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Heart of the Matter

Andy Chan's Blog for Parents, Mentors and Teachers

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The Gift of Reading

Our Wake Forest Fellow, Ben Magee, wrote the following post.  I’d like to share it with you…

I recently heard one freshman student tell how their father gave them a stack of eight books before leaving for college. These were not all books regarding professional life, but rather were books that the father had found provided him significant life direction and meaning.

Conversely, in an NPR interview, Lynn Neary and Eric Weiner assert that many students today don’t enjoy reading for pleasure. Although students may be reading more than ever through articles, chapters from textbooks or novels, or even social media outlets, the amount of reading for pleasure has declined. College students are overwhelmed by their schedules and activities striving to excel both in and outside the classroom. Under such demands, something must give, and so many students do not read for pleasure.

Reading for pleasure provides opportunities for reflection, stimulating imagination, sparking interests, and realizing important life lessons. Additionally, today’s overwhelmed student may find relaxation by reading for pleasure. Importantly, the habits we form in early adulthood transition into our future life.

At Wake Forest, the OPCD staff has partnered with Wake Forest’s ZSR library to share their recommended readings for personal and career development.  These “OPCD Staff Picks” are available in the students study space in the library. As our students embark on their journey of personal and professional discovery, these books can provide guidance and inspiration.

Here are a few great books that Andy has recommended for my consideration and are definitely books worth sharing:

1. Nobodies to Somebodies: How 100 Great Careers Got Their Start by Peter Han

2. This I Believe II: more personal philosophies of remarkable men and women – Jay Allison and Dan Gediman

3. Man’s Search for Meaning - Viktor Frankl

4. Authentic Happiness - Martin Seligman

5. Roadtrip Nation: A guide to discovering your path in life - Nathan Geghard, Joanne Gordon and Mike Marriner

The entire “OPCD Staff Picks” list of books can be found here.

Career Trek Insights – A Student’s Perspective

The Office of Personal and Career Development has organized this year’s “Career Exploration Trek” to the Big Apple, New York City where Wake Forest students head a major city to learn about interesting careers, companies and industries from alumni during a few jam packed days.  I have long believed in the value of experiential learning and enjoy the teachable moments that come with it. It’s one thing to talk about networking, but to actually do it can ignite students’ interests and open their minds to fully understanding the true power and importance of the concept.

One surprising aspect of the Career Trek is that our staff also benefits from the experience. The one-on-one off-campus exposure with students enables us to learn how students really think and address many of their misconceptions. One of our current seniors, Alex Tulowieki, attended one of last year’s Career Treks and he shared his experience with us.

Students can represent themselves as professionals. “Those papers and projects I worked on during college have value and are real work. Speaking with professionals, they do value that if you open up. A lot of students were intimidated to network at first, because it felt like we were going into the conversation empty-handed. When we accept that we have been producing work, regardless if it has only been in academic setting, it gives you confidence to not be so shy and talk about shared interests with that professional”.

Networking is much more than small talk and is conversation-oriented. “No one asked for my resume before we started talking”. He also noted that the students who were most driven to getting a job seemed to have the worse luck. People appreciate talking to someone who is just interested in what they do rather than just interested in getting a job.

Networking is much more of a round-about process. It’s neither wise, nor realistic, to go into a conversation with someone who you’re meeting for the first tie with the hope that a job offer will result.  It is better to have conversations about your interests and curiosities and to take genuine interest in people who have experience in your field of interest. The person you are speaking with may not be able to help you directly, but they may have other connections that could be helpful to you.

Chemistry is as important as competency. Alex noted that most college students have the misconception that work is all about competency. This is partly due to the fact that most grades awarded are based upon how well students demonstrate knowledge through taking tests and writing papers. Chemistry, in the sense of how we mesh with those we work with, is equally important.

What Alex discovered is that the Plane Rule. While competency is a major factor in any work setting, employers are also evaluating if a candidate is the type of person they would enjoy spending time with while on a cross-country flight or delayed for hours at the airport.  As our students engage in experiential learning activities and professional settings like the Career Trek, they, like Alex, will release their misconceptions and be more prepared for a successful personal and career development journey.

For more info on the OPCD Career Trek, click here.

Parent-to-Student Career Conversations (Part II)

As parents of college students, we often think that we have a diminished influence on our child.  In my experience, I have seen many students who care so deeply about the opinions of their parents that they are unable to make a decision or think clearly on their own. Complicating it even further, many students are unable to talk to their parents about these issues. So the student often makes decisions based on what their parents “think” – but was never confirmed.

Here’s another way for parents be a positive influence in the career conversations with their students.

The right questions lead to the right answers

The first, foundational step in the career development process is for an individual to understand themselves – their unique interests, values, strengths, personality and talents. Many students – and people for that matter – are unable to answer the question “Tell me about yourself?” in a manner that demonstrates clarity of career direction. Most often, it’s because few students have been given the opportunity to think about and reflect on it. Parents can assist in this process.

We parents often make the mistake of thinking our children need reminders and to do lists to activate their career and job search process. We focus on “what’ they need to do. Instead, we need to help students develop their own answers for “why”. “Why is thinking about my job and career search important to me?”

We must be thoughtful in how to guide students develop their own positive motivations working on their job and career search.  Parental approval or fear of parent reprisal is not a healthy approach – for the student or for the parent-student relationship. If we truly want to foster mature, independent adults, we must appeal to deeper, stronger and more intrinsic motivations for career exploration and development so that it’s something they want to do. You may have experienced that the more you push your child to do something, the more they resist it.

When your student asks for your opinion or answer to their career question, resist the temptation to answer immediately. Instead, answer with a question like, “What are your thoughts on this?” or “Tell me a little more about the situation.” With more dialogue, you may find that your student has already discovered a reasonable solution. At a minimum, you will have more information from which you can provide an answer – one that is built on their perceptions and reality, not yours.

Be curious and listen carefully. Ask neutral questions that help you understand how they think and what motivates them. Re-state and re-phrase to confirm their thoughts to validate their thinking. Students yearn to be truly heard and understood – and this approach will help them go beyond the job search checklist to creating the motivation to thoughtfully and productively engage in the career process while on campus and throughout life.

There are two types of love, conditional and unconditional. We all know what type we prefer. Before having career conversations, remember which type of love you have for your child – and then demonstrate this spirit in your questions, your tone, your body language, and your intentions. During this key time of your student’s life, every communication you have with him/her can have significant impact.

Parent-to-Student Career Conversations (Part I)

As parents of college students, it’s difficult to not be thinking about and wanting to aid in our student’s career preparation. Our first thought is “How can I help my student get a “good job” when they graduate.” It’s hard to not think about it. Before you begin talking to your student about these issues this year, I offer a few ideas for your consideration – ones you may not have thought about the past.

Clarify the goal

Many parents place an intense focus on getting a “great first job” straight out of college as the pinnacle goal. They fret and view every choice through the lens of “how will that help you to get a good job.” With projections that today’s students will have up to 29 jobs in their lifetime, the first job is just that – a first job!

When economists state that we can’t even predict what will be the most popular jobs in four years, it’s unrealistic for anyone – not just parents – to claim to know best and to place a similar burden on their student. For example, today’s law students and recent graduates are wondering what happened to the secure and promising career path promised by a law degree. With such an unpredictable and dynamic job market and many career changes ahead for all, we must go beyond solely focusing on just securing a first great job and instead, understand and master the process of personal and career development.

At Wake Forest, one of our goals is to educate and equip students with the tools to be resourceful, motivated and well-informed managers in their career decisions. By achieving this goal, students will be able to successfully navigate their career changes through their entire lives. As a result, every Wake Forest student will become “employable for life”. Then they will have the capabilities to secure a great first job and even better jobs throughout their careers.

When I think about my son in college, I realize that my perspective regarding the goal of college is different than his. It’s not crucial for him to embrace my goal as his own, but I have shared it with him so that he has the background and context for my thoughts and questions about his academic, extracurricular and career-related decisions.

I shared this goal with the Wake Forest parents at Orientation so that they might consider that there’s a much greater goal for college then to “just get a good first job.” My idealistic goal for my son is: To become a mature, independent person who is motivated to learn, grow and take care of himself. He is able to make thoughtful, sound decisions. He has a well-developed sense of self and his worldview, as well as self-confidence and optimism about his future. He has a strategic view of his life and career and is creating options that align with his needs and values.

By thinking more broadly about the goal of college, you will be able to support your student in achieving many crucial, foundational goals about life – which will lead to successfully securing a great first job as well as many more throughout your child’s career.

Top 10 Interview Tips for New College Graduates

One of the most critical stages of the job search process is the interview. While resumes, cover letters and networking might get you into the room, the job offer often comes down to the interview. After all, employers are hiring a person, not a piece of paper. Therefore, it is critical that students and recent graduates be prepared so they can thrive in interviews.

Recently, I was asked for the unique things that today’s college students must know and do to succeed in interviews. What I realized is that because students have almost no job interview experience, students don’t know what they don’t know. With help from our career counselors, I developed a list of Top 10 interview tips for college students:

1. Do your homework on the job, the organization, the competition and the industry. Reading the website is the minimum. Tap your college and/or high school alumni network and your parents’ network to get the inside scoop. Most students don’t read business magazines, newspapers or trade journals, so when you do, you’ll stand out from the crowd. Doing this homework will prevent you from asking really obvious — and naïve — questions.

2. Anticipate and prepare for the typical questions with strong personal answers.“Tell me about yourself.” “What are your strengths and weaknesses?” “Tell me about your greatest accomplishments.” “Share a time you failed and how you responded to the situation.” “Why do you want this job?” “Why this organization?” Have your answers and examples so well rehearsed that it’s natural.

3. Develop 5-7 adaptable stories from your resume related to the job you’re seeking. Start with the situation by describing the context and problem. Then explain what you did to improve the situation and describe the results in quantifiable terms. This demonstrates that you understand the importance and the impact of your personal contributions. With these stories prepared in advance, you can adapt them to various questions.

4. Frame your answers to show how you will add value to the organization. Many students too often focus on why they want the job, what they will get out of it, and why it will be good for them. Turn the tables and explain how and why you can and will benefit the organization. Find ways to tactfully mention what they’d gain if they hired you (or how much they’d miss out on if they didn’t).

5. Use the right vocabulary. Surprise an employer by actually being able to translate how your academic or extracurricular experiences have helped to prepare you for the role you’re interviewing for — using words in the job description. Very few students can do this. For example, if you’re a theatre major, describe how you managed and promoted a play or musical production using your project management, creativity and sales skills.

6. Prepare two or three ‘go-to’ questions that demonstrate you prepared in advance and your strategic thinking. There’s a difference between “Tell me about the culture” and “Tell me about how major decisions are made here and provide an example of a recent decision and the process used.” Or, “I read that the organization is changing its strategic direction. How will that affect this business unit?” Avoid questions where answers are on the website.

7. Practice interviewing out loud with mentors, adult fans or even in the mirror. Most students have not done many (if any) job interviews – and definitely not when under pressure. It’s important to hear the words you intend to speak, including the tone, emphasis, inflections and facial impressions, so that you don’t blow it when it really counts. It’s rare to get a second chance.

8. Demeanor, humble self-confidence, personality and enthusiasm really matter.Smile! Allow your voice tone, words and body language to communicate your genuine excitement about the opportunity. It will be a significant decision factor for your interviewer. If you don’t, your interviewer will question if you really want the job or if you’re going to be committed to the organization. This is one of the top reasons why people do not get job offers.

9. Don’t judge a book by its cover. Many students have difficulty getting excited about entry-level jobs because they feel overqualified or discouraged that the work will not be fulfilling. In each interview, your primary objective is to get invited back for another interview and to eventually secure an offer. As you progress through the process, many find that the job and organization are much more interesting than they originally thought.

10. Finish strong and follow up. Always close with a final statement that makes it crystal clear that you are genuinely excited and interested in the opportunity, including why you’d be a great hire and fit for the job and organization. Clarify next steps and the timeline. Email a thank you note less than 24 hours after the interview while it is still fresh on your mind. Articulate your fit and why they should hire you specific to the interview conversations. Every interviewer expects a thank you note from each candidate, so no note is a sign of no interest and no professionalism. To really stand out, also send a neatly hand-written thank you note soon after the interview.

 

Andy Chan’s Top 10 Interview Tips for New College Graduates first appeared on The Huffington Post College Blog on June 14, 2013. 

6 Tips for Parents to Help Your Recent Graduate Get Hired

After graduation and the celebration that surrounds it, many recent graduates will begin or continue their job search during the summer. Often, their parents will play an important role in helping them navigate the path to their first jobs. To advise these parents, Mercy Eyadial, our Executive Director of Employer Relations, offers six tips so parents can best assist their recent graduates during this exciting, yet sometimes painful, process.

  1. Establish a game plan. If you are helping the student by way of financial support, or if your child is living in your home, lay out a schedule as to how long he or she will be supported, and decide how much money you’ll provide. In turn, the student must be expected to meet certain milestones, such as a specific amount of hours spent searching for jobs, number of contacts made or emails sent. “You must establish the expectations on the front-end, not months into their job search,” Eyadiel says.
  2. Set clear priorities. Eyadiel often sees families take the recent grad on a congratulatory family vacation after school lets out, encouraging the young person to spend more family time since they have moved back home. This sets an example of putting fun above the job search. “Don’t send mixed messages,” she says. “The job search is the priority. Make clear that they must find a job before they can play.”
  3. Share your network—carefully. Eyadiel suggests giving the student the contact information for three to five of your professional connections. Do not make the call on your child’s behalf, but instruct him or her on how to write an initial email. Also give advice on what to say in a meeting, and how to parlay an introduction into a conversation or job opportunity. Choose these contacts carefully. “The first person the student contacts should not be the CEO,” Eyadiel warns. “Have them start lower and practice. Let them build their confidence and work their way up to communicating with more senior people.” And don’t jeopardize your own Rolodex with these connections. After all, young professionals often make many mistakes.
  4. Elicit the help of a family friend or professional contact. Another adult can be useful as a secondary adviser. “I call them ‘adult fans,’” Eyadiel says. “They can take some pressure off the parent and offer another mature perspective.”
  5. Remember: You are not the one going through the job search process. This is not about your interests or goals. It is also not your responsibility to land the job for the student. “Parents often want to intervene too quickly and take the pain out of the process,” Eyadiel says. “But a job search is an inherently painful process. At the end of the day, the student is the one who has to interview and has to build their own professional identity.”
  6. Whatever you do, do not contact the recruiter or hiring manager. Never! “You actually harm the child by doing that,” Eyadiel says. “The employer will be so astonished that it is hard to give your kid serious consideration.”

Mercy Eyadiel’s 6 Tips for Parents on Helping Your Recent Graduate Get Hired first appeared on Retail Me Not on June 5. 

Graduates: Jump Start the Job Search Now

With graduation over, it’s time to commence life after college. For our seniors, this season is bittersweet. It is sad to be leaving friends and a place they have called home for four years, but the promise of a new future is exciting and energizing. While about half of the senior class already has plans in place for their future (which is consistent with past years), others are in the middle of their job searches or are just getting started. Not to worry, 95% of the class of 2012 who responded to our first destination survey were either employed or in graduate school by six months after graduation (which compares favorably to the national average of 59%. Source: NACE).

If your student is just beginning the job search process, share these tips so s/he can get a jump start on securing his or her first post-graduation opportunity:

  1. Don’t Compare. One big thing that can keep you from moving forward is worrying about how your situation compares to everyone else. Every person’s journey is unique and really cannot be compared to others. Focus on what you can do to keep moving forward at your own pace and time.
  2. Get Going. Just as no one wins the lottery without buying a ticket, you won’t get a job if you don’t start working on your search. The first mistake most make is to start applying for a multitude of jobs online (your odds of success are just like playing the lottery). The best first step is to develop real clarity about your work interests. Use the Job Search Strategies worksheet to organize your efforts.
  3. Clarify Your Interests. Do some research about the types of work (job functions & industries) that most interest you. Read Explore Careers on the OPCD website and other career sites. Write down what interests you and why, as well as what does not. Obtain feedback from adult fans who know you and a career counselor who knows these careers.
  4. Clean Up. Before you begin ‘selling yourself’ and applying for jobs, you have to get your act together. Clean up and tailor your resume, LinkedIn, Facebook and other social media channel pages. Refine and practice your elevator pitch to quickly describe yourself, your background, strengths and interests so that you’re ready when you make connections.
  5. Make Connections. Start with your Adult Fans: family, friends, Wake Forest faculty and staff, Wake Forest alumni and fellow students (and their parents), and even alumni, friends, teachers from your high school and home town. Use LinkedIn every day. Set a goal to conduct at least 5 informational interviews each week. Ask each person about their experience, perspective on the sector and career paths, and their advice on the hiring process and how you can become a viable candidate. Always ask for introductions to others.
  6. 80/20 rule. Spend 80% of your time meeting people who work in your areas of interest (a.k.a. informational interviewing and networking). Only spend 20% of your time applying to jobs online. Use the Internet to research jobs, organizations and people – to understand what they are looking for and the skills and terminology that you need to demonstrate and/or acquire. Apply for jobs after hours, not during prime meeting times.
  7. Translate your experience. Employers will be interested in you when you have the knowledge and skills that they are looking for (as described in the job description). Many students have the necessary skills, but don’t define it accurately on the resume or communicate it well in an interview. Find great resumes online, on LinkedIn or the OPCD website for examples in your field of interest that you can mimic.
  8. Be realistic. You may be interested in jobs that require knowledge and skills that you don’t currently have. Be realistic that these jobs may be in your future with more experience and/or schooling. Focus on interesting jobs that fit your capabilities now. You can work towards that other job with good planning and professional development.
  9. 100% Effort.  Your job search is your primary job. Now is the time to work on your career, especially if you need to earn income and the clock is ticking. Invest at least 6-8 hours each day on your job search: Meet contacts during the day. Perform research, apply for jobs, and reflect and follow up on your meetings after hours.
  10. Be patient. The average job search takes three months and will have its ups and downs. Employers consistently tell us that Wake Forest graduates have the work ethic, drive and skills to be successful in the workplace and you will be successful, too (95% of the class of 2012 was employed or in graduate school by November). You only need one person to say “Yes” for all of your efforts to pay off.
  11. Ask For Guidance. The biggest roadblock to success is our pride. Most don’t want to ask for help, but everyone enjoys helping others. So give it a try. Ask, “What questions should I be asking myself?”, “What would you do if you were in my situation?”, “What else do you think I should look into?” By asking, you will open the door to new ideas and options. And deeper relationships that may help you now or sometime in the future.

Leveraging LinkedIn

At Wake Forest, we are fortunate to have a very strong, supportive and connected alumni network. While the OPCD staff sometimes provides direct connections to alumni, we always teach our students how to make these connections on their own. With every student, we strive to fulfill the proverb, “If you feed a man a fish, he eats for a day. If you teach a man to fish, he eats for a lifetime.”

I asked one of our career counselors, Patrick Sullivan, to share his tips on how to tap into the Wake Forest network using LinkedIn, the network we have cultivated to include over 2,000 current Wake Forest students and over 18,000 alumni.

Clarify and broaden the “target contact” market.  When a recent graduate asked how to contact Wake Forest “alumni with architecture degrees”, Patrick asked the following questions to better understand what she was looking for and to broaden the potential market of target contacts who could be helpful to her.

  • Would she speak to Wake Forest alumni who are working architects (with or without a degree)?

  • Would she speak to Wake Forest alumni who are employed in architectural firms, regardless of role?

  • Who else might be helpful in providing her with useful information or connections to others in the architecture field?

As you can see, identifying contacts requires one to think like a detective. Work with your student to clarify the information she is seeking and brainstorm the largest possible ‘target contact’ market to pursue. This will play an important role in the way she searches for contacts and result in many more potential, and valuable, connections.

Create a great LinkedIn profile. We have found LinkedIn to be the most useful way to connect with, and ask questions of, Wake Forest alumni – there are over 4,000 in the Wake Forest Career Connectors group – a group we created specifically to provide guidance and connections for current students. If your student does not already have a LinkedIn profile, direct them to the OPCD website for specific suggestions on how to create a positive, professional LinkedIn profile.

Use LinkedIn Advanced Search. Here are three key tips to find Wake Forest alumni.  We’ll continue using the search for Architecture contacts in this example, but your student can apply the same approach to their area of interest.  Each of the searches will require your student to use Advanced Search mechanism at the top of the LinkedIn home page.

  • Tip #1 – Search using the School and Industry fields.
    Put “Wake Forest” in the School field and select “Architecture & Planning” from the Industries field.   This search returned more than 80 alumni working in the Architecture and Planning industry.

  • Tip #2 – Search using School and Title fields.
    Put “Wake Forest” in the School field and search for the term “Architect” in the Title field.  This search brought back a large number of results, including architects, but is made even more effective by adding the suggestions in Tactic #3.

  • Tactic #3 – Search using School and Keyword fields.
    Put “Wake Forest” in the School field and use the Keyword field to search for terms that are unique to that industry or profession.  In the case of Architecture, using the terms LEED or AIA would bring back relevant results.

Ask for advice, feedback, and suggestions.  Once your student has identified alumni of interest, encourage them to connect via LinkedIn, with the goal of conducting an “informational interview.”  Why should your student start by asking for an informational interview rather than for a job or internship?  Our experience indicates that alumni are often happy to provide information about their field, so taking the informational interview approach is likely to “open the door”.  Asking for a job or internship runs the risk of having the door close as the alumnus your student is targeting may not be in a position to hire, and the may reply with a simple “Sorry I can’t help you” or give no answer at all. Remind your student to highlight the Wake Forest affiliation and make it clear to the contact that their goal is to gather information and ask questions. Here are more specific suggestions on how to best approach and conduct informational interviews.

Plug into multiple networks.  Finally, while we strongly encourage our students to utilize the Wake Forest alumni network, it’s important to recognize that most students have access to other networks – friends and family, high school classmates and teachers, athletic teams and coaches, and many other affinity groups. Brainstorm with your student to think about all of the networks they could plug into (including your own) and help them identify specific targets to connect with.

Whether your student is conducting informational interviews, seeking contacts in a specific organization, or wanting to learn about career paths that may be of interest to them, encourage your student to think broadly and to fully leverage LinkedIn.

 

No Internship? Tips to Make the Most of Your Summer

Most students eagerly anticipate the summertime – warm, sunny days, relaxing by the pool or beach, and catching up with friends from home. But summer is a critical time for learning about the world of work, exploring possible career fields and building marketable professional skills. Some students will accomplish these things through internships, but there are many ways your student can do the same even if s/he has other plans this summer. Share these tips with your student so that s/he can make the most of the summer – and begin building the foundation for future college-to-career success.

  1. Volunteer. Identify organizations (for profit or non-profit) that you find of interest and inquire if they could use any help this summer. Suggest projects that you’d like to work on and can help you develop knowledge and skills in areas that interest you. Your initial good work could lead to additional projects, helpful connections and possibly even a small bonus at the end of the summer.
  2. Take on extra responsibilities. You may see your summer job as just a way to make a few bucks or possibly something that you have little interest of doing in the future. Explore the possibility of doing more than what you are hired to do. For example, if you are a waiter, lifeguard, or camp counselor, ask if you can help with the social media account or office operations or managing and training others. If the organization does not have social media presence, volunteer to create and run the account in addition to your other responsibilities.
  3. Take free classes. With a little digging, you can find free classes – either online or in your community – in which you can learn marketable skills or knowledge that will help you be more competitive in your future internship or job searches. Learning Excel, Powerpoint, Presi, Access, basic finance and budgeting or how to sell, market or negotiate will set you apart from others and increase your capabilities and self-confidence.
  4. Conduct informational interviews. Dedicate time this to learning about interesting jobs and careers and building your professional network. Beginning with your “Adult Fans” of family and friends, conduct informational interviews to receive insights, feedback and advice on careers and jobs that interest you. See the OPCD Informational Interviewing page for a list of good questions, an elevator speech worksheet, and a networking tracking tool, as well as what you must know before you enter each conversation.
  5. Job Shadow. Learn more about a particular organization, job or career field, by ‘job shadowing’. It’s a very easy and helpful way to understand what it’s really like and to get answers that are otherwise somewhat difficult to obtain. Ask a family member or family friend for an introduction to one of their friends who works in your area of interest and then ask to spend a half day or day shadowing her. Ask if she could arrange for you to talk with a few colleagues while you are there so you can learn as much as possible.

Save the Date – NYC Connects with Wake Forest!

New York City is always one of the most popular destinations for Wake Forest graduates. In fact 90 students of the class of 2012 (12% of those answering our survey), landed in New York for their first job out of college.

nyc

To help our students and recent graduates who want to live and work in New York, Wake Forest is hosting a networking event called Wake Forest Connects – NYC on June 5th from 6:00–9:00 PM at The Westin New York Grand Central hotel. This event is designed to facilitate connections between undergrad and graduate students, alumni, parents and friends who live and work in the New York area.

The event will kick-off with an industry panel who will share advice, tips and strategies for effective networking. The panel will consist of five Wake Forest alumni working in media/entertainment, finance, public relations, and fashion.

Alumni Panel:

  • Dave Hanson, ’05: Managing Partner, Hanson Wells Partners

  • Sheereen Miller-Russell,’00 Vice President, Ad Sales at Viacom Media Networks (MTV and VH1)

  • Laura Mills, ’05: Account Supervisor at Ogilvy Public Relations Worldwide

  • Caroline Naughton, ’11: Network and Digital Sales Assistant, Disney ABC Television Group

  • Pam Shively, ’08: Senior Account Executive at Foley + Corinna (Apparel & Fashion)

Following the panel discussion, students will have an opportunity to participate in structured networking in small groups of 8-10 with professionals representing a broader set of careers and industries. The evening will end with an open reception for all participants at the LCL: Bar and Kitchen , located in The Westin New York Grand Central.

Parents, if your student has a summer job in NYC this summer, encourage him or her to attend this event. Your student will receive valuable advice and connections that could help in securing a full-time job in NY. If you are interested in attending the event as an experienced networking connection, please contact Lori Sykes at .

Register here: https://secure.www.wfu.edu/alumni/clubs/?club=NY-NYC