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AW-Cropped Head Shot.jpgI recently had the opportunity with the support of our Provost to participate in an accreditation program on Emotional Intelligence sponsored by the Hay Group and designed by world expert, Daniel Goleman. The training program was for coaching professionals to help their clients become more effective as leaders by using the Emotional and Social Competency Inventory tool.

I first learned about EI after being inspired by Daniel Goleman's ground breaking booked called "Working with Emotional Intelligence," which provides case examples that link success in business leadership with emotional intelligence.

What is Emotional Intelligence?

Goleman defines Emotional Intelligence as:

" Recognizing our own feelings and those of others, motivating ourselves, managing emotions well in ourselves and our relationships."

Although many people thought this was a management fad, EI has endured because the qualities to help strengthen leadership effectiveness are even more important for today's changing workplace.

Daniel Goleman together with Richard Boyatsis conducted decades of global research on what differentiates outstanding performance.  Because they found that 80-90% of the characteristics were emotional and social in nature, they developed the Emotional and Social Competency Inventory (ESCI).  Their view was that while abilities and personality traits are fairly fixed, that behavioral competencies can be developed to improve personal effectiveness, develop leaders and create more effective organizations.

They defined a competency as a measurable characteristic beyond knowledge and skills that is necessary for top performance. It included the following:

4 Competency Clusters:

Self-awareness: Recognizing and understanding our own emotions, abilities, strengths and weaknesses

Self-management: Effectively managing ourselves: emotional self-control, motivating ourselves

Social-awareness: Recognizing and understanding the emotions of others: empathy, organizational awareness

Relationship-management: Applying emotional understanding in our dealings with others: influence, inspirational leadership, coach and mentor, conflict management, teamwork

In my work as Director of the Career Education Center and as a career management coach, assessment is a critical first step in the coaching process.  In the CEC, Assessment is the first step in our developmental model and includes identifying a student's values, interests, personality and strengths with use tools such as the MBTI and Career Driver to uncover strengths and ingredients of a good career fit. In our academic programs at Simmons, we know that students develop knowledge and skills in the classroom with opportunities to apply them through experiential learning opportunities.  Yet, we also know that employers today are seeking even more-- academics plus.  Many are the behavioral competencies of Emotional Intelligence that can make a difference in a person's career and leadership success.

Can EI be learned?

Yes, these behavioral competencies can be taught and developed over time with self-awareness as the core foundation of personal development and effectiveness.  Students can learn how to recognize, evaluate, and improve their behaviors by incorporating feedback and through continued practice.  By increasing self-awareness, students can better manage their independent and group learning, and ultimately their employability.

With a focus on leadership, I believe that Simmons can build on its inherent strengths and to teach and be known for developing knowledge, skills and the EI competencies for successful personal, career and leadership development.

Andrea Wolf is Director of the Simmons Career Education Center.

skype3.jpgAccording to research conducted by the Aberdeen Group, a market research company, 32 percent of companies used video interviews for recruiting last year.  Given their increased use by employers, your chances of having a video interview are greater than ever before.  While this technology has provided the expected convenience and cost savings for companies, video conferencing for job interviews has been shown to have negative consequences for both the candidate and employer.  A study from McMaster University De Groote School of Business reported that job applicants are viewed as less likeable by interviewers,  and interviewers are seen as less competent by candidates, when this technology is used .

Willie Weisener, associate professor, Human Resources, at DeGroote, and co-author of the study says, "These findings suggest that using video conferencing can adversely affect both applicant reactions and interviewer judgments.  Video conferencing places technological barriers between applicants and interviewers."   Consequently, the researchers recommend that video conferencing be used only for preliminary screening interviews.

So what do you do if you have a Skype interview with a potential employer?  How can you minimize the negative effect of that technological barrier?

First, remember that a Skype interview is still an interview.  Prepare for a Skype interview the same way you would prepare for an interview conducted in-person:

  • Research the organization, the job and the interviewer.
  • Prepare to answer typical interview questions and prepare questions to ask.
  • Analyze the job description so you can speak to how your skills and experience are a good match. For example, if the job requirements mention criteria like "organizational skills" or "collaboration with team members", be ready to give examples of how you have demonstrated these behaviors in the past.
  • Practice aloud the answers to interview questions as you would for any interview.

Then review these ten additional tips to help you prepare and overcome the technological barrier that the Skype interview presents:

  1. Create a professional Skype profile.  The first thing the interviewer will see is your Skype username and picture.

  2. Be sure your technology is working perfectly. Check the audio to be sure you can hear and be heard. Close other windows and programs on your computer.

  3. Secure a quiet private space where you'll have no interruptions and be sure your surroundings are neutral. Remove anything distracting behind you so you will be the focal point.

  4. Test the lightening in the room to ensure it doesn't appear harsh or cast a shadow on your face.

  5. Do a Skype run through with a friend who will be able to give you feedback about both technical and presentation issues.

  6.  Dress professionally as you would for an in-person interview.  It's expected, even if you feel awkward all dressed up and talking to a computer.   

  7. Look at the camera not at the screen image or you will be looking away from your interviewer.                                                                                                                                                                         

  8. Position yourself correctly so that your screen image is of your face and upper shoulders.  

  9. If you find the small image of yourself on screen distracting, cover it with a post-it note.

  10. Watch your body language: sit up straight and remember to smile appropriately to demonstrate your enthusiasm and interest. 

For more information about interviewing and a list of typical questions, check out the CEC's Prepare to Interview webpage.  Then get ready for your close up by viewing this TIME video, How to Ace a Job Interview on Skype




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When you first matriculate as a college student you are usually somewhere between the ages of 17 and 19 years old. These years are defined by exploration and growth, a growing knowledge of yourself and the world of opportunities around you.

When you graduate -- in most cases, we hope, four years later -- you're in your early twenties. And that's what The Defining Decade: Why Your Twenties Matter and How to Make the Most of them Now, is all about. said of the book: "Any recent college grad. . .dazed by the freedom of post-collegiate existence should consider it required reading."

The author's view  

The author, Meg Jay, is a clinical psychologist and professor at the University of Virginia. She also has a private practice and focuses her practice, research, and writing on adult development and twentysomethings.

Meg Jay-author.jpgJay sees several trends for today's twentysomethings -- entry-level jobs going overseas; many out of work, working part-time, or underemployed; earnings lower than those of the previous generation; debt racked up in the college years; many moving back home.

But, Jay says, despite these and other pressures on this age group, the twenties are the critical foundational period for one's later adult life. "With about 80 percent of life's most significant events taking place by age thirty-five," she writes, "as thirtysomethings and beyond we largely either continue with, or correct for, the moves we made during our twentysomething years."

In separate sections titled "Work," "Love," and "The Brain and the Body" the author addresses the critical tasks facing individuals in their twenties, deftly interwoven with actual case studies of clients from her practice that resonate with authenticity.    

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Identity capital

The author also introduces a new concept in her section on work: identity capital, which she defines as follows:
"Identity capital is our collection of personal assets. It is the repertoire of individual resources we assemble over time. These are the investments we make in ourselves, the things we do well enough, or long enough, that they become a part of who we are. Some identity capital goes on a resume, such as degrees, jobs, test scores, and clubs. Other identity capital is more personal, such as how we speak, where we are from, how we solve problems, how we look. Identity capital is how we build ourselves -- bit by bit, over time. Most important, identity capital is what we bring to the adult marketplace. It is the currency we use to metaphorically purchase jobs and relationships and other things we want."  

For Jay, identity capital is largely positive, a way to value one's attributes and experiences and look at them as the glass half full, not empty, and as a platform for moving forward.

Implications for college students 

The twenties will always be a time of further exploration, of trying on occupational and personal roles and relationships, of learning more about oneself and one's place in the world. 

You can perceive the twenties as a time of continued learning in a real-world setting, a setting that your years in college have prepared you for. The variety of experiences you have had both in and out of the classroom have supplied you with your own identity capital, to review, assess, and present to the world as you take your own next steps.

For more information

This is just a brief glimpse into Jay's work, a well-researched, well-written, and compelling case for continuing to explore and move forward with one's life, not to wait, during one's twenties. For Jay, thirty is definitely not the new twenty - far from it, as her book makes abundantly clear.    

To learn more about The Defining Decade (now available in paperback) and author Jay and her work, visit her website. You can also screen her 15 min. TED talk, "Why 30 is Not the New 20." 

New year, new you

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After a good long Winter Break we welcome everyone back to campus and the start of a new year! And while you you were on break, how many of you (be honest) made resolutions for the New Year?

Whether you made them or not, New Year's resolutions are about making improvements in your life. For college students, among those areas needing attention should be your own professional development. Did you think about it over the break, even in the back of your mind, in between enjoying times with your family and friends, schussing down the ski slope, or just catching up on sleep? Or maybe someone in the family gently (or not so gently) suggested that this is an area you might want to spend some time thinking about?  

Well, now you're back and classes are in full swing, but it's also time to put these resolutions into action. To help prime the pump, here are some possible career resolutions to get you going:

  • Seniors - if you don't have one yet, you should think about making a job search plan so you have things moving before Commencement rolls around. Have you thought about how you might reach out to your network and which industries and occupations you are going to research? And if so, is your resume up-to-date and in good shape? Do you know how to make an elevator pitch and conduct an informational interview? Do you know how to dress and present yourself professionally? Or maybe you've been thinking about graduate school. If so, have you registered for the necessary testing dates? Have you researched school options and do you know when the applications are due? Have you spoken with your academic advisor about any of this?
  • Juniors - have you done an internship yet? Over 80% of Simmons students engage in experiential (ie, workplace-based) education during their undergrad years, often as upperclassmen. The CEC recommends you do more than one internship if possible, whether in-semester and for credit, over the summer, or both. When it comes to graduation and full-time jobs, employers prize workplace experience highly. Plus the more time you spend in the workplace the more you will learn about yourself and your interests.
  • Sophomores - if you haven't declared your major yet this is a great time to zero in on the options. Talk to your advisor, to students you know in majors of interest to you, and check out the course lists in those majors and ask yourself what gets you excited. You should also check out "What Can I Do With This Major?" here on the CEC site as well as the Beatley Library Career Guides by Discipline for each major. If you've already selected your major, see if you can line up a summer job or internship that is in an area of interest and might further your career goals.   
  • First-years - with the first semester under your belt, you're no longer a newbie - congrats! As you enter your second semester and begin to look ahead a little bit, consider the types of co-curricular activities you'd like to get involved in during your time at Simmons. They're not just fun and a welcome diversion from your coursework. They also help develop different types of skills, including leadership skills, that employers value highly. You can also think about summer jobs and possible majors if you are undeclared (see "Sophomores").

Whatever class you are in and wherever you are in the career process, Step 1 is: Don't Panic! The CEC has a wealth of resources to support and guide you along the way, starting right here on the website. A good starting point is the UNDERGRADUATES section of the site, with its "Career Toolkit" and access to much more content and additional resources.

As always, if you're not certain about the next steps to take you can come in and meet with a career coach to get things rolling. 

So why not keep that New Year's resolution to yourself to "Get on top of my career stuff"? Take the first step and you're already on your way in the new year to a new you.

Photo: Courtesy of Education Connection  

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I attended a fall Career Symposium at Babson College on "What Employers Want From College Graduates" and want to share what I learned and highlight some key points.

The first speaker, Abigail Davenport, VP of Hart Research spoke of a survey her organization had conducted with 318 executives at private sector and non-profit organizations. Following were the key findings:

  • Innovation is a priority. Critical thinking, and a broad skill set are viewed as key for meeting the complex challenges of the workplace
  • Employers recognize the importance of a liberal arts education.  More than half agree that long-term career success requires BOTH specific knowledge AND a broad range of skills (aka, "academics plus")
  • Employers endorse education practices that involve students in the application of knowledge and skills to real-world settings such as internships and field placement

The second speaker, Debra Humphreys, VP of Policy and Public Engagement at the Association of American Colleges and Universities spoke on the topic of "Preparing Liberally Educated Professionals for Success in the Global Economy."  She asked critical questions on the topic of professional success and how students define post-graduate success.

The reasons that students give for pursuing a college degree:

  1. Get a better job
  2. Learn more about things of interest
  3. Train for a specific career
  4. Gain a general education and appreciation of ideas

Debra also addressed the topic of seeking long-term success and sited the Gallup Organization's research on well-being.  Over the past fifty years, Gallup has conducted research where they have uncovered five common elements of well-being that go beyond country and culture that include career, social, financial, physical, and community well-being.  They found that career well-being is the most important predictor of overall well-being.  Their research raises questions of how to measure longer term outcomes that go beyond salary as the measure of "success' to the value of helping students explore and discover what they like and do best, and of course, find a good job.  Career well-being is already central to our work in the CEC as our 5 Step Career Development Plan is a start in providing students with the knowledge, skills and resources to discover what they like and do best in order to make informed, effective decisions for lifelong career management.

Other key points that struck me:

"The premium of lifelong learning just keeps going up...the world is changing even faster.  Learning how to love learning is becoming more important - and the importance of static knowledge is going down... Students have to have knowledge and how to use it- know AND do. All learning should revolve around projects."   -- David Rattray, Sr. Director, Education and Workforce Development, LA Chamber of Commerce

Employers place more weight on experience, particularly internships and employment during school vs. academic credential and college major when evaluating candidates.   -- The Role of Higher Education in Career Development: Employer Perceptions (Marketplace and Chronicle of Higher Education, December, 2012)

Employers endorse the following high-impact educational practices with potential to help graduates succeed:

  • Research and evidence-based analysis
  • Senior projects
  • Internships and community-based work
  • Collaborative research

The good news is that Simmons has much of what employers want with a need to connect current best practices and build new ones as our differentiator in higher education.  We know that the value of a liberal arts education includes the skills employers seek today and also the skills for success in life.  We know that we have strong departmentally based experiential learning opportunities built into the Independent Learning requirement with internships, field experience and practice-based research and through Service Learning and Study Abroad.  We know that we are a student-centered professional learning community that reaches students early through the First-Year Experience and through integration of career preparation within departments and offices and through alumni mentoring programs.  We also know that professional preparation is an integral part of our liberal arts education and is central to the Simmons history, mission and strategy.

What students face today is to become career-ready in a rapidly changing work world.  This means that they need to be more actively engaged in their career development from day one.  Ultimately, they need to learn how to translate the meaning of their education.  This includes articulating the skills and value they can bring to an employer as they begin their career, and later as they manage and advance their career over the course of a lifetime.

Andrea Wolf is Director of the Simmons Career Education Center.


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Winter break is upon us and at last it's time for a few weeks of R & R.  You deserve it! Definitely recharge for the coming semester, but consider setting aside a block of time to get a jump on your job or internship search. You will have the opportunity to "focus" on your search without the pull of multiple demands once you are back on campus.   You will be glad you planned ahead once the crunch of the spring semester rolls around.  

Don't make it complicated. Start by reviewing "Manage your Job Search" or "Pursue an Internship" in the CEC Career Toolkit to get things rolling.  Following the CEC STEPS Career Development Plan, choose some of these simple activities to weave into your time off. 

Assessment: Get to know yourself

  1. Make a list of your strengths and accomplishments
  2. Ask family and friends what they see as your key strengths.  Review written evaluations
  3. Take SkillScan's Career Driver online to learn more about your skill sets and TypeFocus to explore your personality preferences

Exploration:  Research career opportunities

  1. Jump online to do some company research.  Go to the  Careers Research Guides to Careers on the library website and click on "Careers by Discipline" for resources
  2. Review some job postings to see who is looking for your skills
  3. Network!  Build new connections and reconnect with old ones.  Don't overlook family gatherings
  4. Set up some informational interviews to learn about your potential career path/industry.  It's slow now in most offices, so professionals will be especially willing to meet
  5. Research YOU by Googling your name.  Would potential employers be impressed?
  6. Check out "What Can I Do with this Major"

Preparation:  Develop marketing tools and refine career goals

  1. Take some time to revisit and update your resume and review cover letter guidelines
  2. Prepare and practice your "elevator speech" or two-minute "infomercial" to market yourself verbally when networking
  3. Review "Prepare for an Interview" and develop answers to the most common interview questions
  4. Plan your job search strategy and set goals and timelines for the upcoming semester
  5. Set up an appointment with a career coach after the first of the year.  The CEC reopens January 2

Implement:  Develop and implement your job search

  1. Search for jobs and internships on CareerLink, Simmons job posting board
  2. Look for internships that other students have done by going to Simmons' Peer Internship Network
  3. Apply for internships or jobs                                                                                                                                                                                                                                                                                                  

Putting the time in over winter break will give you a head start that will set you up for success in your search, while making your spring semester less stressful!  Enjoy your break and happy holidays!

Learn to market yourself

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hireme.jpgLearn to market yourself? That's a traditional piece of job search advice that students are apt to hear, but what exactly does it mean?  And how do you go about doing that?

When you hear the words "market yourself" in regards to a job search, the words "self-promotion" or "selling" may initially come to mind, along with a feeling of dread about having to do it.  But a better marketing approach can be found in the words of Peter Drucker, the legendary management consultant who said, "The aim of marketing is to know and understand the customer so well the product or service fits him and sells itself." 

How do you apply this definition of marketing to a job search?  By understanding your customer well - determining what skills and experience employers (your customers) want.  Then, let those skills and desired experience "sell themselves" in the intentional writing of your resume and cover letter, and the thoughtful discussion of yourself in networking meetings and interviews.

How do you determine what skills and experience employers want in new hires?  Fortunately, they like to tell you.

According to the Association of American Colleges and Universities LEAP study (Liberal Education and America's Promise) employers value candidates who can think critically, communicate clearly and solve complex problems, as well as demonstrate ethical judgement and intercultural skills.  They also endorse student involvement in "active, effortful work" -  practices including internships, senior projects and community engagement.  In addition, NACE (National Association of Colleges and Employers) publishes an annual survey of 10 skills job seekers need, outlined in an earlier blog, that include such skills as the ability to work on a team, problem solving and organizational abilities.

Happily most students have had these experiences and developed these skills through their academics, extracurricular activities, internships, fieldwork, volunteering, jobs, sports and study abroad.   However, just listing your degree, coursework, activities and job responsibilities on your resume will not market you.  That approach will not give you the credit you need.  You need a strategy to effectively present the skills you have acquired through your college experience in your resume and cover letters, and discuss them in interviews. 

Want to learn how to translate your total college experience to effectively market yourself?  Watch Back to Basics, Marketing Your Total College Experience to Today's Employers, a webinar taught by Don Asher, America's job search guru, and one of the many resources on the CEC's Career Toolkit.



Photo: Courtesy of The


Majors don't determine careers!

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Jon Stewart.jpg

Did you know that that Jon Stewart majored in psychology?  Mick Jagger majored in economics?  Elizabeth Warren  majored in audiology and speech pathology?  

Teaching and nursing majors are directly related to career options, but most majors are not.  It's unlikely that the major you choose will dictate your career or narrow your career choices for the future. First and second year students change majors frequently, and many times back into a choice.  Often there is a lurking aprehension that they have picked the wrong major and messed up their chances for a good career.  

Keep in mind that more than anything, employers are looking for soft skills, rather than specific knowledge. These transferable qualities and skills, such as, problem solving, critical thinking, team-building and sensitivity to others, can be developed in any major. The important thing is that you really enjoy what you are learning and that your natural abilities align with your major. 

What about your first job?  It might be "related" to your major, but many times is not . The reality is that your first job is not a "do or die" matter, but rather a jumping off point for future exploration and discovery. Most graduates don't really start to figure out their direction until they are employed and even then it may take more than one job to figure out where there is a good fit for their interests and skills.  

The Bureau of Labor Statistics reports that the average job tenure of 25 to 34 year olds in 2012 was 3.2 years .  Keep in mind that it's very common for professionals to change careers a number of times. There will likely be many bends in the road as you navigate your career path, and unlikely opportunties will arise.  Your primary goal should be to position yourself to start your first job after college where there is a good fit with your interersts and strengths, and an opportunity to grow. 

For ideas on the wide range of options you have with any major, review What Can I do With this Major? on the CEC website.  It is a helpful resource that provides detailed employment information for over 75 different majors, including potential areas of employment, types of employers and occupations, and strategies to pursue to obtain those jobs.  And there are many more options.  Majors don't determine careers!  Contact the CEC to set up an appointment with a career coach.  We're here to help!




When should I start looking for a job?  That question seems to be on the minds of senior students coming into the CEC lately.  Given the challenging economy, it's only natural to be little worried about future job prospects.   The answer to the question of when to begin is ... it depends.     It depends on the industry, the employer, the type of job, and of course it depends on the senior student - where she is in the job search process.  Considering all that is involved in a job search, here are five reasons why seniors should get started on their job search now:


1. It takes time to decide your career direction and discover job possibilities that are a good match for you.
While some students can articulate exactly the kind of job they are pursuing, others have only a vague idea of their direction. Effective career decision making requires self assessment, career research and exploration, doing informational interviews, and managing your time as a student to accomplish all this.  Meeting with a career coach is a good way to get started. 

2. It takes time to develop your written marketing materials - your resume and cover letter.
Once you have decided on specific job possibilities, it's time to convert your one size fits all resume to one which is has a more targeted approach.  Your cover letter will also need to be tailored to match your skills and experience to that desired position.   Get some great tips about marketing your volunteer, internships, study abroad and campus leadership activities by watching the video,  Back to Basics:Marketing Your Total College Experience to Today's Employers .

3. It takes time to develop a network.
The basis of networking is building relationships.  It begins with having conversations with people you know to ask them for AIR - advice, information, referrals or connections to other people.  Since 60% of employment opportunities are located through networking, it's important to learn how to do so effectively in informal ways and the more formal informational interview. Learn how to Optimize Your Networking.

4. It takes time to master interviewing.
Fortunately interviewing is a skill you can learn. Preparing and practicing for interviews will insure you will handle them well.  Have you prepared a verbal marketing piece and can answer the question, Tell me about yourself?  Do you know how to answer behavioral interview questions? Can you confidently discuss salary?    Take time to read Prepare to Interview and consider doing a practice interview with a career coach.

5. Employers have their own time table.
Some industries recruit in the fall and some entry level programs have early application deadlines.  Campus recruiting for finance, accounting, consulting and management training programs begins in the fall.  New grad nurse residency programs have early spring deadlines for applicants.

No matter where you are in the job search process the Career Education Center can help.  Check out our Job Search Check List to see what should be on your to-do list.



Photo: courtesy of Consumer

Simmons Grad in Workplace- Jacqueline Doherty '11.JPGGood news for Simmons grads on the job front: things are looking up!

For the first time since 2008, new Simmons bachelor's graduates are faring better in the employment market than the class before them.   

Key results

The results for the Class of 2012 Employment Survey, released by the CEC in September, show that 86% of new grads were employed full-time or in graduate school full-time (or both) within one year of graduation, a dramatic increase from last year's 79% full-time rate.   

And there is more good news from this year's report. A solid 90% of those graduates employed full-time are in a field related or somewhat related to their major. Also encouraging is that the average reported salary is $45,800, well up from last year's $41,530 and exceeding the national average for all 2012 graduates of $44,259 as reported by the National Association of Colleges and Employers.            

Where do they work?

With Nursing and Biology the top two undergraduate majors, it comes as no surprise that the largest field of employment for new Simmons graduates is health care, attracting 47% of the class. Another 8% went into Business & Finance as well as into Education, 7% into Government, 6% into Communications, and 4% each into Human & Social Services, Sciences, and Technology.   

Top employers, defined as those employing more than one Simmons graduate full-time from the class, include Brigham & Women's Hospital, Boston Children's Hospital, and the Commonwealth of Massachusetts, among others. Other employers include Digitas, EMC, Forrester Research, Google, Horizons for Homeless Children, MIT, Travelers Insurance, WGBH, and many more, clear evidence that Simmons grads can go in any direction with their newly minted degrees.

Networking remained the most effective method for new graduates to find a job, with 40% landing their first position in this fashion. While Internet job sites helped 27% get their first jobs, this year 20% of new grads reported obtaining their first position via an internship or clinical placement, up significantly from previous years.      

Like those before them, these new Simmons grads like to stick close to their alma mater. Eighty-three percent of those working full-time are employed in New England, with over two-thirds (70%) remaining in Massachusetts.

Further education

As for those enrolling directly in graduate programs -- 22% of the class  -- top school choices were Simmons, Bentley, and BU, with Brandeis, Columbia, Cornell (veterinary medicine), Emerson, Morehouse (medicine), New England School of Law, NYU, Suffolk (law), Tufts (dental) and many others also represented. 

The survey, conducted annually by the CEC with the May cohort of BA/BS graduates, garnered a 63 percent response rate this past spring. A copy of the Summary Results along with those from previous years is posted on the CEC website.

The take-away

So what does all this mean for current Simmons students? It means that as a Simmons grad you can pretty much do anything and go anywhere! But the key to success is to use your time at Simmons wisely to prepare yourself for the transition from college to career. You want to have a clear picture of your skills, your abilities, and your interests and be able to professionally present them to employers. You also want to explore the options available to you in the workplace and, through research and internships and other experiences, do your best to define where you might best fit. Our four-year STEPS plan can help guide you along this path.

Remember, along with your faculty advisor and others at Simmons, the CEC is here to help - that's what we do! To learn more about what we have to offer, spend a little time here on the CEC website. If you want to take it a step further, you can always set up a time to meet with a career coach.

Then, one day soon, you and your classmates will be joining the proud Simmons graduates who have gone before you and reporting your own success in the workplace! 


Photo: Simmons alum Jacqueline Doherty '11  at Hill Holliday