Wharton Stories

Wharton Field Challenge: Empowering Futures Through Financial Knowledge

Image: Penn students explain to visiting West Philadelphia high-school students the difference between index funds and their returns. (Photo courtesy of MGMT 3530 TAs)
Third-year Anthony Wright describes taking an Academically Based Community Service (ABCS) course that teaches West Philadelphia middle- and high-school students financial literacy

This semester, I am taking an ABCS course, Management 3530: Wharton Field Challenge: Financial Literacy Community Project, a course that focuses on helping middle- and high-school students in West Philadelphia become financially responsible.

When researching Wharton as a prospective student, I fell in love with the idea that students were granted the opportunity to take ABCS classes and apply the knowledge learned inside the classroom to help West Philadelphia students. MGMT 3530 stood out to me in particular because it focuses on teaching financial literacy to students in underserved communities. As someone who grew up in a low-income community and a household with minimal financial literacy, I often turned to news articles, documentaries, and renowned business professionals to gain financial knowledge and advice. After finding this class, I knew it would be a privilege to share the financial knowledge I have learned at Wharton with these students and help them attain a life of financial freedom.

The class is structured in two main parts: lectures and in-class teaching lessons. On Mondays, Penn students meet to review the key financial literacy concepts we will cover in each week’s lesson plan. Moreover, we learn about the wealth disparities in the West Philadelphia community and how to best combat them. In these lectures, students are equipped with the knowledge and skills to hone their teaching techniques, classroom strategies, and overall basic financial literacy.

On Tuesdays through Fridays, Penn students go into West Philadelphia schools to build one-on-one relationships with middle- and high-school students and teach key financial literacy concepts covered in the lectures. The students are not only taught concepts but are also able to put this knowledge into practice. They have the opportunity to create the beginning stages of their own startups and can implement new skills in their business models. Furthermore, many students often begin investing in safe investments such as mutual funds, the S&P 500, and other high-performing, low-risk investment options, which start their journey to financial freedom and generational wealth.

One of the most surprising experiences I have had so far in this course is how interested these younger students are in learning about financial literacy. Whether it’s learning about ETFs (exchange-traded funds) and mutual funds, investing in stocks, or maintaining higher assets than your liabilities, the West Philadelphia students are so intellectually curious about what we are teaching and are constantly asking us ways they can immediately implement our advice into their lives and their financial wellbeing.

This course has been nothing short of eye-opening. Being able to witness these students’ brilliant ideas and their motivation to create generational wealth for their families has showed me how impactful this class is.

Growing up, I attended a school called Beacon Academy that helps eighth graders from underserved communities in Boston apply to independent boarding schools. This school changed the trajectory of hundreds of students’ lives, including mine. I was able to pursue my dreams of attending a New England boarding school which opened the door for me to attend a school like Wharton. After pursuing a career in finance, I want to return to Beacon Academy to continue the life-changing work they do and provide more students with the opportunity to create a better life for their families and themselves through education.

MGMT 3530 has inspired me to not wait until I am finished pursuing my career in finance to have an impact in underserved communities. Instead, it has shown me that I can have an impact on young students’ lives throughout my career.

For anyone who is on the fence about taking this class, I would highly recommend that they do. It is hard to understand the impact that you can have on students’ lives until you are in the classroom with them and directly interacting with them. For a lot of these students, they have never had the access to such helpful and useful financial advice, and are often so appreciative of the lessons we plan for them. Moreover, this class often gives students the inspiration as well as the confidence to attain a life of financial freedom, generational wealth, and potentially even pursue careers in business or finance.

—Anthony Wright, W’26

Posted: November 22, 2024

Undergraduate Program

Anthony Wright, W’26

Image: Weining Ding, W’27

Hometown: Boston

Concentrations: Finance and Legal Studies

Activities: Wharton Undergraduate Finance & Technology Group (WUFT), Black Wharton Consulting, Black Pre-Law Association, Wharton Ambassadors

About ABCS Courses

The Penn Netter Center for Community Partnerships offers approximately 80 ABCS courses a year, where students and faculty work with West Philadelphia organizations to help solve community problems, including environmental, health, arts, and education issues.

Wharton Stories

Bridging the Cultural Divide

Personal experience and selfless family sacrifice led Tsion Bezabih, W’27, to create a nonprofit aimed at helping young people connect.

One morning in my Ethiopian home, when I was seven years old, I was awakened by the sounds of laughter and packing. I quickly got out of bed and saw our luggage piled up on the floor next to my mom. I asked, “Where are we going?” She replied that we were going on a shirshir, which meant “vacation.” My parents would always call anything a shirshir, whether it was a trip to the amusement park in Addis Ababa or a visit to Awasa, a vacation spot in Ethiopia. So I assumed we were taking a short getaway to one of the usual local destinations. When we arrived at the airport, I was confused by my aunt’s and grandmother’s tears. Little did I know I wouldn’t be back for another six years.

During my family’s first year in the United States, I frequently complained about our moving away, which I could see hurt my parents. I had vivid memories of my parents back in Africa, with my dad drawing cartoons and heading the office of a newspaper company while my mom owned an import/export business. All of that changed in the U.S.: My dad worked as a valet attendant and my mom as a custodian. At times they juggled two jobs each to support our new lives here in Philadelphia. Going from an office to jobs like those wasn’t easy for my parents, especially considering they weren’t fluent in English. The hardships they went through helped me see how fortunate I was to have parents willing to make such sacrifices. Their difficult path led me to Penn, and during move-in last fall, I saw another Habesha woman pushing a cart twice her size, and I couldn’t hold back my tears. She reminded me so much of my mother.

My parents’ sacrifice, mixed with the hardships I witnessed in Ethiopia, inspired me to help others — initially, orphans in Ethiopia. After reading my college essay on the topic, my former eighth-grade math teacher and mentor, Larry Kaplan, GED’97, reached out to discuss a similar program he was thinking of developing. We quickly set up a meeting at a Center City cafe to discuss our plans for what would later be known as the Philly Unity Project, or Philly UP.

“Grit and passion not only inspire others but also allow people to truly believe in you and your mission.”

Mr. Kaplan, as I still call him, shares my belief that many of the world’s issues stem from a lack of understanding of other perspectives. To address this, we’ve built three components into Philly UP: an educational program that exposes students to a range of topics and fosters discussions; service projects that give back to the community and build deeper relationships among the students; and travel that allows students to see real-world applications of what they’ve learned about. During Philly UP’s first year, we met weekly to shape the educational curriculum and walked through the Rittenhouse Square area, talking to high-school students and professionals to spread our mission. We ran a pilot of the educational program with an amazing Central High School student, Sophia Cucinotti, discussing race and ethnicity for hours, then held a larger event with more high-schoolers to foster space for comfortable conversation and finding common ground despite differing views.

We sought advice from a range of people in our community, including Wharton professors Peter Fader and Martine Haas, whose feedback we incorporated into the programs. Initially, we wanted to create a more global program, but the financial challenges of international service projects were significant. We decided that starting locally was the best approach, and Philly UP has truly become a community effort.

I also faced personal challenges with my reserved nature as we aimed to get Philly UP off the ground. Mr. Kaplan’s guidance and classes I’ve taken at Wharton have allowed me to articulate my ideas clearly and feel more comfortable meeting strangers. Throughout our walks around Rittenhouse, Mr. Kaplan and I would try to talk to as many people as possible. This allowed us to spread our mission and connect with individuals who were inspired by our idea. As a result, we expanded our network, connecting with more people, including City Council president Kenyatta Johnson, G’00, and were even featured on NBC 10 news and in the Daily Pennsylvanian.

Our goals in the new school year are to fundraise, bring in more board members, and start the first Philly UP cohort by the spring. Recruiting students and talking to high schools in the area about partnerships has already begun. In the long term, our aim is to expand our mission and realize my dream of a global approach, taking students to other countries for service projects and building connections through travel and teamwork.

This experience has taught me that sharing your passions and ideas is essential, since it could lead to something great. Breaking out of your shell, no matter how difficult, is crucial to articulating your ideas. Grit and passion not only inspire others but also allow people to truly believe in you and your mission. Words are powerful, and if you can inspire one person to believe in that mission, it can create a ripple effect — much like the one my parents created for me.

—Tsion Bezabih, W’27 

Originally published as “Bridging the Cultural Divide” in the Fall/Winter 2024 issue of  Wharton Magazine.

Posted:

Undergraduate Program

Tsion Bezabih, W’27

Image: Courtesy of Tsion Bezabih

Hometown: Philadelphia by way of Ethiopia
Concentrations: Finance and entrepreneurship

Philly Up logo

About Philly Unity Project

The mission of Philly UP is to nurture and inspire teens to break down racial, cultural and religious barriers by building up understanding, empathy and human dignity.

Wharton Stories

Making Moves

Image: Courtesy of Sami Goel
Sami Goel, W’25, balances her love for dance with her interest in business.

Wharton students may wear a lot of hats, but for Samica Goel, “musician” was never one of those.

“My mom put me in piano when I was four years old but I hated it. I was a really energetic kid and I wanted to move around. I was really hyper,” said the Old Bridge, New Jersey native.

However, when watching “Shake It Up” on the Disney Channel, four-year-old Sami found a way to channel her energy into dance. She started with ballet and “hated it so much” that she quit for two years, until she met a street dancer from California who introduced her to hip-hop at his dance studio.

She ended up enjoying the energy of hip-hop and joined a dance company in high school, training for hours in all dance styles. After years of dancing at the competitive studio, her agent had an urgent request for any available dancers. Joe Jonas was performing with DNCE at the Red Bull Arena, and eight dancers were sick.

She and three of her friends performed on stage with Joe Jonas and DNCE in her junior year of high school. She had to be flexible: “I auditioned and learned all the dances on Friday and then performed Saturday.”

Changing Focus

Image: Courtesy of Sami Goel

During the COVID-19 pandemic, Sami choreographed eight- and nine-year-olds’ dance recitals since teachers were unable to come to the studio, but her own dance career was interrupted at a crucial time since dance tryouts were paused. This sparked introspection over the role she wanted dance to play in her future, and Sami refocused on her passion for  academics.

“I knew I wanted to dance in college, but I didn’t want to major in dance,” she said.

During the pandemic, she worked with a local congressman’s campaign-finance team and interacted with businesses of all sizes. As a choreographer, she found a natural link between business and the arts. “I think the one thing that stuck between dance and business was that I like building things from the ground up.”

Between both fields, Sami found herself drawn to the self-reliant nature of entrepreneurship: that everything “was a result of her own actions” and she could see tangible results from her dedication.

In her first days at Penn, Sami met the captain of Penn Masti, a South Asian co-ed Bollywood fusion dance team, who also happened to be her Wharton 1010 teaching assistant. She immediately felt the desire to follow in her footsteps and was happy that Penn had a vibrant performing arts scene.

After going to one of Penn Masti’s recruitment events, Sami says she fell in love with the team and its representation.

“I grew up in a community that wasn’t really diverse, and when I went to the event, it felt really nice,” the fourth-year said. “They were all talking about Bollywood movies and speaking in Hindi, and I was like: ‘Wow, I actually never grew up with people like this.’”

Not only was the club an opportunity to get closer to her cultural heritage, but it was also a chance for her to gain exposure to a wide network of friends and mentors.

“I loved the people I auditioned with, and they actually helped me get involved with a lot of the other organizations  on campus.”

Image: Courtesy of Sami Goel

Sami became the club’s assistant choreographer. The team went to Nationals, and she was elected as the artistic captain, which means developing the choreography, music, and set design for the team. She credits her unique background and willingness to step outside her comfort zone as a choreographic asset: coming from a hip-hop background, she had ideas that wouldn’t have been traditionally explored from a Bollywood/Indian dance background.

Making a Tangible Impact

Last summer, Sami interned at a private alternative investment firm and loved that the company was smaller and woman-run – a creative and representative vision that she wanted to be a part of. She’ll return to the New York-based company after graduation, and she sees herself eventually pursuing a law degree or MBA and working with startups. As a choreographer, she drives the vision for a dance, and as a businessperson, she sees herself driving the vision of a company.

Like her time at Penn, Sami sees her future as an intersection between the arts and business. Last summer, she was still able to choreograph and teach at her old dance studio during her internship. When she graduates, Sami hopes to join a dance company that provides performance opportunities for people working full-time.

For now, she’ll do her final year with Penn Masti and third one as their artistic captain—choreographing the annual South Asian Society show, preparing and rehearsing for campus performances, and traveling around the country for competitions—all while balancing being a Wharton student.

—Alex Zhou, W’25, C’25

Posted: September 19, 2024

Undergraduate Program

Samica Goel, W’25

Sami Goel
Image: Weining Ding, W’27

Hometown: Old Bridge, NJ

Concentrations: Finance and Business Analytics

Activities: Penn Masti,  Venture Initiation Program, Engineering Consultants @ Penn, Penn Venture Group, Wharton Global Youth Program TA

What do you enjoy most about business school?

A lot of the classes at Wharton use real-world examples to explain and teach different concepts, allowing students to think about class material in a practical way.

For example, in my Urban Fiscal Policy Class (BEPP 2300), we used the real fiscal budget of Philadelphia as a case study to discuss different problems the city may face and recommendations we think could work.  We had the mayor of Philadelphia come and talk to us about his different policies and how they related to the same concepts we learned in class, which was super cool.

Something you would tell your first-year self:

I would tell my first-year self to prioritize exploring rather than sticking to a plan. I remember being a first-year and having specific clubs that I wanted to join and the concentrations and career that I wanted. However, you come to college, especially Wharton, to be able to explore everything that’s out there.

I ended up actually spending most of my time in organizations at Penn that I never thought I would join, so I think remembering to keep an open mind is the best way to get the most out of your Penn experience.

Wharton Stories

Studying Finance in Dubai

Fatima Figueroa discusses her experiences on the winter break Global Modular Course: Finance in the UAE.

What motivated you to take this course?

During my time at Penn, my interests in emerging markets, capital structures, and ESG have grown significantly. This curiosity expanded during my semester abroad in Singapore, where I was exposed to the dynamic business environment of Southeast Asia. Seeking to deepen my understanding further, especially in my final year, I was drawn to the Finance in the UAE GMC as it provided an excellent opportunity to explore a rapidly growing region. I was particularly interested in understanding the pivotal role the UAE plays in both the regional and global economy, its efforts to diversify beyond oil, and its new-age strategies being implemented in the region.

Image: Fatima Figueroa

How did the course enhance your learning?

Instead of learning concepts theoretically, we had the chance to apply them in real-world scenarios under specific cases. For instance, discussions about the implications of free zones in Dubai felt more tangible when we were actually sitting in one. Working on finance projects in the UAE provided hands-on experience and a deeper understanding of financial markets in the region. Being taught by Professor Kevin Kaiser, whose expertise is unmatched, provided valuable insights that went beyond textbook knowledge. This immersive experience not only deepened my understanding but also challenged me to question and formulate my own educated opinion about what we were hearing and seeing.

Could you share a memorable experience?

One memorable experience was speaking to alumni at the Abu Dhabi Louvre. Whenever anyone reflects on their time at Wharton, they often say that the best experience is the people they meet and I definitely agree. We have such a great alumni pool, and while on the GMC, we connected with local alumni in the area, many of whom are prominent figures in their industries. Hearing about their experiences and career trajectories was incredibly inspiring. It was fascinating to learn about how they navigate the complexities of less mature financial markets or how they decided to innovate and become entrepreneurs. This experience not only broadened my professional network but also gave me insights into alternative paths available.

What was surprising or unusual about the experience?

One of the most unusual aspects of the experience was the opportunity to connect with MBA students during the course. As an undergraduate student, I don’t typically have these interactions, but they turned out to be incredibly rewarding. Simply spending time with them on the bus between sight visits or over lunch allowed me to learn from their experiences, and they even helped me decide between two job offers.

Did this experience influence your perspective on global business practices?

Through visits to local businesses and interactions with industry leaders, I gained a deeper understanding of how cultural factors might influence business practices in the region. For example, the emphasis on hospitality and relationship-building in UAE business culture was evident in our every interaction. Additionally, discussions on social issues such as gender equality and immigration caused by different conflicts in the region shed light on the challenges and opportunities they are facing. Yet, witnessing the efforts being made to address these issues also highlighted the interconnectedness of business and social responsibility.

How might you use the knowledge gained from this course?

In the age of globalization, it’s crucial to understand the interconnectedness of our world. This course deeply enhanced my understanding in both technical and soft terms. I learned about emerging economies like the UAE and how they seize opportunities, attract talent, and differentiate themselves while also maintaining partnerships. Learning how they used their culture and history to implement solutions, which can be applied as case studies in other emerging markets, such as Latin America, was invaluable. These insights will be invaluable as I pursue my academic and professional goals, bridging my background in BEPP with the world of finance.

What advice would you give to students interested in GMCs?

These courses offer a unique chance to gain practical experience and build invaluable connections. Reach out to students who have taken the course for advice and definitely plan to stay a day or two before or after the course to explore the region further, as it offers a deeper cultural understanding and networking opportunities.

—Sara Hoover

Posted: September 3, 2024

Undergraduate Program

Fatima Figueroa, W’24


Hometown:  Edinburg, TX

Concentration:  Business Economics & Public Policy (BEPP)

Activities:  Joseph Wharton Scholar

Wharton Global Modular Courses

Wharton GMCs are led on location by world-class Wharton faculty, linking innovative ideas to new business phenomena, contextualized both in emerging markets and in developed economies. GMCs expose students to a unique combination of local immersion, course concepts and cutting-edge business and social issues.

The topics and locations give students first-hand exposure to business challenges and opportunities in regions undergoing rapid change by providing on-site company visits, meetings with prominent leaders working in the region, and interacting with students from host institutions as well as Wharton alumni.  Students work across degree programs within Wharton (undergraduates, full-time and executive MBA students).

Wharton Stories

Penn Masala’s Olympic Performance

Image: The Penn Masala a capella group sang in two performances in the India House location at the Olympic Games in Paris. (Courtesy of Penn Masala)
“It was just unreal. You put all your time into making a mix, and then you put it on Spotify, and you go to Paris.” – Ajay Kilambi, W’25

Penn was represented at the Olympic Games in Paris by singers as well as athletes.

The South Asian a capella student group Penn Masala performed two shows at the India House in the Olympic Village. The 13 group members flew in from all over the world, some arriving with suitcases in hand just in time to perform and leaving right after appearing on stage to get back to their internships and jobs.

Hundreds of poeple attended the Penn Masala performances, including several Penn alumni. (Image: Courtesy of Penn Masala)

“We have a fusion of both Hindi Indian music and very popular American English songs; they’re mashed up together,” says fourth-year Ajay Kilambi, who is president of Penn Masala. “It was just unreal. You put all your time into making a mix, and then you put it on Spotify, and you go to Paris. Then people know your mix, and they’re singing along to it, standing up and dancing. The energy was crazy. It was a very, very lively event.”

Kilambi, who is from Tulsa, Oklahoma, is a finance major in the Wharton School and is pursuing an accelerated master’s degree in bioengineering in the School of Engineering and Applied Science. “It is just an incredible experience, and you’re doing it with your best friends,” he says.

One of several countries that had locations in the Olympic Village, the India House featured a variety of performers and traditional Indian food during the Games.

Read more at Penn Today.

Posted: August 26, 2024

The Wharton School

About Penn Masala

Penn Masala was invited by the India House to perform at the Olympics on Aug. 3 and Aug. 4. (Image: Courtesy of Penn Masala)
  • Founded in 1996, Penn Masala is known for original compositions and harmonies that capture experience with both Eastern and Western cultures.
  • Often wearing bright-colored traditional Indian clothing known as kurtas, the all-male group sings together as an ensemble, with members stepping forward as featured soloists during the songs.
  • The group has had successful albums and has toured in the U.S. and India.
  • Penn Masala has performed at several high-profile events, including twice at the White House; last year the group was invited for President Joe Biden’s state dinner for Indian Prime Minister Narendra Modi.
  • In 2009, Penn Masala was invited by President Barack Obama to celebrate the signing of the White House Initiative on Asian Americans and Pacific Islanders.
  • Penn Masala became internationally recognized with its performance in “Pitch Perfect 2,” a 2015 film directed and produced by Penn alum Elizabeth Banks.

Wharton Stories

At Wharton, Penn, Move-In Coordinators Ease Transitions

Image: Move-In Coordinator Liam Burke, W'27. (Eric Sucar)
“The people on campus are really very friendly. There are a lot of new people and new experiences in the city, so I think that’s really great to be involved with.” – Liam Burke, W’27

Penn’s Move-In Coordinator (MIC) Program is here to help put incoming students at ease. Operated out of Residential & Hospitality Services, the program is staffed by 49 second-year, third-year, and fourth-year students—veterans of the University’s Move-In process—who assist the 6,000 or so new and returning Quakers with getting their PennCards, checking into their College Houses, and answering questions to expedite the endeavor.

The coordinators come to campus a week early to prepare for Move-In. This year, they arrived on Monday, Aug. 12, and went through an extensive training session on Tuesday, Aug. 13. Afterward, they were out and about, putting up signs, setting up tents, learning how to drive golf carts, and partaking in additional essential actions that will allow them to hit the ground running when Move-In begins on Monday, Aug. 19. Once Move-In concludes on Sunday, Aug. 25, the coordinators operate in reverse, taking down signs and tents, storing golf carts, and collecting rolling box carts.

Liam Burke, W’27. (Image: Eric Sucar)

Liam Burke, a rising second-year in the Wharton School, is in his first year as a Move-In coordinator. A native of Pearl River, New York, he says he was interested in being a coordinator because, in part, they get to return to campus early. He received an email a couple months back advertising the coordinator position and jumped at the opportunity.

“I really enjoy campus and felt I was away for too long,” he says. “I like being in Philly. I really enjoy how it’s a campus environment. It feels very connected, but at the same time you have access to the city. Also, the people on campus are really very friendly. There are a lot of new people and new experiences in the city, so I think that’s really great to be involved with.”

Moreover, he says his own Move-In last summer was “great” and “enjoyable,” and he wanted to provide new and returning students with that same sense of joy.

“It doesn’t feel like that long ago,” he says of his 2023 Move-In. “I moved into the Quad. Moving into college is a very stressful process and you expect it almost to be very difficult, but I found it to actually be a very seamless transition and easy experience.”

Read more at Penn Today.

Posted: August 21, 2024

Undergraduate Program

Move-in coordinators organize signage at Hill House. (Image: Eric Sucar)

Mark Cordova, assistant director for building operations in Residential & Hospitality Services, oversees the MIC Program. He says it is an opportunity for domestic and international undergraduates to learn about logistics and leadership, as well as welcome students to Penn and help build the connection with the new and returning student population.

When vetting students who apply for the compensated coordinator positions, he says they like to hear a little bit about their perspective on customer service.

“They don’t necessarily need to have a customer service background, but we want to make sure that they know to interact with others,” he says. “We look for the ability to troubleshoot problems, knowing how to identify resources, and how to reach out to folks. Move-In can be a hectic period so we like to make sure that they know who they can go to.”

Wharton Stories

First-Year Advice: Step Out of Your Comfort Zone

Image: Weining Ding, W'27
Rising second-year Araash Ahuja, W’27, gives incoming students his advice to help them navigate their first year at Penn.

Having just wrapped up my first year, I can share some advice I wish I had paid more attention to as an incoming student. Club events, career treks, interviews, and study sessions frequently shaped my first year. It’s was a rewarding time and that excites me for the coming fall.

Academics: Your classes are what you make of them

MGMT 1010 Recitation (Image: Araash Ahuja)

MGMT 1010 Recitation (Image: Araash Ahuja)Wharton offers a wide range of classes, and as a first year, your class selection is crucial. I started with Professor Thomas Donaldson’s LGST 1000 and Professor Xu Han’s MGMT 1010, both of which gave me a taste of Wharton’s disciplines and helped me identify my interests. For instance, Professor Donaldson’s class sparked my interest in business ethics and company values.

All Penn first years must take a writing seminar class, so choose a topic that fascinates you. We have writing seminars on diverse topics like the NBA and language death. Use this opportunity to explore your interests.

Your classes are what you make of them. For the most part, attendance and engagement are on you. You should build a routine and stick to it. Nothing works better than habit. I recommend using Google Calendar.

Classes are not just about academics but also a great way to make friends. Don’t hesitate to strike up conversations with your classmates from the beginning. Everyone is in the same boat, eager to make friends but often unsure how to initiate. Some of my closest friends are from my fall-semester classes. These friendships started with class projects and study groups and evolved into Center City meet-ups, spike-ball hangouts, and even a coordinated Winter Break ski trip. So, don’t underestimate the social aspect of classes.

Lastly, plan your classes. Talk to multiple upper-level students. Use Penn Course Review and Penn Course Plan, platforms designed by Penn students, to make the scheduling experience easier. Your schedule should be a product of informed decisions. I suggest taking at least one class per semester that covers something different than what you may be inclined to. This fall, for example, I’ll be taking Professor Duckworth’s Grit Lab, a foray into the psychology of perseverance.

Clubs: Apply to ones that cover an array of your interests

PEVC’s Warburg Pincus visit (Image: Araash Ahuja)

Just a handful of clubs are enough to learn all you need and more. Dedicate yourselves to the few you get into, and make sure you apply to clubs that cover an array of your interests. Clubs are far more than finance related.

Clubs have notoriously cumbersome and competitive application processes. Shoot for the ones that interest you. Stay encouraged if you do not get in. Join the club’s GBM (general body member) program and reapply in the spring. If you get in, awesome! There is a mountain of information to learn and upper-level students to get advice from. You have a lot ahead of you.

Adopting a very systematic approach to clubs worked well for me. I calmly accepted my rejections and happily celebrated my admissions.

Some of my favorite clubs included Wharton Undergraduate Private Equity and Venture Capital Club (PEVC), Reach at Penn, and Wharton Investment & Trading Group (WITG). At PEVC, I learned finance and accounting principles and worked on automated-email sending and other tasks the Corporate Outreach team. I also attended our career trek to NYC (before then, I could not even recount the last time I woke up at 4 a.m.). Reach is a great marketing club with consulting opportunities, too. The environment and people are equally uplifting. My involvement with WITG has taught me a lot about fundamental real-estate-specific technicals and opened up my PMs (project managers) as invaluable mentors.

Dorm Life: Living with people my age

How my Lauder room looked on my move-in day (Image: Araash Ahuja)

With no past boarding-school experience, I was excited about living with people my age. Luckily, I received my first choice house, Lauder College House. I live in a suite with three other roommates. Establishing a cleaning schedule, getting to know my roommates-turned-friends, and befriending other Lauder residents was a process and not quite straightforward, in all honesty. Still, everything worked out well.

Lauder offers a balance of social life and independence. Understanding this balance and recognizing what you might envision preferring in a college dorm experience is crucial.

When it comes to building your housing preference list, here are some factors to consider: proximity to planned classes (e.g., a Stouffer resident will have a considerable walk to Engineering classes), social life, dorm amenities, and roommate preference (I roomed with my friend from high school and two randomly assigned roommates).

General Advice: Don’t chase normalization

Trying a Moroccan restaurant with friends (Image: Araash Ahuja)

Most first years have a set of expectations as they enter college. I want to study these majors, join these clubs, have these careers, be friends with these kinds of people, etc. What only one year at Wharton has revealed, though, is never to let these initial, often unfounded assumptions for college be self-fulfilling. That’s a hard ask — many first-year students succumb to this rat race of getting into traditional finance clubs and following the associated internship and job pursuits. This is precisely what some want to do, which is perfect. Others may not be sure, yet this ultra-competitive funneling present early in the fall molds them to follow “coveted” industry standards.

My most crucial advice to you is this: don’t chase normalization. Some of the best experiences and friendships I’ve made at Wharton came from stepping outside my comfort zone. I formed a close bond with a friend from Jordan after taking a course on Asian-American Activism out of sheer interest. I found a mentor in a graduating senior by approaching him in Managerial Economics. I discovered my vast interest in options markets and began a trading group only after talking about markets with a classmate. It’s wonderful to work towards something together as long as your motives for doing so are inherently yours.

—Araash Ahuja

Posted: August 14, 2024

Undergraduate Program

Araash Ahuja, W’27

Hometown: Robbinsville, New Jersey

Favorite place on campus to hang out: Seating outside Commons

Must-haves in your dorm room: Speaker, fan, and LEDs

Can’t-miss activities: Amazing Cohort Race, Club Fair, and Spring Fling

Favorite study spot: Huntsman GSRs

Off-campus recs: Eat at Asad’s Hot Chicken or Pattaya, order from Naz’s Halal, and visit Cira Green and Rittenhouse Square

Favorite class: STAT 4050 with Professor Padmanabhan

Must-do when selecting class: Read past classes’ syllabi and see the kind of work or research the professors for the classes have done

Wharton Stories

Dual Degree Wharton Student Takes on Nursing Summer Internship

Image: Image: MIND_AND_I
“The knowledge and experience that I have gained from the CASE Summer Internship program will definitely translate and help in many potential careers following graduation.” – William Xi, Nu’27, W’27

Every summer, Penn’s office of Development and Alumni Relations partners with the Council for Advancement and Support of Education (CASE) to host the Penn/CASE Advancement Internship program. Designed to diversify and attract students to a career in institutional advancement while strengthening the higher ed advancement profession overall, this summer Penn Nursing/Wharton student William Xi, Nu’27, W’27, was placed with Penn Medicine’s development professionals.

The UPenn Nursing Department recently sat down with William to get the inside-scoop on how things are going, what he is learning, and where he’ll go from here.

As a student in the dual degree Nursing Healthcare Management program, what drew you to the CASE Summer Internship program and the chance to play a role in educational advancement?

I heard about the eight-week CASE Summer Internship through my job as an Engagement Ambassador for the student fundraising office. The opportunity to work in a very niche field and really expand on my experience as an Engagement Ambassador in a healthcare-related space in the Penn Medicine office is what drew me to the CASE Summer internship.

What are your specific advancement project(s) at Penn Medicine and UPHS during the internship—and what does a typical day look like for you so far?

The specific advancement projects at Penn Medicine and UPHS revolve around data management, artificial intelligence, and social media engagement. On a typical day, I arrive early at the office, start working on projects, and have a number of meetings (check-ins, department meetings, business lunches, etc.) throughout the workday.

How are you drawing on your education from Penn Nursing and Wharton as you approach solutions and look at challenges related to institutional advancement?

My education at Penn Nursing and Wharton has significantly shaped my problem-solving approach in advancing initiatives. My nursing education has instilled a keen attention to detail, enabling me to efficiently address various challenges. Concurrently, my experience at Wharton has helped me look at problems through a long-term lens, particularly through the marketing principles I learned last semester, which have been instrumental in tackling issues related to engagement and alumni relations.

Read more at Penn Nursing.

Posted: July 18, 2024

Undergraduate Program

William Xi, Nu’27, W’27. (Image: UPenn Nursing)

Wharton Stories

Building Belonging: An Undergrad Creates Community for Students

Image: University of Pennsylvania Outdoors Club trip to Shenandoah (Laura Brodkey)
Laura Brodkey, W’25, is a natural community builder who creates spaces for students to be their authentic selves and make connections.

You’ll mostly likely find Laura Brodkey in the great outdoors backpacking or hiking, but not just because she loves spending time in nature. 

“What I find most exciting is getting other people to build connections with others in those settings,” she said. “It pushes them out of their comfort zone and makes them spend a lot of time together without distractions.” 

The rising fourth-year is passionate about forming intentional communities at Penn. That passion led the outdoor enthusiast to be involved in PennQuest and Penn Outdoors Club. Additionally, Brodkey is an instructor for Outward Bound, leading backpacking trips that emphasize leadership development and growth. 

PennQuest gear return (Image: Laura Brodkey)

The Pittsburgh native is a mentor in PennQuest, a pre-orientation program aimed at fostering connections among incoming first-years through outdoor activities. Brodkey guides students through outdoor adventures and bonding activities, helping them establish a support network before starting their academic journey at Penn.  

“By the time they come to Penn, they have this support network of mentors and friends, who really know them for who they are,” Brodkey says of the first-years. “Whenever you get bombarded with all of the different activities that you can join at Penn and intense social life, you have this safety net to fall back on.” 

Brodkey, a PennQuest mentor since her sophomore year, says the program was foundational to her confidence and sense of belonging on campus.  

Playing ultimate frisbee (Image: Laura Brodkey)

“You come in as this nervous first-year worried about how you’ll be perceived. Will you be included and appreciated for who you really are?” Brodkey said. “PennQuest makes you realize, ‘Oh, I can just be who I am and still be appreciated for that.’” 

The experience encouraged her to take risks and pursue various clubs and activities, including women’s club soccer and women’s ultimate frisbee.  

“I had this insane confidence boost where I could do whatever club I wanted,” Brodkey said of how comfortable she felt after finding groups that loved her true self.   


Finding a Supportive Community at Wharton 

A cornerstone of Brodkey’s community-building efforts is her involvement with Wharton Alliance, a student club for queer students in business.  

When Brodkey arrived at Wharton, she thought that all the other students had a plan. 

“They came in and they seemed like they knew exactly what they wanted to do, and I was not in that position,” she said. “I honestly did not care about going into the corporate world at all.” 

As a first year, Brodkey sought a supportive community amidst what felt like an overwhelming business environment where she didn’t see much queer representation.  

“Wharton Alliance seemed like a really cool place to meet interesting people and find a little family within Wharton that aligned with my values and helped me discover what paths I could take in the business world.”  

The Wharton Alliance case competition committee (Image: Laura Brodkey)

Now serving as co-president, Brodkey focuses on expanding the group’s reach to all queer students across campus. 

“My co-president and I want when people see our club, they immediately recognize the kind of culture that we provide and stand for, and it’s not just queer people in business,” Brodkey said. “We’re trying to make a space where any queer person across the entire university can come and feel welcome.”  

That includes hosting collaborative events with other affinity groups and opportunities for students to have meaningful connections.  

While Brodkey felt seen and accepted in her outdoor and sports clubs, she didn’t feel that way within Wharton initially. 

“In my classes, I didn’t find that same sense of unconditional love that I found in my other groups,” she said. “That’s how I found Wharton Alliance, and I’m trying now to take Wharton Alliance and make it one of those spaces.” 

The Essence of Business  

Brodkey’s passion for public policy led her to business school, but so did knowing what she didn’t want to do.  

“I looked through all of these subjects I had and checked off a bunch of boxes for things that I didn’t like or knew that I didn’t want to do,” she said. “I wasn’t going to go down the humanities track. I wasn’t going to sit behind a lab bench.”  

The rising senior is concentrating in business economics and public policy (BEPP) and statistics and minoring in economics. After graduation, Brodkey is going into economic consulting. 

“My background is not your traditional male-dominated, corporate investment banking track,” she said. 

While her path may have been “atypical,” she is happy to have found what she enjoys. 

“Business is fundamentally about making human connections. I conveniently found that thing that I really enjoy, which is the human connection part.” 

Brodkey emphasizes the importance of a supportive community to help her succeed in tough environments. 

“You can’t actually go into competitive sectors without a loving network that helps you prepare and feel like you belong,” she said. 

That philosophy has guided Brodkey in building inclusive and resilient communities within Penn. 

“If you don’t feel like you belong, how can you, or even pretend to, belong? How can you succeed in those areas?” 

That is one of the main reasons why Brodkey works to create supportive groups, particularly for first-years and queer students.  

“There’s a tangible beneficial impact on your future outcomes by finding a sense of belonging.”  

Intentional Spaces 

Members of the Herzog Collective (Image: Laura Brodkey)

Brodkey’s living arrangement reinforces her role as a community builder. She resides in the Herzog Collective on campus, a 10-person art collective that functions as a community hub.  

“We put on all sorts of community events, volunteer together, and have communal dinners and communal groceries,” she said. “Being in the house means being part of a community.” 

The communal aspect nurtured meaningful friendships, according to Brodkey. She says none of the housemates were close friends before moving in or associated with the same campus activities.   

“It’s been super, super fun. I’ve met some of the coolest people that I didn’t know existed on campus.” 

The main reason Brodkey pursued business was to have an impact and help others—something she’s already doing at Penn.

Herzog at night (Image: Laura Brodkey)

—Sara Hoover

Posted: June 28, 2024

Undergraduate Program

Laura Brodkey, W’25

Image: Weining Ding, W’27

Hometown: Pittsburgh, PA 

Concentrations: Business, Economics and Public Policy; Statistics

Minor: Economics 

Activities: Wharton Alliance, PennQuest, Women’s Club Soccer, Women’s Ultimate, and Penn Outdoor Club 

Favorite place on campus: Kelly Writers House because it is a little homey nook with the comfiest couches, eclectic events, and great conversations. 

Kelly Writers House (Image: Weining Ding, W’27)

Favorite Penn tradition: Philadelphia Museum of Art Gala 

Something you would tell your first-year self: Penn brings in so many high-profile speakers and professors. Take the time to build a breadth of knowledge. Sit in on seminars, lectures, and speaker events—even if they are completely unrelated to your field of study.  

Wharton Stories

Wharton’s Matt Fallon Clinches Spot on U.S. Olympic Team

Image: Matthew Fallon is the first American swimmer in Penn’s program history to qualify for the U.S. national team, and only the fifth men’s student-athlete in program history to qualify for the Olympics. (Tyler Kaput/IUPUI Athletics)
The rising fourth-year swimmer won gold in the 200-meter breaststroke at the U.S. Olympic Trials on Wednesday in Indianapolis.

In record-breaking fashion, rising fourth-year Matthew Fallon of the men’s swimming and diving team earned a spot in the Paris 2024 Summer Olympic Games on Wednesday by placing first the 200-meter breaststroke at the U.S. Olympic Trials in Indianapolis.

Fallon’s winning time of 2:06.54 set a new American record and is the fastest time in the world so far this year. He is the first American swimmer in Penn’s program history to qualify for the U.S. national team, and only the fifth men’s student-athlete in program history to qualify for the Olympics.

Leading up to the Trials, Fallon, a student in the School of Engineering and Applied Science and the Wharton School, told Penn Engineering that earning a spot on the Olympic team would be a nice bow tie to all his super hard work competing in national meets and world competitions.

The Olympics will be held Friday, July 26, through Sunday, Aug. 11, in Paris. The swimming events will be held July 27-Aug. 4.

This story is by Greg Johnson. Watch a video on Fallon and read more at Penn Today.

Posted: June 27, 2024

Undergraduate Program

How Fallon’s Made a Splash at Penn

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