Career Development News - All Years

DUE News Archives: All Years | 2018 | 2017 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 
  • “Make it Happen” was the theme of MIT’s Spring Career Fair this year, held on April 5 in Johnson Athletic Center. Organized by Global Education and Career Development (GECD), the fair gives students an opportunity to meet with recruiters, explore career opportunities, and network with companies from a variety of industries. Over 1,000 students (a 24% increase from 2016) and 70 employers attended the event this year.

  • Dr. Heidi Kasevich of the organization Quiet Revolution gave an engaging presentation to MIT students on February 27 about the strengths that introverts can bring to organizations. Kasevich is a self-described “extreme introvert,” and yet her presentation style could almost be described as effervescent. She is a colleague of Susan Cain, the New York Times best-selling author of Quiet: The Power of Introverts in a World that Can’t Stop Talking.

    Kasevich first spoke about the misconceptions regarding introverts and how society is slowly changing the way we view quiet individuals. A key point of her talk addressed the importance of having introverts recognize their own strengths and dispel the negative adjectives that often accompany the word “introvert.” She also discussed the importance of educating extroverts, so that they understand why introverts behave the way they do.

    Kasevich gave pointers to introverts to help them change the perception about them so they are not misunderstood. One example she gave was regarding body language. Introverts do not always outwardly display their enthusiasm; this may be due, in part, to the inward-focus of introverts, who tend to spend their time analyzing rather than focusing on their outward societal interactions. Kasevich strongly suggested that introverts make an effort to show enthusiasm, so others don’t misread facial cues as indicating disinterest...

  • In January, the Prehealth Advising Office at GECD offered a new one-week, non-credit course: Exploring Public Health through the Lens of Endometriosis. Endometriosis is a serious gynecologic disease that affects one in 10 women, many of whom endure years of painful symptoms before being properly diagnosed and treated. The course attracted 35 participants, including students and members of the broader MIT community, who had the opportunity to learn about this often misunderstood condition.

    The course began with a screening of the documentary film Endo What?, which gave an overview of the health issues posed by endometriosis and the many challenges faced by women who have this disease. On the second day, there was a lecture on public health disciplines and the analysis of endometriosis from epidemiological, health policy, social science, environmental health, and biostatistics perspectives.

    Dr. Malcolm Mackenzie, assistant professor of obstetrics, gynecology, and reproductive biology at Harvard Medical School, presented on the third day about surgical methods for treating endometriosis and his approach to interviewing patients. A panel of adolescent and adult patients with endometriosis detailed their first-person experiences on the fourth day, and the week culminated with a presentation by a representative from the patient advocacy organization Endometriosis Foundation of America (EFA). Course participants then had the opportunity to engage in public service work by traveling to Cambridge Rindge and Latin High School and using the EFA’s “Endo EduKit” to educate health science students...

  • This year, MIT students had the opportunity to attend a collaborative event, Career Hack, which was held alongside the Fall Career Fair on Friday, September 23. The event was sponsored by Global Education & Career Development (GECD), DUE, the MIT Alumni Association, MISTI, the PKG Center, MIT Student Activities Office, and the Fall Career Fair.

  • Each year, GECD organizes data from two graduating student surveys into public reports.The data, which is now available on GECD's website, lends insight into what students do after graduation and during their summers. The surveys consist of the Graduating Student Survey, sent to undergraduate and master’s graduates, and the Earned Doctorate Survey, which polls graduate students completing PhDs.

  • As part of our initiative to increase the engagement of younger students in career exploration and provide them with more opportunities, GECD teamed up with UAAP this February to connect freshmen and sophomores with alumni, both in and outside of their intended courses.

  • “This morning, I didn’t think I would be acting as a construction worker.” These were the words from a participant in one of GECD’s improv workshops to improve communication and interviewing skills.

    Doing improv has made me a better presenter and listener, and has helped me feel more comfortable with the unanticipated things that can crop up during presentations, teaching, or workshops. In the career services arena, improv can help job-seekers prepare for unexpected questions in job interviews, such as “What do you think of lava lamps?” or “What were you like as a child?” (These are examples of real questions asked during interviews with Boeing and Biogen, respectively.)

    GECD improv workshopI wanted others to experience the benefits of improv as well, so I completed the Improv Asylum Training Center in Boston’s North End and began leading workshops on campus in July. To date, I have led more than 10 improv workshops for various groups at MIT, ranging from first-year students through graduate students and postdocs. These interviewing and communication workshops have been offered to such groups as the OME Momentum Program, DUSP, the Graduate Student Council, and Pre-health, where students were preparing for health professions admissions interviews. I have also worked with staff at the Office of Digital Learning and students at the University of Texas Southwestern Medical Center in Dallas...

  • F/ASIP programSince 1997, many MIT freshmen have assisted with cutting-edge research and projects on campus and in industry through F/ASIP, the Freshmen/Alumni Summer Internship Program. During the spring of their freshmen year, F/ASIP students participate in a graded seminar, SP.800, that offers career exploration and development training, cultivation of professional skills, and opportunities for finding a summer internship or research experience. This career exploration program and networking opportunity is exclusively for freshmen and is facilitated by Global Education and Career F/ASIP programDevelopment.

    Students can also choose to continue their career exploration through an additional summer course, SP.801, that helps students maximize their first internship or research experience. In the past, students have successfully participated in industry internships, UROPs, and MISTI programs the summer after their freshmen year. In 2015, F/ASIPers gained experience at a variety of locations such as Facebook University, Jane Street, University of Washington Center for Intelligent Materials and Systems, IDEO, Morgan Stanley, Microsoft, Energy-Efficient Multimedia Systems Group, and MISTI Chile.

    Do you know of a freshman who you think would be a potential candidate for the program? F/ASIP is a good fit for any MIT freshman who is interested in...

  • GECD adds CareerBridgeLink and InterviewStream to their suite of free online tools.

  • Each year, Global Education and Career Development conducts the Graduating Student Survey, which asks the graduating class to share their plans for the following year as well as details about their global experiences. As we review preliminary results, placement and starting salaries remain strong and global participation continues to increase. For 2014, 77% of undergraduates and 68% of master’s students participated in the survey.

    Immediate plans after graduation

    Graduating Seniors:

    • 60% plan to be employed full or part-time
    • 32% plan to pursue graduate or professional school
    • 3% plan to enroll in another educational program (e.g. postbaccalaureate premed programs),
    • 1% have won distinguished fellowships for graduate study
    • 4% have other plans, including travel

    Master’s graduates:

    • 82% plan to be employed full- or part-time
    • 12% plan to pursue graduate or professional school
    • 1% plan to enroll in another educational program
    • 6 % have other plans, including travel.