Marisa feels underqualified for jobs and internships due to lacking technical skills from her theoretical education. She is taking computer science classes over the summer and teaching herself to code, but still feels intimidated compared to peers who have been coding for years. Marisa wants to gain hands-on experience and specific skills that employers want through internships or classes, but recognizes she needs to already have experience to get experience. She is highly motivated to learn and contribute productively.

1. SAY
 “High school and college have been super theoretical. I feel I don’t have technical skills to do things. It makes
me feel very under-qualified for jobs and internships. I hope that as I continue on with higher coursework that changes.”
 “I can think about things really well, but I can’t really do things.”
 “Feels like we are just thinking in class – hard to make it into an action until you actually do it. You can think about
something as hard as you want, you are pretty much useless until you can prove you can do it.”
 “I’ve tried to take courses more geared toward technical skills. Ask the professor for help in applying. For example
, in German, we focus on grammar, but I worked out with professor to write a journal each day. He would edit it and
tell me why things were wrong. That really improved my writing. Not built into the class because so many things to teach us.”
 “Whole reason you go to school so you are a more productive person at work. When you start a new job you’ll need to have some training,
and a school can’t provide all needs. The more skills you know, the easier it is to learn a new one. For example, even though you don't use a
particular programming language, that’s okay, because you are learning to use a programming language.”
 “The theory is definitely important, and feel like I’m get a lot smarter at school – knowing how to look at problems is good, but it needs to be
more balanced. Probably will come in time. Frosh/Soph starts with more discussion and as you get older, probably go into more depth into
how to implement the ideas.”
 “But it’s just hard for getting an internship now. I thought I’d have a lot more skills at this point – that are directly useful. Sometimes it feels
like I’m over-selling myself – resume looks as if I’ve done a lot of things, but when I try to go do something, my skills feel more shallow.”
 “I got a lot of support from a lot of people, but there were things I shouldn’t have needed help on. I didn’t learn any saleable sells in high
school except for writing. I should have learned something useful in four years. “
 “At my internship last summer, I would have liked to have had more skills, but instead I had pretty boring projects. It held me back from doing
anything more interesting. “
 “No one really talks about these issues, but I don’t think I’m the only one. Especially at Stanford, everyone wants to feel competent and how
successful they are. So, it’s hard to tell if they actually mean it.”
 ‘I was bored in the jobs I have had. I want to do something interesting, and something that I can make money on…and I like real challenges.
The things I was doing, most people my age could have done. Not any specialized skill. I want to contribute to the economy. I like being
productive. I like having a reason to get up and do things, as opposed to people who don’t have a real reason to get up.”
 “Concerned because the economy isn’t in great shape. I’m not so worried about there not being enough job, but more about not being
competent or qualified for the jobs. The scariest thing for me …it seems like I know what I’m doing, but I don’t think I’m not as qualified as I
look. I’m worried that I’ll get a job and do a bad job.”

2. SAY (continued)
• “Not worried about not being organized or committed, I’m talking about the skills – being competent in terms of doing what I’m paid to do.
I’m a little insecure because I wasn’t in the technical direction – only in the past year, I’ve changed that. I’m trying to catch up with people
who have been coding since they were ‘8’….and that’s kind of intimidating.”
• “I”d like to see more classes at Stanford geared toward more specific skills that people want to build….for example iPhone or App classes.
Would be better if they were offered more frequently. These are specific ones on my mind.
• “The faculty esp. in the CS dept. is really approachable. The thing is there isn’t really anything official setup …I think this is a good thing. For
example, How to Have a Startup….sort of stupid. But professors are accessible to help you with ideas. “
• “There are Career Fairs. I get emails about talks all the time, and they aren’t very useful. Listening to people talk about things.”
• “ Having an extended an internship overseas would be a really good way to get good skills, I think. If nothing else, my German would improve.
Biggest weakness is working with other people, mostly because of bad experiences, and in 6 months you can build real relationships. You
don’t get that with the typical American school system (just 3 months working….not long enough to build a real relationship.) Attractive for a
number of reasons – opportunity to be super independent, learn a language, etc. Have my own apt. and really deal with my own stuff. And
I”d really like to learn German well. When I was in Panama for 6 or 7 weeks, I learned it so well. I bet I could become fluent.
DO (what I’ve observed)
 Intensively teaching herself Computer Science this summer. Listening to the lectures on tape; taking copious
notes. Working hard to get the concepts.
 Developing the concept for an Android App. Drawing out what it will look like – mocking it up. Reaching out to
professors for feedback and assistance.
 Looking at job listings on company websites that look interseting. For example, one that she heard about through
her tri-club where they really value athleticism and build it into the company culture. “I have to have already
worked for another company. How do you get experience unless you have experience? Another experience…I can
communicate. I’m working on that (knowledge of another language). “
 Seeing herself that she isn’t qualified yet for the jobs – they require experience.

3. STAKEHOLDER
• 19-year-old female Stanford Student. Just completed her freshman year and taking
computer science during summer school.
• Went to a good local public high school. Took more liberal arts and creative courses
there.
• Highly organized and self-motivated and responsible.
• Younger brother with severe special needs; this has given her a big sense of
responsibility and maturity at a young age – an ‘old soul’ by many accounts of others.
• Very strong writer currently an editor for the Stanford Review.
• Found interest in technical skills only much later in high school. Applied to Stanford
with interest in journalism; now planning a technical degree instead.
• Highly creative and hands-on: taught herself to knit and crochet very complicated
patterns. Learning how to work on cars as well.
• Has a few very close friendships; prefers those close relationships over more superficial
group relationships.
• Excellent communicator and a natural in what motivates individuals.
• “I’m a really smart person and really good at learning at my own. I’m studying German
on my own now, even CS. I pick things up quickly and am a fast learner. I have the
personal tools – I know I can do things if I try. The thing is I have a steep curve to catch
up on. People are a lot further ahead of me on very hard things to do.”
• “People who work hard in other aspects of their life…..Incorporating lifestyle elements.
I would like to work somewhere like that. “
• Both mother and father graduated with co-term degrees in engineering.

4. Marisa needs to gain
experiences soon that give
her confidence in the
unique and tremendous
contributions she can make.
Insight:
Marisa is extremely talented and will
be able to contribute even more
once she sees her ideas and
expanding skillset having an impact
and being validated by those she
respects.