Getting Help from Career Services

A campus resource that I recently took advantage of is the Career Services in Hitchcock Hall. I went to the Career Services Office to get help with my resume. I needed help deciding what high school experiences would be relevant to an employer, as those are the only experiences I have up to this point. I went into the office with a resume that was a little over two pages, because I didn’t want to miss anything important and I figured it would be easier to cut out information rather than add it.

The main reason I decided to seek this help was because I plan on attending most of the career fairs this year. I understand that most companies aren’t looking for first years, so I want to make myself look as valuable as possible for those who will consider my application. I heard about this service from a friend who was doing it for the exact same purpose. I want to be as competitive as possible so I went to the career center the very next day.

It wasn’t that hard to find someone to help me. The career services section is connected to the Diversity and Outreach center and the Undergraduate Student Services, but I simply asked someone to point me in the right direction of what I was looking for. Everyone was extremely helpful and I didn’t even have to wait in a line. I scheduled an appointment for later that week and decided to work on my resume a little bit more before the meeting.

The appointment went as good as it possible could have went. I was able to cut my resume down to one page without removing any information that I felt was important. The adviser told me about how I could provide less information in my resume so that I could explain it in the interview if I got one. She told me to stress my soft skills and my specific technical skills, like what programming languages I know. I now feel a lot more confident going into any of the career fairs and I hope that my new and improved resume will help me land the internship that I’m aiming for. I am confident in my achievements and my current abilities, but I wanted to make sure that other people would believe in me to that same extent.

The only thing I will say to keep in mind about the workshop is that each employer does have their own opinions about what is relevant to their company. Therefore, although I think that my resume says a lot about my best qualities I am sure that it won’t be the perfect resume for every application. They did stress this at the career service center, which is another good takeaway from going there. They even gave me some pointers for the career fair. They said to have a normal conversation and try to show off my soft skills and let my resume do the talking for my more technical skills. Overall, it was a good experience and I plan on going back for interviewing practice at some point.  

Visiting the MSLC

This past week I visited the Mathmatics and Statistics Learning Center (MSLC) for help on a review sheet for my Calculus II class. I decided to take the engineering calculus course (1172) for my first math class in college. I took AP calculus 1 in high school and I got a good score on the BC test, thus I decided that I was ready for this course, considering I would have to take it eventually anyways. This course is the accelerated version of Calculus II so the review of Calculus I has gone by extremely fast. We already have a midterm over the review content this Thursday evening. I felt pretty confident on the Calculus I information, and I have done well on the quizzes so far, but I wanted to make sure I was prepared for the midterm and that I knew how the MSLC system worked before I would really need it. I have never been one to shy away from getting help, but I would say that I spend a lot of time trying to figure stuff out on my own. Part of the reason why I may have stayed away from review sessions in high school was because I didn’t know what types of questions to ask. Although, when I went to the MSLC, I thought it was really easy to find help and ask questions about the homework problems I was assigned. It wasn’t that easy to find the correct place for the center, being that it was located in the basement of one of the math buildings, but, once I found the correct room, I was honestly surprised by how many people were inside. I think there were six tables and each table was at least half occupied by students. Every student sat down at a table and worked on homework while the grad students and approved tutors walked around to offer help to anyone who needed it. I was surprised by the amount of people who were willing to seek help to this extent. In high school, tutoring was a highly stigmatized topic for students, and, for this reason, tutoring services weren’t taken advantage of as much as needed. However, I would say that I never felt bad about asking for help. I just didn’t need it as often, so I wasn’t able to help limit that level of stigma. I only needed help on one problem when I went to the MSLC, but I’m glad that I went rather than finding a fellow classmate to help me. This way I was 100% confident in the answers I was receiving, and I knew that the grad students wouldn’t just give me the answer but walk me through how to solve it. I liked that the tutors gave me hints on how to solve the problem so that I could still figure it out on my own. Personally, I learn best this way. The grad student who helped me only helped me for a minute or two, but, from their help, I was able to fully grasp the idea relating to the problem rather than simply being able to get that specific problem correct.

Big Data and Analytics Association

This past Thursday, I attended a meeting for the Big Data and Analytics Association (BDAA). I had heard about the club at the Welcome Week Student Involvement Fair, but Thursday was the first day I was able to make it to an official meeting. I had already tested out a few other clubs, such as, Chemistry Club or Astronomical Society, but none of them peaked my interest quite like BDAA. This organization focuses on teaching its members how to analyze data in real world applications and prepares them for career fairs and other events that could lead to an internship, or, potentially, a career. Traditionally, meetings are on Tuesdays, and, each week, guest speakers teach a new topic relevant to data analysts in the work force. However, this past Thursday, the club held a Q&A session with experienced members for any interested first year students. I tried to convince some of my friends to come along, and I was able to get two of them to come along. For the Q and A, all five panelists had held data analyst internships at some point in their collegiate careers. First they took turns answering predetermined questions arranged by the club president. For example he asked, “What BDAA event was most helpful for you?” and, “What skills did you use most often with your internships?” I could feel myself becoming more intrigued with data analytics as a whole the more they talked about their internships. They explained that computer science and statistics were both important for their jobs, but also how they learned a lot while working. This aspect really stuck with me because I always tend to think that I’m under-qualified for certain positions due to lack of experience, but they explained that their employers encouraged learning on the job as long as they understood the logistical side of the business. One of the events that came up multiple times in their responses was a more private career fair that the club as a whole was invited to. They talked about the great opportunity for networking and most of them made their first connection with their internship at that fair. They made me excited about it and I didn’t even fully understand what it meant to be a data analyst. The second half of the meeting was slightly different. Every new student separated into five groups and each panelist went to a group to answer more specific and relevant questions. After about 5 minutes the panelists would rotate so that we could get other perspectives. I asked a lot of questions relating to the possibility of learning these skills on the side. The reason I asked this is because I am in engineering and I’m trying to minor in Spanish so classes relating to data analytics probably won’t fit my schedule. To my relief, all of them said that they thought anyone can learn the basics on the side and for the most part their internships didn’t require much previous knowledge. Overall, the answers they gave really put me at ease and made me highly consider data analytics as a career path I would like to explore more. In fact, one of the panelists held an internship as a data analyst in a chemical engineering company which would make perfect sense for myself. I’m interested in continuing with BDAA through this school year. I just have to figure out how to build it into my busy schedule. Being that I am in other clubs like: Academic team, American Chemical Society, and Intramural Soccer, it will be a little harder to manage my time, but I do think I will prioritize BDAA when there is conflicts. I would definitely encourage any student who is interested in using logical reasoning, statistics, and coding to consider joining BDAA. It opened up a potential career path for me and I’m sure it’ll do the same for many other students.

About Me

My name is Alex Tieche and I am currently an engineering undeclared student at the Ohio State University. I currently plan on pursuing a chemical engineering degree, but I am still considering other disciplines in the engineering field. I am also interested in pursuing a minor in computer science and Spanish. Additionally, I am a part of the STEM EE scholars here at Ohio State and I plan on fulfilling all of the tasks related to this program. In high school I was a part of the GenYes program for 3 years, which was our school’s version of an IT support program. Every student in our school was given a laptop and we were the people they came to if they had any type of issue, both hardware and software. I also played soccer in high school, and I was on the academic team, which are two extracurricular activities I would like to continue in college. In fact, I have already joined an intramural soccer team and the academic team here on campus. I also plan to join the Big Data and Analytics Association, Chemistry Club, and DanceSport, which is a social and competitive ballroom dancing club; although, I don’t plan on competing in this club. My goals for the near future include: finding an internship, deciding which discipline I want to pursue, and becoming more involved in my new community. I have already participated in Ohio State’s annual Pay It Forward sponsored “Community Commitment” event, and I plan on volunteering a lot throughout my first year. For example, I would like to join Buck-I-Serve for one of their volunteering trips. In high school I also had a job at Coastal Pet Products in Alliance. I worked from 6am to 2:30pm every weekday for 8 weeks. I had done an independent landscaping service before working here so this was my first experience having a boss. I learned what it takes to be hardworking, collaborative, and having great attention to detail in a factory setting. I was in charge of separating products upon the company’s request. I believe I learned what it takes to be an asset in today’s workforce through this experience. I hope I will have the opportunity to show my capabilities in an internship in the near future.

Year in Review

[ “Year in Review”  is where you should reflect on the past year and show how you have evolved as a person and as a student.  You may want to focus on your growth in a particular area (as a leader, scholar, researcher, etc.) or you may want to talk about your overall experience over the past year.  For more guidance on using your ePortfolio, including questions and prompts that will help you get started, please visit the Honors & Scholars ePortfolio course in Carmen. To get answers to specific questions, please email eportfolio@osu.edu. Delete these instructions and add your own post.]

G.O.A.L.S.

[ “G.O.A.L.S.” is a place where students write about how their planned, current, and future activities may fit into the Honors & Scholars G.O.A.L.S.: Global Awareness, Original Inquiry, Academic Enrichment, Leadership Development, and Service Engagement. For more guidance on using your ePortfolio, including questions and prompts that will help you get started, please visit the Honors & Scholars ePortfolio course in Carmen. To get answers to specific questions, please email eportfolio@osu.edu. Delete these instructions and add your own post.

  • Global Awareness: Students cultivate and develop their appreciation for diversity and each individual’s unique differences. For example, consider course work, study abroad, involvement in cultural organizations or activities, etc.
  • Original Inquiry: Honors & Scholars students understand the research process by engaging in experiences ranging from in-class scholarly endeavors to creative inquiry projects to independent experiences with top researchers across campus and in the global community. For example, consider research, creative productions or performances, advanced course work, etc.
  • Academic Enrichment: Honors & Scholars students pursue academic excellence through rigorous curricular experiences beyond the university norm both in and out of the classroom.
  • Leadership Development: Honors & Scholars students develop leadership skills that can be demonstrated in the classroom, in the community, in their co-curricular activities, and in their future roles in society.
  • Service Engagement: Honors & Scholars students commit to service to the community.]

Career

[“Career” is where you can collect information about your experiences and skills that will apply to your future career.  Like your resume, this is information that will evolve over time and should be continually updated.  For more guidance on using your ePortfolio, including questions and prompts that will help you get started, please visit the Honors & Scholars ePortfolio course in Carmen. To get answers to specific questions, please email eportfolio@osu.edu. Delete these instructions and add your own post.]

Artifacts

[Artifacts are the items you consider to be representative of your academic interests and achievements. For each entry, include both an artifact and a detailed annotation.  An annotation includes both a description of the artifact and a reflection on why it is important to you, what you learned, and what it means for your next steps.  For more guidance on using your ePortfolio, including questions and prompts that will help you get started, please visit the Honors & Scholars ePortfolio course in Carmen. To get answers to specific questions, please email eportfolio@osu.edu. Delete these instructions and add your own post.]