By Phyllis Zimbler Miller, M.B.A.
The Wharton School of the University of Pennsylvania
Scroll way down this page for NOTE FOR PARENTS, ADVISORS AND MENTORS.
Great for graduation gifts:
SCHOOL OPPORTUNITY: If an elementary or high school buys books for an entire class, I would be happy to have a complimentary skype call with the students. Email me at email@example.com
Book #3: HOW TO SUCCEED BEYOND COLLEGE
Click on this LinkedIn blog post title “The Importance of Teaching Programming in Elementary and High School” to read about what I did not know to include in this book series when these books were published.
You might also like to click on this blog post title “Using Lego Models to Promote STEM Careers for Women” and on “Using Dolls to Encourage Females in Business”
for more information.
Listen to Kristin Macdonald of Second Vision interview Phyllis Zimbler Miller below:
NOTE FOR PARENTS, ADVISORS AND MENTORS:
In the fall of 1977 I decided I wanted to get an M.B.A. from Wharton in Philadelphia, where I lived at the time. I knew I did not have much to offer Wharton – I would be 30 when I started Wharton (at a time when most people got an M.B.A. right after undergraduate school); I had not had math since junior year of high school (algebra II at that); and I had not done anything in the business field (I was an editor/reporter at a weekly newspaper). Why would Wharton accept me?
To help my chances, I conducted a marketing campaign for myself: took a pre-calculus course at a local college that demonstrated I could do math and helped with my GMAT score; wrote a bi-weekly “Money Matters” newspaper column that showcased an interest in finance/business; arranged good recommendation letters; had the voluntary on-campus interview. All these activities repositioned me in regard to what I could offer Wharton.
When I applied, I appeared to be a serious candidate for a graduate business degree. And the campaign worked – I was accepted to and graduated from the 1980 Wharton M.B.A. class.
Years later it took some time for me to make the connection between this successful marketing campaign and the goal of my older daughter to get into the college of her choice. When I finally made the connection that applicants to undergraduate college also needed to conduct marketing campaigns, I jumped into the fray to learn as much as possible about the crucial four years of high school leading up to college.
The knowledge I began developing helped both my older and my younger daughter in their college applications. And as I learned more, I realized that this information could be valuable for all high school students.
If you are reading this, I hope you will commit to helping the high school students in your life as they begin their journey to college and beyond.
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