Category Archives: Jasmine

Major Dilemmas

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Hi folks! Spring courses are now up on the portal, and many of you, I’m sure, are busy deciding what classes to take. One of the main reasons I chose a liberal arts college is that I sincerely believe in the benefit of a wide breadth of study. But looking at the class lists, major requirements, and general education requirements can be overwhelming. As a freshman, I felt like it would be impossible to fit everything I wanted to do at Scripps into just four short years. For sophomores in particular, this is a stressful time. We are normally required to declare our majors by the end of the year (or sooner if you’re going abroad early!), and many of us consider spring courses our last chance to “experiment” and get a taste for the coursework in a major. The process of choosing a major was covered just last week by a wonderful fellow blogger, Jenny (read her awesome post), but I’ve just officially declared my major and wanted to add my own experience to the mix.

The way I saw it, I had two ways to decide: I could choose based on the academic and professional experiences I’d enjoyed in the past, and on the academic and professional future I wanted to have. Now, I understand that one’s undergraduate studies aren’t necessarily linked to one’s professional aspirations; even pre-health and pre-law students are free to major in unrelated fields. But for financial reasons, I’d like to be as well situated as I can for a job immediately after graduation. (I’ve also heard rumblings that 2-3 years of work experience are all but required before pursuing an MBA.) After graduation, I am debating whether to pursue a certificate in art appraisal studies or public accounting (maybe both?), or perhaps attend graduate school. For the purposes of this blog post, I’ll identify the most influential events related to my decision to major in Economics-Accounting and minor in Art History.

My Mom (Not an event, but my mom is always an exception!)

My mom and I visiting the Huntington Library in Pasadena.

My mother has always supported my education, and she has never tried to limit my freedom to choose an academic path. That being said, I was raised in a very money-conscious household, and I am expected to be financially secure and contribute to my family’s income after graduation. Entering the business world is definitely not the only way to make a living, but it is the path that is most familiar to me. My mother has worked as a payroll accountant at a large company for years, and one of my most vivid memories from middle school is of helping her alphabetize timesheets when she brought her work home with her. She also taught me how to balance a checkbook in third grade and brought me into the local Bank of America branch to learn the difference between checking accounts, savings, and certificates of deposit when I was thirteen. This practical upbringing, combined with my family’s expectations of financial independence, is the main reason I gravitated towards economics-accounting when I first came to Scripps.

AP Art History

A slide from my presentation. Delaunay painted work in series, returning to certain styles or symbols time and time again.

I took this course as a high school senior. After presenting in class on how Robert Delaunay’s personal experiences with war, traveling, and love corresponded with recurring images in his art, I knew I’d found a passion. For those of you who have never taken an art history course, it’s like learning about historical society, politics, religion, and economics, all through pictures, because each artwork’s style, iconography, and context tells a story.

Writing 50, Regulating the Emerging Art Finance Industry

This research paper (you can read it here) lit a fire under me; it has driven every decision I make regarding coursework, internships, and study abroad. Art investment is an exciting, new field at the intersection of art and business; my research helped me discover this professional niche, which incorporates my two strongest interests. My primary career goal is to help individuals manage their investments, with an emphasis on exploring art as an alternative asset class.

Core II: Economics of Gender and Choice

This course was team-taught by Professors Nancy Macko and Sean Flynn. We talked about gender constructions in the workplace and achieving a sense of equity in relationships. The main point I took away is the importance of balancing one’s financial and emotional needs. I don’t want to pursue a one-dimensional career purely in art or purely in business; through my final decision, I know I am being both practical and passionate.

Internship at the Ruth Chandler Williamson Gallery

This summer was so passionately satisfying. To hear about what I did and what I learned, read here.

Boston University London Internship Program-Spring 2014

Okay, okay, I haven’t exactly left yet, but I’m bouncing on my toes!

I hope hearing about my experience helps you consider your own personal, academic, and professional context as you commit to a course of study. What courses, projects, or work experiences have you enjoyed so far? What pressures are you under, and how flexible are they? What makes you happy? If your only answer right now is “helping people”, be more specific. Do you want to help them attend college, manage their wealth, express themselves, or develop? Why? What kind of people–children, students, adults, or seniors?

Other sources to consult:

  1. Academic Adviser
  2. Juniors and seniors in your prospective major. Don’t know anyone personally? Ask your professor to put you in touch. It’s not awkward unless you make it awkward!
  3. CP&R- Set up an appointment with a Career Counselor or visit their library. There are titles like What Can You Do with a Major in ___? You may also want to take a personality test/career indicator, if you haven’t done so already.
  4. Peer Mentors/RA’s-Last week they sponsored an event called “Classes, Concerns, and Cookies”. They’ll have templates to outline courses and food. If you couldn’t make it, make your own template by drawing a 4×3 table on a sheet of paper: one row for each year; one column each for fall, spring, and summer. (Type A tip: write each class or internship/fellowship opportunity on a small post-it note and mark major/minor requirements with certain colors. You’ll be able to rearrange and visualize your future plans easily)
  5. Registrar- If your academic adviser can’t answer your questions, make an appointment with the Registrar’s office to count up all of your credits and make sure you can graduate on time.

My New Adventure Less Than 10 Minutes From Campus

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I’m very excited to study and intern abroad in London this spring, but that adventure won’t come for another couple of months. Until then, I’m keeping myself busy right here in Claremont.

One of the promises I made to myself when I started my sophomore year is that I would be more involved in groups on campus. I want my time at Scripps to be as multifaceted as possible—not just defined by schoolwork, paid work, and play. So in an attempt to broaden the scope of my college experience, I’ve started volunteering through MoneyThink Claremont—the 5C offshoot of a national, youth-driven organization devoted to improving financial literacy amongst high school students. (Want to learn more or get involved? Email [email protected]!) This semester, I’m working with a fellow 5C sophomore, Daniel, to lead weekly personal finance classes at a local school. The structure and curriculum are provided, and we volunteers have the task of learning the material and explaining it to our students.

Now, I consider myself relatively well versed in personal finance matters. My mom taught me how to balance a checkbook in third grade, and I attended Professor Dillon’s Personal Finance Friday classes all throughout last semester. I also have plenty of experience helping students one-on-one at CP&R, and previously as a tutor in high school. But this preparation didn’t stop me from feeling extremely nervous during my first session as a mentor.

The most significant reason is that there’s a huge difference between working closely with a student during drop-in hours at CP&R and keeping a class of twenty-seven high school seniors engaged. With my position at CP&R, it’s very easy to engage a student in conversation and have her share her goals and interests. But when I’m addressing a large group of students with widely varying levels of interest, it’s much more of a challenge to help each of them find the material personally compelling. This opportunity at MoneyThink has renewed my respect for the teachers I have had in the past who worked so hard to lead their students.

Are you evaluating possible options for volunteer or paid work? Have you just started in a new position? MoneyThink has made me realize just how important it is to consider my workplace environment—not only in a physical sense, but also from a mental standpoint. Here’s a breakdown of the questions I asked myself:

Personal Accessibility How close of a relationship do I have with the students? May I correspond with them individually, outside of the class? May I invite them to an educational event at the Claremont Colleges? I’m sharing my email address; should I also provide my phone number?

Resources What physical resources do I have access to on-site? Are there computers and printers? If I’d like to share an online resource (an article on negotiating the terms of a contract lease, for example), how can I do this effectively?

Support Who can I go to if I need help? What sort of experiences have my partner(s) or supervisors had that would be illustrative?

Evaluation How will I receive feedback on my performance and improve it? How are the students I teach being evaluated?

Another challenge has to do with MoneyThink’s dedication to near-peer relationships. The seniors I work with are only two years younger than me; I remember being their age and going through the college application process like it was yesterday. Apparently I still look the part of a high school student, too—as I was biking to the school, a policeman flagged me down and asked, “Aren’t you supposed to be in school, young lady?” I had to explain that yes, I was heading to a high school, but no, I was not a delinquent student, just a volunteer, and yes, I am a college student and here’s my ID to prove it, thankyouverymuch. (I didn’t actually say that last bit, of course) That was not exactly a confidence-boosting moment. So how exactly does one establish the authority necessary to quell disruptions while remaining emotionally accessible to students? I’ll see if I have an answer after the next few weeks. If you have any advice, please post in the comments. I’ll appreciate all the help I can have. After my first day, I anticipate facing a (very!) steep learning curve.

Jumping the Gun

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Halloween is coming up, and in the spirit of the occasion, I’d like to share my favorite scene from one of the first horror movies I remember watching: the classic, Jaws. The scene is a famous one, and it stands out to me, even now. You know the one—picture an oblivious girl floating in the ocean, while a massive shark circles in the water underneath her. The shark gets closer and closer to her kicking legs; ominous theme music starts to play, signaling the imminent attack; and blood, gore, and screams ensue. The basic premise of the thrill for me was that I knew something the characters in the movie didn’t—what, where, and when the danger was.

When navigating the professional world in Real Life, being aware of where potential pitfalls lie is generally an advantage. For example, it is helpful for me to know when major deadlines coincide (I keep track in a planner), what to do with my plate when standing at a networking event (hold in my right hand and eat with my left, transfer to shake hands), and whom I can casually reference in a cover letter (network!). Being aware of one’s responsibilities is common sense, and anticipating potential challenges—the sharks lurking in murky water—allows one to maintain poise when stressed.

Don’t be daunted by the big dogs on campus or at work. You do you!

As a second-semester freshman, I thought of starting a career-focused group at Scripps that was similar to one already established at another of the 5C’s. I didn’t have what I considered official, authoritative, resume-worthy experience. So while my idea was in its beginning stages, I contacted the two students who led the other club to set up what I thought would be a helpful, informative meeting. Unfortunately, that was not my experience—the two students drilled me, questioning my experience and intentions. They refused to discuss how they had raised funds or how they had found support in the 5C and larger Claremont community. The meeting ended with them overtly warning me, “We just want you to know what you’re up against.” I’d considered the possibility they’d be wary of me, but I didn’t expect to feel like I’d just been hit over the head with a rock.

Unfortunate experiences aside, there are times when the old adage, “Ignorance is bliss” applies. Within reason, there can very real benefits to not knowing one’s limits. In my experience, this has led to my jumping the gun, metaphorically speaking. For example, I requested and received permission to take a business law class at CMC as a second-semester sophomore. On my second day of class, I realized that I was the only Scripps student and the only sophomore in the class—it was widely considered a senior-level course at CMC. I sincerely don’t intend this to brag; I enrolled because it never crossed my mind that I couldn’t, and nobody told me I shouldn’t. (Please always discuss your academic goals with the relevant folks first!)

Last year I attended job fairs where, as a freshman in a room of upperclassmen, I was alternately commended or completely ignored by recruiters. At my internship at the Williamson Gallery this summer, I was the youngest in the group by two academic years and three years of age. (In a previous post, Emma shares what she learned from the higher-ups during her internship). I felt inexperienced compared my older, well-traveled peers and expressed my doubts to my supervisor. She responded, “Don’t worry. We hired you for a reason.”I am writing this post to remind you all, especially freshmen and those of you who consider yourselves relatively lacking in experience, that there are upsides to your position. Go ahead and jump the gun. Stand on the shoulders of the giants you know. Learn from others’ mistakes, instead of suffering the pain of your own. You don’t have to be an expert to lead a club, take classes with older students, compete with more seasoned applicants for jobs and internships, or interact with those in positions of power and authority. Not knowing the ropes can be freeing, and for many, your youth heightens the significance of your achievements.

What challenges did you survive in your early days at Scripps, in a group or organization, or at a job? How has jumping the gun, so to speak, benefited or disadvantaged you?

What I Learned from “Bridging the Gender Gap”

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Last Tuesday I attended a Life After Scripps event called “Bridging the Gender Gap”. This workshop, hosted by the vivacious Annie Houle, offered guidance on “benchmarking your starting salary and negotiating to earn what you deserve”. From my Core 2 class, Economics of Gender and Politics, I walked in knowing that women face gender bias and stereotyping in their careers. Our employers may assume that once we’re pregnant, we’re probably not coming back; whereas once a man has a family, he probably will work harder.

 

There were a lot of facts and figures in Ms. Houle’s presentation, but here are some of the key takeaways I brought home with me:

  1. A small difference in pay will grow larger and larger over the years, because bonuses are calculated as a percentage of one’s salary. Thus, it’s hugely important to negotiate one’s pay from the start of one’s career.
  2. There are a lot of ways to be compensated by an employer—without the compensation taking the form of a salary. Besides pension plans and health insurance, Ms. Houle suggested considering health clubs, business travel insurance, paid holidays, and promised review dates.
  3. When negotiating compensation, center your argument on the job and your skills and qualifications instead of your financial needs.
  4. Never say yes to the first offer. Ask for time to consider it and discuss it with your family, and if necessary, an attorney.
  5. Get everything in writing.

Ms. Houle also walked us through the steps of benchmarking a starting salary for an entry-level position as a communications editor. (“Benchmarking” simply refers to figuring out a realistic salary range.) This sort of knowledge is essential to making responsible financial decisions. In an effort to put what I learned from the workshop into practice, I decided to repeat the benchmarking process for the job I hope to have after graduation.

I started by determining a job title. I intend to declare as an economics-accounting major and an art history minor; I’m currently researching positions as an art appraiser or an accountant for a firm like Sotheby’s or Christie’s. For the purposes of this exercise, I decided the most appropriate title would be “Accountant I”, according to the choices given on the WAGE Project’s website (click on “Calculate What Your Job is Worth”). The median salary range given for the San Francisco area is $55,992, with the 25th and 75th percentile earning $50,493 and $62,024, respectively. The San Francisco Center for Economic Development website states, “Securities and investment firms in particular have high employment concentration, as do commercial banks—national leaders Wells Fargo and Bank of America among them. The City is also home to the Federal Reserve Bank and the Pacific Stock Exchange.” The economic conditions for accounting work in a city like San Francisco would offer greater opportunity for employment than a small city like, for example, San Mateo. As for benchmarking benefits, the WAGE Project website said that the base salary should be ~69% of the total compensation, with ~31% coming from benefits. Immediately after graduation, I would not be a Certified Public Accountant (CPA); I hope, however, to be on track to receiving certification. Because of the skills and experience I will have upon graduation, I believe a realistic salary range—if I do choose to become an accountant in San Francisco—would be between $55,000 and $60,000, though I would strongly consider compensation in the form of funds for education.

It was very interesting to see just how much compensation varies from one level to another (Accountant I to Accountant II) and from city to city (In San Jose, the median salary range for the Accountant I position is $56,038). I would recommend looking up the area on Google Maps and trying different cities as part of one’s research.

*This was meant only as a very rough surface treatment of the benchmarking process. If you are in the process of researching and would like more information, please make an appointment with a career counselor at CP&R!

 

Writing Tips for Study Abroad Applications

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Happy October, everyone! I’m so glad to share that I have officially submitted my study abroad application (the real one, not just the petition) and am now in a sort-of-resting phase while I wait to hear back from the folks at Boston University. Many thanks to two lovely career consultants at CP&R, Laurie and Janine, for their constructive feedback. For those of you who aren’t familiar with the process of applying to study abroad, the application usually involves some sort of written statement.

The Boston University London Internship Program’s prompt was this:

“In a clear, thoughtful, and carefully prepared one-page essay (1 page, double or 1.5 spacing), describe your academic, career, and personal goals, and how your participation in this program will help you achieve those goals. Explain how you plan to take advantage of the cultural and educational resources available through this program. Describe the kind of internship assignment you would like, emphasizing the type of work rather than a specific organization.”

I’ll be honest, reading the prompt was a little like applying to college all over again. I felt torn between being interesting and unique, but naturally so; writing with my voice, but not like I’d talk to my friends; giving the reader a sense of who I am, but the best possible version of me, etc.

If you’re having trouble starting your application:

  1. Open a Word document.
  2. Name it.
  3. Paste the prompt at the top.
  4. Let the icon sit on your desktop (not buried at the end of some convoluted file path) while you marinate ideas. For me, having this receptacle easily accessible instead of trying to work within some online portal was essential. It meant that I wouldn’t open Firefox with the intention of accessing the BU application portal, decide to check my Facebook news feed, and end up Googling pictures of Clint Eastwood’s son, Scott. #sorrynotsorry
  5. Ask your friends, “If you could go anywhere/do anything and have time and money not be an issue, what would you do? Why?” Some of the responses you get will be silly, but others might make you reconsider what you find fulfilling.
  6. Talk out your ideas with a professor. Professors are an excellent sounding board, because they’ve all had experience writing recommendation letters. They know what previous students have done and what project ideas will be compelling to a reviewer.

And when you’re cleaning up your first round of drafts, here’s the advice that ultimately got me through the worst of it:

  1. Make sure you’re answering the question. When Janine helped edit my statement, she marked “academic”, “career”, “personal”, “cultural”, and “work” in the margins to show me where she thought my most effective sentences were. I ended up with orange highlighter (the good parts) only at the end of each paragraph, so I did my best to cut the unnecessary areas.
  2. Cutting unnecessary parts is difficult; find a fresh pair of eyes in a friend, in CP&R, or at the Writing Center, whichever suits your needs.
  3. Try and make each sentence something only you could have written. (Laurie says she got this gem from Professor Simeroth, who will be leading a writing workshop during Life After Scripps on Friday—see the online schedule for details)
  4. Be efficient in what you’re trying to communicate. Don’t make the reader work.