“Investors don’t have to choose between making money & making the world better... Today’s smart money is investing in people and the planet.”

“Detroit has opened my eyes to the role of the built environment in creating a sense of place for its inhabitants.”

“After grad school, I jumped straight into curriculum development as a Middle Grades Editor at Pearson Education, then left for a startup making video games that taught science, and finally ended up at the Smithsonian Science Education Center as a curriculum developer (my dream gig!).”

Curriculum Design

Hayley
Hayley Meredith McIlvaine

Career paths in curriculum design are wide-ranging, beginning with the variety of terms and job titles you will hear and levels of preparation required (a Bachelor’s degree is required, often a master’s is preferred--or depth of knowledge in the subject). There is often confusion within the occupation surrounding titles. Typically, the role involves development and evaluation of curricular and training materials.

Library Science

Hayley
Hayley Meredith McIlvaine

Wherever there’s a need for information, there’s a need for a librarian. Libraries have been empowering people by offering resources, services and training to expand their knowledge for thousands of years. According to the American Library Association career resource page there are approximately 400,000 librarians and library workers who bring opportunity every day to the communities they serve.

Careers in Nonprofits

Hayley
Hayley Meredith McIlvaine

While all nonprofits share a commitment to bettering society in some capacity, they are incredibly diverse in terms of size, focus, and type. In the United States alone there are millions of nonprofits ranging from small, community-based organizations, to cultural and educational institutions such as museums, universities and colleges (like Wellesley!) to large foundations supporting causes around the globe.

“I hear from the parents of Dynamo Girls whose daughters are on the cusp of taking great risks: at the top of mountains, at the sides of a pool, in the wings before going on stage, and the parents say to them—‘You can do this. You are a Dynamo Girl.’”

On-Campus Recruiting Program Policies (Students)

Sarah Isham
Sarah Isham

Career Education expects all students to abide by the following rules in order to maintain the success and integrity of Wellesley’s recruiting program.

Fulbright Program (rising seniors & graduates)

Kate Dailinger
Kate Dailinger

Supports a year (or occasionally more) of study or research abroad in any discipline, or year-long English teaching assistantships (ETAs) abroad in programs designed by the host countries. Eligible are graduating seniors and graduates who are US citizens. Campus application deadline for Wellesley students and graduates typically in August.

Projects for Peace (students)

Kate Dailinger
Kate Dailinger

Created in 2007 by Kathryn Wasserman Davis (Wellesley College '28), the Projects for Peace program offers undergraduates and graduating seniors funding to design a grassroots project for the summer of 2022—anywhere in the world — that promotes peace and addresses the root causes of conflict among parties. Projects may employ innovative techniques for engaging project participants in ways that focus on conflict resolution, reconciliation, building understanding and breaking down barriers that cause conflict, and finding ways to resolve conflict and maintain peace. Any current Wellesley student is eligible to apply. Campus application deadline typically in January.

“In the past year I’ve spent a lot of time thinking, talking, and journaling about my career, values, and interests. The courage to see if different doors would open for me, to reach out to people and ask for their time and wisdom, was sometimes hard to come by, but my curiosity pushed me to do things that were slightly uncomfortable, and the results were worth it.”

“From the beginning, my career mentor was there to brainstorm, encourage, and motivate me to pursue an internship that aligned with my interests.”

“Seeing young girls excited about STEM has been really meaningful and encourages me to continue improving Robogals and increasing our reach to impact more girls.”

“In a given week, I might be working with our program staff who are based around the US, Canada and the UK to design learning experiences for teachers; meeting with partner organizations to plan collaborative projects; consulting with filmmakers or scholars who want to reach students; or researching and writing about challenging issues for educators.... It’s probably unusual to stay at one place for so long, but I’ve always been able to answer ‘yes’ to a few key questions: Am I learning? Is my world getting bigger? Is my work making a difference?”

“Right away, we met amazing, enthusiastic teachers who were ready to jump in to help us with our project.”