Wharton Stories

A Look at Three Undergraduate ESG Experiences

Wharton seniors reflect on their participation in Environmental, Social and Governance Initiative programs

Chief Sustainability Officer, sustainability consultants, and green investors are some of the new positions that are being created within the business world that take into account the growing focus on environmental, social, and governance issues.

At Wharton, the newly created Environmental, Social and Governance (ESG) Initiative offers undergraduate students several curricular and co-curricular opportunities to explore these topics.

An Education Tailored to Solve Current World Issues

Michael Lentskevich, W’24, is concentrating in Business, Energy, Environment and Sustainability and Legal Studies and Business Ethics (Image: Sara Hoover)

Michael Lentskevich, W’24, is concentrating in Business, Energy, Environment and Sustainability (BEES), which is now a specialized Environmental, Social and Governance Factors for Business concentration.

With a strong science background, Lentskevich always knew he wanted to do something related to the environment and climate change, but also “pragmatic, data driven, and large scale.”

He enjoyed the range of different topics covered by the concentration.

“It allowed me to pursue a wide array of different careers without locking me into a particular type of field,” he said.

Lentskevich plans to pursue a career in environmental law after working on environmental strategy for a bank for the next two years.

“This concentration is in high demand right now from all sides,” he said. “There are a lot of careers that specifically utilize the knowledge gained in this concentration and even more of those that connect to it.

Related careers include ESG consulting, ESG investment funds, green deals focused investment banking, operations management, environmental strategy within corporations, and risk assessment insurance.

For students who are considering the ESGB concentration, Lentskevich recommends MGMT 2090: The Political Environment of a Multinational Firm.

“It is truly a culminating class that forces you to synthesize all of your knowledge and apply it weekly to specific case studies,” the senior said. “I have also used not only the concepts we learned in class but the specific tools during my summer internships and future work.”

He says the guest speakers were “phenomenal” and broadened his understanding of environmental management from an academic perspective and the professional one with exposure to possible careers within that field.

Future-Focused Learning

Fatima Figueroa, W’24, who is concentrating in Business Economics & Public Policy, took an ESG course offered in the Legal Studies & Business Ethics department, LGST 2150: Environmental Management, Law, and Policy, taught by Professor Sarah Light.

“Sarah Light is a wonderful professor who integrates her research beautifully into the class,” Figueroa said. “In this class, you learn about the delicate relationship between the environment and business and the role we play as future business leaders.”

The senior also appreciated that the course was cross listed as an MBA class.

“I benefited tremendously from listening to the experience brought in by the MBA students.”

LGST 2150 was Lentskevich’s favorite ESG course, in part because of the cross-listed component.

“It was full of very topical discussion as an undergrad/MBA mixed course and allowed me to see how law, business, and people intersect,” he said. “It was also very future focused allowing me to learn not only what happened in this field in the past but how it would be impacted in the years to come.”

His summer internship focused on environmental regulations, and he says the class allowed him to be more prepared than any of his co-interns.

“Professor Light is phenomenal and is able to help students find the value in this class no matter their core interests,” Lentskevich said.

Figueroa encourages other students to take at least one ESG course.

“Even if you decide not to concentrate, I would strongly recommend that you try at least one class because there is so much to learn,” she said.

Building a Strong Foundation in ESG

Another option for undergraduate students to deepen their ESG expertise is by being a Turner ESG Fellow.

Turner ESG Fellows are a group of 20-25 undergraduates across Penn who participate in a year-long program of speaker sessions, networking opportunities, and professional development across many ESG topics.

Sapphira Ching, W’24, is concentrating in finance and entrepreneurship, and knew she wanted to combine her passions for finance, innovation, technology, and ESG while at Wharton.

“I initially applied to the Climate Risk Fellows Program to learn more about addressing greenwashing in business, specifically the aviation industry, and that program evolved into the Turner ESG Fellows Program, so I was part of the inaugural Fellows class,” Ching said.

She was invited back this academic year to be a Senior Fellow, and is involved with the ESG Initiative’s Student Leadership Advisory Board.

During the Fellows program, Ching’s focus evolved from environmental and social factors to governance.

“Governance became especially fascinating to me,” she said. “I was particularly interested in the role that shareholders can have in terms of changing the direction of big business for the better. This helped increase my passion for impact investing.”

The senior co-wrote an article with another fellow that featured insights from Greg Hershman, Head of US Policy at the UN Principles for Responsible Investment.

Ching says hearing from academic and industry speakers who lead the ESG space provided the Fellows with a diverse set of insights regarding all three pillars of ESG.

“That helps Wharton undergraduates build a strong foundation to brainstorm how they want to support ESG through their business careers,” she said. “Personally, it further showed me that business is not just a tool to support sustainability and responsible business practices, but rather that ESG practices are essential for a successful business.”

Ching encourages students to apply to be a Turner ESG Fellow.

“I’ve met some wonderful people and learned so much,” she said. “A great aspect of the program is that the speakers and Fellows are interested in so many different areas of ESG, so you will definitely come out having learned a lot about other areas of ESG beyond your initial interests and maybe discover some new interests too.”

She says the program also led to unexpected opportunities might take you.

“Professor Djordjija Petkoski was one of the guest speakers, and now I’m working with him on an SDG/ESG-related conference with speakers from the IMF and ILO.”

Ching has also founded two student organizations with emphases on ESG and DEI within tech and entrepreneurship, the Penn Innovation Network and the Dell Women’s Entrepreneur Network @ Penn.

Her two favorite ESG-related classes were Management 2120: Social Entrepreneurship with Professor Valentina Assenova and Finance 2540: ESG & Impact Investing with Professor Christopher Geczy.

“I loved Management 2120 because Professor Assenova not only taught us the fundamentals of how to run a social enterprise but gave us a capstone project where we could immediately apply what we learned,” Ching said.

Professor Geczy in Finance 2540 taught many different key elements of ESG investing, from impact measurement to shareholder activism, she says.

“Both professors are leaders in their respective ESG fields, so to have had the opportunity to not only learn from them in a lecture format but also chat one-on-one with them and hear about their experiences was incredible.”

The three ESG clubs Sapphira leads at the 2022 Fall Activities Fair (Image: Sapphira Ching)

—Sara Hoover

Posted: April 26, 2024

Undergraduate Program

ESG Concentrations

The Environmental, Social and Governance Factors for Business (ESGB) concentration looks at the complex relationships between business and the natural environment, management of environmental risks, and the business and economics of energy.

ESGB concentrators can pursue an ESGB concentration without specialization or one of two transcript-level specializations—Business, Energy, Environment and Sustainability (BEES) or Social and Governance (SOGO).

ESG Co-Curricular Offerings

The ESG Initiative offers a robust set of transformational programs and resources to match student interests in ESG and business.

Wharton Stories

Communicating Communication: An Undergrad’s Experience as a TA

Image: Meredith Stone
Chandler McCleskey, W’24, reflects on being a teaching assistant for WH2010, the business communication course for Wharton undergraduates.

Why did you become a WH 2010 TA?

As a child, I competed in numerous public speaking competitions and enjoyed delivering speeches from a young age. In high school, I was given the opportunity to work in my school’s speaking and writing center, where I would help my classmates with various assignments ranging from written work to verbal presentations. My work in the “Raider Writing Center” was one of the highlights of my high-school career, and I knew that I wanted to continue helping others along their respective communication journeys when I made it to Penn. Taking WH 2010: Business Communication for Impact was a wonderful experience, and when I was offered the position of TA for the class, I knew that it would allow me to help others become better business communicators while also allowing me to improve my own written communication skills and ability to deliver speeches.

What aspects of the class and being a TA have you found most beneficial?

As a TA, it has been both rewarding and insightful to see the same classes taught in different ways by the various lecturers that I have had the opportunity to work with. Each lecturer provides their own “spin” on the classes, including personal anecdotes and industry insights from their respective fields. From a lesson perspective, some of my favorite classes would have to be classes 7 and 8 that I teach myself. These classes review a crucial aspect of the business-communication curriculum, how to improve Verbal, Vocal, and Visual presentation skills, as well as allow me to put my own “spin” on the course while incorporating my personal stories and advice into the class. Furthermore, having the opportunity to teach a class myself has allowed me to grow as a presenter and educator and has inspired me to pursue the possibility of teaching later in my career.

What did you learn personally, professionally, or academically?

Chandler with the Wharton Undergraduate Communication Program team. (Image: Sara Hoover)

Professionally, WH 2010 helped me make many pivotal decisions in my life so far. For example, through taking and working as a TA for WH 2010, I knew that I would want to be in a job where I delivered presentations and where verbally communicating ideas to others was commonplace. As a result, my work as a WH 2010 TA helped me decide on which internships to take and which career to ultimately pursue.

Academically, WH 2010 has encouraged me to participate in classes and make the most of my four years at Penn. Whether this participation materializes in me being cognizant of my use of filler words when I ask a question in an accounting class or me volunteering to deliver an optional presentation in an OIDD class in order to practice my delivery and verbal communication skills, WH 2010 has provided both the skillset and confidence one requires to fully participate in the Wharton and Penn curricula.

Personally, WH 2010 has reaffirmed my passion for public speaking and allowed me to give back to a community that has truly shaped my Penn experience, and life, for the better.

Has being a TA helped you understand concepts in a different way than as a student taking the class?

Through being a TA for WH 2010, I have been able to learn from and work with the course material for over five semesters. This repeated exposure has allowed me to not only better understand the curriculum, but also apply what I learn and what we teach in the classroom to my everyday life. Moreover, having the opportunity to teach the class itself during certain weeks has allowed me to further solidify my understanding of the course. Over time, I think applying the course concepts, such as concision, organizational structure, or visual clarity on slides, to my classes or internships has gotten easier and has allowed me to see just how integral business communication is to my current work and how important it will be for my future career.

What’s been most surprising about your TA experience?

Chandler at a TA event at Penn’s Pottruck rock-climbing wall. (Image: Sara Mangat)

The most surprising or unexpected part of being a WH 2010 TA would have to be how rewarding it has been to serve as a mentor to the students. Throughout the course, students reach out for 1:1 advice on the class as well as ask questions about jobs, clubs, and navigating the Penn experience. At Penn, there is a very large “pay it forward” mentality whereby seniors and juniors help first and second years, who in turn go on to help the next generation of Penn students. When I was a first year, I had many junior and senior friends who offered me advice, and WH 2010 has been a wonderful place to give back to the Penn community by providing guidance to students who reach out to ask questions about both courses and life in general.

— Sara Hoover

Posted: April 24, 2024

Undergraduate Program

Chandler McCleskey, W’24

Image: Chandler McCleskey

Hometown: Atlanta, Georgia

Concentrations: Finance & Business Analytics

Activities: Wharton Undergraduate Cohorts, Wharton Private Equity and Venture Capital Club, Wharton Undergraduate Consulting Club, University of Pennsylvania Club Lacrosse

Wharton Stories

From the Classroom to the Community: ABCS Course Helps Philly File Taxes

Image: Some of the paperwork that community members fill out as part of tax preparation. (Weining Ding, W'27)
A new Wharton course serves low-income taxpayers and provides students with experiential learning.

On a Saturday morning in March, undergraduate students from the Wharton course, “Accounting 2110: Tax Policy and Practice in Philadelphia,” reported to Ebenezer Temple Pentecostal Church in the Cobbs Creek neighborhood to assist community members with filing their income taxes. The church’s basement was filled with Philadelphians waiting to receive tax filing help.

“Finance is a really big part of a lot of people’s lives, and being able to help them with that is really impactful,” said first-year Wharton student Jessica Rosales, W’27.

The Academically Based Community Service (ABCS) course is offered through Wharton’s Accounting and Business Economics & Public Policy departments and includes an academic component and a community service aspect. It is a collaboration with Penn’s Netter Center for Community Partnerships and the IRS’s Volunteer Income Tax Assistance (VITA) program, which provides free tax prep to people who make $64,000 or less, persons with disabilities, and limited-English-speaking taxpayers.

Jessica Rosales, W’27, at her tax station at the Children’s Hospital of Philadelphia. (Image: Weining Ding, W’27)

Wharton launched the tax policy course last year. A significant portion of the class is dedicated to in-the-field community service. Students receive a two-week training from VITA to become certified income-tax preparers. They then volunteer at least 40 hours throughout the semester at any of the 12 VITA sites in the city. The tax-prep locations are managed by the Philadelphia nonprofit Campaign for Working Families, which expects to file 42,000 tax returns in 2024.

Rosales heard about the course from friends and was immediately drawn to the course’s combination of financial work and community service.

The Chicago-area native volunteers at two locations and recalled connecting with a woman she was helping.

“Most of the time [clients] are just sitting here, and they’re waiting and watching,” she said. “But we were able to talk, and it was nice to have that person-to-person communication.”

Skills, she says, are crucial.

“Being able to work with people in sensitive situations—because financial stuff is kind of personal—and knowing how to manage that is really, really important.”

Putting theory into practice

Open to all Penn undergraduates, the integrated classroom experience empowers students from different academic backgrounds to interact and collaborate throughout their work with the community.

College sophomore Aaron Lee, C’26, typically joins Rosales and a few of the other 24 students in the course, at the Cobbs Creek location on Saturdays. The philosophy, politics, and economics major finds enormous value in the ABCS class’s unique learning structure and enjoys the intellectual stimulation gained from seeing the United States’ tax structure in action.

Aaron Lee, C’26, at Ebenezer Temple in Cobbs Creek, (Image: Grace Meredith)

“This class gives us practical skills, like going into the community and actually doing the work, but it also delves deeply into tax theory and the academic side of the numbers,” Lee explained. “We learned about why we tax in the first place and how what a society chooses to tax is a reflection of a community’s priorities, a society’s goals. This added context gives an extra layer of purpose to the community work we’re doing here on site.”

Course instructor Edward Scott sees his students develop in a myriad of different dimensions, both personal and professional.

“Because they interact with clients concerning financial matters, the students grow in so many ways,” he said. “This work leads to conversations about their clients’ personal lives.”

Scott also says students benefit from working with the experienced tax-prep professionals at VITA and the Campaign for Working Families.

“These experts often live in the community and have rich and insightful life experiences to share with students that also enriches the educational experiences.”

The course, which integrates service with research, teaching, and learning, also includes guest lecturers who discuss academic and economic rationales behind tax structure.

Lee says the lectures complemented the field work by breaking down aspects of the tax system.

“Taxes, I think, are something very nebulous to people, and I think a very negative connotation to a lot of people,” Lee said. “Even for myself, before I came to Penn, it was very scary and sort of a mysterious process.”

 “The most impactful class I’ve taken”

Several students from the inaugural class last spring were so inspired by their experience that they are trying to create ways for students to continue volunteering separately from the course.

One of those students is Wharton senior Xavier Shankle who says the class was eye-opening.

“It’s the most impactful class I’ve taken,” he said. “We take finance and accounting, and we learn a lot of formula, but we don’t really apply those formulas for a long time.”

He says the first opportunity for practical application is potentially summer internships, if they are in banking or consulting. This course, he says, was different.

“We learned a business concept in class and then, literally, maybe a day later, we’d be in front of a client filing a return,” Shankle said. “It was very direct, the relationship between the content that we learned and practicing it in the field.”

Students learned economic policies and immediately saw firsthand how that could affect people’s quality of life.

“Hearing and seeing different salary levels or different exceptions that people have, different family situations and having those conversations was very eye-opening to the wide range of experiences that people have in Philadelphia,” the Atlanta native said.

Shankle and other classmates who are passionate about the tax policy course are working on ideas to continue student involvement in tax preparation.

The group is looking into the feasibility of having a VITA site on campus because students noticed how many clients work at Penn but are spread out across different tax prep locations. Another idea they are looking into is creating a consistent cohort of student volunteers who aren’t in the course, like a student club, get recertified by VITA every year and go to the existing locations around the city.

According to Rosales and Lee, these hands-on experiences helped them be more informed citizens.

“We talk about difficult topics, right? Taxing and those things are obviously very political, very contentious,” said Lee. “But if you’re able to understand them at a very fundamental level, then I feel like you have much better conversations around them and nuanced conversations, which I think is really important when you’re talking to people. And that’s why I think it’s really cool that we get to do all of this.”

Both advocate for others to take the course, in part because of the unique ability to connect with local Philadelphians.

“I love that this course has deepened my relationship with the city and helped me learn more about the community,” Rosales said. “I love meeting with such diverse groups of people, especially older people who I wouldn’t get a chance to interact with outside of this class. It’s just really opened my eyes in ways I never would have experienced without this opportunity.”

– Sara Hoover (Contributor Grace Meredith)

Posted: April 15, 2024

Undergraduate Program

Diego Resto, W’25, helps a community member file their taxes at Ebenezer Temple. (Image: Pragya Singh, M&T’27)

Meet three partners working to amplify the course experience:

The 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.

The IRS Volunteer Income Tax Assistance (VITA) program provides free tax services to people who generally make $64,000 or less.

The Campaign for Working Families’ mission is to champion the financial well-being and economic mobility of individuals and families by leading programming and advocating for policies, initiatives, and support systems that ensure equitable opportunities and financial stability.

Nikia Owens, president and CEO of Campaign for Working Families, says the service provided by the students is vital to supporting the organization’s mission of tax assistance in Philadelphia.

“We want to make sure that people are getting all the money they deserve, because they earned that. This partnership with Penn allows us to continue to offer these services for free—today, tomorrow, and hopefully for years to come,” said Owens.

Wharton Stories

How Wharton Helped This Student Be Their Authentic Self

Image: (Image; Xavier Hill)
Xavier Hill wants the world to know that he is more than a swimmer, more than a student-athlete, more than a Penn student. His time at Wharton has allowed him to be who he is: a jazz pianist, bilingual student, and political junkie.

“You’re the Penn swimmer, right?”

With Thomas Biche, my swim coach at the Cercle des Nageurs de Fontainebleau-Avon (CNFA) when I trained on their team for the summer. (Image: Xavier Hill)

I’ve always perceived myself as more than this.

I bumped into a high school classmate after years of not talking, and they said, “You’re the swimmer going to Penn, right?” Our interaction made me realize these identity traits dominated what others thought of me.

It’s normal for others to create perceptions of you based on a few characteristics. However, I realized how much the perceptions created by other people affect the way you perceive yourself. I inevitably put myself into a box that I wasn’t aware of. No matter what I wanted to do, my passions, my interests, I felt like I had to conform to a certain culture, a certain way of doing things, or a certain career path.

“Why do I need to decide my entire life during my first month here?”

College is a time in people’s lives where we get asked to make a decision on who we want to be and what we want to do, often before we have enough information to make that choice concretely. Fear of missing out and stress can often overwhelm students as they try to balance their interests and passions with the demands of school and the pressures of choosing a life and work after school.

Finding out who you are and who you want to be is not something that happens overnight. The decision making can easily take over students’ lives, preventing them from following their passions or interests they’ve held throughout their youth.

Personally, I was worried that coming to university would require me to stop practicing the piano. Being self-taught, consistent practice is required for me to stay in touch with this passion. Coming to Penn, I was afraid that the pressures that higher education places on students would necessitate me giving up practicing the piano.

However, this could not have been further from how things turned out. I brought a keyboard into my dorm room and played when I wanted to. I’ve gone to World Café Live to listen to jazz artists and come back home to play and emulate the music. Having a piano in my room was an excellent conversation starter, and I made many friends based on that passion. I ended up getting the opportunity to play in multiple piano concerts throughout the year and subsequent summer.

Studio Piano Gobelins, a piano studio I would often go to to practice while I was in Paris. (Image: Xavier Hill)

A fundamental aspect of college is that it requires you to choose who you are going to be. Choosing a major or concentration will inevitably change your identity. Students owe it to themselves to keep the interesting parts of their identity and their unique interests alive at Wharton.

Summer Opportunities

My first day at work. (Image: Xavier Hill)

I grew up in a bilingual household, speaking French and English. By 12th Grade, I had tested out of the requirements for taking language classes at Penn. Taking more language classes in a language you’re already fluent in feels repetitive and like a waste of time. Many of my bilingual friends stopped taking language in high school.

However, after taking a French class my first semester at Penn, I was introduced to a unique summer opportunity that would end up taking me to Paris for two months. After mentioning my desire to keep my French roots alive in my business life to my advisor, he introduced me to the World Research Assistantship Program (WRAP), one of Wharton’s summer research abroad programs.

This opportunity to live in Paris and work as a research assistant at INSEAD Business School in Fontainebleau, France, was extremely rewarding. This experience started with the freedom to take language classes at Penn, and through the amazing programs that Wharton provides.

Pursuing my interests while getting a business education

Filming at the United States Capitol in DC. (Image: Xavier Hill)

While continuing my business education, I was given the opportunity to follow one of my other passions. My first year at Wharton, I took a class in the Annenberg School of Communication taught by David Eisenhower, grandson of President Dwight D. Eisenhower.

I was tasked with creating a lengthy paper on a president. I was given a travel stipend to do research at a primary location. Having always been interested in politics, I chose to study a recent president who was beginning to campaign. As an independent journalist, I attended and studied a Donald Trump rally live, and used my experience to create a 90-minute documentary, filmed in three states with a 30-page script, on Donald Trump’s communication style and path through the American political establishment.

No matter what passion you may be interested in or what class you want to take, Wharton’s flexible curriculum allows you to do so.

To Thine Own Self Be True

Whether you want to become an investment banker, consultant, political scientist, healthcare professional, entrepreneur, or any other profession, Wharton is a school where everyone is given the chance to be rewarded for being themselves and pursuing their unique and individual passions.

Despite what you may hear, you don’t need to give up on your passions and interests early in your college career. They make you who you are, and you owe it to yourself to keep those alive. You still have a lot of growth left, and you shouldn’t feel pressured to grow up too fast.

—Xavier Hill

Posted: March 28, 2024

Undergraduate Program

Xavier Hill, W’26

At the Fontainebleau castle for the Hoffmann Global Institute’s campaign celebration

Hometown: Aurora, Colorado
Concentration: Undeclared

Wharton Stories

Wharton Women: “Girls Supporting Girls”

Image: Wharton Women's Executive Board of undergraduate leaders. (Image: Wharton Women)
The student club Wharton Women seeks to foster a community of support and collaboration and create a comfortable space for female-identifying students.

What is the mission of Wharton Women and who are its members?

Wharton Women facilitates the personal and career development of women and underrepresented gender identities in business by building a network of exceptional undergraduates, professionals, and faculty.

Wharton Women is one of the largest on-campus organizations focused on gender equality and opportunities for women in the workplace.  The club currently has more than 150 active committee members and 21 fellows, but many events and conferences are open to the Penn community. Our membership spans a diverse array of backgrounds and interests. We choose members who are passionate about uplifting communities at Penn and who can successfully carry out the various initiatives of the club.

The club is often colloquially described as “girls supporting girls,” a theme of unwavering support that is central to all of our programming. Through its range of events and initiatives, Wharton Women creates a safe space for women exploring business disciplines to receive support in their professional and personal journeys.

What types of activities and events does the club organize?

Interviewing Sandya Magge, VP, North America Social Impact & Responsibility, at Visa at the 2022 Voices of Diversity conference. (Image: Wharton Women)

Wharton Women hosts three major annual conferences: Wharton Women Business Conference, Voices of Diversity, and our Annual Dinner. Each conference features esteemed keynote speakers alongside opportunities to engage with the organization’s corporate sponsors and fellow attendees.

Our 8th annual Wharton Women Business Conference, held in January, was themed “Entrepreneurship and Leadership.” It featured the COO/CMO of Etsy alongside four Penn alumnae entrepreneurs, all of whom shared their success stories and imparted advice to more than 100 attendees.

We also host a variety of events that foster a sense of community and belonging among female-identifying students at Wharton and beyond. Initiatives like Membership March and the Big/Little program help members find more intimate spaces within Wharton Women to make friends and connect on a deeper level. Committee socials and structure also support this community-building.

Professional opportunities include info sessions with corporate sponsors tailored specifically towards underrepresented gender identities in business, skill workshops designed to address resource inequities, and alumnae panels on a variety of potential career paths.

Playing interactive bingo at a Big/Little event. (Image: Wharton Women)

How does the club engage with the broader Penn and Philadelphia community?

Alumnae are frequently engaged through speaker opportunities and our alumnae mentorship program, both of which aim to enhance the accessibility of the university’s vast alumni network. Alumnae provide insight into both conventional and unconventional career paths through alumnae spotlights on Wharton Women’s website and panel events, such as Industry Insiders and Wharton Women Around the World.

Wharton Women also engages in philanthropic initiatives with the broader Philadelphia community. One cornerstone community initiative is Dressing for Success, a fashion show and speaker event whose proceeds go to local nonprofit organizations. This past fall, the CEO of Anthropologie spoke about her experiences and the proceeds of the event went towards The Wardrobe, a local nonprofit that provides clothing to unemployed individuals.

Our pro-bono consulting committee provides free business services to both local and nationally based women-owned businesses. We offer marketing analysis and SEO optimization, social media content creation, research, business pitches, and work catered to our diverse clients’ needs.

Lastly, our Dollar Scholars committee furthers our philanthropic efforts in the community, with a focus on supporting financial literacy and professional/personal development for high school students.

How do members benefit from being a part of the club?

Committee members benefit from taking ownership in the initiatives we promote. The club truly has a “something for everyone” structure and members enjoy working on projects that cater to their individual interests while uplifting Wharton Women as a whole.

Similarly, fellows get the opportunity to learn about the different committees and understand the mechanics of event planning in a large organization. Many of our fellows later become committee members to deepen their commitment to Wharton Women and apply these teachings.

Members at the 2023 Wharton Women Business Conference. (Image: Wharton Women)

What are the club’s future goals?

Overall, the club strives to remain a beacon of professional and personal support at Penn for underrepresented gender identities. More specifically, we’re constantly improving our event, initiative, membership, and fellowship experience quality from year-to-year. At the same time, Wharton Women holds diversity, equity, and inclusion at the forefront of its mission, so we are constantly ensuring that every inch of our club’s efforts is reflective of the kind of inclusivity we aim to foster.

—Sara Hoover

Posted: March 22, 2024

Undergraduate Program

Wharton Women’s  2024 Executive Board¹

Advice for Students Considering Joining the Club

Aarushi (President): “Don’t be afraid to speak up and explore new opportunities! Wharton Women provides members with diverse events and access to personal and professional mentors. Come ready to meet new people, learn about different industries, try new activities, and ask questions. Meaningful connections and experiences are at the heart of Wharton Women’s success, so come with a passion for engaging with this community.”

Giulia (VP of Finance): “Members participate in a diverse range of events from IB technicals to charity fashion shows, so come to the club with an open mind and willingness to engage with speakers/opportunities you might not have considered before!”

Suzie (VP of Alumae Relations): “Come in ready to share your creative ideas for the organization as a whole and for whichever committee you choose! We are always open to hearing new ways we can innovate and improve.”

Arthi (VP of Marketing): “My most meaningful experiences in the club come from when I have made intentional efforts to connect with the amazing women around me. Whether it’s striking up a conversation with the person sitting next to you at a conference or sharing a common love of baking and books at an event, you’ll soon realize that the organization’s backbone is its people.”

¹ (From top left) Giulia Conti Fruet, W’25; Aarushi Jain, W’25; Suzie Kim, W’27; Su Ah Kim, W’26; Claire Qu, W’26; Alina Zaidi, W’26; Ada Wang, W’27; Vanessa Frigon, W’25; Vedha Sitlani, W’26; Arthi Venkatakrishnan, W’26; Katiana Indrasasana, W’26; Alejandra Lozada, W’25

Wharton Stories

Black Wharton: Empowering Excellence at Penn

Image: The 2023 Black Wharton Board (Black Wharton)
Founded in 1975, Black Wharton Undergraduate Association is an undergraduate student club at Wharton with more than 150 active members from all four class years and Penn’s four undergraduate schools.

What is Black Wharton’s mission?

Our mission is to maintain and increase the academic success of Black students on the undergraduate level, increase communication between the student body and the University administration, establish and maintain relationships between students and the external corporate community, and represent Black interests in business or business-related issues for undergraduates at Penn.

Our goal is to enhance the college experience of our members by providing them with the opportunities to become well-rounded individuals through social, community service, mentorship, academic development, and professional activities and programs.

How does the club engage with the university community and beyond?

In the fall of 2017, the Black Wharton Undergraduate Association launched Black Wharton Consulting (BWC), the organization’s management strategy branch that connects our members with local Black-owned businesses that could use their help.

Morgan Stanley Career Trek with first-years and sophomores. (Image: Black Wharton)

We are proud to be entering our eighth consecutive year of extending our impact into the Philadelphia community by continuing to provide our members with opportunities to serve local businesses through BWC. As we’ve built upon and expanded this initiative, we’ve had the opportunity to collaborate with nonprofit organizations, retail stores, and even restaurants whose trust in our services has allowed us to continue our mission of enhancing the undergraduate experience of our members. Without our community partners, we wouldn’t be the organization we are today; we’re extremely grateful to work with the local entrepreneurs who continuously break the glass ceiling and represent what the future holds for Black entrepreneurship in America.

How do members benefit from being a part of Black Wharton?

Warburg Pincus Career Trek with first years and sophomores

Club members benefit from a myriad of opportunities in professional development. On a corporate level, we regularly partner with our sponsors to host information sessions and résumé workshops that build an understanding of the recruiting process and the importance of company culture.

On a personal level, our Black Ivy League Business conference offers the opportunity to network with bright Black undergraduates across the Ivy League, all with a shared passion for success in business.

Finally, on a professional level, we offer the opportunity to create real impact in the Philadelphia area through Black Wharton Consulting (BWC), which also provides technical training through its APEX Consultant Development Fellowship Program.

What advice would current members give to students considering joining Black Wharton?

In the sometimes overwhelming pressure of Penn’s pre-professional culture, Black Wharton provides a safe space of support and guidance to ease your academic, career, and social journey.

Wharton Affinity Skating Event in Fall 2023 (Image: Black Wharton)

Everyone is friendly and inclusive, so don’t be afraid to reach out, attend events, and build lasting bonds that continue to grow beyond college.

— Sara Hoover

Posted: February 14, 2024

Undergraduate Program

Black Ivy League Business Conference 2022 (Image: Black Wharton)

Signature Black Wharton Events

Established in honor of Wharton’s second tenured African-American professor Howard E. Mitchell, the Howard E. Mitchell Memorial Conference (HEMM) promotes corporate responsibility and diversity in the workplace, exposing undergraduates to prominent Black executives whose stories promote excellence and inspire future business leaders.

Building upon these values, the Black Ivy League Business Conference (BILB) is an open invitation to Black undergraduates across the Ivy League and HBCUs. Over the course of two days, students expand their network, further their professional development, and engage with recruiters from leading firms like Morgan Stanley, Blackstone, McKinsey, and many more.

These two conferences are our most anticipated and attended events of the school year. Wharton Council previously recognized the Black Ivy League Business Conference as the “Most Innovative Event” and the Howard E. Mitchell Memorial Conference as the “Event of the Year.”

Wharton Stories

Navigating Wharton with the Leadership Compass

Image: Bonnie with her Compass Team at the Discovery Center Challenge Course in Philadelphia (Image: McNulty Leadership Program)
“I honestly created some of the best memories I’ve had at Penn, and the program helped me realize that leadership comes in so many different contexts, not just in classrooms and clubs, but in everyday life too.” — Bonnie Li, W’25

Why did you want to participate in Leadership Compass?

I applied to the McNulty Leadership Compass hoping to gain a new community filled with leaders embodying a variety of leadership styles that I can learn from. By learning from each other’s strengths and weaknesses, I wanted to gain more confidence as a leader while helping those in the community grow as well.

What did you learn personally and professionally?

Personally, I learned my unique style of leadership and what role I typically find myself playing in teams. I learned how I can harness my personality and strengths to curate a leadership style that was unique and comfortable for me. I feel like often times when we are taught about how to be leaders, it can be a bit cookie-cutter and not necessarily applicable to everyone. However, through the Compass experience, I’ve seen first-hand how different leadership styles can shine in different situations.

Professionally, I was able to work with an executive coach in examining which areas of my life I could improve my leadership skills upon and formulating a strategy on the best way to approach challenges. Through the hands-on field work that we did throughout the year, we were able to test out different leadership strategies in the activities we were involved in on campus and really put the advice our coach gave us into practice.

What was your favorite aspect?

My favorite aspect was no doubt the community I have found on campus through this program. I felt like I was able to really reflect on my experiences and open up to them in deep, vulnerable conversations that are typically hard to have in most communities on campus.

Bonnie and teammates on the Gunks Traverse Intensive in Minnewaska State Park and Mohonk Preserve in New York

Plus, I was able to make a lot of new friends through the leadership intensives (the Gunks mountain biking trip was my favorite!) and bond through the end-of-year retreat (it’s hard not to when you’re all sleeping in sleeping bags in a cabin together).

What was the most challenging aspect?

I think the most challenging aspect was making sure that I was thinking consciously about my field work. I feel that it is sometimes easy to forget that you are actively thinking about changing something and it can be easy to fall into habits.

Did you apply things you learned to real-world situations (internships, clubs, etc.)?

The year that I was participating in the Leadership Compass also happened to be the year I created a mentorship committee for Wharton STEP (Successful Transition and Empowerment Program). I was able to directly apply the lessons and feedback I was learning through the program into my committee formation. Knowing how to effectively lead a committee and establish a strong team culture of trust and support was important to me, and I was able to bring challenges that I was facing to my group and executive coach, who all helped me through them. Now, I’m really happy with how the committee has grown, and the amount of change we have been able to bring to the STEP community with mentorship.

I feel that the program has improved the impact I have had in my extracurriculars and summer internships as well. I feel more confident in being able to lead a team, but also knowing when to take a step back and be a good team player, which has led to several kudos from coworkers during my internships.

Was Leadership Compass what you were expecting?

I feel that I have gained everything I had initially hoped to and so much more. I gained a community of new friends, several mentors, and was given the opportunity to critically think about how my leadership style affects others in positive ways.

The entire Leadership Compass group celebrates completion of the program. (Image: McNulty Leadership Program)

It is rare to find such a tight-knit community filled with strong leaders who are not afraid to be vulnerable in sharing their struggles. The support I have found from this community has been so valuable, and the experiences I’ve had have become some of my best memories at Penn.

— Meredith Stone

Posted: February 9, 2024

Undergraduate Program

Bonnie Li, W’25

Bonnie Li

Hometown: Sault Ste. Marie, MI
Concentrations: Business Analytics and Management
Minor: Consumer Psychology 

The Leadership Compass

The Leadership Compass is a community-based learning experience for Wharton undergraduates to deepen skills in leadership development and create meaningful relationships. Over the course of the fall and spring semesters, students participate in structured activities in small learning teams, including working with executive coaches, and complete targeted leadership-development workshops and/or immersive team-based outdoor experiences.

The program culminates in a two-day outdoor leadership experience that provides students an opportunity to serve in a designated role, stretch themselves in an immersive group experience, and engage in a service-oriented project.

Wharton Stories

A Wharton First-Year’s Reflection

Image: Julian and friends at the Amazing Cohort Race. (Wharton Undergraduate Division)
“I realized how extraordinary the past several months have been. The people I’ve interacted with, the insights I’ve gained, and the places I’ve visited are simply remarkable.” – Julian Fields-Jackson, W’27

This semester truly defined ‘surprising’ for me. Before coming to Penn, I was aware of the workload and opportunities that awaited, but what I didn’t anticipate was how quickly my hard work would translate into immense opportunities. Discussing my experiences with my parents and friends back home, I realized how extraordinary the past several months have been. The people I’ve interacted with, the insights I’ve gained, and the places I’ve visited are simply remarkable, and this all underscores why Wharton is ranked number one. Never in a million years did I expect to find myself talking to some of the most prominent developers in the United States on a Wednesday night, visiting the offices of the world’s most renowned private equity firms on a random Friday, or traveling to Miami on a career trek in mid-November.

An evening walk on campus. (Image: Fields-Jackson)

Arriving on campus

My journey at Penn kicked off earlier than the usual first-year student move-in, as I decided to dive into the Wharton Successful Transition and Empowerment Program (STEP). I wanted to immerse myself in a community before officially starting college and smooth my transition. STEP includes pre-orientation programming that is designed to assist underrepresented students in transitioning to Penn and Wharton. One aspect I love is its continuous support not just in the first week but throughout the next four years.

The first weekend at Penn was a whirlwind of events, thanks to STEP’s jam-packed schedule. We got to chat with Wharton Dean Erika H. James, had early morning headshots (that was an early wake-up call!), and gained some awesome insights from our upper-level student mentors during ice cream socials and dinners.

New Student Orientation (NSO) was a unique experience before classes began. It’s one of those rare times when you can just walk up to strangers and strike up conversations because no one knows anyone yet. Some of my most cherished memories come from those late-night, 12 am chats in the Quad.

Academics

Starting classes was quite a shock for me, especially when some professors started piling on the homework right from the get-go. But as time went by, I found my groove and began to settle into the academic routine.

I anticipated midterm season at Penn, but despite my preparations, it still overwhelmed me. Facing multiple midterms in a single week meant engaging in some of the most intense studying I’d ever done. This period, which might seem isolating, actually turns into a time of community. Group Study Rooms (GSRs) are packed with people until the wee hours of the night, and it’s not uncommon to see students studying in dining halls even 30 minutes before their midterms.

Clubs and Campus Life

Visiting Miami with the Wharton Undergraduate Real Estate Club. (Image: Fields-Jackson)

Clubs: The club application process was an emotional rollercoaster. It felt like a flashback to the whole college application process, this time under a significant time crunch. Knowing this, I made a conscious effort not to overwhelm myself with too many applications, especially because I chose to apply to some of the most competitive clubs with dauntingly long applications.

This journey also emphasized the importance of balancing school and social life. Juggling stock pitches and endless chapters for a writing seminar is a real struggle, but it’s all worth it in the end. After multiple interviews and dealing with rejections, I finally received acceptance into the Private Equity and Venture Capital Clubs’ (PEVC) Investment Analysis Committee. That moment was a huge relief, especially after feeling inadequate following rejections from nearly every other club I applied to.

As someone who eagerly anticipated participating in Penn’s clubs even before acceptance, I’m glad to say they are one of my favorite activities. With around 15 total members in the Investment Analysis Committee, there’s a level of camaraderie I truly appreciate, whether during our weekly meetings, waking up at 4 a.m. for career treks to NYC, or evening outings to Center City. You learn a lot, from building your own DCF (discounted cash flow) analysis to conducting research and preparing for recruitment season. This is also where I’ve forged some of my closest friendships.

Often if you’re not accepted directly into a specific committee, the club designates you as a general body member (GBM). This happened to me with clubs like the Wharton Undergraduate Real Estate Club (WUREC), and it turned out to be a blessing in disguise. Even though I’m not a committee member, I attend all available events, including résumé workshops with the president, speaker events with industry leaders, and career trips to places like Boston, Miami, and NYC.

I have found that one club is more than enough, especially for the first semester. Balancing club responsibilities with academic workload makes you realize the amount of work you’re undertaking and the need keep it manageable.

Dorm Life (Image: Fields-Jackson)

Dorm life: Dorm life was something I looked forward to at Penn since it represented the epitome of freedom and, in some ways, adulthood. Being placed in my first dorm choice made it even better. I was lucky enough to get assigned to Lauder College House. I have my own room in a suite with three other people and we share a bathroom. Having my own room definitely has its perks: I can stay up as long as I want, bring friends over, and just have a sort of sanctuary away from home. But it also has its negatives, like making sure I don’t isolate myself and keeping accountable with cleaning. I really enjoy the frequent floor/dorm events we have, whether it’s free pizza or celebrating the end of midterm season.

Ice skating at the Penn ice rink (Image: Fields-Jackson)

Hanging out with friends: Initially, I thought I would find life-long friends during the first month, which is totally unrealistic. However, I’m glad to say that over time, I’ve slowly started to find my people. Over the semester, my friendships formed naturally and often developed in alignment with our coinciding schedules. Before a Business Ethics & Public Policy (BEPP) 1000 lecture, we might grab coffee at Pret, and afterwards go to Hill Dining Hall for brunch. A friend and I plan to dine at new places in Center City, exploring Philly and stepping out of the Penn bubble.

—Sara Hoover

Posted: January 16, 2024

Undergraduate Program

Julian Fields-Jackson, W’27

Hometown: New York City, NY

Advice for future first-year students

  • Relax and take time to think about what you’re doing.
  • Stay true to yourself.
  • Trust your gut instinct.
  • Continually seek ways to improve yourself, through exercise, reading, applying for various opportunities, and more.
  • Be intentional in your actions at Penn. Always ask yourself, “Why am I here, what do I want to accomplish, and how do I want to leave Penn?”
  • Take the time to reflect on how far you have come!

Wharton Stories

A Wharton Undergraduate Leadership Odyssey in Patagonia

Image: Jacob and his team on the descent through the Cerro Castillo region. (Jacob Pollack)
“Many of my Wharton professors come from backgrounds rooted in real-world business experiences and thus they teach from real-world examples. The Leadership Venture was an opportunity to expand on Wharton’s other real-world opportunities.” – Jacob Pollack, W’25

In the rugged wilderness of Patagonia’s  Cerro Castillo of Chile, Wharton junior Jacob Pollack embarks on a journey that transcends physical borders by delving into the realms of leadership, resilience, and self-discovery. Hosted by Wharton’s McNulty Leadership Ventures, this trek evolved into a transformative experience that reshaped Pollack’s perspective on both leadership and life.

The Wharton Catalyst

Pollack, originally from Millburn, New Jersey, joined Wharton to merge his passion for Cinema Studies with a keen interest in economics and management. He discovered a unique blend of theory and practice at Wharton. 

“What Wharton does well is innumerable in the grand scheme of a business education,” says Pollack. “But my favorite part is arguably the practicality of all my Wharton learnings. Many of my Wharton professors come from backgrounds rooted in real-world business experiences and thus they teach from real-world examples. The Leadership Venture was an opportunity to expand on Wharton’s other real-world opportunities”

Pollack and team trek through Chile’s Patagonia mountain range. (Image: Jacob Pollack)

A rigorous test of leadership and teamwork, the students landed in Chile and almost immediately began to navigate challenging terrains, accompanied by guides well-versed in cartography and the geography of the region. The guides were on-hand to assist with any urgent medical interventions, but only if the students found themselves in a true emergency situation. 

“This independence, out in the elements and with only each other on whom to rely, really tested me as a leader,” Pollack says. “We weren’t babysat. We had to work together as a team, whether it was dealing with maps, compass, GPS, or making sure everyone’s healthy and safe.”

Pollack takes a dive in one of Patagonia’s freezing cold glacial lakes. (Image: Jacob Pollack)

One particular moment of test for Pollack’s group occurred when they lost their way on the last treks of the trip, turning a routine hike into a grueling ordeal. 

“It was a rough day because we spent so much effort trying to get on track and we never really did,” says Pollack. But underlying this challenge lay the opportunity for even stronger camaraderie amongst the trekkers, thus setting the stage for their ultimate triumph: summiting one of the highest peaks of the entire Cerro Castillo mountain range. 

Pollack (far left) and his fellow Wharton students smile after a successful descent through Cerro Castillo. (Image: Jacob Pollack)

This achievement, as Jacob puts it, remains “one of the proudest things I’ve ever done.”

Inspiring Future Journeys

The trek not only honed Jacob’s leadership skills but also ignited his passion for global exploration. Post Patagonia, Jacob ventured to Buenos Aires for an internship at a local tech startup, further honing his Spanish language skills and obtaining business-level fluency. Later, he again returned to South America to explore Brazil and other exciting locales. 

“The program really rejuvenated my interest in hiking, backpacking, and exploring the world,” says Pollack. “All of these subsequent experiences were direct outcomes of the confidence and curiosity sparked by Chile during the time I spent there with Wharton.”

Post-Chile, Pollack embarked on further adventures in South America. Here, he is pictured at the Perito Moreno glacier in Argentina, an excursion undertaken on a weekend away from Buenos Aires. (Image: Jacob Pollack)

More than a physical challenge, Pollack defines his time in Patagonia as a profound lesson in leadership and self-discovery. “Being a leader in the wilderness builds character,” he reflects. According to Pollack, the skills he developed include adaptability, teamwork, and decision-making. After so much personal growth undertaken during this pivotal period in Pollack’s life, he is certain that his Patagonia Leadership Venture will continue to be invaluable in his future endeavors, both personal and professional.

– Grace Meredith

Posted: December 19, 2023

Undergraduate Program

Learn more about Wharton’s McNulty Leadership Ventures

Wharton students trekking through the Cerro Castillo mountain chain of Chile’s Patagonia range. (Image: McNulty Leadership Ventures)

Hosted by Wharton’s acclaimed McNulty Leadership Program, the School’s Leadership Ventures are co-curricular experiential learning opportunities designed to bring participants into remote and unfamiliar environments where they can learn through experience by confronting challenges, solving problems, and leading teams.

What will interested students encounter in Patagonia? 

Key topics such as leadership and fellowship, group decision-making processes, stages of group development, and managing ambiguity are explored using daily events as the foundation for learning. Students are expected to act decisively and take accountability for the outcomes of their decisions.

During the trek, students are immersed in an area characterized by lush forests, clear rivers, colorful lakes, and sharp peaks. This specific area offers navigation challenges requiring strategy, cooperation, and backpacking skills.

Participants will traverse to elevation at its highest point of 4,600 ft. On the final day of the expedition, participants have the chance to draw on the unique leadership lessons through an on-the-ground course called “Art of Natural Horsemanship,” led by a Patagonian Gaucho who translates a cultural tradition passed down by generations of the people who live in this region.

Wharton Stories

Wharton Welcomes All to Get Out the Vote at Penn

Image: Penn Leads The Vote volunteers table at an October registration event. (Grace Meredith)
“During your time at Wharton, you are a part of the broader Philadelphia community, and your actions have an impact while you’re here. Take a deep look at what issues exist, especially on a local level. Decide to take a stance on something.” — Tvisha Malik, W’23

More than 250 years after legendary diplomat and statesman Benjamin Franklin founded the University of Pennsylvania, Penn students today are fully activated in the sphere of civic engagement. Penn Leads the Vote is a student-run and award-winning non-partisan organization that increases voter registration and engagement on campus. 85% of Penn’s student body voted during the 2018 midterm elections, and the All In Campus Democracy Challenge granted the University with the organization’s “Most Engaged Campus for Student Voting Award” in 2022. 

When President Liz Magill began her tenure as Penn’s 27th president in 2022, she enthusiastically supported PLTV’s efforts to increase voter engagement.  PLTV is committed to Penn reaching 100% student voter registration by 2028. A lofty goal, but one which Cory Bowman, Associate Director for Penn’s Netter Center for Community Partnerships, believes can be reached with the unique skill sets and abilities that Wharton students bring to the table. “Although we have a long way to go before we reach 100% voter registration on campus, I think Wharton students in marketing, operations, and other Wharton fields could contribute significantly to advancing this work,” says Bowman.

How Wharton Gets Out the Vote

Meet Tvisha Malik, W’23, now an Investment Banking Analyst at Lazard, who served as Penn Leads The Vote’s Coordinator for Internal Partnerships during her time at Wharton. Although Malik hails from Houston, she remains passionate about the importance of voting during Philadelphia’s local elections. “During your time at Wharton, you are a part of the broader Philadelphia community, and your actions have an impact on the community as a whole,” Malik explains. “Take a deep look at what issues exist, especially on a local level. Decide to take a stance on something. Getting involved in the community and local politics is important.” 

Tvisha Malik, W’23, on Locust Walk during a Penn Leads The Vote voter registration event. (Image: Penn Leads The Vote)

Every election season, Penn Leads The Vote members like Malik are hard at work ensuring that all students are able to secure their right to vote, no matter which side of the political aisle on which they land. As mentioned by Bowman, skills valued in the business world and by Wharton translate well to the community-based work espoused by Penn Leads The Vote. 

Persistence, effective and persuasive communication, and a solution-oriented mindset are all tools that Malik deployed during her work getting out the vote on Penn’s campus and in the West Philadelphia community. “I made a lot of calls to City Hall on behalf of other people,” says Malik. “Whether it was students or community members who experienced issues at the polls, all they had to do was call me, and I would immediately reach out to local representatives to say ‘hey, here’s the situation, here’s what I know about election law,’ and I was able to offer help on the spot. Because no matter what your political leanings, I believe it’s important to just stay in line and make sure that you can vote.”

And Philadelphia, often described as the birthplace of American democracy, is “one of the best places to vote,” according to Malik. This, combined with the clear impact demonstrated by Wharton students in these efforts, is why Penn Leads The Vote and the Netter Center for Community Partnerships are actively seeking two – three Wharton students for paid leadership roles to work within the organization. 

The Value of Wharton’s Expertise

In Spring 2023, students from Wharton Professor Anne M. Greenhalgh’s McNulty Leadership Program Management Group presented to Bowman, Penn Leads The Vote, and other leadership from across the University. Using data analytics they learned in class, they spoke on the tangible value that Wharton students bring to increasing civic engagement on campus. After reviewing the results, Bowman made the immediate decision to establish a number of opportunities for both undergrad and MBA-level Wharton students within Penn Leads The Vote.

Penn Leads The Vote volunteers with President Magill on College Green. Cory Bowman is pictured in the back row to the left. (Image: Penn Leads The Vote)

With both their findings and sentiments guided by Wharton’s data-informed approach, the students from Greenhalgh’s class presented a vision in which Wharton is not just a leader for civic engagement on Penn’s campus, but is also a leader amongst other top business schools across the country. “We will strongly benefit from the Wharton expertise of analytics, marketing, and all of the different disciplines in which Wharton students execute exemplary work during their time on campus,” says Bowman. “Tvisha exemplified these qualities during her time with Penn Leads The Vote. A creative problem solver, she organized, she communicated, she helped, helped with everything; leading, creating calendars, reaching out to other networks across campus, and keeping our efforts laser focused on our goals.” 

The vision presented by Bowman, Malik, and Greenhalg’s management students reflect a broader aspiration for Wharton’s future with civic engagement; for the School to not only be helping to lead at Penn, but also among other top business schools nationwide. Wharton students are creative problem solvers who organize, communicate, and work cohesively towards common goals. Together, they can offer an enduring commitment to Franklin’s call for a thriving republic.

Contact bowman@upenn.edu for more information about the paid positions for Wharton students, and to pennvotes@upenn.edu about other volunteering opportunities with Penn Leads The Vote. 

– Grace Meredith

Posted: October 26, 2023

The Wharton School

Learn more about Penn Leads The Vote, and how all Wharton and Penn students are welcome to participate in their unique brand of civic engagement.

Penn Leads The Vote (PLTV) is a student-run, non-partisan program that increases voter engagement and voting while advancing Penn’s role of supporting the democratic and civic engagement of Penn students.  PLTV is university-wide and its leadership comes from both the undergraduate and graduate student bodies of the University of Pennsylvania. 

PLTV Board Member Sarah Alkhafaji, C’24, tables at a Penn Leads The Vote event on Locust Walk. (Image: Grace Meredith)

​PLTV is based on the following:

  • Civic engagement is vital to fully realizing the potential of democratic society.
  • Colleges and universities have both an opportunity and a responsibility to support students’ democratic development civic participation, including but not limited to voting.
  • PLTV can advance student learning and civic engagement not only by working with Penn students but also by supporting voter engagement across Penn (including staff and faculty) and with Penn’s local community.  PLTV will encourage students, faculty, and staff to engage with, learn from, and support the Philadelphia community on issues related to voter and civic engagement.
  • PLTV will catalyze and work with academic research partnerships, such as ABCS courses, that can help develop, implement and evaluate PLTV strategies and programs.

PLTV works in collaboration with the Office of Government and Community Affairs, which also oversees Penn’s institutional compliance with voter engagement requirements and on-campus polling location engagement. 

Funding for PLTV comes from the Netter Center for Community Partnerships, Office of Government and Community Affairs, and Robert A. Fox Leadership Program.

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