Dayna Steele and her stepson who recently graduated from college with two major internships under his belt, debt free with savings and has started a career in Oil & Gas Land Management.

Four weeks with your friends and family were fun but now it is time to get back to the work at hand – securing your future so that one day (in the very near future), you can live the life you want to live.

Here are five things you can do right NOW to help secure your desired future:

• Request a meeting with each of your instructors NOW, even those for basic subjects that have nothing to do with what you want to do for a living. Ask about their success – where they went to school, what they studied, what mistakes they learned from, what did they learn and what’s the one piece of advice they would give you. Not only will you find out something interesting you may have never known about this person, you will also have made a positive impact on this person with your initiative – which can only help at grade time.

• The first of the year is famous for lists in the media. Search something like “top jobs this decade” or “top professions for college graduates.” You get the idea. Take the time to see what the Internet crystal ball says about your future. You may discover there is a field you never considered. Or you may find out the field you have chosen is predicted to no longer exist or be the lowest paying on the charts. Don’t be surprised when you graduate, do the research NOW.

• Start looking for a summer internship NOW. Did I make that clear? Now. As in NOW. Find one, paid or not, in the field you think you want to work in. There is nothing like real experience with real people in a real job setting to discover your passion. It also looks great on a resume, the more experience you have, the higher up you go in the consideration. It is also a good way to discover you can’t stand your chosen profession. Do it now, don’t wait until it is the thing you end up doing the rest of your life and hating.

• Start the habit of giving back to your community. Find something to volunteer for NOW and find something that feels good to you and you genuinely support. Just doing it to make you look good on a resume will always back fire. Karma baby!

• Look in the mirror. Are you overweight? Are you unhealthy? Is your hygiene a mess? Are your finances already a disaster? Fix it all NOW. Start eating right, exercising, taking care of yourself and stop spending money you don’t have. If you do these things now, you’ll be 95% ahead of everyone else when you graduate.

Do you want money in the bank? Do you want to make a living at something you love? Do you want to have the time and finances to play and travel as well? Do you want to live in the style you desire?

If you answered yes to any or all of those questions, remember, it is simple: it is all in your hands. And, there is no time like NOW to get started.

A little break from the student/professor dynamic and into a little communication strategy! This is a favorite lesson/discussion from my Interpersonal class. Useful for in college and out!

I have a confession to make.

I’m a worrier.

At times, when I tell others about what is worrying me, depending on what I’m sharing, the well-intentioned response is:

-“You shouldn’t feel that way”

or

-“You shouldn’t be concerned about that.”

The tone around the phrase is not condescending, but rather a supportive “There, there now…”

Can you guess what happens when someone tells me how I should feel?

White smoke bursts from the ground, swirls around me, and when it clears, I magically feel better (think close-to-end scene from Beauty and the Beast when Beast floats up in the air and becomes the requisite Prince).

So, I’m totally kidding about the smoke…

…and about magically feeling better.

Truth is, hearing how I should feel, regardless of how kindly spoken, negates how I do feel.

In, essence, I’ve just been “should on.”

I don’t like it when other people “should on” me!

(Wonderful readers, can I digress for one moment and ask you to just say that real quick? “Don’t should on me!” It feels sooooo good! Like you’re saying a bad word, but you’re not really saying a bad word… Okay. I’m done now.)

In my Interpersonal Communication and Intro to Communication classes, my students and I discuss the “fallacy of should” every term. Aside from students loving the fun “sounds-like-a-bad-word-but-isn’t” statement, we discuss the underlying messages that a “receiver” could take away from a phrase that includes “should”… (and remember, this is after the “sender” probably shared a feeling or concern that they have, so the person is already vulnerable):

• My feelings don’t matter
• My feelings are not valid
• My feelings are ridiculous
• I am being judged
• My communication partner isn’t interested in delving deeper to find out my true feelings
• (Anyone have any others? Please comment!)

I confess that there are times I’m tempted to “should on” others, too.

Like a fine chocolate, “You should…” rolls around the tongue so smoothly! I am usually well-intentioned when I have these “near-shoulds” because I am truly incredulous that another person feels a particular way.

Case in point: Sometimes, students are worried about extra credit when they clearly don’t need it.

I have to catch myself from saying, “You shouldn’t worry about your grade. You’re doing fine!”

Another example: When students are scared to give a second speech, yet their first speech was absolutely amazing.

My temptation? To say, “You shouldn’t be concerned about that. Look at how well your last speech went.”

But I know that these statements are not productive and not confirming or supportive of what the student actually feels.

So what’s the communication lesson here?

When a person tells you something that is bothering/concerning/worrying them, deal with what the person’s feelings are, not what you believe they should be.

Ask open-ended questions:

• “Why do you feel that way?”
• “What’s making you/leading you to feel that way?”
• “How can I help you feel better?”
• “Is there a way that I can help?”

Allow me to apply a “do-over” to the statements above:

Student A: Wants extra credit, but they are doing fine.

Me: “What is it about your grade that is concerning you?” or “Is there an upcoming assignment that you’re worried about? Let’s talk about how to maximize your points there.”

Student B: Worried about second speech, aced the first speech.

Me: “Can you tell me why you’re concerned? Are you worried about finding credible sources? Was there something about your delivery you want to change?” or, simply, “You did beautifully on the last speech. I have no doubt that if you repeat the process, you’re going to do beautifully once again. I’m glad to listen if you have some specific concerns or if there are ways that I can help.”

Once your communication partner shares their real feelings, listen to them and respond to what they are saying. You can continue to ask questions, if you feel it is appropriate. Don’t sneak in a “should” later in the conversation, though. It will have the same negative effect and possibly shut the person down from saying more.

By now you may be thinking, “I don’t should on others, but, boy, do they ‘should on’ me! What do I do?”

Tell the person straight out, “I appreciate your confidence in me. This situation is really bothering me, though, and I be glad to hear some advice.” You can also ask the person if they will simply listen so you can vent.

Or, if the person sounds negative about your concern, you can say:

“I’m already judging myself all over the place about these feelings. I realize you are trying to help make me feel better. I’d be open to some actual suggestions or even to you just listening.”

Remember, you can’t get your needs met from a communication partner if you don’t assert those needs specifically and directly. People can’t read our minds! Of course, some people don’t have the capacity to refrain from judgment and will always “should” on you. You learn quickly that those are not your “go to” people when you have a problem.

One other quick note: Make sure the tone of what you do say matches your sincere, open-ended questions. If your inflection sounds negative, the person won’t hear what you’re actually saying–they’ll take away those negative feelings of “should” because that’s the message your tone is sending.

Give this communication strategy a try, whether you are a habitual “should-er” or are the recipient of same. I’d love it if you’d comment and report back on how it went! (No disclosure of the actual situation necessary!).

It’s just not nice to “should on” others or to have others “should on” us.

(I had to get it in one last time. Seriously… say it just for fun. There is quite a satisfaction there!).

When the TD Bank building was occupied in November, signs like these appeared immediately in the windows

Higher Education in America is in crisis. The professors see it, the administrators see it, and most of all, the students see it. One of the most compelling and tangible demands of the Occupy Movement is the plight of the American collegiate. The ever rising cost of tuition combined with the seemingly diminishing value of a University degree give students license to be angry and scared. When their post-college life has many more loan payments than job offers, that fear only grows.

It’s easy to see then, why students are protesting for loan forgiveness and transparency. If being crippled by student loans is a necessity, students want to be sure they are getting guarantee of a better job and a better life that universities advertise. If not, then they want the price lowered. The Occupation of the New School building I’ve written about several times in this series provides a case study to explore how college students protested for these changes and why their results fell short of their hopes.

In a pair of memos that President Van Zandt released to the New School, it was learned that he and his staff met with members of the community—including the students occupying the study space above the TD Bank—just before Thanksgiving. After the meeting, the group met for a general assembly to vote on Van Zandt’s proposal to move to a new building.

Press weren’t allowed to cover the assembly, or any of the groups meetings, after a Wall Street Journal reporter had infiltrated pretending to be a student. I was barred access, directed to fake websites, made promises of interviews never delivered, and generally received coldly by the students at the general assembly. Or should I say, some of the students. It was only a small faction of the occupation at 90 5th Avenue, but the smaller group appeared to have much of the rhetorical power.

This faction was anti-administration, anti-press, and in some cases, considered dangerous. Graffiti began showing up on the walls, and fire code violations resulted in the New School paying fines. According to Inside Higher Ed, the school costs reached $25,000 before the Occupation ended. When cost increases are the problem everyone is trying to solve, that is money that could certainly be better spent.

“Far more than two-thirds” of the occupation elected to take President Van Zandt’s offer to occupy a different space, well above the assembly’s agreed upon tipping point of two-thirds. The remaining students—largely the antagonistic faction—refused to leave. They set up barricades, and when the police threatened to evict them, they vowed to fight to the end. Their blog read: “Attack us if you Dare” and detailed their anger at the police and administration. Their final post on November 25th read as follows:

“New School administration, despite their mealy-mouthed lip service to the movement, has decided to side with the banks, landlords, millionaire university trustees, and whining conservative students who are all clamoring for this break in the miserable daily routine to end…We challenge the NYPD to attempt to gain entry into a space that has proudly denied the pigs, the media and the press access to it during its week-long existence…Offense, rage and most importantly the foundations of life itself will never be extinguished.”

Inflammatory statements like this one characterized the brief occupation.

Then the same night their inflammatory posting went up on their blog, the students had disappeared without a trace, much to the shock of the New School Administration. Thankfully, the Occupation ended without violence, arrests, or much destruction. That said, it also ended without a serious conversation about tuition and loans.

There is something to learn from the failed All-City Student Occupation. In a system that most recognize as in need of an overhaul, animosity is not the answer. From administrators to students—nobody likes a tuition increase. If real change—a loan forgiveness program or lower tuition—is going to happen, a collaborative approach is necessary.

On a college campus, the students are the clients. They fund the school and reap the benefits. If they want to see a change, protesting and occupying while railing against the administration and financial powers that be won’t change anything. That’s because a University or College has a lot more going on than teaching and learning.

Groundskeeping, safety concerns, and housing all cost Universities a fortune, and at least at the University of Richmond where I spent my freshman year, hundreds of thousands of dollars are spent each year fixing things students break.

In order to create a conducive environment for learning, Administrators have a lot to organize, professors have a lot to plan and grade, the financial office has a lot to fund, and the staff has to make everything a functioning organization. Those four groups all have different needs, and their wishes must all be factored in to any major systemic change on a college campus.

For real change to happen, the students need to bring those four groups together in an amicable, productive working environment. They have to listen to each other, make sacrifices, and only then can they begin to solve the many crises of higher education.

One out of four of the college students reading this post has a sexually transmitted disease – which pretty much means there’s a good chance you could catch one on your next date! I know that sounds shocking, but as they say… “you can’t make this stuff up!”

OnlineColleges.net recently shared with me this educational infographic they’ve just released, taking a closer look at Sexually Transmitted Diseases (STDs) on College Campuses. They’re not making this stuff up!

The statistics are interesting, but the really important part is on transmission and prevention. Read on and here’s hoping you don’t become that one in four.  I can only hope but you can do something about it. I’ll steal a phrase from Smokey the Bear and say, “Only YOU can prevent STDs!”

PEACE.

Source: Online Colleges Blog

It could be right in the middle of a 4-hour study marathon… It could be after a long week of campus activities… or even just after a long day of classes. Suddenly – or even not so suddenly – you are drained and all you can think of is finding a place to nap. From out of nowhere it all catches up to you. The worse thing is, you can’t afford to stop right now. WRONG! This is the very time for you to stop – just for a few minutes and do this quick exercise for balancing college stress to get your energy back in a flash.

STEP 1 – Notice it. That’s right. Don’t try to ignore it. Put your full attention on the fact that you just hit an energy barrier. If you are reading and feel like you’re about to fall asleep acknowledge it so you can address it.

STEP 2 –  Relax, sit up straight and breath normally. No slumping and no shallow breathing. These are two things that our bodies normally resort to when they are fatigued.

STEP 3 – Gently tap the middle of your sternum. Do this with your middle and index fingers five to seven times at about two taps per second. Repeat it three times with a few normal breaths in between.

As simple as it seems, this tapping on the center of your chest right where your heart is that will wake up your body’s energy centers. It takes awareness off of the tired feeling and places your awareness in the center of your body. The has the affect of energizing you.

You’ll find that if you start incorporating small stress-balancing practices like this into your daily routine while in college the effect will be cumulative. As you move further into your future you’ll also be more prepared for the stresses life throws at all of us.

♥ Take Care of Yourself,
Felicia
“Living a Growth in Motion™ lifestyle!”

I recently attended a job fair in Washington, DC where I had a chance to talk to quite a few of the 20 recruiters representing job categories ranging from the military to high-tech to higher education to auto dealerships looking for salespeople. Just as a side-note, I was surprised at the number and variety of positions available with national and regional whole foods markets. Everything from meat cutters ($20/hr) up through all levels of management.

I wasn’t there to get one of these jobs – I was there asking questions. Why? Because you’ve been  job-hunting for the past eight months to no avail. You’ve been told to join the networking groups – and you have. You were told to do an internship – and you did. You were told to go to the job fairs – and you did. As a matter of fact you’ve been to six of them and not even one callback! Why?!?

To get an answer I talked to a number of the recruiters and they were more than pleased to give me a piece of their minds! This is what they told me they look for and what attracts them to a potential candidate.

• A SMILE and a positive attitude!
• Communication skills.
• Personality and the ability to connect with them
• Presentation – are they dressed to the right standard
• Willingness to learn
• They are memorable
• They are prepared
• Know where they are going and what they can offer my company

What struck me with this list is that it’s all what are called soft skills… there’s not even a place for most of this on your resume. So the next time you present yourself to a potential employer at a job fair, remember that your resume extends far beyond that fine piece of parchment it’s printed on.

The Employment Lady

The young female farmers of the NYFC led the march that consisted of a mix of twenty-something’s, and aging boomers from the Hudson Valley region.

CampusTalkBlogger Dayna Steele argued in an previous post that the best ways to see change is to be change. Her idea is that it’s not the streets you should be occupying, but the stores and restaurants. Buying local keeps jobs in the area and promotes small business—arguably the savior of American capitalism, if it is to have one—and the first place to start is on your plate, according to the National Youth Farmers’ Coalition (NYFC).

The NYFC led a ‘Farmer’s March’ from just east of New York’s Union Square, through a desolate community garden, and down to Zuccotti park. They protested the use of genetic engineering on foods, the destruction of plant diversity thanks to ‘branding’ a specific color of vegetable, and the corporate owned farms that harm animals and provide substandard food quality and health value.

Their argument in alignment with Occupy Wall Street makes itself: If you want to hurt big business, help small business. They held signs like ‘Know your local farmer’ to encourage everyone to discover where their food comes from before eating. They have a point there. Do you know your food comes from? I don’t. More importantly though, why should I?

The question itself is misleading because it is really imploring you to ask something else: ‘where is my money going?’ If you are shopping at Wal-Mart, Target, Waldbaum’s, Stop & Shop, Giant, Kroger, Food Lion, or any other major food chain, you are directly moving money out of your community. They have a good model though: convenience, visual familiarity of food and layout, and insanely good prices. A local farm could never compete with the uniform look of apples and tomatoes, the prices at Wal-Mart, or homogenized locations nationwide, but making the switch might just be worth it.

The health benefits of supporting local industry would take a whole other article.

If you buy at farmers markets, local meat companies, and through Community Supported Agriculture, you know your food is fresh and you know your money is supporting your own community. If there is one thing the ‘1%’ really hate, it’s losing money, so if people were to switch their food providers, it would force the major companies to pay attention. In the meantime, you’re putting money in the pocket of a local small business owner who will spend it in your community, maybe even at your small business.

As I understand the NFSA’s argument, you can help to fix income inequality yourself by supporting small business whenever you can. It sounds pretty logical to me. What might be surprising though is who is making this argument. College educated students are turning away from the office in droves and setting up farms.

At first it might seem surprising to find young, degree-bearing intellectuals weeding and planting, but a deeper look reveals something most jobs today are lacking: autonomy. In starting a farm, young people provide for themselves and work for themselves. They provide a valuable service to communities with strains of food not sold in grocery stores, and get more out of it all than they would working in an office to make money for their boss’ boss’ boss. The same bosses that shoppers at big businesses support when they buy from them.

So the connection between occupying America and feeding America seems pretty clear, and the protesters message extends from food to consumer goods and services. It would be great if the CEO’s would give you a meeting in their office, but since they won’t, the best way you have to affect income inequality to change your habits and stop handing them your wallets.

A violinist, harmonica player, drummers, and a man with a tuba kept the march moving musically.

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Chris Collins speaking at Eisenhower H.S., Houston, TX

Flava Flav (before reality TV got a hold to him) was in a group called Public Enemy. In one of their hit songs, he belted, “don’t believe the hype!” Unfortunately, some of us didn’t listen. Some of us still fall for the Oke-doke and believe the lies about leadership. And not just any lie, but the biggest lie “THEY” ever told about leadership. When I facilitate leadership retreats at different schools, the same question always rears its ugly head and is typically followed by similar if not identical answers. It goes a little something like this:

Student Leader A: What type of person makes the best leader?

Student Leader B: The best leaders are type A personalities, outspoken, public speakers, you know the Zack Morris kid. They are just natural born leaders.

Me: DON’T BELIEVE THE HYPE!! The best leaders are type A personalities or that people are natural born leaders. These are the BIGGEST LEADERSHIP LIES ever told!!

Take a moment to think about your ideal leader and you might notice that your image is not far from the above student’s image. It’s because of the image of leadership portrayed in media, from cartoons and comic books to movies and autobiographies. Leadership is normally portrayed as a handsome white male, with muscular features, great speaking ability, and generally loved by all. Even though these characters don’t wear t-shirts that say leader, it’s obvious they’re in charge.

They say art imitates life, well sometimes it’s the other way around. Because most of society has become comfortable with this image of leadership, we tend to look toward and vote for people that closely line up with this universal ideal of leadership. It’s no different on our college campuses and sometimes we get it right – we elect leaders with a passion and ability to get the job done. But DON’T BELIEVE THE HYPE!!

There is no one type of person that makes for a better leader, unless you want to call accountability a personality trait. There is no such thing as a natural born leader. We are born with a few abilities and I’m sorry but leadership is not one of them. Our experiences and conditions shape who we are as people and as leaders.

“We are the sum of our reactions to life challenges.”
(that needs to be in somebody’s fortune cookie)

Just because you are not the most outgoing or outspoken person in a group, doesn’t mean you are not best suited to lead. The qualifications of leadership differ from group to group, but there are some traits great leaders have in common. Here are a few in no particular order.

• Passion – not the outwardly showing ‘let me give you a rah-rah speech’ kind either, but the intrinsic motivation that fuels your drive.
• Accountability – most leaders make the most of their ability and the abilities of those around them. They hold themselves responsible for striving towards excellence and make it easy for others to do the same.
• Vision – the ability to look at the present with the future in mind. Great leaders are able to forecast where their organization needs to go and just like your favorite meteorologist they make it plain so you can adjust accordingly.
• Thick-Skinned – great leaders welcome criticism, both constructive and destructive, they take it and roll with it. They sift through it and find the things that can help them and their group and move on. It’s not easy taking on a leadership role and you will never please everyone. If you take every negative about you to heart you’ll be in trouble.

The list of attributes for a great leader is a mile long and being outgoing or outspoken certainly makes the list, but they are nowhere near the top.

Leadership is not an adjective. It’s not something that describes who you are. Leadership is a verb, it describes what you do.

The next time you think you are too quiet to lead, or too young or any other limiting thought……DON’T BELIEVE THE HYPE!!

Many college success guides and blogs include this advice: “Get your professor to notice you.” (I’ve also seen this variation: “Get your professor to like you.”).

From a student perspective, getting a prof to notice and like you sounds like a good thing, doesn’t it? If a prof “notices you”, maybe you’ll get better grades, or the class will be easier. If the prof “likes you”, maybe you can turn in work late or you can be absent more, right?

With those benefits that will likely not happen (sorry to disappoint!), should you take the advice that you read on becoming noticed or liked by your professor? I say that some of it could use a reframe… a tweak, if you will. I’ll explain as I discuss three tips I’ve come across:

Tip #1: Sit in the front row.

I have seen this one more than any others. I struggle with it. Why?

Because history tells me that my most incredibly engaged, contributing students can–believe it or not–sit anywhere in the room, including the very back! And guess what? I “notice” students with their hands raised and their enthusiastic/thoughtful participation in activities and discussion, regardless of their location. I don’t even need a GPS to find them!

Likewise, I’ve seen some students in the front row:

• fail to make regular eye contact
• text
• doodle
• study for other classes

See what I can see in the front row?

Now, granted, I don’t teach 300-student lecture classes. However, even if I did, I find it hard to believe that professors give preferential treatment or more favorable grades to students simply because they recognize them as the front row crew. Also, what if your prof walks around the classroom a lot? Then, that front row is ever-changing, isn’t it?

I totally get that some students in the front row are there because they pay closer attention and they want their profs to see them paying close attention. Other students think about participation points and how it will be easier to receive them in the front row. If your prof has a participation policy, then the onus is on your prof to know who you are and to track your interactions.

The magic isn’t in your seat position; the magic is in you doing what is required to earn those points.

Bottom line? If you love to sit at the head of the class or prefer it for personal or practical reasons, then pitch your tent and stake your claim. But, rest assured that the prof seeing your face isn’t what will get you better grades. Being an active in-class participant will.

Tip #2: Get to know your prof’s interests, even take a jog with him/her on the track. They might become a good friend.

I have seen the term “friend” and “professor” used in tandem too many times for my comfort. This concerns me on two levels: First, the question of whether students and professors should be friends, and second, the idea that befriending the prof and aligning your interests with theirs will grant you better grades.

I believe (and practice in my own career) that there are and should be some personal boundaries between students and professors, and I believe those boundaries stand to greatly benefit students while the professional relationship is in place.

I’m not saying your professor can’t get to know about you on a less-superficial level, and even in some aspects on a deeper level, such as your career aspirations, your concerns about college, as a whole, other professors, your interest in their teaching area, etc.

By all means, if you are having a personal struggle that threatens your classwork, you may choose to share that with your professor. For me, if a student discloses that they are having a major crisis outside of class, I don’t necessarily need details about the issue, but I can help with the in-class ramifications. Likewise, I can guide the student to free counseling services on campus, which, sadly, so few who I have referred actually knew about, but were incredibly thankful once they did!

If you perceive that befriending your professor will improve your grades because you each know each other on a different level, ethically, that should never be the case. In fact, while you look at your professor as a mentor, it is often far, far easier to take their constructive criticism and feedback when you believe that is his/her job.

When your prof is suddenly your jogging buddy, the lines of what their job should be can feel blurry and uncomfortable. Even worse is when you’ve suddenly formed an interest in jogging for the sole (no pun intended!) reason of befriending your prof.

You have all the time in the world after your class to get to know your professor on a different level–if that is agreeable to and comfortable for both of you. But while you’re in class? Let that person be your mentor, your guide, your teacher. Be a professional just like you would in any other work-related setting.

Tip #3: Send your professor an e-mail, even if you don’t know what to say.

Keeping the lines of communication open with your prof is a key recommendation, and I believe that can start even before you enter your first class. The introductory e-mail can make you more comfortable about starting, and provides a springboard for the face-to-face introduction i.e., “I’m the student who e-mailed you.”

However, don’t force a conversation or ask a question just because you think e-mailing your prof is going to get them to remember you or like you. Professors–most people, really–have a sixth sense about when someone is cozying up just to get on their good side. You don’t want to be “noticed” for the wrong reason, like being insincere.

If you want to connect with your prof before your class or after your first class, do it genuinely. You can say one of the following:

• “My name is Ellen Bremen. I wanted to just say hello and tell you I’m looking forward to your class.”
• “I wonder if you have a syllabus I can take a look at before class. I don’t mind if it is one from last term.”
• “I am wondering if you have a policy about early review of work? Are you willing to look at drafts? When should I turn that in?” (this information could be on the syllabus, but definitely ask if it isn’t).
• “I have a concern about this class. What are your office hours so I can come discuss it with you?”
• “I was looking at the content/syllabus/schedule and I have a specific question about _________.”

These are all legitimate questions and, sure, you may earn your professor’s early respect for being proactive. But if you don’t send the e-mail, this does not mean you will not have a good working relationship with your professor.

Remember, while you are in class, your relationship with your professor is business. You don’t need to be “noticed” to get strong grades.

Be engaged.

Be respectful.

Be proactive.

Be diligent and dedicated to excellence in your class work.

And remember, you can do all of these things and sit wherever you feel most comfortable.

NOTE FROM the CampusTalkBlogitor: This post by CampusTalkBlogger Dayna Steele originally appeared at FastCompany.com under the title “How Occupy Wall Street Protestors Could Hit The 1% Where It Actually Hurts.” Shortly after it ran I got a DM from Dayna on Twitter… “Already getting Occupy hate mail!” My only thought was, “It couldn’t have been from anyone who really wanted to make a difference.”

We reprint Dayna’s words here as advice that college students, recent grads and anyone else participating on the Occupy Movement should hear… and act upon. Not to overuse a worn phrase, but… “If you keep doin’ whatcha always done. Ya gonna keep gettin’ whatcha always got!” But that’s just one man’s opinion.

PEACE. Rick

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Which of these are you most likely to do to hit ‘The 1%’ where it hurts?

We live in the greatest country in the world, and Occupy Wall Street protestors are participating in one of our finest freedoms, the freedom of speech. I fully support their right to do that.

But I’d like to offer a little unsolicited advice to the protesters currently holding their ground in New York’s Zuccotti Park and elsewhere around the nation: Take all of this energy, time, and people power, and harness it to use in a way that WILL make a difference.

You need to hit the 1% where it hurts the most–their bank accounts. That will get their attention, especially if you are relentless in your efforts. Pooping in the park is not going to get anything done. Instead, deliver pizzas, babysit, get a job doing anything you can, and then use your money in the following ways:

• Eat at locally owned restaurants, not at big chains.
• Shop at locally owned grocery stores or farmers’ markets, not at big chains.
• Stay out of Walmart, Target, and other big box stores. Pay a little extra and shop at your local mom and pop store.
• Only buy what you can afford and quit running up credit card debt. Bankers live off of your interest.
• Move your bank account, no matter the size, to a local bank or credit union.
• Carpool, drive a hybrid, walk, ride your bike–anything you can do to that cuts back your gas consumption.

You get the idea. If you get your fellow protestors to participate in these monetary ways, your ranks will grow and you WILL make that difference. A huge difference.

Be smart, and use your super powers for good, not evil.

A masked protester asks a poignant question.

In the wake of the Super-Committee’s supreme failure to reduce the $15 trillion debt problem facing our country, a small group of students are trying to tackle the $1 trillion debt problem facing their generation.

That’s the nearly $1 trillion in student debt nationwide that young people are carrying after graduating college or graduate school—more than all US credit card debt combined.

The All-City Student Assembly renamed itself the All-City Student Occupation after they ‘Occupied’ a study space above a TD Bank near Union Square (NYC). After a one week occupation, the group has split into a radical “Attack us if you dare” anti-press and anti-administration sect who refuse to leave, and a larger group now occupying Kellen Auditorium as an alternative suggested by President Van Zandt. Before splintering, the group managed to present its action plan.

In the wake of rising debt and tuition, All-City Student Occupation unveiled the ‘Occupy Student Debt Campaign’ which encourages debtors to pledge to default on their loans when one million students sign the pledge. So far, just over 1000 have signed on to commit to the planks of the pledge:

• We believe the federal government should cover the cost of tuition at public colleges and universities.
• We believe that any student loan should be interest-free.
• We believe that private and for-profit colleges and universities, which are largely financed through student debt, should open their books.
• We believe that the current student debt load should be written off.

These placards illustrate two of the planks: “End tuition hikes now!” and “No more student debt!”

For many students, these issues are very personal. My sister is thirty-eight, and still paying back her student loans despite working hard since graduation. By the time I graduate college, I’ll have $20,000 in loans of my own to wrangle with. If we intentionally default though, the problem is that somebody is going to pay for it, and that somebody is all of us.

If the $1 trillion debt currently held by American students was footed by the federal government, the water we are in nationally would just get hotter, by 1 trillion degrees. The OSDC doesn’t specify who should pay, but loan forgiveness appears at best to shift the debt from the students to the taxpayers at large.

Here’s the bigger problem if you ask me. If tuition was not so high, we wouldn’t need so many loans, but tuition is as high as it is for a reason. From a year in Public Relations at the University of Richmond—a private school—I learned that the actual cost per student runs above $70,000. That’s because of all the benefits: buffet meals most hours of the day, university funded clubs and activities, and scholarships from athletic to merit based. Not to mention schools using $5.3 billion in financial aid as a carrot to attract well off students who don’t need it.

That $5.3 billion in financial aid could be used for students who really need it.

In order to really lower tuition, a student simply demanding out of his contract and asking the taxpayers to cover the cost is not going to cut it. The students themselves need to be willing to make sacrifices.

On the other hand, relieving student debt would give the millions in-over-their-head a new lease on life. They could finally start that small business or not-for-profit they’ve always wanted to, and help rebuild our ailing economy with entrepreneurship. They could take the innovative ideas we need and turn them into realities.

The economists and education professionals of the blogosphere have debated this for years and it is clear the Occupy Student Debt Campaign does not have the perfect solution, but they’ve brought the conversation to the forefront of American thought.

That’s where the rest of us come in. We have to talk, plan, and act on the solution that will work, even if we aren’t sure what the answers are yet. Whether you agree or disagree with my analysis, let’s keep it going right now:

• Should student debt be relieved? What happens with nearly $1 trillion in debt?
• Are students willing to make sacrifices to lower tuition costs? Should they be? What would they be?
• What can students provide in return for forgiveness of student debt? Would an expanded, imaginative national service program like the Peace Corps solve the problem? What would it look like?

If you’re feeling lost, explore the action then join the discussion!

• House Resolution 365 to Forgive all student loans
• Signon petition with 650,000 plus signatures supporting HRes 365
• Occupy Student Debt Campaign

Campus Talk Blog recently created a survey from the blog post “Are You One of the Unemployable Generation?” The original blog post was inspired by a CNN story on those in the 16-24 age bracket, calling them the “unemployable generation.”

What I learned from the story and from talking to people of all ages, is that many of this so-called “unemployable generation” aren’t doing what it takes to find a job, get their foot in the door and then prove their worth. Many believe they should walk right into their ‘dream’ job, in the industry they desire, at the company they desire, all at an outrageous starting salary.

However, what I learned from the blog post survey is that most are trying one or two things to find a job but not a combination of things that usually spell success for any one*:

• I am reading the headlines and watching the news to stay informed. 8%
• I am networking and forming relationships with alumni in my career field. 12%
• I am building my resume by working or interning in my career field. 13%
• ALL of the above. 8%
• NONE of the above. I AM one of the “Unemployable Generation!” 1%

Good for you if you answered “All of the above.” You will be one of those who ‘gets it’ and will probably always find a way to get your foot in the door where you want to work. Then it’s up to you to prove your worth with the quality of your work and your work ethic as well as your contributions to the company to help it grow over time.

If you answered ‘yes’ to just one of the actions, you will probably eventually fall into a position somewhere. There’s an old saying ‘even a blind squirrel occasionally gets a nut.’

If you are part of the ‘NONE of the above,’ I really wouldn’t want you at my company. Ever. And if you do find a job, it will be interesting to see if you can keep it.

Remember, in any relationship, business or personal, it’s what you give not what you take. You have to give people a reason to want YOU.

Our survey is still open. Add your statistics to the ones above. Add your voice to a generation.

TAKE THE SURVEY HERE

Read the original blog post:
“Are You One of the Unemployable Generation?”

* Results at time of publication. Click here to see current survey results

Whether this is your first resume or the first one you’ll get right, there are a few things that SHOULD NOT go on your resume. These items may seem obvious to some, but I’ve seen the mistakes made too many times to discount anything.

From college students as well as professionals, I’ve seen too many resume’s that resemble some Facebook pages… they are sharing waaaay too much personal information! I guess on a Facebook page it’s a matter of opinion but on a resume personal information is a no-no. If you want your resume to be cutting-edge in today’s cut-throat job market – you might strive to make it personal, but not to share personal information. Never include details such as your birth date, social security number, driver’s license number, etc. Some of this information may be needed later in an interview or hiring process, but it shouldn’t be included on your resume.

You also shouldn’t include any personal information such as your marital status, number of children, etc. You’d excluding information like this, not in an effort to hide anything but because it should have no bearing on the requirements for the job and could in some circumstances negatively influence the final decision.

Lastly, I suggest you leave off jobs that you’ve worked that didn’t have a real job description or jobs that are irrelevant unless they can be used to highlight a special talent or skill. For example, you may have worked informally with a friend or family member, but in the process got to show off skills relevant to the job (design skills, leadership skills, communication skills, etc.). You could include those by focusing on the talent or skill displayed as opposed to the job description.

Right off the top, these are three things I can think of that will help you when looking for that job after graduation – or any time for that matter. Any more suggestions?

What to leave out of your CUTTING-EDGE RESUME

1. Personally identification such as birth date, social security number, driver license number
2. Personal information such as marital status and number of children
3. Irrelevant or informal jobs

Here’s to being ready for the job market!

Marja Lee
The Employment Lady

Students from NYU, Hunter, Columbia, and New School marched to meet in Union Square.

You know it’s getting bad out there when the students skip school. That’s what happened when the student arm of Occupy Wall Street organized a protest in conjunction with Occupy America’s “International Day of Action.” Around the city, student groups at Columbia, CUNY, The New School, NYU and others hosted events like teach-ins, general assemblies, education discussions and in Columbia’s case a ‘Rally/Party/Brunch.’

They called it a ‘Student Strike’ and unlike the much lambasted goals of Occupy Wall Street, the goals of the All-City New York Student Assembly are clear. No more tuition hikes, no more student debt. Students skipped class to march down to Union Square at three in the afternoon, meeting in the plaza in front of the Barnes and Noble.

A Barnes and Noble employee talked me while taking this shot “Most people in the 99% wouldn’t have those colorful umbrellas. I want to introduce these people to women I know who make $8 an hour working here.”

The group quickly swells into the thousands, and speakers took their turns as the mic telling their stories as a light, cold rain came down. These demonstrators believe that education is a right, not a privilege. Bobby a demonstrator from the New School spoke to the ever growing crowd of protesters, police officers, and onlookers. The charismatic young black man in his early twenties told the crowd: “Academic institutions are run by those with resources, for those with resources. F*** internships. F*** kissing ass. F*** office hours. If we want something, we have to get it ourselves.”

In a reference to 90’s television and the racial disparity he sees within most educational institutions, demonstrator Bobby told the crowd that in school he feels like “The black kid from Recess, or Gerald in Hey Arnold”

His edgy speech whips the crowd into frenzy. Bobby’s points had really hit home. Students felt like the system in which groveling got you grades, unpaid internships—free labor for offices—were deemed ‘necessary,’ and professors whose first job was research and second was teaching, no longer worked. Bobby gave them another option: Get it yourself. His attitude inspired action rather than occupation. The issues are real, he argued, and the students can fix them if they just go and do it themselves. If the Occupy America movement survives, it will be because people like Bobby keep people inspired, and the most intelligent students figure out how to make it happen.

On this day, the gathered Occupation Generation began to march towards Foley Square near City Hall, where they were due to meet up with tens of thousands of unionists and Occupiers from around the country. They chant slogans like ‘You say tuition hikes, we say student strike!’

Just a block in, a group breaks off and streams into and around a TD bank on the corner of 15th and 5th. Seconds later, signs go up above the bank reading “THIS IS AN OCCUPIED BUILDING.” A young man jumps up on a car, warily eyeing the police while telling the crowd the news: “The space above the bank is owned by the New School, and it is now an occupied building!” He jumps down and disappears into the crowd.

Young man announces to the marchers, “The space above the bank is owned by the New School, and it is now an occupied building!"

The police immediately pull out plastic barricades to protect the building, setting them up across the street where the thousands of young protesters had gathered. One student protester wearing a hoodie and a blue bandana shoves a barricade in an effort to escape. A female officer in her fifties shoves him back, and he shoves her and runs away. The officer blazes after him, calling a team in pursuit. They tackle the stocky young man to the ground and arrest him. As he is carted away he tells the crowd: “My name is Richard…” then trails off, apparently unable to speak any more.

As the man is carted away he tells the crowd: “My name is Richard…” then trails off, apparently unable to speak any more.

The students try to turn around, but the march scatters and the students travel in loose groups to Foley Square to march peacefully across the Brooklyn Bridge. The end of this day’s march was a telltale sign for the Occupy movement. Without leadership to apply an organized resistance, the police will easily be able to stop marches in their tracks.

The ‘occupied’ building, which remains occupied for the foreseeable future, serves as a base for student Occupation operations. The President of the New School, David Van Zandt allowed protesters to stay and hundreds of teachers from NYU, CUNY and the New School showed them support.

In a letter to students, President Van Zandt explained why: “While the university takes no position in this or any movement, The New School supports free expression and the right to protest. Communities around the world are responding in sympathy to those who feel that their voice has not been heard. While it is not without cost, providing a space for those voices is part of our unique mission.”

Does the permitted occupation of a school building mean that faculty and administration are willing to work with students to address the growing problems of debt, tuition, and distant faculty? Maybe so, but for now at least it seems that somebody’s listening.

ADDITIONAL RESOURCES:

Student Week of Action website

Inaugural statement for the ALL-CITY STUDENT OCCUPATION at 5th Avenue & 14th Street (PDF)

CUNY Faculty Statement on Violence Against Nonviolent Student Protesters

Follow Student Week of Action on Twitter: @occupycunyGC or @NYStudentOccupy

Recently, I visited the University of Alabama- Huntsville campus and presented Relaxation 101: A Meditation Primer for Stress Management During College and this was one of the questions I asked students to answer – “What is stressing you out right now?” The responses that I received were numerous – including but not limited to:

• Taking tests
• Starting first year of college
• Death of a family member
• Sexual abuse
• Relationship/dating problems
• Working while attending college
• Change in sleeping habits
• Taking advance classes
• Grades worse than expected
• Abortion
• And more!

I also asked them to identify the symptoms they are currently experiencing due to their stress levels and they responded with these symptoms:

• Sleep disturbances
• Anxiety
• Constantly thinking about something
• Tiredness
• Worry
• Weight gain
• Muscle tension
• Stiff neck and shoulders

This is life in college as many students across America perceive and experience it in 2011. The good news is that student’s mental and emotional health is beginning to receive the attention it needs. Some of the most recent statistics reported in The American Freshman: National Norms Fall 2010 report (conducted by the Higher Education Research Institute) involved more than 200,000 incoming first-time, full-time students at 279 four year colleges across America.

Researchers found that first-year college students’ self ratings of their emotional health dropped to record low levels in 2010, however, their drive to achieve and their academic abilities are trending upward.

To me, this means that mental thinking and emotional feelings are not in alignment. This is the foundational work of my 4 step Growth in Motion™!! Process. I teach students to begin identifying and uncovering the stress and emotional blocks in their lives so that they can take care of themselves in an empowering way while attending college and beyond.

If you are experiencing some or any of the above symptoms, here is one thing you can do to experience relief – especially since finals are right around the corner!

Take 3 deep, full, slow breaths and read this poem out loud each day

Don’t worry, you’ll be okay
Slowing down is good
You are enough just as you are
Just relax
Let life unfold
You have what it takes to handle anything
Anything
Good things come from patience, not pushing
Trust life
Stop the judgment and internal lectures
Return to yourself in this moment where life is peaceful and safe – RELAX!

♥Take Care of Yourself,
Felicia

“Living a Growth in Motion™ lifestyle!”

My father unexpectedly died just three weeks before I finished a fall semester at my former community college.

Instead of finding out what my options were, I simply stopped going to classes and I ultimately failed those classes. Had I gone to see my profs, I could have learned that there may have been another option available for me:

The “Incomplete” or “I” grade.

What’s an Incomplete?

I’ll give you an example: Let’s say you are watching a movie on your DVR or on a Netflix DVD.

You hit the pause button.

You go to the bathroom.

You go grab some Mountain Dew, maybe some Doritos–the new “Naga Viper” flavor that dissolves 1/3rd of your tongue.

(Just joking about that last part, but really, what’s left to create in the Doritos franchise?)

You settle back in to watch your movie and the phone rings. It’s your long-lost friend from 3rd grade! You have a million years to catch up, so this call will take a while! The movie will have to wait for tomorrow… or a week from now… or six months from now. Doesn’t really matter when you get back to it. Your DVR has plenty of memory; Netflix won’t charge you for being late.

Taking an “I” for a class is just like your experience with this movie (but you get to keep your whole tongue):

• You essentially “pause” your term.
• Your grades and work remain (temporarily) intact.
• You sign a contract with your prof outlining the terms of the work left to complete.
• You discuss a timeline for completion.
• You do not re-pay for the class.
• You do not attend class again (although some “I” contracts will require you to sit in on a class or two, depending on the work you missed and the agreement with your prof).
• You do not fail the class.
• Your transcript grade is an “I”.

You might be thinking, “Hey, what a fantastic solution! I’m crapping out on a class and all I have to do is get my prof to give me one of those ‘I’s so I have some more time.”

The “I” isn’t all good news. You can’t keep it on your transcript forever. In fact, in most cases, colleges will give you up to one year to reverse it. Other colleges may require you complete the “I” by the very next term.

What happens if you don’t complete the incomplete? Very simple:

You fail.

(In other words, your grade reverts back to what it would have been if the prof would have submitted your grade with your unfinished work).

Here are some official incomplete policies from a few institutions:

• University of Arizona
• and the first college I taught at: College of Southern Nevada
• and just for randomness, the University of Toledo (Ohio!)

Important disclaimer: If you are already failing the class, don’t even ask for an Incomplete–the Incomplete is not for redoing work, but simply having an extension to do more good work in addition to the good work you’ve done.

So what do you do next?

Ask your prof about an “I” grade the minute you have a situation that warrants it. Here is what you should have in order to start that conversation:

• A copy of your college’s official “I” grade policy (your prof likely knows what it is, but good for you to investigate yourself)
• Your current grade standing, either hard copy or expert knowledge of it if you ask the prof to bring it up on his/her computer to look at it in the course management system
• A list of the work that you have left to complete
• A date or schedule that you will complete the work (I’ll get back to this one later–the words are bolded for a reason!).

Say, “I have had an unexpected crisis. I do not want to drop this class. According to my records, I currently have a B-average. I see that I have assignment X, Y, and Z still due. I would like to ask for an ‘Incomplete’ so I have a little more time to finish this work. I have a proposal for the dates that I can finish this work.”

Making your case in this way sounds so, so much more professional than what profs usually hear at the end of the term: “Guess I’m going to fail!” or “What can I do?” Your professor will be impressed that you are taking responsibility for your actions and approaching the situation in an assertive, fact-based manner.

Let’s talk about the prof’s perspective for a minute, particularly if that person isn’t doing backflips over your request.

Why the lack of love for the “I”? In my personal experience, for all the work that goes into drawing up the contract, keeping track of the student’s grade possibly two terms down the road, here’s a fact: Less than 3% of students actually do the work to reverse their “I” grade!

Again, just my experience (Colleagues reading, weigh in?). I have submitted very, very, very, very few grade changes over the years to reverse an “I”. The idea seems like a life-saver in the moment, but students mentally move on and forward. Or, sometimes they decide to retake the class anyway. Or forget about the class entirely and keep their F.

Regardless of the prof’s perspective, the “I” policy is there for a reason. And, I was a student for whom the “I” could have made a big difference. You might be one of those students, too.

So, I say, pose the question and listen to what your prof has to say.

Then, commit to a schedule to finish the work so you can reverse the “I”!

(Hint: You usually have a break right after your last day of school. You asked for an extension: You could finish your work over that break and then be done with it, submitting it to the prof right when you both return to school.)

One other disclaimer: If your prof refuses to entertain the “I” and you feel you have a strong case, you might have to take the situation to your prof’s division chair for an outside perspective. You don’t want to play this card unless you have to, but sometimes it is necessary. Your prof may refuse for a valid reason–such as that he/she will be on leave for the next term or academic year–and the division chair might be able to find someone else to take the “I” over. It may be uncomfortable, but you can say to your prof: “Can you and I take this to the division/department chair for more help with my situation?”

My heartfelt wish for all of my students is that they don’t go through a loss like I did when I was in college. I’d much prefer that a student take a hiatus for a happy event, like the birth of a baby or a loved one coming back from deployment.

Regardless of the reason, if life thwaps you upside the head while you are trying to “do school,” an Incomplete may save your hard, almost-earned college credits.

(Addendum: For my situation where I failed both classes, “Academic Renewal” was another option. Academic Renewal–may be called something different at your college–erases an entire term from your transcript. Look into the official policy at your college. There are usually some pretty tight rules around it and the ramifications may not be as pleasant as the idea, but something for you to know).

Listen to Dave discuss this topic on
The College Speaker Series
on the CampusTalkRadio Network.

“The program designed to teach you 3 things in 30 minutes. Guaranteed!”

As a former student leader myself, and as a long-time college student leadership trainer, I have run more than 100 recruitment tables at campus activities fairs and club days and have seen what works and a lot of what doesn’t. Something that I do not think works is for members to sit behind a table waiting for students to come talk to them. Unless your club’s name really jumps out at a student, they will not come to talk to you if you are sitting behind the table. Plus, it is very easy for you to not convey interest, excitement, and energy about your organization while you are sitting.

Get rid of your chairs! Give them to one of your competitors and let them sit. Push your table back a little and then get in the flow of traffic by standing in front of your table. This puts you out where the students are and gives you a chance to make eye contact with them and approach them as they go by. These simple steps can dramatically improve your recruitment efforts and give your organization the members that it needs to be successful. Use your organization defining statement to get students to come over to your table and then show off your organization to them. Get rid of the chairs and get ready for an influx of new members!

Click here to see — > What your recruiters should say once they’re out  front… Hear Dave discuss this topic on “The College Speaker Series” on CampusTalkRadio

A symbol used in early October for the Occupation.

How long has it been since the streets of New York were flooded with young people screaming at the top of their lungs, “Whose streets? Our streets!”? New York has seen anti-war protests since the beginning of conflict in the Middle East. These demonstrations were led by the same generation that had seen the end of Vietnam. Something is different at Occupy Wall Street.

The older protesters are there for sure, meeting at general assemblies, helping with organizational and financial problems, and adding their voice to those in the nearly 500 cities internationally demanding an end to income inequity with the Occupation movement. For the first time in at least a decade, their voices aren’t the loudest.

The Occupation is different in the same way something was different in 1955, when the usually quiet streets of the South generally reserved for fairs and parades catering to whites were filled with black faces marching for equality.

The Occupation is different the same way something was different in 1968, when the Anti-Vietnam War movement converged on the Democratic convention and the Chicago streets became a symbol of violence against the nation’s youth.

The Occupation is different because it is the first time this generation has truly been heard.

Occupy Wall Street runs on the youthful energy of college students, jobless post graduates, and even high schoolers. Whether or not the movement develops to reach its full potential remains to be seen, but the how is clear. It will run on youth power. The energy to shout all night in the repeating ‘Mic check’ style in hopes that cooler heads will prevail. The will to keep fighting through the frigid New York nights. The strength to go on when they are beaten, cursed at, arrested, and exhausted. That is something only the tenacity of youth can create.

Young Americans are drawn to the Occupation that hopes to reinvent American democracy because they have been left out of the moneyed political culture they are due to inherit. Each candidate courts their vote, but even when President Obama was whisked into office on the labor and votes of unprecedented numbers of young people, he refused to create an office for the issues they care about. He gave them round-tables, but he refused to give them a voice at his.

As a protest against police violence in New York took to the streets, cab drivers and construction workers alike honked and shouted their support.

So they’ve taken to the streets fighting for the country they care about, the world they want to see, and the system of democracy they believe in enough to sleep in parks for the past three months. Even if you don’t agree with them, you have to respect them. Not all of America does agree with them, but recent polls have placed the movement’s “approval rating,” to steal a phrase from political pollsters, between 40% and 55%.

They act because the “99%”—or 40-55%, as the case may be—do not have the luxury of taking days off work and risking their jobs to protest, though some occupiers have risked their jobs, and lost them. Without young people, Occupy America would never have been able to sustain itself longer than a few weeks.

The occupation is their protest. That’s what makes it so potent. If it had been their parent’s actions that brought the movement to bear, we would see the rapidly moving demonstration tire. In one sense, it is the age old and entirely predictable rebellion against parents’ failed policies. If they can do it for the new system rather than against the old, it just might work.

A general assembly in San Francisco forms in front of the Federal Reserve building.

I’m a student of leadership, a social science rooted deeply in psychology. As I try to uncover the inner fulfillment that joining the movement gives young people—high schoolers, college students, and post grads—I’ll try to paint a picture of the occupation’s youth phalanx.

Are they ambitious movers and shakers or dropouts with nothing to do?

Are they social entrepreneurs capitalizing on a popular idea or just looking for place to live?

Are the young people leading the assemblies, running the committees, and making the calls, or are they playing second fiddle to older, more experienced protesters?

The answers to these questions are important not just for the future of the movement, but for the future of the generation. A generation that’s been called “Unemployable.”  A generation that is supposedly less educated than their peers in thirteen other countries. Occupy America is their test: Can they organize and help save a system everyone agrees needs saving (from their parents, I might add) or will they give up and just become a part of it?

If the answer lies in the hearts of young demonstrators from New York to San Francisco, I’ll find it, and carve a detailed figure of the college generation’s impact on Occupy Wall Street. As 1960′s protest leader Tom Hayden told me in an interview “This is your generation’s moment, and it won’t last forever.”

City police in riot gear head out to their nightly posts alongside protesters.

Really?

What happened to getting your foot in the door, proving yourself and working your way into the position/salary/company/city you want?

CNN is reporting a story that you are becoming the ‘unemployable generation.’ In Texas, we would call “them fightin’ words.”

Take Our One-Question Survey: Are you one of the Unemployable Generation?

I took a job at a major market radio station as a secretary just to get my foot in the door. I practiced typing at home at night so I could pull it off. After I had proved my work ethic, then and only then did I tell the Program Director that I had college experience on the air and would appreciate an opportunity if it ever came along. It did and I was eventually given a full-time radio shift…at horrible pay.

Later, I took a job at another station as the overnight radio host, awful pay again and even more awful hours. I knew if I could just get into this top-rated rock station, I had the ability to make my mark.

I did and I spent the next 20 years as a top-rated radio personality, working my butt off every day to stay at the top and make the big bucks.

Find the industry you want to work in and find a way to get your foot in the door. I swept floors and filed records. Offer to do the most menial of tasks, anything to become an employee at the company or in an industry, all the while forming relationships with people in the company and/or industry you want to work in. Once you’ve done that, if you work hard and have the talent you think you have, you will eventually have the job you want.

Hanging with your friends, drinking $5 lattes and complaining is not how you get a job. Don’t be the ‘unemployable generation’ – be the ‘kick ass and take names’ generation.

Take Our One-Question Survey: Are you one of the Unemployable Generation?

Tip: 5 Things To Do Every Day For Success from FastCompany.com.

Getting my foot in the door at my first Rock Station! (and happy to be there!)

FOLLOW-UP POST –> Survey of a Generation –> SURVEY RESULTS

Another related post from Dayna –> LinkedIn for Success: When You Start to Look for that First Job

Serial entrepreneur, author and speaker, Dayna Steele travels the world to improve performance, create strong teams, increase company sales and grow businesses with her Rock Star Principles of Success. Dayna is the author of Rock to the Top: What I Learned about Success from the World’s Greatest Rock Stars and her forthcoming book is 101 Ways to Rock Your World: Everyday Activities for Success Every Day.

The great motivator and orator Zig Ziglar once said that it is our “attitude that determines our altitude.” The first step in moving from ‘Practically There’ to ‘There Practically’ is realizing your thoughts and attitude towards your pursuits have a tremendous impact on your results. Why are there so many people talking about improving, enhancing, or changing your attitude? Why is the Self-Help and Personal Motivation section packed in your chain bookstores? It’s because if we are honest, most of our attitudes, at one time or another, could use a tune up. As great as our vision may be, it is in our nature to not only think critically but also be critical of the vision.

To fully realize your potential as a student leader you must first adopt a grateful attitude. I say adopt because it requires you to take something, not naturally yours, by choice into a relationship, just like adopting a child requires you to CHOOOSE take on the joys of parenting a child that is not your own. Adopting a grateful attitude signifies an intentional endeavor to get happy with yourself. Part of being a responsible and practical leader is choosing and defining your attitude, if not others will do it for you. I know you’re human and that you have bad days, but a grateful attitude can help make those days suck less! As a college student you have so much to be grateful for (I know I sound like your parents right now, but work with me!): 16hr of class a week, parties every other day, greek life, Single Ladies/Basketball Wives watch clubs, it’s likely the sweetest gig you’ve had so far.

Now don’t get too caught up in the sweet life! We must WORK to reach our potential and move from Practically There to There. With Facebook, Twitter, DVR, and other modern marvels, we sometimes forget what it means to do certain things. I can’t remember that last time I looked up something without using Google or Wikipedia. Technology has made things more efficient and readily available. Technology makes publicity more streamlined, but nothing beats good old pubbing in the quad with flyers or going out in the community for a little shaking hands and kissing babies.

We have such great intentions and expectations and we don’t understand why after posting the vision for where we want to take our organization on the Facebook page and tweeting it, the entire campus doesn’t get fired up and fall strategically into place bumrushing our events and knocking down the door to join.

Maybe people are just not into that bottlecap collection club you started! Or maybe they don’t know you’re collecting them for a charity to donate money for cancer research. Practical leadership is easy; it simply requires elbow grease and clear communication. We can’t rely soley on our vision and intentions to lead for us. We have to inject our vision with work ethic and convey our intentions with passion, to inspire others to work along with us.

Also, as cool as technology is, it’s still just a tool. Just the other day I was complaining about how long it took a webpage to load on my iPhone. Really!? I was watching a movie yesterday and saw someone talking on a black brick with a green screen and lunch box with a shoulder strap connected to it. Complaining about how long it takes a webpage to load on my phone. It’s ridiculous.

As student leaders we sometimes get caught up in the same trap. We ask why can’t we submit proposals online, why is tweeting the meeting time not enough to get a good turnout, or my favorite…I texted you to do it!! I’m not bashing technology but networking and socializing are still best done in person. Leadership is still best done face to face, building one relationship at a time. It takes effort,dedication, and more importantly passion!

Your orginization will not run the yard just because you say it does. You have to efficiently guide your org into a position of influence through strategic programming, thoughtful community service, and providing solutions to meet the needs of the students on your campus. Leadership is work, it doesn’t matter if you’re a student, administrator, or CEO.

So today, adopt a grateful attitude, work hard, work smarter, and most importantly…work RIGHT! And you will move from Pratically There to There, Practically!

In my last post about Asking for Help (it’s the new smart, remember?), I discussed that when students begin to struggle in a class, they silence themselves. In fact, they may become so silent that they turn invisible—as in, they stop coming to class altogether. Then, not only does the student fail to ask for help, but they risk a zero for the class (a transcript killer!) if they don’t go to the Registrar’s office and drop it.

Of course, rather than get the zero, a drop is always the best option. But, please, before you take this option, really think about why you are dropping and talk to your professor first.

Let’s start with the why:

Disliking the professor, finding the work too hard, too much, or not getting the grades that you believe you deserve are not good reasons to drop a class. They are the most common reasons students do drop, however.

If you don’t like a professor, guess what? “Like” in the student-professor relationship is a wonderful bonus (and a bonus that you will probably have, more often than not!), but not a given. You are supposed to learn from a professor, be treated fairly, and have a comfortable working relationship. That relationship is finite. If you are bored or just plain don’t click with the person, this is still not a reason to drop. A term is only 10-15 weeks at most. You can deal with almost anything when there is an end in sight.

If you aren’t getting the grades you feel you deserve, there are also ways to deal with that. You first communicate with your professor (yes, even if you don’t like them!). That doesn’t work? You advocate for yourself and take your argument higher (saving this discussion for a later blog post). Still, you don’t drop the course.

Think of the broader ramifications of dropping a course:

• You will likely lose money–or someone will lose money–if you’re past a certain date;

and

• Depending on the class, you delay the inevitable. You will have to take the class again!

If you stay, you will gain far, far more by dealing with that frustrating prof/assignment/class-as-a-whole head-on than if you simply bail out.

Look at sticking with the class as a selfish move, if you have to: Every day is one less day that you never have to see this prof, class, or topic again. Why on earth would you want to start over?

Have I convinced you? I hope so! Here’s what you do next:

• Go to your prof at the very first sign of trouble and be specific with your problem. Don’t just say, “I’m so confused and don’t know what to do.”

Say, “I’m starting to feel a little confused about X concept or X chapter and am concerned that I may not get through this class.” You can also say, “I got totally lost when you went over X.”

If you missed work (hopefully you deal with the problem before this happens!), tell the prof, “I missed the last assignment because I did not understand it. I should have come to you sooner and I will next time. I can have the assignment to you by Tuesday. Will you still accept it? Will you help me ‘get it’?”

• Tell your prof if you have a life situation that threatens your success in the class. But do it the second you know that there is a problem! I can’t tell you how many students tell me that a disaster was unfolding after the fact! E-mail your prof, call them, make an appointment, but tell them! You never have to disclose what is going on, you can say: “I have had an unexpected life emergency and I worry that it will threaten my success in this class. Can you help me figure out if I can still pass?” (Or get ____ grade, if that is your goal).

If you are taking an on-campus class, maybe you can transition to an online class to finish up your term. Maybe you can take an “Incomplete” in the course, depending on your school’s policy or how the rest of your work has gone. But don’t just drop without investigating all of your options!

• Remember the other support services at your college ALL designed to help you: Your counseling center, tutoring centers, math resource centers, even your librarians. Utilize these people and put them on your “stay in class” team. It’s what they are there for!

• Keep the feedback loop going with your prof. Follow through! Say, “I did what you recommended. Would you please take a look again? I am still feeling unsure.” Go ask for help as many times as you need it. Just because you had one conversation doesn’t mean that’s the end. Follow up on your plan.

The one disclaimer to these recommendations: If you have not attended class all term or you have missed a ton of work without contacting your prof, catching yourself back up and having your prof’s support to do that is going to be extremely difficult. Then, unfortunately, you may have to drop the class or take the grade consequence, if you’ve passed the drop date. If a major life emergency is the reason that you didn’t go to class and you do end up with a failing grade, your Registrar’s office can help you identify your options.

As a student, you never, ever have to struggle in silence. Don’t drop classes and simply fade away. Use your voice to get you the resources to succeed. As I said in my last post, your professor—and everyone else on campus—signed up to support you.

If we are defined by what we do and what we do is shaped by our goals, the process of goal-setting is vital to our path to greatness. Often we set goals and don’t know what they look like. We say things like “I will do better next time,” or “everyday I’ll get better.” But what does better look like? How do you know when you’re better, and how much better is good enough?

Before you huff and puff about the goal setting acronym you think is on the way, save it!! I am going to propose a different way to think about goal setting. I propose that we take the time to visualize our goals. I mean really see them. I’m talking HD, 3D, Blu-Ray see them. Imagine the hard work, the right work, the setbacks, and the achievements.

So often goals are simply notches on our belt, or necessary evils for us to live a certain lifestyle. Aside from our END LINE FOCUS, goals are simply items on a to-do list. Normally, when we set goals, we concentrate on the quantitative aspect (one more thing checked off the to-do list) of reaching new heights. This sets up the structure or bones of our dreams and aspirations. It provides a decent outline, but when things begin to fall apart and “it” finally hits the fan, you need more than an outline or skeleton! The visualizing I’m suggesting we do is how you put the meat on the bones! Something you can sink your teeth into when you are forced to regroup.

The next time you set a goal for yourself, I want you to know what it looks like. I want you to be able to close your eyes and see it, take a deep breath and smell it, lick your lips and taste it!!

The process works by engaging your imagination and your quantitative thought process. Normally, these two thought processes occur separately. By combining these two opposite ways of thinking, we are able to balance them both while formulating a more complete idea.

Think about it. When you are planning an event, you have a different thought process for coming up with the budget than coming up with ideas for a social activity. And sometimes, that budget planning thought process will kill a couple of big ideas you have. That’s because you have two opposing thought processes going on and we have always been taught that prudence wins out. However, through the process of visualizing your goals, you can combine both processes and achieve bigger and better. Instead of letting your budget kill your big ideas, let your big ideas fill your coffers and grow your budget.

When visualizing your goals beware of the “tiara and crowns” trap! It’s important that we paint an accurate picture of our success. Often we hear of musicians that dedicate so much time to “making it” only to lose it all. They didn’t think about everything that came along with making it, they just saw the tiara and crown. Don’t let the smooth taste fool you; reaching our personal greatness is a stubbornly difficult process. Paint that part of the picture too!

Great Action:

♦ First, write down your goals the way most people do, in sequential list form.

♦ Then take each goal and write a brief 3-5 sentence paragraph about how you will achieve the goal. Include things that may be an obstacle to meeting the goal.

♦ Then come up with solutions, no matter how off the wall they may seem, as long as they’re feasible…list them! This is the visuliazation/defining process.

♦ Last, work right, work smart, and work hard. See what happens when you define your goals instead of listing them.

Stop viewing your goals as task on a to-do list and start seeing them for what they are, building blocks on your path to personal greatness.

If you graduated or will graduate without any debt, then congratulations because you are one of few who will not have to deal with the struggle of paying off student loans and credit cards. The thought of finding a way to make payments on these debts can be frightening, but if you start with the right knowledge and use your money wisely, you can maintain a fair credit score and go off into the real world with confidence.

Choose the right college

According to an article on CNNMoney.com, the average 2009 graduate had about $24,000 in student loans when they accepted their degree, while the unemployment rate for recent graduates rose from 5.8% in 2008 to 8.7% in 2009. These numbers will most likely continue to rise in the next few years.

Before you have the chance to decide on the right school for you, do some research. Know how much money you want to spend and what will be manageable once you graduate. Then start by looking at the schools in your state. Some schools have an in state price and an out of state price to try to convince people to continue living in the same state where they currently live. If you don’t want to stay in the same state, look for states that have reciprocity with your state. Sometimes, schools in other states will make agreements to allow students from a certain state to take advantage of their in state tuition price.

Find a good job

Once you have found a school, and you know how much free time you are going to have over the semester, look for a job. A fun, part-time job that you love could fill some of that dead time between classes and homework, and it will help you pay for other living expenses. It may even be able to pay for a class or two. Work hard here and you may get a good reference when you go to find your next job after college.

Find those scholarships

There are so many scholarships out there to apply for, and yet many students don’t take advantage of them. Start in high school if possible, and apply for any scholarship that might be relevant to you. The essays and applications may take some time, but if you apply for more, you will be more likely to win. If you win enough scholarships, you won’t have to pay off student loans after you graduate because your education will already be paid in full.

Use credit cards wisely

I’ve always thought that the smartest strategy for a credit card is to not use it unless you are able to go home and pay it off immediately. I know this may be a hard rule to follow at times, but if you can go month to month and not carry a balance on your credit card, your credit score won’t be damaged by the time you graduate.

If you aren’t able to pay off the card completely, make sure you are still making your monthly payments, and pay off more than the minimum if you can. Showing this kind of responsibility and keeping your balance far away from your credit limit will keep you from completely ruining your credit score.

As always, it is best that you stay informed when it comes to your money. Continue to search for ways to save, scholarships to apply for, and credit card advice online and at your university. With a little effort, you can graduate with fair credit and minimal debt.

Amy Young writes on consumer finance topics including how to intelligently use credit. More student credit card tips can be found at Credit Cards for No Credit.

Is a study abroad program for you?

Ariana Lombardi ★
Santa Fe University of Art and Design
Student Studying Abroad

Santa Fe University of Art and Design student Ariana Lombardi spent part of her college experience studying in Istanbul, Turkey. If you have ever considered a study abroad program, this is a must listen. Ariana has great advice for students and parents as well as her take on the recent Amanda Knox story.
(Santa Fe University of Art and Design website)

Santa Fe University of Art and Design student Ariana Lombardi

Dayna’s FIND YOUR INNER ROCK STAR podcast - To succeed in this ever-increasing competitive business world, you need competitive business skills to take you to the next level. You need to become better for long-term business growth. You need to stand out like a ROCK STAR. Using memorable key points that stick with the audience, Dayna Steele guides individuals and companies through her proven success methods, giving you what it takes to grow your business and move from backstage to center stage!

Find Your Inner Rock Star Podcast!

★ - Available on iTunes
★ – Available on PodBean
★ – Available on Stitcher Radio
★ – Available on Stitcher Radio  in the Android Marketplace

Student? Adviser? Faculty? Staff?
Tell us which Rock Star you’d like Dayna to interview on your campus in the COMMENTS section below.

The cost of attending college is rising three times as fast as inflation. That’s what they say at FinAid.org. In support of that claim InflationData.com reports that the overall inflation rate has increased 107.05% since. That’s why we pay twice as much for everything. In that same time frame tuition increased 466.80%. Wouldn’t that mean we pay four and a half times as much to get educated? Something about that doesn’t seem very smart.

The result? A college education is predicted to cost $120,000 by 2015 and today our college grads are saddled with over $40 billion in no-way-out student loan debt. And in case you don’t know it, your parents are only on the hook if they co-sign for you. That means that YOU and no one else is ‘stuck like Chuck!’

The good news is there are a handful of schools out there are offering things like temporary tuition freezes and one-time tuition cuts. Some are even offering to freeze your tuition rate for all four years or have put policies in place to protect low income students in particular.

Want a free copy of The Student Guide: Financial Aid from the US Department of Education? Call 1-800-4-FED-AID  or write the Federal Student Aid Information Center (FSAIC) at PO Box 84, Washington, DC 20044.

They say it’s expensive. I say be smart!

PEACE.
Rick

I Got a Job! Crafting the Right Degree Plan

Linda Head ★
Lone Star College System
Associate Vice Chancellor of Workforce Development

Linda Head, Associate Vice Chancellor of Workforce Development for the Lone Star College System, talks about crafting your degree for the existing job market. Find out the best way to make sure there is a job waiting for you at the end of your college experience.  (Lone Star College System website)

Linda Head, Lone Star College System Associate Vice Chancellor of Workforce Development

Dayna’s FIND YOUR INNER ROCK STAR podcast - To succeed in this ever-increasing competitive business world, you need competitive business skills to take you to the next level. You need to become better for long-term business growth. You need to stand out like a ROCK STAR. Using memorable key points that stick with the audience, Dayna Steele guides individuals and companies through her proven success methods, giving you what it takes to grow your business and move from backstage to center stage!

Find Your Inner Rock Star Podcast!

★ - Available on iTunes
★ – Available on PodBean
★ – Available on Stitcher Radio
★ – Available on Stitcher Radio  in the Android Marketplace

Student? Adviser? Faculty? Staff?
Tell us which Rock Star you’d like Dayna to interview on your campus in the COMMENTS section below.

(This post is another retool from my Chatty Professor blog. I wrote it as a welcome to college love letter, if you will. My revision of this message for Campus Talk Blog is a continued personal plea: Don’t suffer in silence! Read on… then start asking! You can even write into this blog and ask a question—I’m glad to help.)

You’ve just received an assignment or exam with a grade that you aren’t happy about.

Or maybe you didn’t submit an assignment at all because you were confused. You thought that somehow, some way, you’d figure it out. But then you didn’t, and the deadline passed.

Quite possibly, you’ve stopped attending one of your classes. You realized early on you were in over your head. Now you’re just not showing up, but you haven’t withdrawn from the class either.

When students face these situations, the one thing that they typically don’t do is the one thing that has the greatest chance of solving the problem. Ready?

Asking for help!

There seems to be a widespread perception that asking for help equals weakness. I want to start a revolution that supports asking for help as a sign of strength. In fact, I’m spreading this phrase:

Asking for help is “the new smart”!

I teach my public speaking students that when they verbally cite credible sources in their speeches, they should picture themselves carrying the experts from those sources piggyback… sort of like a “credibility totem pole.” Or, like acrobats who flip and land on the shoulders of a “catcher.”

Think of this image when you use the “smarts” of others to support you. Asking others for help means that you carry their knowledge and wisdom on your shoulders. Then, you become stronger in your own knowledge.

College is the place to ask for help!

You can phrase it any way you like from:

-”Can you help?”

to

-”I don’t know what in the heck is going on here and I need to figure it out”

or

-”I’m totally lost and would like not to be.”

You can even approach the question somewhat covertly or abstractly:

-”I think I have an idea of what we’re supposed to be doing, but just want to ensure that I’m correct”

or

-”I’m missing the mark on this particular concept and I think I know why.”

Bottom line:

The minute you become too proud or ashamed to ask for help is the minute that you’ve made a decision about the outcome of a troubling situation.

Ready for another bottom line?

Smart people don’t have all the answers, but they know when they don’t have them. Then, they strive to figure out where to get them. Now, I consider myself a pretty smart woman, but I don’t attribute my smartness to my degrees or my academic career.

I am smart because I am unafraid to find the people who know more and learn from them when I’m stuck.

Whether you are in high school or college, be selfish. Build your own “smart totem pole” or “acrobatic routine of brilliance.”

At the very least, open your mouth and ask for help from the people who have signed up to give it to you.

Need more ammunition? Read this USA Today College piece by an actual student who got over her fear of asking for help and went for it–with impressive results!

Does your e-mail make a difference to an employer? You bet your *&#*! It does! I read an article by one of my colleagues, Rick Sherréll and it got my attention right away. His article entitled: “Your e-mail address is INCREDIBLE . . . and that’s not a compliment” focuses on the impact of your e-mail address. No, I do not intend to recap the entire article, but it got me to thinkin’.

Most people have more than one address, right? If you only have one, you should probably create another. Why you ask? Professional address vs. personal address. (Simple enough) Your e-mail address can KILL your credibility. Using your name is easiest for someone to remember. Consider that the resume begins with your name and address. Next is the e-mail address. You are advertising yourself as a professional, so your material should follow the same. Corporate personnel addresses always end in the company’s tag, hospitals, automobile companies and even airlines use their corporate name.

So, if you see an address that says “shelleysexy10@aol.com” (fictitious) what goes thru your mind? I can tell you that most people would not take this person as the primary candidate for the position – that is if it’s a corporate professional position. Now, don’t get me wrong. There’s a difference between creative and cleaver. You just don’t want to lose your credibility in the process. Believe it or not, people do put a lot of stock in the e-mail (and web address) you choose to use as well. Often people really haven’t considered the impact — or imprint I should say – that it is going to leave on the HR director.

For example, since my area of expertise is employment, info@theemploymentlady.com. Simple, right? Basic rules apply when it comes to a professional image. The question to ask yourself when you send your resume or other credentials: Does my e-mail address represent the professional image to be taken seriously or the ‘you-can’t-be-serious’ image. That’s up to you.

The Employment Lady

PS. also check out Dayna Steele’s post – First Impressions: What Your email Says About You

THEY… are the National Center for Educational Statistics. According to their stats, across the nation more and more students are taking Developmental Education classes and some colleges are now reporting Developmental Education Departments in their Top 5.

What this means is that more and more students are entering college unprepared. To break it down – they have trouble with their basic readin’, ’riting, and ’rithmetic! According to the Lumina Foundation nearly one-third of first-year college students require remedial education in one of the basic three.

Making bad news worse… developmental education courses don’t count towards their degrees. They do however, have to pay for them. Pretty much the same courses they had in high school for free. If only they’d been paying attention…

I’m just sayin’… That’s what they say.

PEACE.
Rick

Plan ahead or pay later

Aaron Bishop ★
University of Houston Academic Advisor

University of Houston Academic Advisor Aaron Bishop talks about looking ahead when you are attending a community or two-year college. Visit the college you intend to finish at ahead of time to find out what classes/credits you need. Or you may be in for a big, expensive surprise.
(University of Houston website)

Aaron Bishop, University of Houston Academic Advisor

Dayna’s FIND YOUR INNER ROCK STAR podcast - To succeed in this ever-increasing competitive business world, you need competitive business skills to take you to the next level. You need to become better for long-term business growth. You need to stand out like a ROCK STAR. Using memorable key points that stick with the audience, Dayna Steele guides individuals and companies through her proven success methods, giving you what it takes to grow your business and move from backstage to center stage!

Find Your Inner Rock Star Podcast!

★ - Available on iTunes
★ – Available on PodBean
★ – Available on Stitcher Radio
★ – Available on Stitcher Radio  in the Android Marketplace

Student? Adviser? Faculty? Staff?
Tell us which Rock Star you’d like Dayna to interview on your campus in the COMMENTS section below.