Wanted: The Next Wave of Professionals

Introduction by Melissa Marietta, executive director of the Maurice Horowitch Career Center

Throughout higher education, there’s growing attention on how a college’s mission translates into real-world outcomes. Families, employers, and policymakers want assurance that a degree will lead to meaningful work and lasting opportunity. On College Hill, that conversation fuels rather than defines our purpose. By grounding students in critical thinking, creativity, and civic responsibility, Hamilton prepares students not only to find success in a changing world, but also to imagine new possibilities within it — and lead with purpose.

As students begin to think about life after Hamilton, charting a post-graduation path and making the right connections can feel overwhelming. Career Communities, recently launched by the Career Center, are designed to make that process more intentional and accessible. Built around eight broad industry clusters, the program leverages the resources and expertise of the Career Center with Hamilton’s strong sense of community to help students explore options, connect their skills and values to potential roles, and prepare for a successful transition after graduation.

Career Communities provide students with access to a curated set of field-specific resources that support informed exploration and decision-making. Through an online library, students can explore alumni-contributed insights on career paths, examples of roles and experiences relevant to the field, external job and internship opportunities, and practical guidance on networking and entry points. Complementing these resources, we offer workshops and group-based programs that build industry knowledge, develop core skills, and help students translate exploration into action.

Every student is encouraged to join at least one Career Community by the end of their first year. When they opt in, they gain immediate access to a structured, supportive path: curated resources, people who want to help them succeed, and clear guidance on the skills and experiences they should build each semester. Career Communities function as “home bases,” places where a student always knows where to start and what to do next.

Career Community interns develop topic-based panels within each community, bringing together a wide range of voices and perspectives. Additionally, each of the eight field-specific networks is supported by a Career Center coach and a volunteer alumni coach who is a seasoned expert in the field. Alumni coaches bridge career development and professional practice, offering more than informational interviews. They engage deeply with each student, providing individualized, actionable advice.

Launched in 2023 with just two alumni volunteers, the Alumni Volunteer Coach program is now a cornerstone of our Career Communities initiative. This spring, eight alumni coaches participated, representing each of the industry concentrations. The cohort of alumni span mid-career to retirement and demonstrate proven success in their fields. Partnering with the Career Center, they offer content-specific workshops and 1-1 coaching sessions.

At our Career Community-driven Career Center, we lead with the belief that students can best build connections for career exploration by creating meaningful relationships in trusted spaces.

Q

One question we’re often asked concerns the value of the type of education Hamilton offers. Parents ask this a lot. Students do, too, particularly when they’re trying to figure out how their major will translate into marketable skills. As someone who has successfully made the transition from Hamilton to a career — and who now volunteers with students — what do you think our current world needs most from young people?

Betsy Gekonge ’01: I think the world needs curiosity and a drive to create — whatever form that takes on an individual basis. Also, the desire to foster change and add value.

Nick Solano ’14: Intellectual flexibility is the biggest thing I see. At Hamilton, students jump from a biochemistry class, to an art history class, to an economics class. In the workforce, people need to be flexible, and your employer is going to expect a lot out of you. A liberal arts education really teaches you how to flex that muscle; it’s an important early skill for new grads.

Will Rusche ’13: One thing I’ve been talking about with Hamilton students is that you can’t always prepare or build a plan because the world changes so quickly. But you can stay focused on what you care about and the skills Hamilton gives you to be a problem solver and be adaptable. That’s how you’re going to find your way into that internship or job.

A.J. Currie ’16: My answer is going to be perhaps the most niche because the entertainment industry is so specific. But I will say that the way I experienced my time at Hamilton, what it did for me as a filmmaker, was to give me a really holistic view of not just film, but a billion other things. The fact that there wasn’t a core curriculum, that really helped because I could get an academic perspective on subjects that went beyond my particular field. And having that be a part of the conversation as my work has happened, I think has been really, really helpful.

Charlie Mierswa ’84: I would have to say the resilience of youth. Having the ability to pivot and flex to changes in the business world and to the upcoming transformations expected to come with the further incorporation of AI into daily business cycles will be critical. I also hope they will have the ability to “bounce back” and save our democracy.

Phuong Petersen ’01: Three things come to mind: strategic thinking — the ability to pull information and data from a range of sources, make sense of it, and synthesize a concise, cohesive approach supported by evidence; critical thinking; and executive-level communication skills. As the world continues to adopt and integrate AI, these skills become even more essential. They equip students to use AI effectively, critically assess the outputs it generates, and apply sound judgment as the technology evolves.

Ben Jeffery ’17: One word: ideas. It’s fairly intuitive that younger people bring novel approaches to challenges compared to prior generations, but I think the speed in which the world is changing and the non-linear trajectory of new issues to tackle make this truer than ever. To be more specific, not simply the “what” in terms of how a problem can be solved; just as importantly is the “how.” Even since I graduated, the experiences that current students have differ dramatically from my experience, and that is super valuable. Bring that experience to the table; make suggestions. Recent graduates’ views and opinions are just as valuable as [those of] seasoned professionals.

Q

What can colleges like Hamilton do to better illustrate how its graduates are prepared to contribute in the workplace? Are there specific skills or experiences you’d like to see more liberal arts students develop before entering your industry?

Will: I’ve talked with some students about how their liberal arts education is their superpower in an applicant pool of hundreds of people. At Hamilton, everyone around you is taking writing intensive courses and being asked to be creative and stitch together different interests in different ways. When you’re in the midst of all that, it can feel run-of-the-mill. So I’ve been talking to students about what sets them apart in their application and résumé materials. Lean into the experiences you’ve had at Hamilton, whether it’s in the classroom or elsewhere. You should talk about how you’re a strong writer and can condense information and use it creatively. It may not feel like a superpower when you’re at Hamilton, but again, in that applicant pool, it definitely is.

A.J.: [In the entertainment industry], the currency that we basically trade in are the experiences you’ve had because those are the things you end up talking about in the arts, whatever form you practice. The fact that so many Hamilton students study abroad, the fact that they get to take all these courses that are so diverse — everything from the humanities to the sciences are sort of clashing in a single day. I think that’s a bit of a superpower, too. Students should be aware that what they experience is unique because that’s not true universally, and I think it does go a really long way. Anytime you can speak to the fact that there’s a life lived, even though you’re, I don’t know, 22 or 23 when you’re graduating, you’re showing things of a particular ilk and at a particular level.

Nick: Obviously Hamilton and other liberal arts schools focus a great deal on communication. In this era of AI and us figuring out how to incorporate that into our daily workflows, I think we can’t lose the importance of authentic communication, person-to-person interactions, where you are explaining ideas and exchanging ideas with other humans. The trick is going to be how do you incorporate new technologies, whether it’s AI or something else, into those authentic communications. So I think that liberal arts institutions are really nicely positioned to help bridge that gap and make sure that they’re putting new grads out there who are really good at both sides of the equation and not just folks who know how to use AI really well.

Q

What assumptions do you think persist about liberal arts graduates — and how might those shift as the nature of work continues to evolve?

Phuong: A common assumption about liberal arts graduates is that majors like art, English, or philosophy don’t equip students with the “hard” or technical skills that translate directly into the workplace. Because the connection isn’t always obvious, people often underestimate the value of the analytical rigor, communication strength, creativity, and judgment that come from a liberal arts education. Skills such as synthesizing complex information, communicating clearly, thinking critically, and approaching problems from multiple angles are precisely what employers seek — even if they don’t fit neatly into a single technical label. As the nature of work evolves, these perceptions are likely to shift. The increasing integration of AI and automation is actually elevating the importance of the very strengths a liberal arts background provides: adaptability, ethical reasoning, strategic thinking, and the ability to ask the right questions.

Charlie: We need to emphasize that the ability to think outside the box and to synthesize masses of information into coherent arguments and communicate them effectively are important skills that will distinguish Hamilton students in the workplace. Effective writing and oral communication skills are lacking in the general populace, and Hamilton excels at developing those capabilities in its students.

Ben: I agree. Effective communication is what I would argue is the most important skill an individual can have. Being able to communicate and collaborate through extremely complex issues as we learned to do on the Hill both verbally and through the written word is what ultimately makes good leadership in a business setting. This is truer now more than ever in the post-pandemic economy. While there is nothing that will replace face-to-face communication, the reality is that the nature of work going forward is going to be communicated more via written communication and chats than was ever the case before. Being able to express ideas effectively is far more important than any technical skills, which an employer will train a graduate in anyway.

Q

President Steven Tepper often talks about failure. He tells students they need to welcome and even embrace failure as essential in advancing ideas and challenging ourselves to grow. Is there a type of background or experience that you can connect to young people developing that type of inclination?

Nick: From my interactions with current students, there’s a lot of pressure to find the perfect post-Hamilton role that leverages their internship experience, their major, and all of the above. And I was the same way, of course, but with the benefit of hindsight, it’s way too much to put that on yourself. Early in your career should be sort of viewed as an extension of a liberal arts education where it’s okay to try out a few different things. It’s okay if the first job doesn’t work out and you want to pivot to something totally different. It’s a great time for experimentation, and some might view that as failure when they’re looking at themselves, but I think it should be framed more as growth and learning about yourself.

Phuong: I completely agree with President Tepper’s emphasis on cultivating a growth mindset. If you’re never failing, it usually means you aren’t setting ambitious enough goals or that you’re staying too firmly within your comfort zone to really grow. Failure, in many ways, is a signal that you’re pushing yourself in the right direction. In my own career, I had the chance to start a new role six months earlier than planned, but it required moving to Atlanta — a place I had never lived and where I had no family or connections. It was a risk, and it was uncomfortable. But I took it, and that decision led me to move around the U.S. and travel internationally for the next four years. It shaped my career trajectory for the six years that followed. None of that would have happened had I chosen the safer, more familiar path.

Betsy: I’ve always been risk-averse, staying safely within the lines. I’m actively pushing myself to think bigger, take bolder steps, and stop letting fear of rejection or failure hold me back. One real area of progress: I no longer defer things indefinitely. I plan, commit, and follow through — whether that’s reconnecting with friends or pursuing new revenue streams and passions beyond a traditional 9-to-5.

Will: One thing I talk to students a lot about is, and this is for the government and campaign side of things, is that it’s impossible to have a 10-year plan. I use examples of interruption from my own career path — like Donald Trump getting elected the first time was not totally expected. The pandemic certainly wasn’t expected. Donald Trump getting elected for a second time also wasn’t something I had on my bingo card. You may have an idea about what your career path is, but the world is going to intervene. And so being able to respond to that and think about the next step in the world you end up in, that’s okay.

A.J.: Same. I mean, in the arts, the adage is that for every one, “yes,” you’ll hear 10 “nos.” And if you’ve heard two yeses in a row, be prepared for the next 20 nos because they’re coming. So you do live with failure sort of lingering as a theme in your life, and it’s something you learn to understand is more a comment on fit than anything else. Especially in the job market and then in the state of my industry with the two strikes and the pandemic and everything up in the air right now, I think it’s probably safest to expect that, right out of school, your first two, three years is probably mostly going to be failure. That’s what everybody experiences, that is to be expected, and that is to be in some ways cherished.

Q

People have characterized Gen Z as digitally distracted and lacking resilience, but they’re also said to be civic-minded and entrepreneurial. Regarding the students you’ve been working with, are you optimistic? And how would you say their experience compares to yours as an undergrad?

Phuong: I’m absolutely optimistic. Every Hamilton student I’ve met has been thoughtful, ambitious, respectful, and genuinely hopeful about the future. The narratives that paint Gen Z as distracted or fragile overlook the reality that this generation has come of age during an unprecedented period of technological acceleration. Of course that environment shapes different behaviors — it would be surprising if it didn’t. But what’s often missed is how many positives have emerged alongside the challenges: creativity, productivity, adaptability, and a strong entrepreneurial spirit. What impresses me most is how Gen Z has leveraged these technological shifts to generate new ideas, launch projects, and build businesses earlier than previous generations. Their comfort experimenting with tools, platforms, and new ways of working positions them uniquely well for the future of work.

Ben: I think Gen Z members of the workforce are looking for a different experience when it comes to what they want to get out of work. I push back a bit on the “lazy” or “distracted” stereotype; instead, I think there’s a greater emphasis on understanding that the work they are doing is actually making a difference in whatever their chosen field might be. In my experience there is far less appetite for “busy work” or putting in “face time” from Gen Z than there was from my cohort starting my career. If there’s work to be done and it matters, Gen Z isn’t shy about getting it done, but if there’s not, there’s much less willingness to prioritize work over personal lives than those from my era.

Charlie: I am optimistic that today’s students will make the world a better place through their attention to the communities in which they will reside. Graduates in my year were much more “center focused,” meaning that they were more focused on themselves and their experiences. They have since changed that focus dramatically, as evidenced by my class notes! Today’s graduates have so much to take on between climate change and defending the constitution, that they can’t afford to be less than engaged in their communities. I am confident that they will be highly productive members of the workforce.

Will: Each generation has its challenges to face. One thing I’ve experienced over the last couple years talking to students is the pandemic was a big interruption for those interested in politics and campaigns, an industry in which exposure to professional networks and meeting people is such an important tool. One big advantage that Hamilton students have is the alumni community. It’s been really rewarding to be able to connect students and say, “Hey, you may have not had the on the ground experience in DC that I had, but we can help connect you to a couple alums, and you can still get that learning experience to get some momentum behind you.” Whether it’s your internship search or your job search or just trying to figure out generally what you are interested in, it’s a really incredible resource to tap into.

Q

Finally, I’d like to end by asking you to look back at your time on College Hill. Was there something you studied or experienced at Hamilton that didn’t necessarily prepare you for your career, but that you think back on and say, “That was incredibly useful.”?

Ben: I took a political science class taught by a former ambassador Ned Walker [’62] and the rule was none of our papers could be over a certain word count, so we have word maximums, not minimums. From his time in the State Department, he said none of his superiors would read anything that took longer than 30 seconds to read, nor would he from any of his staff. That condensed form of communication and succinctly getting to your point is an extremely valuable skill I still use every day.

Betsy: A liberal arts education broadened my perspective and showed me how deeply connected different fields really are. At Hamilton, even an art history class revealed how science — and chemistry in particular — drives the preservation of art, artifacts, and cultural history.

Charlie: I can’t say that there is something I studied specifically that I refer back to, but I do know that the intelligent debate that I had with my classmates while attending Hamilton helped shape my approach to problem solving in business.

A.J.: There was something that a theater professor said to me in a one-on-one that was the biggest truth of my time at Hamilton — “If you have a good idea, these four years are the one time in your life that you will have the support and the money to be able to do it. Just come and talk to somebody about it.” That kind of a blue skies, blank check on your imagination, I think, is just such a rare thing. I’ve been to two other schools since then, and it’s not like that anywhere else. I wish everybody could experience that once in their life because it’s really, truly quite powerful.

Will: It’s a great question. There are a lot of things. One that comes to mind is Adirondack Adventure (AA) leadership training with Andrew Jillings [and] going through all the different scenarios of what you might experience. You could have a student who misses home or gets stung by a bee or cuts their hand. And at some point, and this isn’t a direct quote, Andrew said something to the effect of, “There’s no way we can prepare you for every single scenario, but we can prepare you to use good judgment and solve the problem when it comes up.” I think some of what we’ve been talking about on the career front is similar. During AA training, we were taught to solve the problem without actually knowing what the problem was ahead of time. That’s something I’ve used in the professional context many times.

Phuong: I had a government class that explored the concept of “security,” but not in the traditional national or military sense. Instead, it examined the broader ecosystem of factors that make a society truly secure: food security, environmental security, economic stability, public health, and more. What stayed with me, though, was the realization that the outcome isn’t based on a single variable. It’s an interconnected set of conditions that all have to work together and ultimately can create a multiplier effect. I didn’t appreciate it at the time, but that course gave me a way of thinking that I still use today.

Nick: A lot of things come to mind, so I’ll pick one. I think it was late junior year, I joined HALT, the Hamilton Alumni Leadership Training group. There was a big emphasis on basically teaching you how to network properly. It can be intimidating to reach out to folks who’ve been successful in their careers and have a conversation with a real adult who has information that might be helpful. How do you engage with them? How do you ask good questions? How do you build a relationship for the future? And even once you’re in the workforce, the networking doesn’t stop. People are constantly reaching out to each other to learn about different jobs. That was a really invaluable skill that, at the time, felt maybe a touch transactional — “Hey, I’m a senior. I’m trying to find a job. Can you help me out?” But that really helped me build a lifelong skill.

Posted March 1, 2026