University of Michigan - Michiganensian Yearbook (Ann Arbor, MI)

Page 393 text:

A student searcnes for graduate schools that per- tain to her interest. Students found senior year to be a stressful time because they began to realize that the job field was scarce. Y. Qranata A student studies in Rendez-Vous Cafe on South University. On top of work for classes, preparing for graduate entrance exams made students take time Out to Study Y. Qranala ()Kot(j LSAT and GMAT books line the shelves of Borders on Liberty Street. The financial burden of school piled up between books, application fees, and oiassen Y. Qranata photo 7 GRADUATES 389

Page 392 text:

HEADING INTO THE FUTURE By McENTEE As graduation neared, many students had to decide how they would spend their time after finishing their degrees. For some students this included going to graduate school, medical school or law school. Other students decided to look for jobs or do community service programs. Students had to make the decision based on their desires and needs. For the students who could not imagine going on to any more school, the job market was one option. Since finding a job created a problem for students, the University offered resources to assist in the job search. One such HFN STl IflFNTS HIT place included The Career Center, formally known as Career Planning and Placement. The QFNIOR VFAR THF RUSH Career Center gave students a place to go find advice and resources to look for jobs. It provided an outlet for students to talk to companies and have a connection to the outside business world. One of the resources available included a refer- ence letter service. This service helped students to obtain letters of recommendation from profes- sors and also to send them off to companies. Another options for students included community service proj- ects. Such projects included Peace Corps and Teach for America. Peace Corps allowed students to take a few years and work in underdeveloped countries. Before they began to work in the business world, they took time to help the less fortunate. Teach for America allowed students to stay in the United States in order to help underprivileged schools TO fiquRE OUT T!HEJR FUTURES BECOME A Top Having attended excellent schools since the age of five, I feel truly fortunate that I have been able to receive an excellent education, and I support Teach for America ' s vision of equal educational opportunity for all children in our nation, regardless of the child ' s socio-economic status. The last option for students involved more school. This meant that the students had to continue doing homework and other academ- ics. In order to prepare for the application process, students had to take an entrance exam. Those entering graduate school took the GRE, those going to medical school took the MCAT and those going to law school took the LSAT. This became the first step in the application process. They then had to make the decision what area they wanted to live in and which schools they would apply to. After making these decisions, they applied and then had to make the final choice about where they would be attending school. Many seniors faced the dilemma of staying at the University or moving on to new experiences. By going to grad school, students were able to put off finding a job for a few more years. University alumna Nya McCarthy-Brown said of her plans, I was a po- litical science major, pre-law; like most in their senior year, I was taking the LSAT and preparing to apply to law school. Once I learned about Teach for America, I knew it was what I wanted to do above all else. The seniors had a numerous amount of options once they grad- in urban and rural areas. These graduates taught students in order to uated. They had to decide what would be more productive and worth- give back to the community. They committed themselves to two years of work for the program. Senior Meagan Carlock said of the program, while for them. Each student had the opportunity to use resources on campus in order to explore the choices that existed after graduation. ' MIL; HIGANENSIAN

Page 394 text:

Brian Mait Scarsdale, NY Motoko Maki Ann Arbor, MI Augustus Makris Troy, MI Sara Maksym Dexter, MI Stacey Malo Oak Brook, IL Film Video Political Science Economics Philosophy Nursing Film Video Communications Ivana Malusev Northville, MI Alissa Malzman Fayetteville, NY Rachael Mandell Pickerington, OH Justin Mann New Rochelle, NY Alan Troy Mardegian Plymouth, MI Nursing Psychology English Psychology Economics Org. Studies History Sara Marks Beverly Hills, CA Leah Marsh Detroit, Ml Dara Marshall Detroit, MI Janelle Marshall Jenison, MI Laura Marten Sterling Heights, MI Crystal Martin Detroit, MI Yvonne Martinez Detroit, MI Jessica Mathis Bloomfield Hills, MI Jennifer Matousek Owosso, MI Andrew Matthews Psychology Political Science Movement Science Actuarial Sciences Biopsychology Nursing Business Political Science Political Science Nursing Ada, MI SfwrtsMgmt. Communications Katherine Maxim St. Helena, SC Renee May Clinton Twp., MI Donelle Mayberry Dearborn, MI Alyssa Mayer Morganville, NJ Michael Mayer Troy, MI Richard Mayk Grosse Pointe Park, MI Meghan Mayville Muskegon, MI Anoosheh Mazhari Bloomfield Hills, MI Kyle McAllister Southfield, MI Ryan McClarren Lake Orion, MI English Aerospace Engineering Political Science Economics Business Administration Business Architecture Biopsychology Kinesiology Nuclear Engineering Mil illliAXENSlAN