Auburn Engineering to integrate career readiness instruction in the curriculum after measurable gains in pilot program
Published: Apr 28, 2026 8:45 AM
By Dustin Duncan
Jessica Bowers, manager of career development content and strategy, with graduate assistant Candice Kelly (seated) introduce a career readiness assignment to Auburn Engineering students during a course facilitation session.
Launched as a pilot in 2024, the Next Level career readiness program marks a strategic evolution in how the Samuel Ginn College of Engineering prepares students for life beyond graduation.
Facilitated by the Office of Career Development and Corporate Relations (CDCR) in partnership with Engineering Online (EOL) and faculty, the program reached more than 2,600 undergraduate students across more than 40 courses during the 2025-26 academic year — approximately half of Auburn Engineering’s undergraduate population.
Data from Auburn’s Office of Academic Insight shows the model is driving meaningful behavior change. Students who complete a career readiness assignment are:
- 25% more likely to attend career events
- 30% more likely to schedule a coaching appointment
- 9% more likely to upload a resume to Handshake
Based on its impact, Auburn Engineering Dean Mario Eden plans to implement formative career readiness instruction throughout the engineering curriculum.
“Our responsibility is to graduate engineers who can adapt, communicate their value, and lead as the workforce evolves,” Eden said. “By embedding career readiness throughout the curriculum, we are preparing Auburn Engineers to be distinctive and ready for what comes next.”
Expanding access through the curriculum
Career development support has traditionally relied on voluntary, student-initiated engagement through coaching appointments and events, according to Jessica Bowers, manager of Career Development Content and Strategy for CDCR.
Those services remain cornerstone, offering high-touch, personalized support for students navigating career decisions. Bowers said the Next Level pilot program expanded access by integrating career preparation in required courses, making professional development a shared academic priority rather than an optional add-on.
“Embedding career readiness into coursework helps students understand that professional development is part of their engineering identity, not something separate from it,” she said. “Earlier exposure builds confidence and leads to more sustained engagement over time.”
Bowers said full implementation of career readiness instruction will continue to strengthen an ecosystem of support by embedding foundational career readiness into coursework, creating earlier awareness and confidence that encourages broader and more sustained engagement with voluntary services.
Faculty partnership as the foundation
A hallmark of the program is its scalable faculty partnership model. In partnership with EOL, CDCR develops and provides career readiness assignments and support, collaborating with faculty to integrate the content into existing courses. This approach enables faculty across disciplines to reinforce connections between technical learning and future career pathways with minimal to no additional instructional workload.
Missie Smith, assistant professor of industrial and systems engineering, said the embedded approach helps students see the full range of possibilities available to them.
“As an undergraduate, I had no idea how many career opportunities were available,” Smith said. “One of my goals as a Next Level Fellow is to help students understand the range of paths they can pursue. Embedding career preparation in the classroom allows students to explore careers while also building communication and presentation skills.”
Assignments may include analyzing job roles, researching industries, reflecting on course projects or engaging with professionals — activities that reinforce both technical learning and essential human skills.
Michael Perez, associate professor of civil and environmental engineering, has seen clear outcomes in his sophomore surveying course.
“Students develop their resumes and LinkedIn profiles and then put those tools to use immediately at career fairs,” Perez said. “The feedback has been overwhelmingly positive, and it’s been rewarding to see students secure internships and co-ops as a result.”
Preparing engineers for an evolving workforce
As emerging technologies reshape the workforce landscape, employers increasingly seek engineers who can contextualize their knowledge and experience — explaining what they learned through their coursework, how they apply it and the value it brings — alongside essential human skills like communication and adaptability.
“Career readiness assignments help students identify and communicate the skills developed through their coursework, reinforcing capabilities that remain critical in a changing workforce,” Bowers said. “By aligning learning with professional preparation, Auburn Engineering is ensuring graduates leave with both the technical foundation and the human capabilities needed to make a meaningful impact.”
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