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Something For Students to Consider

Students often find themselves feeling pressured to get through school as quickly as possible assuming the faster they get their degree the faster they will get to “that job”. This is often compounded by societal pressures to finish school in a predetermined amount of time and when things start taking longer students start saying they are “behind.” Whenever a student tells me they are “behind” where they should be in school and/or in life, my first question to them is “what is this timeline that you’re referring too?” A part of me is of course being facetious but the other/larger part of me is wanting them to question this timeline they think they are on; who established this timeline? How realistic is this predetermined timeline to them and their current situation?  Being driven, pushing forward and having goals are all absolutely important, but what if more students embraced different timelines? What if more students were encouraged to design the type of timeline that does not reinforce the concept of being “behind” or  where they “should be” but one that encourages the possibility of multiple stops and detours as something positive. 

 When I first bring this up to students many agree that it sounds good, but most are still either hesitant or even resistant. And let’s face it, this completely makes sense given how much emphasis is placed on this predetermined timeline (and for many it starts before they get into high school!) So, how does a students assess if this predetermined timeline is right for them? Much like everything else, this has to be an individual assessment (I cannot emphasize this enough!). When should students do this? This also needs to be approached on an individual basis but any student (and literally at ANY point) can at least assess/think about where they are and what is  best for them as an individual. Also, at any point students can gather the information, explore options, and consider their own situation as well as their own goals. Easier said than done I know! I know it can be unsettling (to say the least) for students to start taking/pursuing  a different path than what has been

As stated earlier, it is exceptionally important for students to understand there isn’t one way to challenge a timeline, nor is there only one path to take as you navigate through school and life. I think it goes without saying (but the teacher in me will say it anyways😬), what works for one student won’t inherently work for all students. Students can gain an enormous amount of insight, ideas, and perspective from hearing how other students have navigated and especially challenged their own timelines. And so, this brings me to the focus of this post. Over the next few posts our goal to highlight former Collin College Model UN students who have all either completed or about to complete their baccalaureate degrees, who have decided to map out their own timeline and for all three of them, this includes the decision take a year  off or  a “gap year” before pursuing their next degree.

What is interesting to me, much like this predetermined timeline,  there also seems to be a misconception/ collective idea among students regarding taking time off or a “gap year.” Whether they are taking time off between degrees or during a degree, students genuinely believe there are more negative consequences that will affect them should they take that time off. Two of the more popular reasons I’ve heard are 1) future employers will look unfavorably on a gap year (or time off )and 2) if they are trying to get into a  grad school, taking a gap year will be will looked at unfavorably (and as they won’t be seen as committed). So, much like the negative association with the “Im behind where I should be” concept , time off or the “gap year” is viewed by many students at the worst case scenario they could do for themselves and most end up viewing it as a delay (instead of seeing is as a possible opportunity).

Side note: The linguist in me can’t fully commit  to calling it a “gap year” as I see it still reinforces the idea that students have to get to a certain point by a certain amount of years. Even using “taking time off” has the ability to reinforce the worst part of the predetermined timeline buuut ,I’ll have to save that debate for another time (or article 🙃).

Whatever the reason students should not assume that a gap year is inherently negative.

As we begin our spring semester many students will be in their final semester and as graduation comes closer many will be planning and questioning what their next step will be and/or assessing what exactly is the right step for them. As stated earlier, over our next few posts, we will be highlighting  three former Collin College Model UN students who are all taking a gap year this year. The goal here is to share with other students what Jareck, Nisa, and Rory have decided do to and to highlight/be able to see how each reason is different, share with you what they are doing or planning to do during that time, what they hope to achieve during this gap year and where they hope to be/gain from this gap year. For students who are questioning/thinking about taking a “gap year”  hopefully you can find some comfort, encouragement, and even inspiration on what can be achieved and gained by taking a path that best suites you, the student.

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Where Are they Now? Meet Sepehr Bastami!

Sepehr Bastami was a Collin College Model UN delegate in the Fall of 2009 and  Spring 2010. To say he is a MUN alumni success is definitely an understatement. Sepehr won our teams first outstanding individual award in 09, contributed to our position paper award  at the Chicago AMUN conference and then was an integral part of our teams Distinguished Delegation award during the  2010 NYC NMUN conference. We recently reached out to Sepehr and almost 10 years later, MUN still brings some of the best  memories he had at Collin College. Click our link to read what this program did for him, his best memories and lean where he is now!

“I had rush of nostalgia once I read your email I totally remember that and all the fun and challenges from MUN conferences. At the Chicago we represented Sudan and I recall getting pulled away to represent our delegation during the crisis simulation. I was in the 6th committee and I recall a delegate asking the entire committee for a moment of silence for the victims of Darfur.

My most memorable moments were during the 6th committee simulation, when I, as the Sudanese delegate, asked the entire committee for a moment of silence for the victims of Darfur. That was both a diplomatic and strategic choice; setting the tone for manipulation through diplomacy and forming/built a large voting block of African nations (with something like a 30 vote block) so things didn't happen unless we were onboard. This was also my most challenging moment and it pushed my leadership skills to the max. I think MUN is a really great experience in that it can teach you how diplomacy works in practice; I was able to learn how you to predict a certain behavior and neutralize it in a diplomatic way. I learned there and then that diplomacy was about disarming your adversaries before you could start firing away, and being the first to show some humanity despite the facts set that tone.

Funniest memory with the group was also in Chicago. Kyle Brackenbury was my committee-mate and  I think after the first or the second night, we went to a restaurant within walking distance of the hotel. Kyle was so exhausted, he fell asleep at the table holding a chicken leg in front of his mouth. He slowly chewed on and then just pass out, in perfect sitting posture, still heroically holding his chicken leg or wing. I didn't even know that was anatomically possible.

After Collin, I went to the Netherlands to get my LLB in International and European Law from the University of Groningen. In the process had a decent bout with stage IV cancer, beat the sucker, and in its midst realized I need to pursue what I really always liked, which was building things. I finished my international law degree, came back to start engineering, starting at UNT. I did two NASA internships and then transferred to UT Austin for the rest of my mechanical engineering degree. Since then I have worked with a NASA contractor building autonomous control systems and R&D type system engineering work. I have also worked on a project building a long-range radio frequency communication network to replace wifi dependence for our sensors. I also do undergraduate research with the civil engineering department for energy efficient buildings through intelligent sensors. My current is in data acquisition systems for environmental systems in buildings (HVAC, lighting, etc.) and I’m in charge of 2 projects involving smart sensors and devices for environmental data acquisition.

To this day I am beyond grateful for the experience that Collin College Model UN provided me. It is an eye opener to the globalized world we live in, it tasks us  with a deep understanding of our cultural differences and reinforces that idea that progress is only made through collaboration and mutual understanding of differences. Model UN brings that kind of exposure to a diverse world. But I think when done right, it also should teach aspiring global revolutionaries that the world doesn't work how they envision or wish. It's not at all efficient or effective in reality most of the time. Although I personally have become skeptical of the UN and the entire structure of the international "legal system", I still wouldn’t be where I am today had I not pushed myself to see what kind of impact do I want to make while on this earth”

We thank Sepehr for his honesty and we want to wish him the best as he continues to pursue a very promising and bright career. Because of students like him, our program continues to provide students with a hands-on learning  experience and an opportunity to pursue what sets their hearts on fire.  Ubuntu Sepehr!