster care.

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even months after I was born in Boston on March 9, 1979, my birth father died. My birth mother, a very loving mother, battled illness and was not always able to care for me or even for herself.

When I was five years old, the Department of Social Services (DSS) removed me from my birth mother’s home.

After staying in a few foster homes, I went to live with my half-sister, from my birth father’s first marriage, in Eng-

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land. After a year in England, I returned to live with my birth mother, but just after my seventh birthday she returned to the hospital. I stayed with a friend of hers for about a week, and then I went to my final foster placement, with the people who were to become my family. My adoption was finalized in August 1988.

When I tried to make sense of my world, as a child, I reached the conclusion that my moving, my birth mother’s problems, and many other problems were my fault. I felt that I needed to earn the right to be cared about by people, because I felt I didn’t deserve it. My experiences in England are typical of a lot of my relationships.

Because of my insecurity, it took many annual visits to my birth family in England to realize that they really wanted me there. My sister’s four kids always fought to sit next to me at dinner, and we all cried when it was time for me to leave—but I had a vision, for many years, of my sister and her husband telling the kids to be nice to me while I was there, and offering them rewards if they were nice.

Consistent contact and expressions of love finally allowed me to internalize that they did care, and that I only imagined that the kids were offered rewards for being nice to me. I learned that I could be loved without doing anything to earn it.

Above anything else, openness is important because I had and still have loving, strong attachments to members of my birth family, and I am glad I never had to give them up. I have been able to learn about my medical history and the medical histories of my birth family. My birth sister gave me a copy of my birth father’s family tree when I told her about a project on family trees that I was working on. I am proud of all my roots and am happy that I have a few more roots than most people do.

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My birth mother actually doesn’t have many of my baby pictures, because she moved frequently after I was born. From my contact with my birth mother and birth sister, though, I have the stories of my childhood and my past, and I can be proud of that past. For example, my birth mother has told me how, when I was four years old, I was at a party where everyone was being quiet and having a bad time. I was as talkative then as I am now, and I introduced myself to all the guests and helped them to start talking.

Keeping connections has always been important to me.

I will never forget my social worker, Monique, who was one of the most important people in my life in the years before my adoption. I have been lucky enough to maintain contact with my adoption worker, Kitty, who supervised my visits with my birth mother until I was eighteen years old and who has been instrumental in helping to start AFC Mentoring, the mentoring program I created for adopted and foster children.

At my high school graduation Kitty was the one who encouraged my birth mother to stand up when—in my valedictory/class president speech—I asked all parents who had helped us to get there to stand up and be recognized.

For a brief time when I was eight and nine years old, I was always picked last at sports, and I pitied myself. I thought that, if other people had been through what I had been through, they wouldn’t be doing nearly as well.

When I was nine years old, I realized instead that I was truly blessed because

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I had so many people who loved me, who cared to have me in their lives, and who lived in so many cool places. I could never feel sorry for myself again. Openness meant an end to self-pity.