For Dr. Calvert, Assistant Professor in Residence at the University of Connecticut’s School of Business and co-Director for the Management and Engineering for Manufacturing (MEM) major, a winding and unconventional career path has become one of his biggest strengths in the classroom and in guiding students toward career clarity. (Profile link here.) With experiences in chemistry, business analytics, engineering, sales, and consulting, he’s not just teaching from theory. He’s lived through the transitions that many of his students are just beginning to navigate.
We sat down with Dr. Calvert to hear how his career journey has shaped his teaching, his mentoring style, and his approach as a Career Champion.
You’ve had a varied and rich professional background. How do you explain that to students?
I tell them the truth: I didn’t follow a straight path. I started off in chemistry because it gave me flexibility; it was the middle ground between the sciences and other fields. From there, I moved into sales, consulting, engineering project work, and eventually teaching. I’ve interviewed for more than 30 roles over the course of my career, so when I talk about career development or job changes, I speak from real experience.
What I try to emphasize is that it’s okay to explore. In fact, it’s important. I often say, “Don’t just focus on what you want to do, think about what you don’t want to do.” Knowing that can save you time and frustration.
How did you get involved in the Career Champions program?
A colleague told me about it, and honestly, it made sense. I was already doing a lot of career advising with my students. I can spend hours across a semester talking one-on-one with someone about their path. Sometimes students come in just to talk about life or their next steps, and I always make time for that. Joining the Career Champions program gave me more tools and language to use, especially the NACE Career Competencies, and helped me refine how I guide those conversations.
How do you bring career readiness into your courses at UConn?
I take a consulting mindset into teaching. In every class, I want students to walk away with at least three practical, actionable takeaways. I’ve completely redesigned some courses to reflect real-world needs. For example, my supply chain class is activity-based for the first half of the semester because the field requires strong communication, not just analysis.
I also co-teach the senior design capstone for MEM (Management and Engineering for Manufacturing). Students work with a company that sponsors the project. I tell them: “You’re already prepared technically. Now let’s work on the other competencies employers are looking for: communication, teamwork, leadership.” I post the NACE competencies on the board and use them to guide reflection and feedback.
Even outside of the curriculum, I try to model professionalism. I wear a jacket and tie to class every day. It sets a tone, and students have told me it’s influenced how they present themselves, too.
What keeps you committed to this work?
It’s the students, always the students. I love when they come back to tell me they got the job, or when I see them connecting with mentors I’ve introduced them to. Just the other day, a former student sent me a photo of him meeting up with one of my grad school friends who now works at S&P Global. Moments like that make it all worth it.
I also work with other Career Champions and Kaitlyn Anderson from your Center on research and curriculum development. One project I’m proud of is how I turned career planning into a project in my project management class. (For details, the paper can be found here) Students apply tools from the course to design and map out their own career paths, and many say it’s one of the most impactful things they do in college.
What would you say to faculty or staff who are hesitant to get involved in career readiness work?
Higher education is evolving. It’s not just about transferring knowledge anymore; it’s about helping students become career-ready, no matter what their field is. You don’t have to be a career expert to make a difference. Just knowing how to refer a student to the Center for Career Readiness and Life Skills or incorporating a small career-focused activity into your syllabus can have a huge impact.
Our students are not just learners, they’re future professionals. If we want UConn graduates to stand out, we need to be intentional about how we prepare them. That’s what the Career Champions program helps us do.
