While Brackett was completing research at the parks, Associate Professor of Sociology Alexis Franzese informed her about the Disney College Program, an internship opportunity where students can network and grow professionally. With a love for Disney, Brackett was immediately intrigued and decided to apply.

Brackett had already visited the Student Professional Development Center for assistance revising her resume but decided to pay another visit to the office before submitting her application to the Disney College Program. Brackett met with career advisor Kristin Walker who helped her tailor her resume to the program and prepared her for the interview.

Walker provided Brackett with insider details as she had previously completed the program. Not long after her interview, Brackett heard back and received her acceptance.

Brackett answered questions recently from the SPDC about her experience.

What were you trying to accomplish when you met with the Student Professional Development Center and what specific help did you receive?

I met with Ross Wade, senior associate director of career services for the School of Communications, for help reviewing and polishing my resume. When I began my application for Disney, I met with Wade again to tailor my resume to the job description so that I would stand out as a top candidate.

What did you learn from the experience?

I learned a lot about resume structure and order that I will be sure to apply when looking for job opportunities in the future.

How did your interest in the Disney opportunity develop?

I have always loved Disney and visiting the parks. My interest in the Disney College Program started after I heard about it during my 2020 Winter Term class, Disney: Happiest Place? The Science of Happiness.

My professor, Dr. Alexis Franzese, mentioned the program to our class and introduced us to former ������Ƶ students who participated in the program. I lived at Walt Disney World and conducted research in the parks during the course. I fell in love with the Disney environment and knew I wanted to participate in the program in the coming years.

Tell me about your experience in landing this opportunity with the Disney College Program.

The process went a lot smoother and quicker than I expected. Before starting the application, I met with multiple SPDC career advisors who provided me with advice and prepared me for everything I had to face during this process. The first step of the application was filling out basic information, including my work experiences. After that, I got an email that I had made it to the next step of completing the web-based interview. A few days later, I received an email notifying me of my acceptance.

What specific things about the company culture made an impression on you?

The cast members completing the program exceeded my expectations as a guest. I could not wait for the opportunity to be in the role myself and offer a fun experience to other guests who visit.

What did you learn about the people, the culture, and the work you will perform that made you want to pursue the Disney College Program?

The focus of my research project was to learn about the emotional regulation of cast members. Conversations and interviews made me realize that I wanted to be a part of the magic that Disney produces for guests.

Which other faculty members did you work with to prepare? What help did you receive?

I met with Ross Wade. He provided tons of help updating my resume and connecting me to Kristin Walker, associate director of employer experience and technology. Ms. Walker completed the Disney College Program previously and shared insights about the application, and explained what the experience would be.

Lastly, Paul Hvozdovic, assistant director of career services for student-athletes, was a massive help in polishing every tiny detail in my resume. He is super caring. Because of his support throughout the process, he was the first person I told when I was accepted.

What recommendations would you share with other students about the Student Professional Development Center?

Use the SPDC as much as possible for anything from resumes, cover letters, personal statements or even just brainstorming potential opportunities. They are there to help you with any questions or concerns you may have, and they usually know at least one other person who may be looking for or are in the position you want to get.

It was during this time that Foy was introduced to user experience and user interface. Foy fell in love with the design processes as they allow her to combine her communication design major with her minors in poverty and social justice.

This newfound passion combined with her long-term interest in fashion motivated her to apply for a user experience internship position with Gap Inc. Before submitting her application, Foy spent time working with a career advisor at the Student Professional Development Center to touch up her resume and interview skills. All of her initiative and hard work paid off and she got the position.

Foy is the latest person to be featured in a series of Today at ������Ƶ profiles on the experiences of students and alumni who used the Student Professional Development Center to find job and internship opportunities, help with graduate school placements, prepare for interviews, and improve resumes and cover letters with guidance from professionals. She answered questions recently from the SPDC about her experience.

What were you trying to accomplish when you met with the Student Professional Development Center and what specific help did you receive?

I wanted someone with expertise to help me with formatting and to polish my resume before I applied to internships. I met with Amber Moser in the SPDC satellite office located in McEwen Building. She helped me enhance my resume and offered LinkedIn advice that ultimately helped me land an interview with Gap Inc.

How did your interest in the organization, company or career develop?

After taking Web and Mobile Publishing I knew that user interface/experience (UI/UX) was the design field I wanted to pursue. With a major in communication design and a minor in poverty and social justice, working in UI/UX will allow me to merge my interest in helping people by developing more human-centric designs. Additionally, I have always wanted to work in the fashion industry as a graphic designer but did not know what specialization I wanted to be in. Now, I have a clear idea and I couldn’t be happier that Gap Inc. chose me.

Tell me about your experience in landing this opportunity at Gap Inc.

I applied to Gap Inc. through LinkedIn during my junior year. A few months later, I was invited to two interviews. One was with a recruiter and the other was with two user experience designers at Gap Inc. The interview process was intimidating, but I stayed confident by reminding myself that I was chosen for a reason. At the beginning of the spring semester Gap reached out and offered me a position!

Which other faculty members did you work with to prepare and what help did you receive?

I worked with Rebecca Bagley, my web and mobile publishing professor, and Randy Piland, my academic advisor. Bagley gave me clear and honest feedback to help improve the designs I had in my portfolio. Upon accepting my internship offer from Gap Inc., Piland provided me with advice that affirmed my decision to take the opportunity.

What did you learn from the experience?

I learned about the power of networking and building relationships. Not just across departments, but in various areas of the company. I learned the beauty of taking creative risks and the importance of asking for help to further my knowledge about UI/UX design.

What recommendations would you share with other students about the Student Professional Development Center?

Visit the SPDC early in the semester to get your resume and LinkedIn reviewed before you start your internship search. Also, if you need a professional headshot for your LinkedIn profile the SPDC is the place to go! Do not be afraid to use the resources around you. They are there for a reason. The SPDC exists with the purpose to help students succeed.

As an undergrad majoring in mass media communications with a minor in African American History, Bates did not know 100 percent what he wanted to do for his overall career objective post-graduation. In experiencing a personal journey from the perspective of “job” to “career mapping”, Bates discovered three major factors that helped him to arrive at this point in his career path.

First, supervising the division of Multicultural Affairs provided access to employers and their desire to reach historically marginalized populations. Challenging the status quo, Bates proposed the creation of diversity fairs to increase opportunities for students. Second, Bates recognized a disconnect in employers’ requests for students to be prepared for professional success without actually providing opportunities and internships to work at organizations. Third, Bates wondered whether the students were truly prepared for professional success or, similar to his own path and many others, were they just taking jobs without an understanding of how to develop and manage their careers.

Bates realizes and is a firm believer that all students need experiential learning or an internship before graduation. These experiences help them to determine what they truly want to do (with preferably more than one) and to invest in undergraduate studies and experiences that align with their career objectives. Bates holds a particular interest in creating fair access to increase the utilization of career services for persons within the African American and Latinx communities.

As an educator, he recognizes the demand for social mobility and imparts this belief to his students and colleagues. Achieving this skill will enable anyone, especially students, to determine for themselves what they want to do next. It is in recognizing this gap within higher education and workplace expectations that Bates has dedicated his career to shift that outcome for students.

By using a solution-focused lens and starting with a “compass” in mind, a compass gives you a direction and, on that journey, you determine the stops, experiences, and vision. Students’ collegiate careers can be used to actualize a life designed with intentionality, equity, and mobility. Read on for a look at our conversation about how Tierney Bates redresses topics of “fit”, social justice, and student identity formation in the realm of career development:

Why is dismantling the idea of “fit” in higher education and corporate culture important to your work in career development?

That is my goal, to dismantle fit, and for a few reasons. First of all, fit ostracizes people of color, the LGBTQIA+ community, and women, especially, women of color. When we talk about fit, that means I have to fit in and assimilate into a culture that never had me in mind.

So, I want to “dismantle fit” because a lot of times when our students of color, LGBTQIA+ community, or women go into a certain atmosphere they must change their identity or assimilate. The reason for this is that most workplace environments for years have been homogenous, lack true communication or speak to cultural needs, have no true consciousness of inclusion, and do not build a sense of belonging. Therefore, imposter syndrome sets in but for many it is rooted in historical exclusion.

The second reason for dismantling fit is because of homogenous cultures within organizations. I’m trying to go into organizations on a national scale and talk to them about their cultures and how we need to dismantle fit by developing job descriptions assisted by search engine optimization or using gender decoder to understand the language on a description. This then promotes a balance in the types of applicants received. Most people of color will not apply unless they have 80-90 percent of what’s in the job description, whereas Caucasians feel as though, if they have roughly 40-50 percent, then they will still apply.

Additionally, for employers to receive a desired diverse candidate pool, posting the salary will help people of color, in particular, to make a better decision. It’s about cultural add – not fit or cultural fit. This relates to how employers can open up their minds and attract great diverse talent to make their organizations better.

How would you describe somebody who would excel as a social justice advocate within the career development sector?

One of my colleagues, Roderick Lewis, an associate director within the UNC-Chapel Hill University Career Services, is doing amazing things in this regard. With an MBA background, Roderick has a solid understanding of corporate recruiting and just in the past six months has created a diversity equity scorecard.
This tool has been used by NACE and can be used for both employers and internal higher education institutions and non-profits for accountability measures. Organizations can use this tool to look internally at themselves and assess whether they are doing what they are saying they are doing.

For example, in redesigning the types of programming higher education institutions offer, we can intentionally focus on African American/Black and Latinx students. But there’s a flip side to creating these spaces for employers and students to connect.

Academia must realize that everybody can’t recruit your students, employers can cause harm based on their tactics and this is why, we must guard our students from those whose organizations are just trying to do performative acts, which will lead to young professionals from historically marginalized populations leaving homogenous cultures sooner rather than later. In essence, this is because of a lack of organizations’ preparedness for the candidates’ cultural add.

Furthermore, people in higher education must tell the truth to employers to be successful in this work. Recruiting marginalized candidates is not enough. What are some of the decision-making factors that are happening? What is the makeup of your senior leadership? What are your management style or HR tactics, practices, and marketing? The problem is most of us are scared to do it because we don’t want to ruffle the feathers. That’s what being social justice warriors in career development means – writing historical wrongs by educating people about inequality regimes that have existed in corporate and higher education DNA, for
years.

So, we must point it out. We must understand that, and we have to show the leaders in those spaces, that it means overcoming the desire to not want to give up benefits related to privilege. Real structural change happens with investment and accountability. Educate organizational leaders on what is wrong with current recruiting tactics to encourage real structural change.

For example, invest resources that share the benefit of systemic privileges in the communities of people who have been excluded from opportunities for advancement to help themselves build themselves up to an equitable standing in life. Think about gaps in African American/Black and Caucasian wealth. Reparations can help to close that gap. All mainstream organizations benefitted from Jim Crow and racism.

Educating leaders on what that historical context means now is how the Diversity Scorecard that Roderick Lewis created is used to bolster equity in higher education and corporate institutions.

What is your opinion about college students’ identity formation as it pertains to experiences such as
virtual internships and campus involvement during the coronavirus pandemic?

Highlight the value of the career services offices to achieve desired outcomes by moving career services out of Student Affairs and into the reporting chain of the Provost or President. This will promote students’ social mobility and agency in their understanding of factors that impact career choices and designing a collegiate and life experience that equips them for success, along with aligning academic outcomes.

This ideation includes multiple transferrable skills, the confidence to report these skills in virtual spaces, and the confidence to advocate for themselves by holding employers accountable with tangible, evidence-based questions during interviews and networking that go beyond the typical workplace culture. It is about highlighting students’ power within themselves.

In doing so, students know their plan and next steps post-graduation leading to improved first destination outcomes, alumni relations, and mentoring to current students.

Are there resources that you would advise the readers of this article to research and apply to advocate for
social justice within life, but particularly within career development?

Books and Articles:

• Richard Rothstein
• Mehrsa Baradaran, J.D.
• Minda Harts
• Clayton M. Christensen, DBA
• Tierney Bates, Ph.D.
• Peter F. Drucker, Ph.D., Clayton M. Christensen, DBA

Websites:

The goal for me is to be a lifelong learner and not necessarily an expert; being strategic, reading things to keep ourselves engaged in dialogue, and commit to innovation.

Now, let’s pass this baton! I’m thrilled to welcome and introduce our next Career Advising Fellow, . We are so excited to welcome Corinne in early August for training, and then, hit the ground running when the students return back to campus. Big things ahead!

Let’s learn a bit more about Corinne:

Corinne Townley was born and raised in the Queen City of Charlotte, North Carolina. After high school, she attended Appalachian State University where she obtained her Bachelors of Science in Child Development. At the end of her junior year, she realized child development was not her passion, so she decided to pursue her master’s in Higher Education Administration. She attended William & Mary, where she became a board member of the Higher Education Student Association, advisor for the First-Generation/Low-Income Student Group, and worked in the Career Center. During her assistantship at the Cohen Career Center, she fell in love with empowering students on their career journeys. She graduated from William & Mary in May of 2021 and is thrilled to be joining the SPDC! In her free time, Corinne enjoys playing guitar, snowboarding, drinking coffee with her friends, and playing with her cat, Zoey.

As a result, she was added to RLF’s candidate pool. Then she sealed the deal during an interview by utilizing the skills she learned from career advisors at the Student Professional Development Center. Now, Holder works as a communications manager at the firm.

Holder recently answered some questions from the SPDC about her experience:

What were you trying to accomplish when you met with the professional staff in the Student Professional Development Center, and what specific help did you receive?

I was first introduced to the SPDC through PACE, an ������Ƶ program that helps students find on-campus employment and develop professional skills. I learned about professionalism and thriving in an office environment from my on-campus job and I also did a few mock interviews with the SPDC to ease my nerves before I met with potential employers. Career advisors taught me to keep stories in my back pocket during interviews, a tip that was incredibly helpful for me while applying and interviewing for jobs and internships.

What have you learned from the experience?

I learned that preparation is vital. By practicing with advisors who work in the SPDC, I built up my confidence and became better equipped to answer any interview questions thoughtfully and thoroughly.

What recommendations would you share with other students about the Student Professional Development Center?

Visit the SPDC and take advantage of the tools ������Ƶ has for you. Nothing is embarrassing about getting help. No one expects you to know and understand professionalism right away. That is why career advisors are there!

Tell me about your experience in landing this opportunity at RLF Communications.

After my summer internship with the Greensboro Chamber of Commerce, I knew that I wanted to start my career in Greensboro. RLF Communications had always been on my radar because many ������Ƶ students are interns there. When I received the assignment in one of my Strategic Communications classes to create a campaign for an RLF client, my interest in the company was confirmed. I fell in love with the agency culture and knew I wanted to be a part of the firm. I reached out about professional opportunities in the area, which was enough to get me an interview!

Which faculty members did you work with to prepare, and what help did you receive?

My first interaction with the SPDC was with René Jackson. She helped me find my on-campus job, one of the most important aspects of my ������Ƶ experience. I also met with Ross Wade both one-on-one and in classes. He assisted me with my internship applications and eased my nerves about the job search process. He also prepared me for the many career fairs and expositions that I attended. Amber Moser was very helpful as well. She supported me while I was applying for internships and checked in on me to make sure I was learning throughout the summer.

Now, after several first, second and third-round interviews, he is eager to begin his career with Deloitte and credits much of his success to the resources and services the SPDC offered.

We recently asked Veilleux to answer some questions about his experience with landing a job at Deloitte:

What were you trying to accomplish when you met with the professional staff in the Student Professional Development Center and what specific help did you receive?

When I met with the SPDC career advisors, I was hoping to gain insight into three main things. First, I needed help updating my resume and cover letter to cater to the job I was applying for. Additionally, I wanted to know what type of interview questions I could expect for this kind of opportunity and inquire about connecting with ������Ƶ Alumni who work at the firm.

What did/have you learned from the experience?

The biggest thing I have learned from this overall experience is not to be afraid to reach out for help. I would have never been in the position I am in now without reaching out to the SPDC and of course, asking questions. I had to take some initiative in reaching out to various alumni with positions at Deloitte. Once making some connections, from there, all it took was one alumni willing to help get me in touch with a recruiter.

What recommendations would you share with other students about the Student Professional Development Center?

I would recommend connecting with the SPDC staff early on in your ������Ƶ career. Building a strong relationship with the career advisors has not only been extremely helpful for my professional growth, but it has also provided me with a sense of mentorship. The advisors want to help you reach your internship and post-graduate goals and take the time to get to know you if you are willing to meet with them.

Tell me about your experience in landing this opportunity at Deloitte.

I had been interested in Deloitte since my first year at ������Ƶ. I knew I wanted to do something meaningful with my business analytics degree and liked the idea of being in the financial advisory services sector.

However, it was not until this fall that I was able to get the ball rolling and start some conversations with Deloitte recruiters. I applied to a few positions in their advisory services department and then reached out to alumni working there. After a few informational interviews, I was able to get in touch with a recruiter who thought I might be a great fit for a role on their Strategic Risk team. After interviewing with various managers, Deloitte offered me a position at their headquarters in New York City.

How did your interest in the organization, company, or career develop?

My interest for Deloitte developed throughout my time at ������Ƶ. I always liked the idea of working for a bigger company and knew the popularity behind working in an advisory role at a Big Four accounting firm. Deloitte had always impressed me as I have seen alumni accelerate their career track after starting in an entry advisory role. Eventually, after a position was posted on the ������Ƶ Jobs Network for a full-time role in their Risk and Financial Advisory sector, I knew this was something that I wanted to pursue full force.

Which faculty members did you work with to prepare and what help did you receive?

I worked closely with two career advisors in the Porter Center — Danielle Golinski and Brooke Buffington. Golinski helped me update my resume/cover letter and gave me interview tips. Buffington provided me with a list of names of possible alumni at Deloitte, and pointed me in the direction of the alumni LinkedIn page where students can search for ������Ƶ alumni in various geographic locations, companies and job titles. Making the appointment was easy and the help I received from Golinski and Buffington was instrumental to landing this position with Deloitte. It is all about asking questions and reaching out because you never know what informational interview or connection could help lead to a job offer!

To ensure her application materials conveyed the full extent of her abilities and ambitions, she reached out to the staff who work in the Student Professional Development Center (SPDC) for guidance. With help from SPDC staff members René Jackson and Rachael Rysz, Ferguson tailored her resume, edited her personal statement and prepared for admissions interviews. Mackenzie now gives much credit being accepted into the University of Georgia Law to the guidance she received from the SPDC and the expertise of its staff.

Ferguson is the latest person to be featured in our series of Career Moves stories that profile students and alumni who worked with staff in the SPDC to find and land jobs, internships, and gain graduate school placements.

Ferguson recently answered questions from the SPDC about her experience:

How did your interest in attending law school develop?

From the moment I started college, I knew that I wanted to attend law school. I have always been interested in how laws shape institutions and the daily lives of people. And, as my parents would say, I have always loved to argue. While majoring in English literature at ������Ƶ, I learned the importance of gaining multiple perspectives when understanding the truth. A law degree can help me advocate for alternative points of view.

Who did you work with, and what help did you receive from the Student Professional Development Center?

I worked with both René Jackson and Rachael Rysz throughout the entire application process. They helped to ensure that I was presenting myself on paper as best as possible. Rachael Rysz helped me restructure and condense my resume to highlight my relevant skills and experiences. René Jackson worked with me in editing several drafts of my statement, giving me advice on how to effectively convey my passion, experience, interest, and goals to UGA Law.

What recommendations would you share with students about the Student Professional Development Center?

Get involved with the SPDC early on in your ������Ƶ career, build relationships with SPDC’s career advisors, who are eager to support you every step of the way throughout your professional career.

Tell me about your experience getting accepted into UGA.

When looking at graduate schools, the University of Georgia presented an opportunity to go to law school while staying close to my home in Athens, Georgia.

SPDC advisors encouraged me to submit my application early. Although early decision applications were not due until Dec. 1, I decided to apply earlier to increase my chances of gaining acceptance.

I submitted my application materials in October, and although I was not expecting to hear back until the end of the six to eight-week rolling decision period. Surprisingly, I received my acceptance letter to UGA Law just two days after submitting my application.

Without the help from the SPDC, my application would not have stood out as much as it did, and I don’t think I would have received such a quick acceptance.

What career goals do you have after you gain experience?

After I complete law school, I plan to work as an intellectual property lawyer, share new perspectives, and give back to my community through legal work. A longer-range goal is to gain a seat in a local political office.

Which faculty members did you work with to prepare, and what help did you receive?

I worked closely with my academic advisor and research mentor, Dr. Carrie Eaves, to prepare for law school. Dr. Eaves has been invaluable to my growth at ������Ƶ. Without her guidance, reassurance, and confidence in me, my time at ������Ƶ would not have been as valuable to my personal and professional growth.

At the event, students will have the opportunity to talk with employer recruiters from 23 companies, including Credit Suisse, Golin, ESPN, The Washington Institute, Wayfair, and more.

Students still have time to meet with career advisors to review their resumes, practice their elevator pitch, practice for interviews, build networking skills and answer any questions about the Expo. are offered from 10 a.m. to 4 p.m., Monday through Thursday, the ������Ƶ Job Network (EJN)

The full employer list and opportunities offered can be found on the (EJN).

For more information about the Expo and the Student Professional Development Center, please visit the homepage: /u/spdc/.

This challenge is one that ������Ƶ senior Roberta Marsh ’21 took on as she began to look for jobs in business as a strategic communications major.

During her time at ������Ƶ, Marsh has completed internships and held on-campus positions in organizations such as Live Oak Communications, ������Ƶ’s student-run public relations agency, and ������Ƶ Student Television that provided her with marketing and leadership skills. Although these experiences would make Marsh’s resume stand out, she needed help learning how to highlight them during interviews. That is when she decided to turn toward the Student Professional Development Center.

Marsh met with Alison Doherty, a career advisor, to respond to popular interview questions. During these meetings, Marsh learned how to thoroughly answer interview questions while also integrating her relevant work experience to showcase her skills and qualifications to employers, ultimately helping to land a position with Capital One in its two-year Management Rotational Program.

Marsh recently answered questions from the SPDC about her experience:

What were you trying to accomplish when you met with the Student Professional Development Center’s professional staff, and what specific help did you receive?

I was looking for guidance on answering tough interview questions and wanted some insights into best practices for interviewing over Zoom.

I was also trying to find a job. Doing this during COVID came with apparent difficulties. Learning how to interview using Zoom was one of them. I wanted to enhance my virtual skills and turned to the SPDC’s Alison Doherty for help. She offered her unwavering support and hosted multiple mock interview sessions, and business case study prompts throughout the entire process.

What did/have you learned from the experience?

The most important takeaway I gained through my meetings with the SPDC is to lean into my strengths during interviews.

Applying for a career in business as a strategic communications major seemed daunting. However, I realized that my in my undergraduate courses and student leadership gave me a unique edge. Alison encouraged me and helped me learn how to highlight these strengths during interviews.

What recommendations would you share with other students about the Student Professional Development Center?

The SPDC is one of the most valuable resources ������Ƶ has to offer. The staff is relentlessly committed to helping students throughout the entire job search and interview process.

How did your interest in the organization, company, or career development?

I contacted a few people at Capital One to discuss their experience working at the company, learn about its culture and the actual work involved. It became clear that it would be a good fit for me. These conversations reaffirmed my interest in Capital One, and I submitted my application. I received a request for an interview in October. This encouraged me to continue researching the company to be as prepared as possible for the interview.

Tell me about your experience in landing this opportunity at Capital One.

After receiving the request for an interview for the Management Rotational Program at Capital One, I quickly made an appointment with the SPDC for help preparing for the first-round behavioral interview. Alison answered my questions about the process, showed me how to research the company, and practiced responses to the typical interview questions.

Following my first interview, I was invited to an online Power Day. This consisted of three elements: a back-to-back behavioral-based interview, a case study, and a job-fit interview. Alison’s encouragement, guidance, and mentorship gave me the confidence to prepare for the days’ schedule.

Which faculty members did you work with to prepare, and what help did you receive?

I worked with Alison and valued her time and patience in helping me throughout this process. I also discussed the opportunity with Shannon Zenner, Live Oak advisor and assistant professor of communication design. Zenner’s encouragement, insights, and advice was invaluable and very much appreciated.

For students who do not have a professional portrait to use on LinkedIn, the SPDC will be hosting on Nov. 17 from 8:30-11 a.m. and Nov. 20 from 2-5 p.m. on the front patio of Moseley (the patio faces Haggard Ave.) Participants will be photographed on a first-come, first-serve basis; no appointments are allowed. These sessions are weather-dependent and may be canceled if it’s windy or rainy.

Attendees must observe all of the standard precautions — physical distancing and wearing face coverings — as they wait to be photographed. Once their turn to be photographed, each participant can remove their face covering briefly for the photo. The photographer will remain masked throughout the sessions.

Additional sessions may be added if it’s safe to do so.