Dear First Gen,

To succeed in higher education, studying and getting good grades is not going to be your only responsibility. When you attend a university or college, you will need to interact with several administrative staff.

The most obvious of these will be your academic advisor and the career counselor. But to expand your network and to gather more information about the world that awaits you after graduation, it is to your benefit to speak to a few more people that have a specific focus on student success. Let’s talk about the discussions you should have with each of these people.

1.Academic Advisor: When you select your major, you will be assigned an #academicadvisor to help guide you through the requirements of your major, including the mandatory course sequence to earn a degree, as well as optional or elective courses that may be more tailored to your specific career goals. You and your advisor may become acquainted quickly through regularly scheduled meetings to ensure you are on track to graduate on time. Occasionally, the requirements for your major could change from year to year, so you want to make sure you are referring to the correct course catalog and do not encounter any surprises from not regularly speaking to your advisor.

2.Career Counselor: This relationship could be very necessary for a first-generation student looking to increase their opportunities for employment or acceptance into a program that would further their education. Career counselors are specifically trained in this area, and I elaborate on the value and urgency of this visit in another post.

3.Students Affairs: Most students won’t visit this office unless they have an urgent situation that needs to be addressed, such as a request for a disability accommodation or a conflict at the institution. However, this office is often responsible for assisting with student organizations, hosting events on campus, and inviting special guests. This office delivers a #global experience to you, often without even leaving the campus. This office’s goal is to support your learning, growth, and development. Engaging with the staff in this office will help shape your experience at that institution.

4.Board of Trustees: The idea of meeting with the Board of Trustees was suggested to me by a colleague who is also a first-gen student. He explained that he learned about the opportunity for his current job after securing a meeting with a in his industry. During that meeting, he had a candid conversation about the path he should pursue to become a key decision-maker. That conversation helped him chart his course to become his company’s chief government affairs spokesman quickly. Members of most college’s boards of trustees are frequently high-profile, influential individuals. Not only can they bring in a considerable amount of money to the university, but they are often change agents in the community and have a wealth of knowledge to share. When possible, forging a relationship with a board of trustees member can help you gain access to expertise that may benefit you when trying to plot your own path to success.

5.Faculty Advisor for a Campus Organization: If you’re involved in a campus organization like student government or campus media, there will be a staff or #facultyadvisor assigned to guide the students. Often, even if this person is a professor, they serve in a different capacity in these advisory roles, and are able to be a bit more and personal with the students in the organization. This individual may be someone you want to have more personal conversations with regarding classes, professors, administration, students, or your future, especially if the organization is related to your career goals.

Of course, these are not the only appointments you should schedule or people you should form relationships with at college. But they will give you a jump start on how best to approach your education. The more people you can speak to and learn from, the better your future outcomes will be in the field you aspire to work in. These conversations can be vital to obtaining the “rules of engagement” to succeed academically and professionally.

Fellow Riser,

Irnande



***Disclaimer: 2018. All rights reserved. All data and information provided on this site is for informational purposes only. No reproduction of any content on the website without the express permission of the author. The text, pictures and videos are the sole property of FirstGenRise.

Dear First Gen,

There was a time when I did not get so ANXIOUS about writing.

There was a time when I was confident about my writing skills and yearned to learn different styles of writing.

There was a time when I wrote poetry.

Then, I slowed down and no longer was excited.

I still write....for work and message cards, but with great TREPIDATION.

However, recently, my #self-doubt slowed down when I discovered #grammarly. @Grammarly has helped me to feel more confident when I send emails, drafts, newsletters, etc.

If you would like to learn more, click here.

In the recording below, I share a few stories from my youth and adult years that continue to remind me of my WRITING FEARS. My writing has developed and  Grammarly has helped to identify errors and offer suggestions to improve the flow. I recommend this tool if you are looking for a proofreading source and some CALMNESS to your nervousness.

Tell me:

Do you have moments of discomfort when it comes to your writing?
Do you agonize over every word and sentence before you hit send or share your writing with others?


Fellow Riser,

Irnande
​

Dear First Gen,

​On July 31, I was invited for a "Meet the Author" event by one of the Assistant Directors of the #JohnsHopkinsUniversity Hop-In Program. In the audience, there were first-generation college students in JHU's class of 2022. Before this day, I was pleased to learn that the program assigned my book, "The Rise of a First Gen" as required reading.

The students asked amazing questions that centered on my mindset while navigating “two worlds”, adjustment to new environments, and strategies for certain transitions as a college student and professional.

Each of the students had a capstone project and one of them chose to create a video. She self-narrated her childhood up to her current life as a first-generation college student at a prestigious university. Watch the video below! #Filipina #Filipino

Tell me:
What resonated with you in her story?
​How would you tell your own story?

Fellow Riser,

​Irnande

Dear First Gen,

​In my book, The Rise of a First Gen, I suggest that students should “Learn their #professors.” I mentioned this because it is a common belief among First Gens that, “As long as I do my best, I should get good grades.” This is partially true, but reaching out to professors to know their teaching and #gradingstyle will help you out, too.
 
So what is the best approach to building a good relationship with your professor? They make it really easy on you by holding office hours.
 
I learned the value of office hours firsthand when I was in college. I had performed poorly on an exam and was in a state of panic about how to improve. To ease my concerns, I went to speak with the professor during her office hours. 

Professors have so much information to teach in a short semester that it is rare to have days to ease into the teaching techniques or the syllabus. Luckily, #officehours exist on day one and you can get to know the mind of your professor in that setting. 

Now available is the "Master your Professor's Office Hours" eBook. (click image) This checklist will help you master your office hours so you and your test scores can rise.

Fellow Riser,

​Irnande 

Dear First Gen,

​When I think about my journey, I am reminded that I did not arrive where I am today on my own. There were a few amazing advisors and mentors that guided me along the way. They offered me good advice that I share with my interns and others I believe would benefit from the information.

But it wasn't always easy to find a good mentor, either. There were instances when I sought someone to be my advisor/mentor and it yielded great results. Other times, I had to kindly distance myself from people because I no longer saw a benefit to our relationship.

When I was a student, my assigned career advisors served me well. I remain connected with a couple of them to this day. But there were several times I decided to venture out and speak to the head advisor.

In college, I attempted to meet with different advisors because they rotated in and out of the positions. I needed to meet with several of them so they would know my needs and be able to assist me when someone else was not available. In this case, I couldn't have a “regular” advisor.

I made it a point to meet with the Dean of the Career Development Office in undergrad because this individual was consistent and possessed invaluable information, like access to off-campus positions I needed for my field placement courses.

In law school, I scheduled advising appointments with the Dean of the Career Development Office as well. He had expertise about positions I was seeking and told me about the school’s reciprocity policy, which I used even after I graduated. My meetings with him were always helpful and I usually went to him even after I had met with the other advisors if they were unable to help me in the way I was looking for.

Whether I wanted to know how to work in a judge’s chamber or for a non-profit, locally or in my home state, my initial meeting with an advisor often clued me in how our working relationship would work. I became a good judge of not only who would be accepting of my numerous questions, but also who would give me a thorough explanation. I was looking for specific and actionable advice on the process or strategies to improve my chances of getting an internship or securing a job.

The common thread among each advisor I encountered was their willingness to help upon seeing that I was eager to be guided. They understood that I would not stop seeking their help until I obtained the results I was looking for. I sometimes learned after the fact that they talked with one another to find a different approach for helping me reach my goal.

Over the past 10 years, I have identified a key characteristic I look for in an effective mentor: their openness to serve as a mentor.

Dear First Gen,

​(This is a chapter from the book, "The Rise of a First Gen".)

For many years, I could not forgive them. I was too upset with them for what they did.

It began in 3rd grade when I was introduced to the violin. I had violin classes during my math class and I loved it.

I learned how to play the strings and reveled at the music I was playing. I was given my own violin to take home and practice when I had free time.

My enjoyment turned to sadness when my math teacher told my parents that my grades were slipping. They told me we did not come to America for a low academic performance.

My parents did not have a conversation with me or give me a chance to improve. I was simply removed from violin class and my violin was returned to the music store.

No longer could I learn the melodies that brought a smile to my face. No longer could I develop the skills to play a musical instrument.

Dear First Gen,

​I graduated from Hofstra University School of Law in 2012. In a previous blog post, Four Years Ago, I shared how I almost stopped after my first year of law school (1L). For those students who finished their second (2L) or third and final year (3L), here are some things I wish I had done, and others I am happy I did do:

• I wish I had used more resources like study guides and outlines for Civil Procedure, Contracts, and Real Property. It would have been part of my weekly or monthly routine. (Note: This can get costly.)

 

• I wish I had met with my professors on a regular basis, like my peers who came from families with attorneys did. My peers often practiced study questions and took their responses to discuss them with their professors. Not every teacher gives a midterm exam or practice questions, but they will walk through problems with a student to increase their understanding of a concept. This is a way to get a glimpse of how the professor grades their exams. (I especially advise this for students who have new professors because they do not have old exams for a student to review or practice with before an exam.)

 

• I wish I had reduced the length of my notes on a weekly basis because it is difficult to do toward the end when you think everything is important. This means a dual benefit for students: There will then be fewer notes to study from, and paring those notes down will reinforce the concepts and ideas you have learned. Even though you are shortening the notes, you should have a master list to refer back to in order to refresh your memory if you forget something. 

 

• I wish I had held fewer big study groups and done more small study groups instead. Two or three people in a study group is ideal because you can share your analysis of the practice problems or fact patterns/cases discussed in class, but isn't overwhelming with too many people offering their opinions. The conversations allow for different analyses to be shared and a more engaging study of the concepts. There would also be on-the-spot rebuttals of arguments so that you can have counterarguments if they are asked on an exam. 

 

• I am glad that I took advantage of career events and workshops to get to know the different paths I could take and have a contact if I had additional questions down the road. I was not aware of all the various practice areas and nontraditional opportunities for a student, so attending the events was helpful. This is also beneficial because the more people who know about your interests, the higher the likelihood of being contacted by them in the future if and when an opportunity arises. 

 

• I was happy that I pursued career opportunities that matched my interests rather than only pursuing the typical opportunities. This allowed me to enjoy and value each internship and externship.

 

• I would mention that I fully benefited from the law school reciprocity policy because I obtained my first job out of law school because of this system, and have been on many interviews since then because of it. I did not feel at a disadvantage because I attended a school out of state.

 
Good luck to all my #futurelawyers!

Fellow Riser, 

​Irnande

***Disclaimer: 2017. All rights reserved. All data and information provided on this site is for informational purposes only. No reproduction of any content on the website without the express permission of the author. The text, pictures and videos are the sole property of FirstGenRise. ​​​

Dear First Gen,

There is lots of reading in college and continues to be even more voluminous in graduate school.

​The final year of college was an interesting time for me. I was a pre-med student, but I was not headed to medical school. I suddenly found myself wondering, “Where do I go? What do I do now? Should I find a job or attend a graduate program?”

During winter break, I began to map out my next steps. I spoke with my mother about my options since I was not going to be a medical student the following year. She could not give me an answer during our conversation, but reassured me that an opportunity would present itself.

I was unaware at that time that she planned to do some research on my behalf, and she later shared what she found. She came across several master’s programs that created a path to help me enter medical school, as well as several policy programs. She assisted in the only way she knew to help relieve my feelings of despair.

After I reviewed the list of programs she had found, I applied to several and visited their campuses during orientation. I sat down with my mother again and told her about my likes and dislikes for each of the programs. She primarily liked Georgetown University’s M.S. in Biomedical Policy & Advocacy Program because it was close to home, while I liked the courses and the fact that it was a one-year program. This program matched my interests in policy and the sciences.

I was impressed that my mother picked this program, and proud of her for having listened to me for several years and researching programs that would enhance my qualifications and pique my intellectual curiosity.

Prior to graduating from college in 2007, I received an acceptance letter for the Georgetown program and was beyond ecstatic. This was the bridge I needed to connect me to public policy while enhancing my passion for the sciences.

During the program, I developed my writing skills for a non-scientific community, deepened my understanding of communications of emergency situations and emerging public health issues, and learned how science could revitalize the U.S. economy.

When I was at that crossroads my senior year, my parents did not know how to advise me. But my mother knew she had a resource…the internet! She sat at the home computer until she found results that might work as a “filler” before I went on to medical school. My plans for medical school ultimately changed, but my graduate education was a springboard for the doctorate program I chose.

In graduate school, I learned two main lessons:

1. You can connect to the next phase in your life or transition into a new industry by studying history, terminology, and trends. I made sure to look into new perspectives on existing knowledge and explored new information on the industry I plan to join.
2. It's important to build the necessary networks to obtain a job in the field. I did this by shadowing professionals, securing internships, and attending workshops and events. I also enrolled in courses where adjunct professors worked in the field, and engaged with classmates that sought the same path so we could exchange information.

These steps helped me to interact with my peers who were uncertain about the opportunities beyond an undergraduate education by linking up with professionals that sought to help us rise up or provide insight on how we could maximize our master’s degree to enter different positions.

Tell me: Which program are you considering and why haven’t you said yes?

Fellow Riser,

​Irnande


***Disclaimer: 2017. All rights reserved. All data and information provided on this site is for informational purposes only. No reproduction of any content on the website without the express permission of the author. The text, pictures and videos are the sole property of FirstGenRise. ​​​

Dear First Gen,

When we were growing up, my brother and I were reminded consistently that we were expected to perform extremely well in class. One of my friends told me a story of her upbringing that may be familiar to you. When she came home from school and showed her parents her good grades, they would ask, "Did another student receive a better grade than you?" If she said yes, the next question would be, "Why are you not at the top of the class?" My friend is brilliant and skillful! But in her parents eyes, being second, third, or fourth in a huge graduating class was just not “good enough.”

Immigrant parents often have very high expectations for their children, and as First Gens, we work overtime to meet or exceed them. But there is more to it than having the desire...there are situations that sometimes derail us. It is commonly unacceptable among foreigners to acknowledge feelings of guilt, insecurity, and doubt; rather it is expected that you will overcome them and never discuss the difficulties you faced. I can attest that there is a positive side to being raised to always find solutions to each "surface" problem, but what about the inner problems?

Tell me: How have you coped with your emotions when feeling depressed or pressured?