The visit, hosted by MIT Career Advising & Professional Development (CAPD), offered participants an opportunity to learn more about economic consulting—engaging in candid conversations, participating in consultant panels, and seeing how analytical work translates into practice across market and policy contexts.

Paths into the field

The visit included a tour, a panel discussion, and individual conversations with consultants. During the panel, employees answered questions and shared insights into their paths into economic consulting, including transitions from academia and the collaborative nature of their work.

Senior Energy Analyst Nathan Felmus described a recent case involving PJM’s electricity market, where his analysis informed pricing decisions across large regions of the country. “It’s amazing to know that my work is informing such impactful policy decisions,” he added.

During the visit, participants walked through Brattle’s in-house library, complete with a dedicated librarian—a resource consultants described as central to their work. In conversation, they shared that much of their growth comes from taking on new cases, learning deeply as each project unfolds, and building expertise through hands-on experience supported by mentorship.

Reflecting on fit and career exploration

For students early in their academic journeys, these conversations added valuable context. First-year student Maria Calvo shared that learning about Brattle’s roles, structure, and recruitment timelines helped her better understand how opportunities might unfold over time. “The visit sparked my interest in energy consulting and made me aware of upcoming recruitment cycles I hope to participate in when I’m eligible,” she said.

By the end of the visit, participants left with a clearer picture of what economic consulting looks like in practice at The Brattle Group and of the paths for growth within the field. Experiences like this, supported by CAPD, allow students and postdocs to explore careers through firsthand exposure—meeting professionals, seeing workplaces, and considering fit, whether for an upcoming hiring cycle or opportunities still ahead.

On behalf of the participants, CAPD thanks The Brattle Group for hosting a thoughtful and engaging visit.

Related Links

• Students: “Connecting with Employers“
• Employers: Explore Scheduling an employer program or event to learn more about CAPD opportunities. If you are interested in hosting MIT students at your workplace, reach out to the Employer Relations team at hiremit@mit.edu.
• Article: “Exploring robotics, scale, and systems through a Symbotic site visit“

From code to full-system testing

The visit, hosted by MIT Career Advising & Professional Development (CAPD), offered participants a close look at large-scale engineering work—meeting engineers, walking through active testing spaces, and seeing robotics and software operate together in a real-world setting.

As the group moved through the facility, Symbotic engineers shared how robotic systems are tested, refined, and supported as the company grows. Participants observed full-system demonstrations alongside focused component testing, while engineers answered questions about system design and the coordination required to keep hundreds of robots operating smoothly. Watching robots in motion—and engineers troubleshooting in real time—helped connect classroom concepts to practical engineering work.

Mechanical engineering junior Daniel Nwazue was particularly struck by the scale and rigor of the testing environment. Seeing scaled-down warehouse lines and long-term wear testing underscored the importance of understanding how individual components perform within a larger system. “It really showed how valuable it is to understand each component thoroughly so the whole system performs well at scale,” he shared.

Adapting to growth

The visit also provided context for the evolving nature of Symbotic’s work and physical spaces, giving students a clearer sense of how growing companies adapt as they scale. Jena Hook, a Campus Recruiter at Symbotic, explained that as customer needs grow and products advance, the site has shifted toward testing, repair, research, and design—helping explain the construction and new spaces students encountered during the tour. “Seeing the systems in action helps them picture how they could contribute here,” she noted.

By the end of the visit, participants left with a clearer sense of how robotics, software, and engineering teams collaborate at scale. Experiences like this, supported by CAPD, allow students and postdocs to explore careers through firsthand exposure—seeing workplaces up close, engaging with engineers, and reflecting on fit, whether for an upcoming hiring cycle or opportunities still ahead.

On behalf of the participants, CAPD thanks Symbotic for hosting an informative and engaging visit.

Related Links:

• Students-Connecting with Employers
• Employers-Schedule an employer program or event (employers)

Career Advising & Professional Development (CAPD) is seeking one student Career Exploration Leader to work with academic and student support departments, student groups, alumni, employers, and graduate/professional school admissions staff to develop and execute career exploration events for undergraduates and graduate students, that will be held during the fall semester, Independent Activities Period (IAP), and the spring semester. Career Exploration Leaders work with the support of the Assistant Director of Career Exploration.

Each position involves independent and team projects and these roles are a fit for students who are excited about exercising their skills in leadership, event planning, and marketing. Preferred experience includes leading initiatives, managing projects, designing marketing materials, collecting and analyzing data, working independently and in teams, communicating with stakeholders, and providing customer service. Preferred skills include communication, interpersonal skills, time management, and the ability to collaborate and work across sectors of MIT.

Undergraduate and graduate students at MIT are eligible to apply.

Sample work timeline

• August: Work typically includes reaching out to and planning events with collaborators to set up for the fall, planning individual events, and designing marketing materials. 
• September-November: These months are all about marketing, putting on events, and collecting data from those events. 
• December: This month is dedicated to analyzing data, preparing reports, planning and confirming IAP events, and developing marketing materials. 
• January: IAP involves marketing and hosting events as well as planning and confirming spring events and developing marketing materials. 
• February-March: These months are all about marketing, putting on events, and collecting data from those events. You might also create resources. If there is additional time, it will be used to begin wrapping up final tasks including data analysis and writing final reports. 
• April: This time is for wrapping up final tasks including data analysis, contributing to final reports, providing recommendations for future events, and setting up a transition plan for the following year’s student staff.  

Team Responsibilities

Each Career Exploration Leader is responsible for supporting the team responsibilities and goals listed below in addition to working on their individual focus areas.

• Provide support, including logistical and technical support, for Career Exploration events for undergraduate and graduate students. Working across different teams in CAPD including with Career Advising, Employer Relations, Professional Development, Prehealth Advising, and Distinguished Fellowships and collaborating outside of CAPD with other departments/programs may be possible.
• Market events to students through email, flyers, and other methods relevant to students and departments/programs. Design and post marketing materials (for print, digital, and social media) in collaboration with the CAPD Communication and Program Manager.
• Attend weekly and monthly team meetings to plan for events; propose agenda items in individual and team meetings; lead discussion on project-specific work and share updates in meetings.
• Determine key pieces of information needed to complete the Career Exploration final reports; collaborate in producing the final reports and sharing with key stakeholders.
• Distribute surveys and collect responses. Analyze survey responses alongside attendance data to create recommendations for future career exploration events.
• Document tasks and provide feedback to CAPD to facilitate an effective and detailed transition plan for the following year’s Career Exploration Leaders.
• Develop and maintain content on career exploration events, information, resources and initiatives on online platforms including the CAPD website, Handshake, and MIT News articles.

Additional responsibilities and potential projects

Planning events

• Lead and collaborate on planning events for First Years and Sophomores in the fall, IAP, and spring with the Assistant Director of Early Career Engagement. This could include recruiting speakers for panels or participating as a panelist to provide advice for early career students, organizing an event to help students explore majors and industry, managing speed networking mixers with alumni and graduate students.
• Lead and collaborate on planning events to help students explore graduate and professional school (MEng, MS, MBA, JD) options in the fall, IAP, and spring. These could include the micro mentoring program, a networking mixer with MIT Graduate Department Administrators and grad students, and panel events with admissions officers or other program representatives.  
• Plan at least one event of your choice for undergraduates or graduate students to help students explore their options and create a resource based on this event.  
• Plan at least one event of your choice to help students explore their options for graduate/professional school and create a resource based on this event.  

Engage student groups, academic departments/programs, and employers

• Partner with the Assistant Director of Career Exploration to support MIT departments/programs’ career exploration events. This includes participating in engaging new departments/programs, designing marketing materials, marketing events to relevant departments/programs, tracking events and maintaining an organized database, distributing surveys, and gathering event attendance. 
• Identify undergraduate and graduate student groups who would be ideal partners for career exploration events. Connect with identified groups to discuss potential partnerships and event collaborations. Pilot at least one student group career exploration collaboration and/or build a resource to promote this student group on the CAPD Career Exploration website. 
• Identify undergraduate and graduate student groups and departments/programs who would be ideal partners for graduate/professional school exploration events. Connect with identified groups to discuss potential partnerships and event collaborations. Pilot at least one graduate/professional school exploration collaboration and/or build a resource to promote this student group on the CAPD Career Exploration website.
• Communicate with relevant MIT departments and programs to build awareness of resources and events available to students, market events, and potentially collaborate on events.
• Facilitate introductions between student groups and the Employer Relations team and employers for relevant events. 

This role involves independent and team projects and these is a fit for students who are excited about exercising their skills in leadership, event planning, and marketing. Preferred experience includes leading initiatives, managing projects, designing marketing materials, collecting and analyzing data, working independently and in teams, communicating with stakeholders, and providing customer service. Preferred skills include communication, interpersonal skills, time management, and the ability to collaborate and work across sectors of MIT. 

Undergraduate and graduate students at MIT are eligible to apply.

Applications will be reviewed on a rolling basis. Apply by February 11, 2026 for priority review. Applications will be accepted until all positions are filled. Click here to apply.

Read the full job description: https://capd.mit.edu/career-exploration-leaders-student-roles/ 

Benefits

• Connect with student groups, employers, graduate/professional school representatives, MIT alumni and other students participating in Career Exploration events
• Gain valuable leadership experience in program management, teamwork, data collection and analysis, marketing, and collaboration with MIT academic/student support departments
• Manage large-scale projects
• Work on projects independently and collaboratively in a team of students and staff with the opportunity to be creative and incorporate your interests into the role  
• Impact and contribute to career exploration opportunities for the MIT community

Time Commitment/Compensation 

• Hours: Up to 6 hours/week
• Term two semesters minimum: March 1 – May 15; August 1 – December 18 | 31 weeks | Rate: $16/hour | Total $2,976
• The hours are flexible and work can be performed remote, allowing for the student to work around summer research/internship, classes and activities, or IAP opportunities. Events are typically in September-November and January-March so the events will be minimal during final exams.

Explore all available positions on the Student Leadership Opportunities page.

(This article is adapted from a presentation by Lime Connect, a disability advocacy group) 

Invisible disability in the workplace 

Individuals with a disability may have the perception that few people around them are experiencing similar challenges. This is often due to the nature of invisible disabilities, which are not immediately apparent. 

Data suggests, however, that this perception may not be entirely accurate. Surveys show that as many as one-third of white-collar workers identify as having some kind of disability, while only about 21% of workers with a disability have made an official disclosure. This gap can contribute to the feeling that disability is uncommon in professional settings, when in reality it is more widespread than many people realize. 

By normalizing the prevalence of disabilities in the workforce, it can become easier for individuals to disclose and receive appropriate accommodations that help them navigate the job search process more effectively. 

Whether to disclose 

Importantly, disclosure is not mandatory during the career search process. The decision largely comes down to an individual’s comfort level and personal preferences. Some people choose not to disclose if they feel the potential downsides outweigh the benefits. 

Others may believe they are able to manage their disability independently and do not need formal accommodations to succeed in the workplace. Both approaches are valid, and there is no single right choice. 

Barriers to disclosure 

Even though disability is more common than many expect, discomfort around disclosure is also common. Several factors contribute to this hesitation. 

One major concern is the fear that disclosing a disability will affect how someone is perceived by members of a hiring committee. Worries about bias are real and can lead individuals to pursue paths they believe are safer or that allow them to conceal their disability. 

Another challenge is uncertainty around timing. Many people are unsure when the “right” moment is to disclose. Some hesitate to raise the topic too early due to bias concerns, while others worry about waiting too long. In reality, there are multiple points in the process when disclosure can make sense, depending on an individual’s needs. 

When to disclose 

The timing of disclosure often depends on a person’s goals. Disclosing during the application or interview stage can allow for accommodations to be put in place in advance. 

Accommodations during interviews can take many forms. For example, a video interview may allow someone who is hard of hearing to better read lips, while an in-person interview may require confirming that the space is physically accessible for someone with a mobility-related disability. 

Some individuals also choose to disclose because it helps them feel more comfortable and authentic during the interview process. Having mutual understanding between interviewers and interviewees can reduce stress and make it easier to focus on the conversation. 

Disclosure can also happen after receiving a job offer or once employment has begun. At that point, individuals may have a clearer understanding of job expectations and what accommodations would be most helpful. 

For others, disclosure may increase discomfort, and they may prefer to keep that information private. Ultimately, this is a highly personal decision that should be guided by individual preferences and circumstances. 

How to disclose 

When deciding to disclose, there are several considerations that can help make the process feel more manageable. 

Simplify the explanation 

When talking about a disability, it often helps to keep the explanation fairly simple and focused on what actually matters in the moment. Disclosure does not require sharing a diagnosis or going into any medical details. Instead, many people find it more comfortable to explain how their disability shows up in interviews or work settings. 

Framing this around both limitations and strengths can help others understand your experience without shifting the focus away from your ability to do the job. For example, you might note that something like eye contact, processing speed, or sensory input looks a little different for you, while also emphasizing your engagement, preparation, or problem-solving skills. Keeping things straightforward can make the conversation feel less intimidating. 

Base the conversation on your needs 

Basing the disclosure conversation on your needs can help keep it practical rather than personal. Instead of focusing on the disability itself, it can be more effective to describe what helps you do your best work. This gives interviewers or employers something concrete to respond to and keeps the conversation moving forward. 

It can help to think about this ahead of time. Reflect on what has been useful for you in classes, research, internships, or past jobs. Those experiences can give you clues about what might be helpful in a new role, even if the setting is different. 

Approach the conversation with solutions 

When possible, going into a disclosure conversation with a few ideas in mind can make it feel more collaborative. Sharing accommodations or adjustments that have worked for you before can help clarify what you are asking for and why it matters. 

You do not need to have everything figured out, and it is okay if some problem-solving happens later. Even small suggestions can be helpful, and framing them as tools that support your ability to do strong work can reinforce that accommodations are about performance, not special treatment. 

Conclusion 

Disclosing a disability during a career search is not about following a prescribed formula, but about making an informed choice that aligns with your needs, goals, and comfort level. Whether you choose to disclose early, later, or not at all, the most important thing is that the decision is yours. When disclosure does make sense, approaching the conversation thoughtfully and focusing on what helps you succeed can turn it into a tool for advocacy rather than a source of stress. With the right preparation and support, disclosure can be one of many ways to create a career search process that works for you, not against you. 

Wanting to discuss this further? Schedule an appointment with CAPD to get one-on-one support.

MIT students recently visited the MathWorks Lakeside Campus in Natick, MA, for a Women in Tech Trek—an event designed for those exploring careers in technology and engineering. The program introduced the Engineering Development Group (EDG), provided time to meet with MathWorks staff in a Q&A format, offered a tour of the workspace, and concluded with a hands-on MATLAB activity.

Takeaway 1: Explore to shape your career trajectory

The session opened with Engineering Manager Swetha Murali and a panel of women from across MathWorks, who described the varied routes that led them into technical roles. For the students—many still defining their professional direction—the visit reinforced the importance of learning, experimenting, and embracing growth.

Takeaway 2: Growth comes from tackling real-world challenges

Swetha spoke in depth about her journey, highlighting how EDG supported her growth from day one. She recalled her early years learning to code, noting, “I loved finding bugs, breaking that software, and then fixing that software.” Her guidance emphasized openness and persistence: be willing to learn, make mistakes, and keep going. She encouraged students to stay curious and engaged, adding that progress often begins with a single conversation—and that communication and a willingness to learn can open doors.

Students also heard from Ellie Stevens, MIT alum and Manager of EDG, who described how the program supports early-career hires through rotations, training, and a strong cohort model. After sharing her own path, she summed up her philosophy succinctly: “I am invested in people, and MathWorks is a very special place.”

Takeaway 3: Show up for opportunities that build momentum

Students toured the building and wrapped up the visit with a fast-paced software challenge where they used MATLAB to test ideas, troubleshoot, and refine their solutions—offering a clear view of how MathWorks tools support problem-solving in data science and engineering.

MathWorks and MIT have a longstanding partnership dating back to 1985, when MIT became the company’s first customer. For the students on the trek, it was easy to connect with the company’s hands-on and collaborative approach to engineering.

For Salma Bouzit ’27, Course 6, the trek was a chance to keep building momentum. “I knew MathWorks by name, but seeing how their engineers approach their career choices helped me imagine paths I might take,” she said. “I always try to challenge myself and build new skills, so this felt like an opportunity I certainly couldn’t miss.”

As students left the Natick Lakeside campus—where a new building is underway, reflecting the company’s continued growth—they carried a clearer sense of what people-focused, learning-driven engineering can look like in practice.

A group of MIT Mechanical Engineering (MechE) students recently visited Lexington Medical, a company advancing surgical-stapling technology for global markets, to learn about medical-device design and manufacturing.

The site visit—coordinated by MIT Career Advising & Professional Development (CAPD) in collaboration with the Department of Mechanical Engineering—was hosted by Alina Lisanke, Director of Talent Acquisition, and offered students a firsthand look at how engineering, design, and business intersect in medical innovation.

Inside Lexington Medical

Guided by Head of Manufacturing Margaret Kosten (MIT MechE ’20), students toured Lexington Medical’s vertically integrated operations, spanning product design, development, manufacturing, and shipping. Moving through engineering labs, assembly spaces, and testing areas, they saw how teams develop surgical staplers for use in operating rooms and even adapt production equipment to meet the company’s high standards.

After exploring the workspaces, students tested surgical staplers on foam models, seeing how even the curve of a staple can affect patient outcomes. “We dream in B’s,” joked Director of Engineering Jameson Kief, referencing the company’s “B”-shaped staples—an optimized geometry continually refined to ensure consistent performance and patient safety.

The visit concluded with a Q&A session featuring Founder and CEO Leon Amariglio, EVP of Technology Andy Marecki (S.B., S.M. ’12, MIT MechE), Director of Engineering Jameson Kief (MIT MechE ’20), Engineering Manager Carolyn Mothersell, and Mechanical Engineer Melissa Hummel (MIT Bioengineering ’23, current MIT EMT). Speakers emphasized curiosity, collaboration, and adaptability as key drivers of innovation.

Engineering with purpose

“For me, the visit to Lexington Medical was an incredible experience,” said Francisco Jeldres, a master’s student in mechanical engineering and engineering management. “It was amazing to see firsthand how mechanical and electrical engineering come together in the medical device industry. Even without a medical device background, one can still find a way to contribute and learn—bringing different skills together toward a shared goal.”

Hummel’s path echoed that same spirit of discovery and collaboration. As an MIT Bioengineering student, she once planned to attend medical school, but her experience as an EMT and her internship at Lexington Medical helped her realize a passion for the technical side of medicine—developing devices that improve patient care every day.

“This was a great opportunity for students to connect their coursework to current innovation and manufacturing processes and to hear how this work has a real impact on the lives of patients,” said Theresa Werth, MIT Mechanical Engineering Program Manager.

“These visits are a two-way exchange,” added Alina Lisanke. “For our team, it’s inspiring to connect with future engineers who share our passion for precision and problem-solving. For students, it’s a chance to experience a culture that values speed, agility, and innovation.”