Faculty Fellows

What is your motivation for participating in the Career Readiness Faculty Fellowship?   

I joined UConn as an Assistant Professor in Residence in January 2021, during the COVID-19 pandemic. I taught a series of short, one-credit special topics courses, and through this platform, I interacted with many motivated and bright graduate students across the College of Engineering who were struggling to realize their career journeys.

In the Fall of 2021, I established the Professional Development (PD) course series at the College of Engineering (CoE) under the guidance and support of the Associate Dean of Graduate Studies, Prof. Leslie Shor, currently the Vice Provost & Dean for Graduate Education at UConn.  The PD courses comprised a series of 1-credit courses to help graduate students (Ph.D. and MS students) gain mastery of various professional skills such as scientific communications, writing, pedagogy, and building career competencies and advance their professional and career objectives. In these courses, students (from different engineering disciplines) share a standardized professional platform where they can learn, practice, and master good career practices to seamlessly transition from their classroom/research experiences to real-world professional expectations (instead of seeking individual sources to gain proficiency). Producing well-prepared graduates to tackle the challenges of the ever-evolving industry and research aspects is an asset to UConn. Therefore, 1) integrating career readiness into academic curricula, 2) improving the students’ career prospects, 3) helping students stay updated on today’s evolving job market, 4) broadening their professional network, and 5) learning from experts and peers became the primary goals of PD courses.

Through this Career Readiness Faculty Fellow Institute, I hope to learn innovative ways to embed career readiness competencies into the classroom, build employer/industry engagement, and empower students to navigate their career paths confidently. I am also part of UConn’s Scholarship of Teaching and Learning (SoTL), and I look forward to interacting with like-minded faculty and learning from best practices. 

I have partnered with the Center for Career Readiness and Life Skills by inviting speakers to my class to talk to students about networking, and how to promote their career readiness skills. I have also implemented the essential career modules into my course to help students better prepare their resumes, LinkedIn profiles and practice proper interview skills. 

Best Advice:  

“Prepare yourself so that you can get multiple offers, so that you can choose what you want to do.” 

What is your motivation for participating in the Career Readiness Faculty Fellowship?     

I currently do a lot of career readiness in some of my courses and incorporate the NACE competencies in them directly or indirectly. For instance, in my supply chain course I show them data related to the employer’s perceived importance to teach them why I structured the course the way I did. I also have started doing research on the impact of career readiness (purpose) on mental health (social connections) while using active learning.
Even with this background, the project management course for our department is still not currently very career focused. The course has a semester-long project which requires the students to use project management tools to plan their career path. I would like to use this fellowship to get ideas and feedback on developing this course curriculum. 

Why is career readiness in the classroom important? Almost every college student attends college to get a job, so it is important that they are trained to be professionals. This makes it important to expose students to the skills that are needed to implement the traditional course material/skills into their jobs. 

Best Advice: 

There’s a document floating around the internet called, “How to Answer the 64 Toughest Interview Questions.” This document was the most useful source I have used for interviews. I have used it on every interview since. It shows the importance of preparation and finding advice that you connect best with. 

What is your motivation for participating in the Career Readiness Faculty Fellowship?

I work hard with my actuarial science students to prepare them for their career, both applying for and getting jobs and then succeeding. I incorporate a lot of career preparedness into my Technical Writing for Actuaries course, MA 3670W, and this Institute looks like it will help me out a lot with this material.  

I want to help students find a job, success and fulfillment in their post-college life. I’ve found many academically strong students to be unprepared career-wise. 

Best Advice Received: 

Always follow your gut. Always follow your heart. 

What is your motivation for participating in the Career Readiness Faculty Fellowship?

I am always interested in career development, mentoring, and giving back to the students at UConn, especially helping them grow, improve, and prepare for the workforce.  In the past, I indirectly discussed how the information in my NUSC 1165 (Fundamentals of Nutrition) courses relates to careers in healthcare or careers that involve calculations and the use of data. I mostly focused on career development in NUSC 1167, (Food, Culture, and Society) by presenting brief case studies of how current students can help the individual in the case study seek experiences, focus on academics, and with professionalism. When I taught UNIV 1810 (Nutritional Sciences Learning Community) in Fall 2023, a representative from the Center for Career Readiness and Life Skills presented about the 8 NACE Career Competencies in class.  I decided to use the NACE Career Competencies in NUSC 1167 for students to assess current competencies they would like to improve on.  Students appreciated the value of this exercise, and I would like to figure out ways to continue to enhance this further in NUSC 1167 and in NUSC 1165.  In NUSC 1165, the challenge currently is how to integrate the competencies with the class content and assignments due to having STEM and non-STEM students in the general education course.  

Best Advice: 

When approaching a situation, have an open mind.  If it is challenging or does not go as planned, it is an opportunity to learn and grow from that situation. 

What is your motivation for participating in the Career Readiness Faculty Fellowship?
I have been a Career Champion for several years and I feel I am lacking in what I do to support Career Readiness. I think this Institute would give me even more tools and techniques to help me better incorporate Career Readiness into my classes.  I want to do more than just “talk the talk”. It is time for me to put “my money where my mouth is!” It is important to integrate career readiness into my course because it is never too early to think about the future.

Best Advice you have received?
It is ok to have many professions over your lifetime. You don’t have to pick a job and stay there forever.

What is your motivation for participating in the Career Readiness Faculty Fellowship?

I would like to assist students with career preparation at any stage of their education and learn new methods to make this process more efficient for both students and faculty. Many undergraduate students took my Independent Research classes. I found it important not only to discuss their specific short-term projects, but also to talk with them about their future careers — the excitement, the challenges, and what lies ahead. It’s equally important to help them understand that career development is not a simple, one-dimensional path forward. Students need to learn how to fight for their careers and navigate the ups and downs that come with real professional growth. 

Why is career readiness in the classroom important? It enhances our efforts in career preparation and readiness for our physics students. In today’s world, faculty can help students explore a broader range of career opportunities in science and technology by learning new methods and sourcing resources and services supported by the Center for Career Readiness and Life Skills.  I’ve partnered with the Center for Career Readiness and Life Skills by bringing their staff into my Independent Research classes and co-organizing career panels with alumni in diverse fields. These collaborations help students see how their physics skills apply beyond the classroom, boosting their confidence and motivation. It’s also deepened my commitment to supporting students’ professional development alongside their academic growth.

Best Advice:  

I received the best career advice many years ago from my PhD advisor — a brilliant and accomplished scientist, widely recognized as an expert in quantum theory. He told me:
“Difficulties and setbacks come far more often than success and recognition. I found a simple way to overcome them: I work every day, no matter what. By immersing myself in physics and formulas, I stay grounded and gradually remove obstacles that at first seemed immovable.” 

What is your motivation for participating in the Career Readiness Faculty Fellowship?

I want to not only incorporate more career readiness into the classes I teach, but the Diagnostic Genetic Sciences (DGS) program as well. I believe that by completing the institute it will help me achieve this goal. 

Why is career readiness in the classroom important? To me it is important to integrate career readiness in my course to help students develop the skills they need for success after graduation, connecting classroom learning to real-world applications. 

Best Advice: 

One piece of career advice that’s always stayed with me as a laboratorian is this: Behind every sample is a patient. It’s a simple truth that reminds us to approach every task with care, precision, and purpose because our work directly impacts real lives. 

What is your motivation for participating in the Career Readiness Faculty Fellowship?

As a service learning fellow, I identify career readiness as an active component of that endeavor. I would like to create curriculum that utilizes skills sets that allow my students to begin to see where they fit in the workplace and how they can make an immediate contribution to it.   

Why is career readiness in the classroom important?: To give students a connection between what they can learn now and use later.  

Best Advice: 

Make sure your contribution is noticed. 

What is your motivation for participating in the Career Readiness Faculty Fellowship?

As someone who works in a program that cultivates student internships and works directly with students, I often have students come to me for advice or assistance on these topics. I want to better equip myself with skills that would be beneficial for them. In general, these skills are highly applicable, and if I can share something useful with all students, regardless of their major, I believe it would be a valuable resource. I want to give students the opportunities I didn’t have, particularly when it comes to career readiness and professional skills. I’m committed to helping them seek out and develop these skills intentionally. By making sure their academic work is meaningful and applicable, I can help them understand that course objectives are designed to support their professional growth and development. 

Best Advice: 

Taking part-time jobs or internships even those that involve tasks you don’t particularly enjoy—can be incredibly valuable to your learning experience. Understanding what doesn’t interest you or what doesn’t work for you is just as important as discovering what does. Those experiences help clarify your career goals and bring you closer to the path that’s right for you.  

What is your motivation for participating in the Career Readiness Faculty Fellowship?

My motivation to apply for the Career Readiness Faculty Fellow Institute stems from my desire to provide my Doctor of Physical Therapy students with contemporary, useful and evidence-based information to assist them with their transition from student to job seeker to physical therapist.  The opportunity to collaborate with other faculty members across UConn appeals to me in that it will broaden my perspective of career readiness and better equip me to shepherd my students in their transition to their first position as well as share information with my fellow faculty members to integrate this information into their courses and mentorship activities.  

What are you excited about as a Career Readiness Faculty Fellow? I am excited to learn contemporary principles and concepts to pass along to my students to apply as they enter the workforce.  Having access to experts in the career readiness domain, as well as having a community of UConn faculty will help me to better prepare students to make that transition from physical therapy student to physical therapist.  

Best Advice:  

The best career advice I ever received was to follow my bliss.   

What is your motivation for participating in the Career Readiness Faculty Fellowship?

I’m applying for the Career Readiness Faculty Fellow Institute because I care deeply about the well-being and career trajectories of the students I advise. I believe my role extends beyond academic advising; I strive to provide them with practical advice, encouragement, and the tools they need to succeed in their future endeavors. This fellowship is an opportunity to enhance my ability to effectively guide them and equip them with essential career readiness and life skills. I want to further develop my ability to support their holistic development and ensure that they are well prepared and confident as they transition into their professional lives. 

Why is career readiness in the classroom important?: Career readiness integration is important because students more easily grasp concepts when they understand the meaningful impact the knowledge will have on their professional future. 

Best Advice: 

To do what I was passionate about. 

What is your motivation for participating in the Career Readiness Faculty Fellowship?  

As a faculty member in Social and Critical Inquiry and a TEAS Grant Faculty, I’m committed to helping students from diverse backgrounds articulate how their coursework develops tangible career competencies. My role as Faculty Affiliate for AI at UConn’s CETL has further highlighted the need to prepare students for evolving workplace demands while ensuring equitable access to career development resources. The Career Readiness Faculty Fellow Application is a good opportunity for me to structure my courses to help my students with their desired careers. I want my students to understand how interdisciplinary thinking is crucial for career readiness in current times. 

Best Advice: 

Let your specialization be porous enough to adapt to the shifts and needs of the time—not so rigid that it resists them. 

Why is career readiness important in the classroom?
For many students in Organic Chemistry I, the course is a steppingstone toward careers in medicine and related fields. Integrating career readiness into the curriculum helps students make intentional choices early, positioning them for long-term success. By connecting academic content with real-world skills, students gain more than just subject knowledge—they develop the confidence, tools, and direction needed to navigate their professional paths. 

Through this approach, students are also introduced to the extensive resources available through the UConn Center for Career Readiness and Life Skills, helping them take meaningful steps toward their future. Embedding career readiness in the classroom ensures that students are not only prepared academically but are also equipped to thrive in diverse professional environments. 

Best Advice that you have received? 

While I haven’t received any single piece of career advice in words that stands out, the most meaningful guidance I’ve received has come from observing my mother. As a dedicated professional and a caring parent, she modeled how to balance a fulfilling career with family life. Her example taught me that it’s possible to pursue professional ambitions without sacrificing personal priorities.

From her, I learned the importance of listening to both my head and my heart when making career decisions. I believe that each person’s journey is unique-while we can draw inspiration from others, ultimately, we need to choose a path that aligns with our own values and aspirations. The best career advice, then, is to seek fulfillment in your work and stay true to yourself as you navigate your professional journey. 

What is your motivation for participating in the Career Readiness Faculty Fellowship?

I will be teaching a large section (240 seats) of SOCI 1001: Introduction to Sociology in Fall 2025 and Spring 2026. This is a foundational course for SOCI majors and minors, but also serves as a General Education requirement and a recommended course for students in a variety of fields such as Pre-Med. Beyond delivering the curriculum and content, I am interested in developing an approach to the course and assignments that would emphasize relevant career guidance and information that could be applicable for all of these populations of students. Specifically, helping students understand the benefit of sociology in a practical and transferable way. Additionally, helping SOCI majors think about the kinds of careers they can aspire to pursue.  

I teach a large Introduction to Sociology class to a variety of students – majors, minors, and those who will never take a Sociology class again! I want to offer everyone an opportunity to consider how sociology can help them in practical ways, specifically related to their future career goals.  

Best Advice: 

Having multiple projects at different stages  

What is your motivation for participating in the Career Readiness Faculty Fellowship?

Over the last several years, I’ve increasingly worked towards career diversity goals in the humanities both at the undergraduate and graduate levels. What do I mean by career diversity? Humanities disciplines and their students are often expected to honor very narrowly defined career tracks. Neither the data (Humanities Indicators) nor the markets bear this out, and graduates in humanities fields have been remarkably resilient and successful in a variety of professions. However, I believe we don’t start early enough training students how to communicate their unique skill sets effectively, and we have not developed – at UConn – materials that speak to NACE competencies from humanities perspectives. I would much like to work with and learn from the Center for Career Readiness and Life Skills to focus on building career training materials for students in humanities fields, so they become multimodal communicators and build sustainable careers in multiple sectors. 

Best Advice: 

Francis Picabia (1879–1953): Our Heads Are Round so Our Thoughts Can Change Direction

Allow for failures and stagnation – it will help your creativity 

What is your motivation for participating in the Career Readiness Faculty Fellowship?    

I care deeply about preparing my students not just academically, but professionally. I teach a required core course in finance – fixed income securities. This course draws a broad range of students. Over the years, I have observed a growing gap between classroom learning and industry expectations—particularly in how students articulate their skills, navigate recruiting processes, and apply theoretical knowledge in real-world contexts.

My own background is research-focused—I’ve published in top academic journals, and I take pride in helping students understand complex concepts in a rigorous way. But I also recognize that being industry-ready involves more than mastering the material. Students need help understanding how to position their knowledge, how to build relevant skills, and how to connect what they’re learning to the types of problems they’ll face in professional roles.

That’s why I’m applying to the Career Readiness Faculty Fellow Institute. I want to learn how to more intentionally build career readiness in my course, and to contribute to a culture that supports students in making the transition from classroom to career. I see this as an opportunity to strengthen my teaching and to better support the long-term success of my students.

By participating in this program, I hope to become a stronger advocate and mentor for my students’ professional growth and contribute to a more career-integrated academic environment within my department.  

Why is career readiness in the classroom important? As someone who teaches a highly applied subject—Finance—I believe it’s essential to connect academic concepts with the practical skills students need in the workplace. Often, what students truly need is the confidence to apply what they’ve learned beyond the classroom. Integrating career readiness into my course helps build that confidence. It allows students to see how technical knowledge is relevant in real-world settings, equips them to speak the language of employers, and makes them aware of the resources available to support their professional growth. 

Best Advice:  

Always go a step beyond what is expected. 

What is your motivation for participating in the Career Readiness Faculty Fellowship?

I want to learn more about the Center for Career Readiness and Life Skills and the tools available for faculty and instructors and ensure that my courses can prepare students for their future careers. 

I am eager to learn new and creative ideas on how to integrate career readiness into my courses.

Best Advice:   

Be curious to learn, be bold to create, be humble to succeed.