Middle school was the time to perfect your study habits and learn to organize and multi-task. Middle school was also a time for trial and error. You grew into your own skin, experimented with hobbies, and readied yourself for a more focused academic career. High school is a fresh start, but even the beginning counts. Your entire transcript, freshman through senior year, will be part of your college application. If your goal is to gain admission to a competitive university, you need to create a four-year plan.
Academics: What courses do I want to take in my senior year?
Now that you’ve chosen a high school, sit down with your parents and guidance counselor and set academic goals. Ask, what are my strengths? My weaknesses? Do I have any unique interests? Are there interesting courses I want to take advantage of?
You don’t need to have all of the answers now, but knowing which classes you’ll need to gain admission to the college of your choice does help. For example, if you are considering the most selective colleges, you’ve got to take the most advanced courses available at your grade level. That means that many of you should plan to be taking Advanced Placement/International Baccalaureate/dual enrollment courses by the time you are a senior. Also, count on taking five core courses each year. Challenge yourself in science, English, social science, math and foreign language. In fact, some colleges stipulate the required number of years one must spend in each subject.
Second, create grade goals. While consistency and excellence is best, colleges also like to see improvement. Plan to work hard and get support when you are not fulfilling your potential. High school is not the time to coast. Establish good working and study habits early. This will help you manage a more rigorous course load in your junior and senior year.
Extra-curricular Activities: What do I really care about?
Examine your current interests. What are you passionate about? Do you love soccer, creative writing, drama, sculpture, debate, children, or protecting the environment? Use your first high school semester to get a feel for clubs and volunteer options both in and out of school. Your goal by the end of that first semester is to identify the activities you really enjoy.
Then, aim for consistent commitment to these activities throughout the next four years. Do not attempt to do everything. Contrary to popular belief, colleges don’t want to see tens of clubs on your resume; they prefer a student that is clearly passionate about a few activities. Show this passion not only by participating for many hours over many years, but also by taking a leadership position. If you need to establish a school club in order to find your niche or hold a leadership position, do it. Starting something takes initiative and leadership and colleges love those qualities. Finally, use your summers to focus even further on your volunteer work or hobbies. Summer sleep-away camps are not impressive. Instead, seek out job opportunities, language immersion programs, or additional academic courses.
Although the process is pretty straightforward, remain flexible and realize that your needs and goals may change over time. You may also need the support of experts to help you along the way– like tutors, coaches, and independent counselors. The key is to start working early towards your long-term goal. Ask yourself now: what kind of college do I want to be a competitive candidate for?
B.S. Degree Annotated Rationale Essay
I completed my associate degree three years ago, and as I am getting closer to the completion of my bachelors degree, my outlook now is that there is a light at the end of the tunnel. The process has been very long, and at times I became frustrated with myself, but I’ve prevailed. Completing college is essential if I want to be successful and competitive in today’s economic environment, but most importantly, I have a 20 and a 15 year old, that I need to continue to set an example for — that is essentially what drives me to complete my degree. [s1]
My goal is to complete a bachelor degree in Business, Management, and Economics with a concentration in Marketing, especially concentrating in markets for the multicultural segments in the United States. [s2] Additionally, I want to focus generally on the cultures of segmented groups and how to market to those specific cultures from a knowledgeable perspective. As such, I have designed a concentration that interweaves those broader elements of culture (how humans understand their worlds and the contexts in which they understand them) with a study of different groups that represent major ethnic groups within the United States — after all this is the direction that this country is headed for. Although I have changed my degree plan several times I seem to always come back to marketing, coupled with a focus on multicultural marketing. This country will continue to develop into a diverse society; it will be essential for companies that want to market their products to the diverse consumer to understand the various multicultural consumers in the U.S.
According to The University of San Francisco School of Business, business leaders need a sophisticated understanding of their target audiences – often multiple audiences with significant differences of race, culture, and, of course, gender. The University of San Francisco Multicultural Marketing curriculum is designed to give the student the skills needed to market successfully to many demanding, though sometimes very subtly different cultural groups. Their multicultural marketing curriculum adds Marketing Research, Consumer Behavior, Marketing Management, and three courses dealing with culture to the standard expectations for a business degree. Blending these with ESC guidelines, I have marketing Research, Consumer Behavior, and multiple courses that provide insight into different cultures (e.g., American Ethnic History, Sex and Gender in Cross-Cultural Perspective, Caribbean History and Culture).
I have introductory marketing from Colorado Technical University, and will take the Marketing Communications, Marketing Research, and Consumer Behavior courses at ESC.
The ESC Area of Study Guidelines for a concentration in Marketing also state that students who work in Marketing need to develop skills in “critical reading, interpretation, and writing. Students should have an understanding of ethics, globalization, diversity and cross-cultural differences, and organizations.” Students pursuing upper-level work in Marketing should acquire conceptual vocabularies, knowledge of sources, and critical skills appropriate to their areas of focus or lines of inquiry.” I will gain the critical reading, interpretation, and writing skills in all of my upper-level courses, and especially my upper-level courses in marketing, which require analysis and advanced-level writing skills. I address the ethics guideline in my course in Marketing Communication, which has a strong “focus on ethical issues confronting marketers.” I address the globalization guideline with courses such as E-Business and Marketing and the Virtual Marketplace. I have addressed the organizations guideline through my course in Organizational Behavior Principles. And I have addressed the guideline about diversity through my many courses dealing with culture.
I want to combine the more specific focus on marketing with a more general focus on ethnic groups and culture, or the context in which marketers operate. Although the courses that provide these ethnic and cultural perspectives are not in my concentration, they do provide important background for my concentration, given my goals to focus on marketing to diverse populations. [s5] To provide a broad sociological perspective, I have included a course in American Social Problems, which provides an introduction to sociological concepts. To provide historical, artistic, sociological, philosophical, and cross-cultural perspectives, I have included American Ethnic History, Sex and Gender in Cross-Cultural Perspective, Television and Culture, American Ethnic History, Artistic Expression in a Multicultural America, and Cultural Anthropology. All of these courses provide a broad investigation of the concept of “social and cultural norms and belief systems,” and create a good understanding of social, creative, philosophical, and historical contexts in which I am applying the concepts of marketing. These courses will help fulfill my general goals of completing a bachelor degree in marketing, and gaining a focus to better understand ethnic groups within the U.S. The classes in Cultural Studies will give me an in-depth insight into the concept of culture and a better understanding of being in someone else’s shoes — so to speak.
Lastly, I have addressed the ESC General Business guidelines in my degree. These guidelines state that students need to show knowledge in the following: [s6]
- Communication skills – I have courses in Communications for Professionals and Interpersonal and Small Group Communications.
- Information management – I have a course in Information Design and I have extensive knowledge utilizing an information system designed to disseminate information at my workplace.
- Economics – I have a course in Principles of Economics 2.
- Ethical and social responsibility – My course in Marketing Communications has a strong focus on ethics in marketing.
- Quantitative skills – I have courses in Statistics: An Activity Based Approach and Marketing Research.
- Understanding people in an organizational context – I have courses in Organizational Behavior Principles and Managing Human Resources. Additional courses such as Sex and Gender in Cross-Cultural Perspective provide deeper understanding of people in an organizational context.
- Understanding organizations within broader contexts – I have courses in Marketing and the Virtual Marketplace and E-Business. My extensive experience working in a large non-profit organization, along with my courses dealing with various cultures, creates a good understanding of organizations within a broader context.
I have also addressed the SUNY General Education guidelines in my overall degree plan. [s8] My range of courses includes Television and Culture (humanities), Statistics (math), Human Nutrition (natural science), American Social Problems (social science), College Reading and Composition (basic communication), American Ethnic History (American history), Ballet & Artistic Expression in a Multicultural America (the arts), Cultural Patterns in Western Civilization (western civilization), and Caribbean History and Culture and Cultural Anthropology (other world civilizations). Many of my general education courses helped to create my liberal arts associate degree. I have covered nine of the ten general education areas with over 50 credits of general education. I have addressed the ESC guidelines for a degree in Business, Management & Economics with a concentration in Marketing as well as the SUNY General Education requirements in my degree plan.
These careers will require my expertise in marketing, communication, and knowledge of the world’s cultures and how to interact within diverse communities. Additionally, I have numerous work experiences in the Music & Film Industries, and the nation’s largest non-profit organization that allows me to work with a diverse group of people, coupled with my academic learning which will add to my repertoire of communication, creativity, and inclusion. The ability to effectively communicate with my colleagues through written communication, and to use computer application programs to heighten my presentations, the understanding of the specific demographics that we need to reach, and knowing the proper marketing plan to implement will all collectively aid in my ability to develop a successful professional career in marketing.
The decision to attend SUNY/Empire State College’s Center for Distance Learning may not perhaps be the most traditional method, but was by-far the best decision to complete my education. In certainty, having the knowledge and fortitude to successfully move up the ladder to a career that I will enjoy for many years to come was my motivation. If I decide to pursue a master’s degree it will more than likely be after by 15-year-old son finishes high school and is on his way to college — to begin just what I have successfully completed. Currently, at my job there will be tremendous opportunities for growth in the multi-cultural communities in the California regions; this coupled with an Empire State College Business Degree with a concentration in Marketing will enable me to be more competitive as I strive to climb the ladder of success. [s10]
Comment [s1]: The student provides personal reasons that motivated her to complete a degree.
Comment [s2]: The student clearly states her Area of Study and Concentration. Additionally, she indicates briefly how she has individualized her concentration by focusing on multicultural marketing. The rest of this paragraph deals with her educational goals.
Comment [s3]: The student offers her research, providing evidence that the concentration she designed is academically valid. Because ESC guidelines deal with marketing concentrations in general, and do not specifically include information about multicultural marketing concentrations, the student researched another college that did offer that focus. She used the information she found to help understand and realize her goals; she knew that she did NOT have to mimic the other college’s program exactly. The rest of this section presents her research and conclusions based on that research.
Comment [s4]: The student clearly refers to the ESC Area of Study Guidelines and shows in this section how she has addressed those expectations in her concentration.
Comment [s5]: The student explains her individualized focus here, and talks about how courses in her general learning support and integrate with her concentration courses.
Comment [s6]: The student explains how she has addressed the general business guidelines as well as the specific concentration guidelines. Both general and specific guidelines are important, as each one identifies somewhat different areas of skills and knowledge that are expected in this type of degree.
Comment [s7]: Here the student reflects briefly on the importance of certain liberal arts courses to marketing professionals.
Comment [s8]: The student explains briefly how she is fulfilling the SUNY General Education Requirement.
Comment [s9]: The student briefly explains her research into potential career paths, conducted through interviews with professionals at her current place of employment. She reflects on how she has developed important skills related to these career paths.
Comment [s10]: A nice way to close, as this last paragraph parallels the thoughts in the introduction.
The student provides personal reasons that motivated her to complete a degree.
The student clearly states her Area of Study and Concentration. Additionally, she indicates briefly how she has individualized her concentration by focusing on multicultural marketing. The rest of this paragraph deals with her educational goals.
The student offers her research, providing evidence that the concentration she designed is academically valid. Because ESC guidelines deal with marketing concentrations in general, and do not specifically include information about multicultural marketing concentrations, the student researched another college that did offer that focus. She used the information she found to help understand and realize her goals; she knew that she did NOT have to mimic the other college’s program exactly. The rest of this section presents her research and conclusions based on that research.
The student clearly refers to the ESC Area of Study Guidelines and shows in this section how she has addressed those expectations in her concentration.
The student explains her individualized focus here, and talks about how courses in her general learning support and integrate with her concentration courses.
The student explains how she has addressed the general business guidelines as well as the specific concentration guidelines. Both general and specific guidelines are important, as each one identifies somewhat different areas of skills and knowledge that are expected in this type of degree.
Here the student reflects briefly on the importance of certain liberal arts courses to marketing professionals.
The student explains briefly how she is fulfilling the SUNY General Education Requirement.
The student briefly explains her research into potential career paths, conducted through interviews with professionals at her current place of employment. She reflects on how she has developed important skills related to these career paths.
A nice way to close, as this last paragraph parallels the thoughts in the introduction.