Eccles Experience Magazine Spring 2024

EMPATHETIC GLOBAL CITIZENSHIP

Dean a word from

Part of our job here at the David Eccles School of Business is to prepare our students to contribute to and thrive in diverse and inclusive environments when they leave our campus. But it is also our job to create a diverse and inclusive environment for our students, staff, and faculty while they are here.

In this issue of the Eccles Experience magazine, we continue our exploration of belonging at Eccles –and the relationship between fostering a sense of belonging and developing and demonstrating empathy – by turning inwards. What are we doing here, within our own walls, to create a safe and inclusive place where students feel like they belong?

In these pages you’ll read about a new initiative to help our students meet their basic needs, including food, housing, and mental health. You’ll learn about scholarship programs that are extending the college experience to low income and first-generation students, and how those students are leading the way in building the educational environment they want to have.

You’ll also see real-life examples of how living and working in diverse and inclusive spaces can help us all develop a little more empathy. As the workplace shifts to more fully embrace the creation of company cultures where every employee feels like they belong, the Eccles School value of Empathetic Global Citizenship is more important than ever. Now more than ever, companies and organizations need empathetic leaders who are willing to hear diverse opinions, to see problems and experiences from another person’s perspective, and to elevate all voices. I am proud to say we are creating those empathetic leaders right here at the Eccles School.

To learn more about what belonging looks like in practice, I also invite you to tune in to the Eccles Business Buzz podcast, where the most recent seasons have explored the experience of women in the workplace and the role of economic and financial empowerment in creating inclusive spaces. I am grateful for the Eccles School alums, partners, and friends, who are representing inclusion and empathy so well out in the world, and we look forward to continuing this critical conversation with all of you.

Hayes Dean, David Eccles School of Business

Rachel

everyone success involves

By Frances Johnson

If there is one thing Tara Hardison hopes people understand about the work of creating cultures of belonging, it’s this: success involves everyone.

While Hardison, who serves as assistant dean for undergraduate programs at the David Eccles School of Business, might be leading the school’s strategy for retention and belonging, creating a culture that supports those efforts can’t be up to just one person, one office, or one team, she said.

culture

“The Eccles School has, and continues to make, a commitment to helping every student feel like they belong,” Hardison said. “It is critical we, as leaders, understand the nuanced needs of students so we can help them thrive. It really is on all of us.”

This approach mirrors efforts across the University of Utah campus, where the principle of belonging is treated and taught as a core competency that should be integrated into every classroom curriculum, team structure, and faculty approach throughout the Eccles School and the university as a whole.

“It doesn't live in one specific place because it should be everywhere,” Hardison said.

To that end, partners are critical to developing and deploying successful retention and belonging strategies and initiatives. The Goff Strategic Leadership Center, for example, hosts a case competition called the Welcoming Spaces Challenge, which invites teams to use a human-centered problem-solving process to analyze university spaces and present solutions to make them more welcoming for the campus community. Business Career Success works with both students – making sure they are prepared to contribute to and succeed in diverse work environments – and companies, ensuring they are offering students and alums workplaces that are welcoming and inclusive.

Student affinity groups, such as Women in Business, help students learn to identify issues, have critical conversations, and prioritize belonging for a diverse group of people, both during their time at the Eccles School and as they enter the workforce.

These interconnected efforts are like a grove of aspens, Hardison said, with the roots combining underground to support each individual tree.

“That’s the metaphor I think of when I think of belonging efforts working well,” she said. “It’s a very connected, strong ecosystem of support.”

For any organization, creating that strong ecosystem of retention and belonging has to begin by looking internally, Hardison said. At the Eccles School, that meant developing a strong strategy and infrastructure that retains and celebrates difference in all its forms for students, staff, and faculty. And a critical part of building that strategy was getting buy-in from the beginning. That buy-in includes not only the resources necessary to put policies into practice, but also every team understanding how retention and belonging efforts relate to their specific work and team goals.

“Upfront it was really important for me to have momentum, and for people to see momentum around what we’re doing and why we’re doing it,” Hardison said. “We can’t do all the things at once, but we can find things everyone can get onboard with – things that support the success of our community broadly.”

With so many stakeholders and so many varied needs, Hardison and her team take a “yes/and” approach to their work. They support community-wide events and also offer individualized support to teams and departments within the school. For example, the Eccles School’s academic advising team is currently participating in a semester-long workshop series with campus partners in an effort to better support student retention where data indicates there are gaps for success. When done well, initiatives like this both develop teams and provide relevant and needed professional development for staff members working directly with students.

Although it isn’t flashy, working with individual teams to address their own cultures and pain points has been a critical part of the Eccles School’s retention and belonging strategies, Hardison said. It all goes back to the aspen tree metaphor.

“If that team can’t come together to talk about how they can support students because they don’t trust each other, that’s a missed opportunity,” Hardison said. “But when you as a staff member or a team member can co-author the value of the work and how your team is involved, it instills the purpose of the work and provides an opportunity for conversations we couldn’t have had otherwise.”

“These interconnected efforts are like a grove of aspens”, Hardison said, “with the roots combining underground to support each individual tree.”

Those conversations can produce practical solutions and help team members develop an increased sense of empathy as they connect around shared human experiences. Whether you are a student, an alum, a staff or faculty member, an employee or an employer, “having empathy for others detracts from nothing,” Hardison said.

Characteristics of empathy – such as active listening or working towards a shared goal – are especially important to prospective employers.

“Our employers want students and employees who are empathetic and understand global needs,” Hardison said. “They need to be able to interface and interact across differences. If students can’t do that, we aren’t doing our job, and our students will be less prepared and less competitive as they enter the workforce.”

Just as a grove of aspen trees doesn’t grow overnight, successful retention and belonging work is an iterative process that requires patient, careful effort. The Eccles School’s strategic initiatives are building a strong base, Hardison said, that will put the school, and Eccles students, staff, and faculty, in a great position to extend their supportive roots across the campus and into the community.

“The opportunities are boundless, but we need to start by intentionally getting our own house in order so we can move forward strongly and successfully,” Hardison said. “We have a community that increasingly cares about belonging and accountability, and that’s an exciting place to be.” ■

4,956

TOTAL ENROLLED

UNDERGRADUATE STUDENTS

THE 3 UPPER DIVISION MAJORS WITH HIGHEST ENROLLMENT (FALL 2023)

AVERAGE BASE SALARY $62,926 FOR UNDERGRADUATE STUDENTS IN 2022-2023

futures bright ahead

By Frances Johnson

Growing up the second of five kids being raised by divorced parents, Jhareil Hutchinson remembers times when his family didn’t have enough money to pay rent, put gas in the car, or buy groceries.

“That’s when I started taking note of the small things that were happening in my life,” Hutchinson said. “I started worrying when I was younger, ‘How am I going to help my family? How am I going to help my family get out of this situation?’ I knew I needed to go to college, but I didn’t know how I was going to make it happen.”

Incurring debt to go to college was not an option given his family’s financial situation, Hutchinson said, but as the first person in his family to consider college, there was also no one to walk him through the process of finding and applying for financial aid. Then, as a junior at West High School in Salt Lake City, Hutchinson heard about the First Ascent Scholars program at the David Eccles School of Business.

First Ascent is a community cohort program that provides support through an all inclusive scholarship that covers all costs and fees for college – including tuition, room and board, and books – for high-achieving, academically-focused students with significant financial need, who might otherwise miss out on the opportunity to pursue higher education.

“I knew this was the one,” Hutchinson said of how he felt after learning about First Ascent. “I worked every day to get my résumé right, my references right. I had always dreamed of setting foot on campus, of going to college and learning for the betterment of my family and my community.”

The students in the First Ascent program have great cultural and community wealth, said Luis Lopez, associate director of First Ascent Scholars program –they just need assistance overcoming the financial wealth gap that makes college inaccessible for them.

“The best way to describe the mission of First Ascent is, we want to help students who have all the talent, ability, and drive but lack the resources to get here or complete a degree,” Lopez said. “Sometimes people see our students and assume our scholarship must be a diversity-based hand-out, but in actuality our students are academically high-achieving and truly the cream of the crop.”

The program recognizes, however, that even for high achieving students, the transition to college can be a rocky one. In addition to scholarship money, First Ascent Scholars receive wrap-around support including a dedicated academic advisor and career coach, a peer mentor and a professional mentor, and emergency support from program staff. Each First Ascent Scholars cohort lives together on campus for their first year and moves through their college experience together.

“At the core of First Ascent is an unwavering belief in the potential of our students,” said Erica Rojas, director of belonging cohorts at the Eccles School. “We know and understand – from our lived experiences, research, and professional expertise – that access to higher education must be accompanied with the right support for students to be successful and thrive, especially when it comes to students who have faced extreme socioeconomic hardships.”

While scholarships help First Ascent Scholars get to college, it’s this high-touch support that helps them stay.

Hutchinson remembers a time, as a sophomore, when he was struggling in his finance class. The material was completely foreign to him – he didn’t grow up learning about stocks, bonds and annuities, he said – and he had a difficult professor who he struggled to learn from. Hutchinson said he came home frustrated from quizzes and exams almost every week.

Hutchinson sat down with the First Ascent program staff and told them he was struggling. For the rest of the semester, he went to the First Ascent offices with his class notes, old quizzes, and exams, and staff members went over everything with him again and again and again, until he learned it.

“They really helped me de-escalate and slow down,” Hutchinson said. “That one-on-one mentorship was amazing. They were there for me and supported me in a time when I felt stupid and discouraged. Talking about the situation was really valuable because there were people in my corner.”

For Javante Watson-Hall, program manager for First Ascent Scholars, seeing students overcome barriers to succeed and reach their full potential is the best part of the job, and the supportive services First Ascent provides are key to making that happen.

"In addition to providing books, tuition, housing, community, and advising, our program provides clinical counselors as well,” Watson-Hall said. “Mental health is a battle many students across college campuses endure, sometimes in silence. One thing that I know from my own

experience from being in college and holding several underserved identities similar to our students, is that counseling can help mitigate students’ emotional and mental health conditions. A bigger light needs to be shined on how much mental health can affect a student’s academics and participation in the campus experience, and I believe First Ascent is doing an excellent job at acknowledging that and doing something about it."

Seeing First Ascent Scholars – and all students – as whole people, with their own experiences and perspectives is an important step to building a culture of empathy at the Eccles School, Lopez said. Because First Ascent Scholars come from diverse backgrounds and have often overcome challenging circumstances, they have unique viewpoints that can help their peers see the world more broadly.

“As we meet people who are different, and are exposed to their backgrounds, stories, and customs, it challenges what we know about the world and what we think we know about them,” Lopez said. “Little by little, we can shift the culture. We can ask ourselves, ‘How do we make sure these students feel at home and how do we include their knowledge and experience?’ We start by creating a space where they can be unapologetically themselves.”

That space is something every student deserves, Rojas said.

“Access to education is not a privilege, but a right. To exercise that right, however, students need to feel supported and nourished in every way,” she said. “I deeply believe it is the responsibility of educators and administrators to create environments where students can bring themselves wholly, with all their identities. Students, regardless of their backgrounds, should not feel like they need to leave part of who they are and who their communities are at the door of higher education. Access must always be accompanied with a structure for success that validates and embraces students and their intersecting identities.”

That work is the responsibility of everyone, Watson-Hall said, and it requires us to move beyond our stereotypes and perceptions to really learn about people and support them where and how they are. Developing the skill of empathy will help students in their personal and professional lives, and supporting a culture of empathy at the Eccles School helps prepare students and alums to thrive in a multitude of professional and social environments.

“There’s power in diversity,” Lopez said. “As our world continues to change, we need new and creative solutions and Eccles has the opportunity, through programs like this, to be at the forefront.”

For students like Hutchinson, diverse representation also helps illuminate future possibilities, and shows them and others what they are capable of.

“Diversity is huge because it gives people who look like me or who are from my background the opportunity to show that we can do incredible things and we deserve the attention and opportunity to show what we can do,” he said.

And without the First Ascent program, Hutchinson said, he never would have had that chance.

“If I had college to do over again,” he said, “I don’t want to go to Harvard. I don’t want to go to USC. I want to go straight to the David Eccles School of Business and the First Ascent Scholars program.” ■

“How do we make sure these students feel at home and how do we include their knowledge and experience? We start by creating a space where they can be unapologetically themselves.”

q & a with jeff and helen cardon

The First Ascent Scholars program cultivates, encourages, and enables academically-focused students with significant financial need to attend the David Eccles School of Business and connect with a local and global community while reaching their full academic potential. We sat down with the program’s founders, Jeff and Helen Cardon, to talk about why they started First Ascent, and what they hope students get from the program during their time at the Eccles School and beyond.

Where did the idea for the First Ascent Scholars Program come from?

■ JEFF: We were invited to a lunch where the speaker had been involved with setting up a scholarship program for underprivileged kids. He said the college graduation rate for underprivileged students was only 25 to 35%. I didn’t believe it but was shocked to learn that it was true. It became clear that we aren’t maximizing scholarship support if those students don’t graduate. We looked at all the available research and built our program to solve for those problems and barriers. Our First Ascent students have what it takes – they just need a thoughtful support system.

How does the First Ascent Scholars program help make the Eccles School a more inclusive place?

■ HELEN: First Ascent Scholars have grit and drive, and they have already overcome so much in their lives just to get here. I would hope the university

student body is open to the experience of meeting people from different walks of life, outside of the bubbles we all live in. I hope students take the time to glean the really amazing insights First Ascent students have to offer. It’s easy to stereotype people but ultimately, we are all trying to achieve the same thing.

■ JEFF: First Ascent has definitely changed our lives; we have a better appreciation for the talent and diversity of thought these amazing students bring to our community.

What do you hope for the First Ascent program – and the students – going forward?

■ JEFF: As a business person, the outcomes data is shockingly good. It’s impressive what our outcomes have been—we have a graduation rate above the university average and a near 100% employment rate of our graduates. What we’re doing is very innovative, changes our students’ lives, and shows our community what can happen with support and guidance.

■ HELEN: I hope other similar programs will spin off, even in other departments and colleges on campus, so students who want to go to college but need some support can come here and be successful.

■ JEFF: We want to change students’ lives. And we think our graduates are going to change not only their lives but the lives of their families, and their communities. We already have graduates who are giving back to our program, so the upward cycle has already begun! ■

Recognition for all

Software and services that help people thrive at work.

opportunities creating

By Annesley Womble

Latu Kinikini lives by one simple belief: if she could succeed as a first-generation college student, anyone can.

Originally from New Zealand, Kinikini moved to the United States in 1994. She earned an associate’s degree from Salt Lake Community College, a bachelor’s and master’s degree from the University of Utah, and started work on a PhD, all while raising four kids. She accepted a position as associate director of the Opportunity Scholars program at the David Eccles School of Business in 2016, because she knew she could relate to first-generation students and help them navigate the intimidating unknown of higher education.

“The program and the Eccles School have supported hundreds of first-generation students. At the University of Utah, 25% of the student population is first-generation, so the fact that the business school is focused on serving this population says a lot,” Kinikini said. “It is allowing students to earn their degrees.”

Mentors, advisors, and other knowledgeable partners are critical to helping first-generation college students not just enroll in college, but stay enrolled and ultimately graduate successfully, said Erica Rojas, director of belonging cohorts at the Eccles School.

students not successfully, the background.

“The educational journeys of first-generation college students are riddled with numerous barriers, many of which stem from not having a trusted individual to help them navigate the complexity of higher education,” said Rojas, herself a first-generation college student from a low-income, immigrant background. “The Eccles School’s efforts to assist first-generation students, intentionally and holistically, shows a commitment not just to our students, but to their families as well. Earning a college degree doesn’t just impact an individual student, it has positive generational outcomes.”

Opportunity Scholars was designed to support and enhance the educational experience of first-generation business students as they progress toward graduation. To get accepted into the program, applicants must be first-generation students, have financial need, maintain a 3.0 GPA, pursue a business degree, and commit to community service projects that the program facilitates throughout the year.

first-generation their families doesn’t outcomes.” graduation. the business commit community throughout

“One thing that brings them together is that community,” Kinikini said. “One of our monthly events is called the Aloha Leadership Retreat. The purpose of this retreat is not only for students to come together and strengthen that community but also to lean into Aloha Leadership. Aloha Leadership is an Indigenous leadership that is support, compassionate service, emotional intelligence, awareness of peers and success as a community by helping each other out.”

Throughout the academic year, the program also hosts an orientation, mentoring kickoff, leadership retreat, Gratitude Luncheon, peer mentoring program, and two end-of-the-semester luaus, which have proven to be a fan favorite. During the luau, graduating students share their stories and advice with classmates, providing examples of real-world success their peers can look to.

Opportunity Scholars students receive scholarships to help alleviate the financial burden of college, and Kinikini, Rojas, and their team, act as touchpoints for many students, pointing them to resources, encouraging them, and supporting them through highs and lows. The program also matches students with peer mentors and professional mentors to help build a network of support on and off campus.

“This wrap-around support, including community connections and professional mentorship, makes this a successful and transformational experience,” Rojas said. “Students don’t have to navigate the Eccles School, the university, or their careers alone and without resources.”

Students carry these connections with them after they graduate, Kinikini said, and their experience with Opportunity Scholars prepares them to succeed in a multitude of professional environments going forward.

“When the students know that they are cared for, that the program accepts them for who they are, they can take that perspective to a future workplace and treat others the same way,” Kinikini said. "The belonging initiatives on campus exist so students can practice those initiatives in their community.”

Rojas agrees.

“There is truly nothing more powerful than knowing that you belong and that you are part of a community that believes in your potential, dreams, and trusts that you will positively impact our society,” she said. ”Our students inspire me every day to continue creating the type of

opportunities and experiences that Opportunity Scholars offers to

students for they the same campus a your impact it of given many from years, They me, me believes also him on.

Mia Tadesse likes to describe the Opportunity Scholars program as an umbrella – it covers everything.

“Based on your situation, whatever you need to succeed, the program will provide those resources to you,” Tadesse said.

One of 10 siblings born to immigrant parents from Ethiopia, Tadesse said Opportunity Scholars now feels like part of her family, too – a family committed to helping each other, their community, and anyone else who

“The program has given me so many opportunities,” she said. “Whatever I learn from my past years, I recommend it to students coming up behind me. They can connect with me, and I can provide the resources to them. I really love seeing people like me or people who have a similar experience

“The more I’m in it, the more grateful I feel, the more I want to give back to younger students, leadership, the whole program,” Tran said.

The Opportunity Scholars program has been integral to helping him complete his degree, Tran said, and he believes his success also belongs to everyone standing behind him and cheering him on.

“You don’t just earn your degree,” Tran said. “It is the degree of my donors because they invested in me and trusted me to finish my education. It is the degree of my family members who supported me throughout my education. It is the degree of my peers who helped me along the way.” events Aloha Retreat. this students together Aloha is of and year, leadership Luncheon, with of alleviate college, supporting and The with network on this have navigate the careers resources.” environments going forward.

degree,” in peers helped

JULINA TUSIESEINA

As the youngest of six kids, Julina Tusieseina grew up following her older siblings’ examples. Now she is the one setting the example, as a first-generation college student. Through the Opportunity Scholars program she has found a community that is not only invested in her academic success, but in her as a whole person as well.

“I remember our first orientation for Opportunity Scholars, being so in awe,” Tusieseina said. “I was expecting a focus on academics, but it was a genuine experience. Our leaders care so much for us as people and ensure we have the right resources to navigate school. Opportunity Scholars gave me the means to get my degree and the community and support that kept me going.”

JAVIER MEDINA

Born and raised in Ecuador, Javier Medina and his wife came to Utah five years ago so Medina could pursue his dream of higher education. After earning an associate’s degree, Medina enrolled at the David Eccles School of Business to study accounting.

Joining the Opportunity Scholars program in his first semester, Medina said he was able to avoid the imposter syndrome that first-generation students often experience.

That hands-on connection really makes a difference for students coming from underserved communities where attending college is far from guaranteed.

“Coming from a low-income family, I have never taken for granted being in college,” Tusieseina said. “With my full-ride scholarship, my being here has always depended on my academic performance. The fact that I was able to grow and find opportunities to make something of myself is huge for me.”

RUTH KHAN

Ruth Khan is no stranger to struggle, but she also believes no one should have to struggle alone. Searching for community and support on her own educational journey, she joined Opportunity Scholars during her sophomore year.

“They hear the students out,” Khan said of the Opportunity Scholars team. “Leadership knows my struggles. There is nothing taboo about it. Opportunity Scholars is an organization where students can express hardship freely and know they will not be judged.”

“It’s something as an immigrant, you must deal with,” Medina said of feelings of inadequacy or not belonging. “The thing I like most about Opportunity Scholars is the development programs. They don’t just stop at financial support; they provide mentorship and leadership. Belonging means allowing everyone to show who they are and what they can contribute to the world.” ■

Get to Know Opportunity Scholars

95% placement rate (Summer 2022, Fall 2022, Spring 2023 graduates)

193 students enrolled (as of Fall 2023) –51% female, 48% male 60% of enrolled students have high financial need (Fall 2023)

Employers of Opportunity Scholars grads include 85% graduation and retention rate (Fall 2015-Fall 2023)

Of the Fall 2023 cohort, the most popular business majors are pre-business and Information Systems followed equally by Accounting, Finance, Marketing, and QAMO.

Goldman Sachs, Fidelity, and the University of Utah

$56,272 average base starting salary (Summer 2022, Fall 2022, Spring 2023 graduates)

community growth

By Annesley Womble

Photographer: Melissa Majchrzak

The ultimate goal is always for students from West Valley City to stay in the community and contribute as the next generation of business owners, innovators, and leaders.

West Valley City has supported hundreds of students in the Opportunity Scholars program, but to Nate Webster, the value of scholarship support is all about the power of one. Each student who receives a scholarship through West Valley City has the potential to give back and make their community even better.

“Our goal in West Valley City is to keep students in our community,” said Webster, who serves as the city's Economic Retention Manager. “They are our future business leaders, and that cycle continues through generations.”

West Valley City has been a pioneer in creating a robust economic ecosystem by providing local students with better access to college. The city built a partnership with the Opportunity Scholars program at the David Eccles School of Business to provide the Hometown Scholars of West Valley City Scholarship. Qualifying students live in West Valley City, have attended or graduated from a high school in West Valley City, or have another educational, vocational, or social connection to the community. In addition, scholarship recipients receive housing in the Fairbourne district of West Valley City during their time as students.

“If I am talking to a business in West Valley City about their staffing needs and opportunities, I can recommend students from the David Eccles School of Business for an internship,” Webster said. “This connection has opened many doors for students to potentially have jobs right out of college with an institution they love. They are getting these experiences through relationships already being built within our community. Students can connect to a mentor and then build a career opportunity through that connection. These relationships fast-track students’ careers and allow them to return to their families to build a future in the place they are from.”

The ultimate goal is always for students from West Valley City to stay in the community and contribute as the next generation of business owners, innovators, and leaders.

Webster also works to expand the reach and impact of the Opportunity Scholars program as a member of the Advisory Board. He facilitates community engagement and, as current chairman of the board, makes sure program directors have the support and resources they need to execute the program at the highest level. Webster has always felt like West Valley City and the Opportunity Scholars program have a lot in common, and the partnership is natural, and mutually beneficial.

“West Valley City is the only majority-minority city in the entire Wasatch Front,” Webster said. “What makes West Valley City so great is it is a melting pot, and everyone is included. Opportunity Scholars is similar in its Aloha Leadership. So many people want to be included in this program because people yearn for that family environment to overcome the struggles we all face.”

As the partnership between West Valley City and Opportunity Scholars continues to grow, Webster is optimistic that the community as a whole can be better prepared to support higher education and build opportunities for students while they’re in school and after they graduate.

“In many ways, the students aren’t the only ones experiencing higher education for the first time. Parents, guardians, and community members are also considered first-generation, as they are helping their students earn their degrees for the first time,” Webster said. "How can West Valley City take what the Opportunity Scholars program has learned from first-generation students at the David Eccles School of Business and expand that into our community and the upcoming generation of learners?” ■

Fairbourne

DEPARTMENT OF PEDIATRICS

Building trust in the healthcare system

quitable access to healthcare isn’t an isolated issue. It can impact everything from long-term health outcomes to job availability and even generational wealth. Take this example Richard Ferguson saw, working as an emergency room physician.

A 41-year-old UPS worker came in. He was married with two kids and owned his own home. But he did not have access to regular healthcare and many chronic symptoms had built up over time. He finally presented in the emergency room because he’d had a stroke.

“Now he’s on disability,” Ferguson said. “He’ll probably have to sell his house or might even lose it. He’ll probably have to move to a neighborhood with a lower socioeconomic status where the schools for his kids aren’t as good, and there is less access to healthy food. His likelihood of living to full life expectancy, of his kids going to college, it all just went down. A lot of that will trickle down by one wage earner

“The haves and have-nots, you widen that gap… Those patients aren’t going to go in and be seen and pay that fee. They are going to hope it goes away.”

According to Ferguson, who serves as Chief Medical Officer for Health Choice Utah, and as founder of Black Physicians of Utah, there are several factors that influence access to timely and appropriate medical care in minority communities.

One simple barrier is cost. Some insurance plans have out-of-pocket deductible costs as high as $10,000 a year, Ferguson said, and healthcare debt already exceeds student loan debt in the United States.

“The haves and have-nots, you widen that gap,” he said. “Those patients aren’t going to go in and be seen and pay that fee. They are going to hope it goes away.”

Other barriers to equitable healthcare access are social, rather than structural. For example, healthcare outcomes are often determined by zip code, Ferguson said, but resources and outreach are not always focused in the right place. Part of the work Ferguson does is providing education and awareness of common, preventable diseases to help build trust among minority communities that have suffered from bias within the healthcare system. Those trust issues can become access issues, he said, if they prevent people from seeking out the care they need and deserve.

Another way to build trust in any community is to make sure that people’s concerns are being listened to and addressed with empathy.

“That creates a barrier, when your complaints aren’t heard or you can’t get care on time,” Ferguson said. And not only is access to care impacted for that one person, they are also less likely to recommend seeking care to others, creating a domino effect within a family or a community.

Building trust in the healthcare system also means creating a pool of providers who are as diverse as the pool of patients they serve. Ferguson’s own experience as a medical resident in Utah was not positive, he

CostS Social barriers trust

“Connecting with empathy is important, but you need to lead with compassion… I can’t be in everyone’s position, but we can do our best and meet their needs.”

Photographer: Melissa Majchrzak

said, and it can be difficult to convince qualified Black physicians to stay here. For example, there is only one Black pediatrician practicing in the entire state. If a Black family wants to see a pediatrician who looks like them, their options are extremely limited.

“It leads to significant discouragement, a delay in care, and worse health outcomes,” he said.

Recruiting, retaining, and mentoring physicians of color is one of Ferguson’s passions, and the heart of his work with Black Physicians of Utah. Part of his motivation was a bit selfish he admitted: he was tired of being one of just a handful of Black doctors in the state. But he also wanted to create the chance for Black doctors to show what they can do, and for Black and other minority families to get the care they need from a provider they can trust.

“If I can inspire another young leader, if I can inspire someone else to go and be a Black doctor, I was helped to get here and now I have a lot to give and a lot to teach,” Ferguson said. “I also have a drive to empower others to take care of themselves and get the care they need.”

Ferguson initially thought that drive and inspiration would be most needed somewhere in the developing world. He earned an Executive MBA from the David Eccles School of Business with the idea of working for or starting a humanitarian non-profit that would provide sustainable medical training to providers in developing countries. And, eventually, he might end up there, he said.

For now, though, he is working to make sure people right here in Utah have access to the care and the providers they need – and that all providers are prepared to offer quality, compassionate care to every patient.

“Connecting with empathy is important, but you need to lead with compassion,” Ferguson said. “I can’t be in everyone’s position, but we can do our best and meet their needs.” ■

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By Frances Johnson

A NOW! Al l toget her

ccording to a recent survey of students at Utah colleges and universities conducted by Utahns Against Hunger, nearly 40% of those students experience chronic food insecurity. The survey also found that food insecurity disproportionately impacts women, first-generation students, students of color, and rural students.

In 2022, the David Eccles School of Business in collaboration with the Higher Education Research Institute conducted a survey, which found that 31% of undergraduate respondents had frequently or occasionally felt hungry since entering the Eccles School but did not eat because they didn’t have enough money for food.

“With such a large and growing student body, more than a quarter of students going hungry is a huge group of students,” said Sophie Stout, manager of Student Engagement & Belonging.

The survey was one of the first steps in the Eccles School’s newly introduced belonging and retention strategic initiatives. The next step, which addressed food insecurity specifically, was to create the In a Pinch pantry. The pantry collects donations of non-perishable food and toiletry items and makes them available to any student, at any time.

But food insecurity is rarely an isolated need. Research conductedby psychologists at the University of MarylandCounselingCenter shows that college studentsexperiencingfood insecurity are also more likelyto experience housing insecurity, andtoexperience feelingsof isolation, loneliness, andother mental health challenges.And, accordingto research conducted by California Community Colleges, these gaps in basic needsadd up to an inequitable academic experience, with impactedstudents receivinglower grades, and experiencing lower college completion and retention rates.

But food insecurity is rarely an isolated need. Research conducted by psychologists at the University of Maryland Counseling Center shows that college students experiencing food insecurity are also more likely to experience housing insecurity, and to experience feelings of isolation, loneliness, and other mental health challenges. And, according to research conducted by California Community Colleges, these gaps in basic needs add up to an inequitable academic experience, with impacted students receiving lower grades, and experiencing lower college completion and retention rates.

A resource like theIn a Pinch Basic NeedsInitiative also plays a critical role in makingthe Eccles School a more equitable place, Stout said.If three-quarters of survey respondents report no challenges meetingtheir basic needs, whileone-quarter of respondentsdon’tkno w where their food will come from, or where they’ll be sleeping, thennot every student is havingthe same experience. Students facingfood insecurity andother challenges can’t take advantage of resources like BusinessCareer Success, or opportunities like Eccles Global, because they arejust working to survive.

A resource like the In a Pinch Basic Needs Initiative also plays a critical role in making the Eccles School a more inclusive place, Stout said. If three-quarters of survey respondents report no challenges meeting their basic needs, while one-quarter of respondents don’t know where their food will come from, or where they’ll be sleeping, then not every student is having the same experience. Students facing food insecurity and other challenges can’t take advantage of resources like Business Career Success, or opportunities like Eccles Global, because they are just working to survive.

With all of this data in mind, the Eccles School expanded its retention and belonging strategic initiatives and went beyond the pantry, creating the In a Pinch Basic Needs Initiative. The In a Pinch Basic Needs Initiative provides a holistic approach for connecting students to campus and community resources that can address all the challenges they might be facing. The school’s retention and belonging strategic initiatives also includes school-wide learning opportunities to de-stigmatize experiences such as food insecurity or mental health challenges. The initiative also includes education for Eccles School staff and faculty to help them navigate conversations with students about basic needs.

With allofthis data in mind, the Eccles School expanded its EDI strategic initiatives and went beyondthe pantry,creatingtheIn a Pinch Basic NeedsInitiative.TheIn a Pinch BasicNeedsInitiative provides a holistic approach for connectingstudentsto campus and community resourcesthat can address all the challengesthey mightbe facing.The school’s EDI strategic initiatives also includes school-wide learning opportunitiesto de-stigmatize experiences such as food insecurity or mental health challenges.The initiative also includes educationfor Eccles Schoolstaff and facultytohelp them navigate conversations with students about basic needs.

“As the economic landscape changes, these gaps exist and persist,” Stout said. “We have the responsibility to provide a valuable Eccles experience, and if students don’t know where their next meal is coming from or where they’re sleeping, they will have increased difficulty passing their classes or engaging with the wonderful resources we have here.”

“Asthe economic landscape changes, these gaps exist and persist,” Stout said. “We have the responsibilityto provide a valuable Eccles experience, and if studentsdon’tknow where their next meal is coming from or where they’re sleeping, they will have increased difficulty passing their cla sses or engaging withthe wonderful resources we have here.”

The impacts of food insecurity and other basic needs shortfalls while students are in college can also continue impacting them when they leave campus. A food insecure student often doesn’t have the option to take an unpaid internship to gain work experience, for example, making it more difficult for them to get a job they want in the field they want and extending inequity into their professional life.

“We absolutely can provide food and hygiene items, but everything is connected,” Stout said. “So, we wanted to say to students, we see you as a whole person. It was important to fill this gap so students can thrive at Eccles and focus on what’s important – their academics and building their future.”

“We absolutely can provide food and hygiene items, but everything is connected,” Stout said. “So, wewantedto say tostudents, we see you as a whole person.It was importantto fillthis gap so students canthrive at Eccles andfocus on what’s important – theiracademics and building their future.”

The new In a Pinch Basic Needs Initiative is a one-stop shop for students looking for resources or additional help with food, housing, mental health support or family needs, as well as providing information for on-demand or emergency needs. Through the initiative’s webpage, students can access hot meals, find utility assistance or hotel vouchers, or learn more about childcare subsidies. The pantry is still available, and the initiative has further expanded to include a regalia sponsorship program, which helps students in need cover the cost of regalia so they can walk in graduation with their classmates and peers. Alums can also donate their old regalia for a graduating student to use.

The new In a Pinch Basic NeedsInitiative is a one-stop shop for students lookingfor resources or additional help withfood, housing, mental health support or family needs, as well as providing informationfor on-demand or emergency needs.Throughthe initiative’s webpage, students can accesshot meals, find utility assistance or hotel vouchers, or learn more about childcare subsidies. The pantry is still available, and the initiative hasfurther expanded to include a regalia sponsorship program, which helps students in need cover the costof regalia sothey can walk in graduation withtheir classmates and peers.Alums can also donate their old regalia for a graduating student to use.

On the flip side, any student who works to be aware of the people and needs around them – who develops empathy for their peers in different circumstances – will have more opportunities to excel both at the Eccles School and in their lives and jobs after graduation.

The impactsoffood insecurity and other basic needsshortfalls while students are in college can also continue impactingthem whenthey leavecampus. A food insecure studentoftendoesn’t have the option to take an unpaid internship to gain work experience, for example, making it more difficultfor them to get a jobthey want in the fieldthey want and extending inequity into theirprofessional life.

“It develops them as a leader, makes them more strategic and better relationship builders,” Stout said. “They’ll be able to thrive in the workplace themselves because they understand different experiences.”

“We have the responsibility to provide a valuable Eccles experience.”

e, any student who worksto be aware ofthe peopleand oundthem – who develops empathyfor their peers in different s – will have more opportunities to excelboth at the Eccles n their lives and jobs after graduation.

The Eccles School is a practice field, Stout said, where students can learn to be curious about their peers, understand their experiences, and develop empathy. To that end, much of the marketing and awareness around the In a Pinch Basic Needs Initiative is targeted at students themselves – both those in need and those who might know someone who is.

lops them as a leader,makesthem more strategic and better uilders,” Stout said.“They’ll be able tothrive in the selves because they understand different experiences.”

“We’re really trying to reaffirm this idea that you need to be there for your friends,” Stout said. “That should be a goal for people their whole lives, to find where you can serve and give back and make positive change.” ■

hool is a practice field, Stout said, where students can learn bouttheir peers, understandtheir experiences, and develop athy. Tothatend, much ofthe marketing and awareness aroundthe NeedsInitiative is targeted at studentsthemselves – both nd those who might know someone who is.

tryingto reaffirm this idea thatyouneedto be there for Stoutsaid.“That should be a goal for people their whole where you can serve and give back and make positive

“It develops them as a leader, makes them more strategic and better relationship builders… They’ll be able to thrive in the workplace themselves because they understand different experiences.”

student climate

Survey

In Spring 2022, the David Eccles School of Business partnered with the Higher Education Research Institute (HERI) to administer the Diverse Learning Environments (DLE) survey to enrolled undergraduate students with a 10% response rate.

88% of students agreed that the Eccles School encourages students to have a public voice and share their opinions.

31%

Since entering Eccles, 31% of students shared they frequently or occasionally felt hungry but did not eat because they did not have enough money for food.

~95%

of students reported frequently or occasionally trying to get to know people from diverse backgrounds, feeling challenged to think more broadly about an issue, and recognized their biases that affected their own thinking.

7 1% of students reported that they themselves help to promote racial understanding. 61% of students reported influencing social values as essential or very important.

86%

of students reported feeling an overall sense of belonging to the Eccles School. Comparatively, Eccles students reported a higher sense of belonging than other participating institutions.

67.2%

of students indicated they had some or major concern with financing their college education.

17%

of students disagreed that the Eccles School accurately reflects the diversity of its student body in publications (e.g., brochures, website).

Students reported being discriminated against based on their:

62%

of students indicated they used financial aid during the 2021-2022 academic year.

The purpose of administering this survey was to obtain a baseline understanding of the climate within the Eccles School from the student perspective and identify areas for improvement. Staff and faculty working groups are currently creating a robust set of recommendations to address the survey results and suggest positive changes.

Strength Through Belonging Affinity Student Groups

ALPFA empowers Latino/a men and women to develop leadership skills. Programming focuses on professional leadership and career development, with an emphasis on cross-functional and crossgenerational networking. The club works closely with the ALPFA Salt Lake City professional chapter and its corporate sponsors. All majors welcome!

Black in Business (BiB)

Black in Business was established to celebrate the uniqueness of each student and embrace Black culture at the David Eccles School of Business. BiB strives to support student professional growth and connect students with resources and opportunities to expand their network to include top Black executives and allies from the state of Utah.

Out For Business (O4B)

Out for Business is an LGBTQ+ organization that strives to develop relationships, resources, and education among faculty, staff, students, and local companies and organizations. O4B offers educational panels and speaker events featuring LGBTQ+ business leaders, and community building through social and networking events. O4B welcomes all identities.

Women in Business at the U (WIB)

Women in Business is an undergraduate student organization at the David Eccles School of Business that focuses on the authentic experience of different gender identities in the business school. WIB provides a safe and inclusive place for all students in a diverse and intersectional community, and offers opportunities for students to engage in service, community advocacy, and professional development.

Women in Finance (WIF)

Women in Finance is a student organization at the David Eccles School of Business designed to support women pursuing careers in finance. WIF provides networking opportunities, resume workshops, interview preparation, and guidance for future professions with the goal of enhancing the pipeline of women in financial careers.

Conflict When Convictions Cause

“It feels good in the moment to see somebody strike a contemptuous blow against the other side. But it’s like empty calories for the soul...”

Jesse Graham has dedicated his career to studying the moral, political, and religious convictions that cause conflict – and provide meaning. His latest project takes on the hate and negativity in U.S. political and public discourse. Graham and a team of fellow researchers and community members have launched the Dignity Index (www.dignityindex.us) – a tool that scores political rhetoric on an eight-point scale that ranges from dignified to contemptuous.

The goal of dignified public discourse is to focus on the speech, not the speaker, and draw attention away from partisan politics and the inherent biases we all carry – even when a little contempt feels good.

“There’s something really addictive about it,” Graham said. “It feels good in the moment to see somebody strike a contemptuous blow against the other side. But it’s like empty calories for the soul. It feels good in the moment, but it’s really bad for your long-term well-being. Whereas dignity, in the moment, at least at first, it feels like work. It’s hard to do, but it’s nourishing.” ■

Jesse Graham Professor, Management

Dollars vs. Digital: CONSUMER PSYCHOLOGY

Does the currency you are using change what you buy? New research from Joowon Park and Sachin Banker says yes.

When consumers are paying in cash or credit, they are more likely to indulge in so-called “vice goods,” like adding ice cream to your grocery cart. On the other hand, cryptocurrency such as Bitcoin is seen as an investment rather than currency, and consumers are more hesitant to spend it.

Merchants also have concerns about receiving payments in Bitcoin, which is why many companies that facilitate Bitcoin transactions let merchants settle payments in any currency they want.

There are, however, many benefits to both consumers and merchants when it comes to embracing cryptocurrencies, Park and Banker say, and they predict more cryptocurrency purchases for all kinds of goods once those benefits are more widely known.

“Bitcoin payments can offer a method of exchange that’s faster, cheaper, and more flexible as it involves fewer intermediaries,” Park said. ■

Joowoon Park Assistant Professor, Marketing

Sachin Banker Assistant Professor, Marketing

explorers club blue sky

By Frances Johnson

The 33rd Annual Spencer Fox Eccles Convocation brought tech trailblazer, Cydni Tetro, to campus to share unique insights and experiences with students, alums, and other community partners from her career in tech, entrepreneurship, and start-up fundraising.

he 33rd Annual Spencer Fox Eccles Convocation brought tech trailblazer, Cydni Tetro, to campus to share unique insights and experiences with students, alums, and other community partners from her career in tech, entrepreneurship, and start-up fundraising.

Tetro is former CEO of Brandless, a consumer products platform with “better-for-you” consumer products and brands that help people and the planet live healthier. Previously, Tetro was the CEO of ForgeDX, a customer acceleration platform used by companies like Verizon, Adobe, Microsoft, and Dell, which she sold in 2020. She was also founder and CEO of 3DplusMe, a venture-backed, 3D printing personalization platform, which she sold in 2017. She spent six years at Disney in imagineering, leading technology commercialization and building technology businesses inside Disney, including theme parks, ESPN, and ABC.

Tetro is former CEO of Brandless, a consumer products platform with “better-for-you” consumer products and brands that help people and the planet live healthier. Previously, Tetro was the CEO of ForgeDX, a customer acceleration platform used by companies like Verizon, Adobe, Microsoft, and Dell, which she sold in 2020. She was also founder and CEO of 3DplusMe, a venture-backed, 3D printing personalization platform, which she sold in 2017. She spent six years at Disney in imagineering, leading technology commercialization and building technology businesses inside Disney, including theme parks, ESPN, and ABC.

She is also founder and president of the Women Tech Council.

She is also founder and president of the Women Tech Council.

Tetro is nationally renowned as a technology leader, record-breaking fundraiser, consumer visionary, and trailblazer for women in tech.

person

Tetro is nationally renowned as a technology leader, record-breaking fundraiser, consumer visionary, and trailblazer for women in tech.

During her time at the Eccles School, she shared five ways students can be “Blue Sky Explorers” and approach their careers and lives with a sense of limitless possibilities.

During her time at the Eccles School, she shared five ways students can be “Blue Sky Explorers” and approach their careers and lives with a sense of limitless possibilities.

1 Have a limitless imagination. Instead of focusing on roadblocks, Tetro said, focus on where your imagination can take you. When you have a new idea, don’t think about all the problems you might encounter if you tried to pursue it – just jump in and do it.

2 Be an architect of possibilities. Ask yourself the question, “What would be possible if…?” Open all the doors that are in front of you, Tetro said, and be open to all the possibilities in front of you. She also reminded students that saying no to an opportunity might mean that the next opportunity doesn’t come.

3 Be an opportunity hunter. Don’t wait for someone to open the door and push you through, Tetro said. Instead open your own doors and jump in and run with what’s in front of you without getting stuck in what you don’t know. And if an opportunity feels out of reach or inaccessible, draw on your network and don’t be afraid to ask for help, Tetro said. Don’t miss out because you didn’t try.

4 Be a relationship transformer. People are the key to everything you want to do, Tetro said, and every person you meet and interact with now could be a person you will cross paths with again, so how you treat them matters. Tetro challenged students to “bolster not break,” and to put their energy into building strong relationships and figuring out how to use them to make things better for everyone.

5 Be a goodness builder. You are not just building a job or a career, Tetro said, you are building a better community and a better world. She encouraged students to lean in where they can make a difference, to give back, and to create change. Don’t build a career in isolation, she said. Make sure you are also building up other people as you go.

Finally, Tetro encouraged students to “just do one more.” Whether it’s one more networking event, one more sales phone call, one more fundraising pitch, or one more job application, doing “one more” is how we grow and get stronger in our skills and our confidence, Tetro said.

The annual Spencer Fox Eccles Convocation brings the Eccles community together each fall to celebrate start of a new school year, and to recognize the pivotal role of Spence Eccles and his aunt, Emma Eccles Jones, in establishing a $15 million endowment that has benefitted the Eccles School since

1991. To close year’s event, Tetro recognized Spen cer Fox Eccles the Eccles for their own efforts to “just do one and to give 110% to the U and the Eccles School, and she encouraged everyone in atten dance to follow their example.

“Imagine what’s possible, throw it out, and make it happen,” she said.

Every person you meet and interact with now could be a person you will cross paths with again, so how you treat them matters.

CYDNI TETRO

campus news

Eccles School Economics Week

Welcomes Distinguished Alum Yung-Yu Ma

The Marriner S. Eccles Institute for Economics and Quantitative Analysis at the David Eccles School of Business hosted its inaugural Economics Week this spring, with a series of events for students and community members. The week culminated with a David Eccles Alumni Network Forum, featuring Adam Looney, Executive Director of the Marriner Institute, and Yung-Yu Ma, Chief Investment Officer for BMO Wealth Management – US. Ma earned his PhD in Finance from the Eccles School.

The conversation, which was moderated by Scott Schaefer, a Quantitative Analysis of Markets and Organizations (QAMO) professor at the Eccles

School, covered a market and economic outlook for 2024, and considerations in the midst of global tensions, political choices, and the year ahead.

To hear more from Yung-Yu Ma, tune in to the Eccles Business Buzz podcast, Season 6, Episode 1, and to hear more from Adam Looney, tune in to the Eccles Business Buzz podcast, Season 6, Episode 5 at eccles.link/businessbuzz.

Annual Scholarship Celebration Recognizes Two Distinguished Donors

The 2023 Eccles School Scholarship Celebration welcomed scholarship recipients and donors to come together and recognize the life-changing impact of scholarships. For the 2023-24 academic year, 2,405 students received scholarship support totaling more than $17 million.

The Scholarship Celebration also recognized the long-time giving and mentoring of two distinguished donors: The Pugh Family Foundation, and Jack and Melanie Elizondo.

The Pugh family accepted their recognition in honor of their patriarch, Don Pugh, who passed away in 2022.

“In all generations of our family, education has been paramount,” said Jim Pugh. “My dad has pushed that for forever. So, when we started talking about supporting scholarships at the U, one of the things that was important to him was to try and find access to people who had not had the same opportunities and experiences we had.”

Jack Elizondo was inspired to become a scholarship donor after being a scholarship recipient himself. Jack and his wife, Melanie, support the First Ascent program both as mentors and donors.

“I believed that there would be better opportunities in my life because of a higher education, and I felt compelled to give back to people who would attend school with a similar story to me,” Jack said. “My hope for these students is for them to fall into a similar situation to Melanie and me, where we were in a position to give back to the school. We’re hoping they would pass that on and go forward with helping someone else.”

Second Annual Sales Innovation Summit Convenes Sales Students, Leaders

from Around the State

In February, the David Eccles School of Business hosted the second annual Sales Innovation Summit, presented by the Alan and Jeanne Hall Foundation and sponsored by MarketStar. More than 250 students from a dozen colleges and universities around the state attended the event, which included a keynote session, a series of breakout sessions, and a job fair with close to 30 hiring companies in attendance.

This year’s keynote speaker was Scott Cutler, CEO of StockX, a leading global consumer marketplace focused on current culture. Breakout sessions included presentations from local and national sales industry professionals representing companies and organizations including University of Utah Athletics, the Utah Black Chamber of Commerce, Comcast Business, Doxy.me, Skilljar, No Fraud, Nicholas and Company, and more.

Eccles Business Buzz Podcast Presents First-Ever Podcast Listening Party and

Panel Discussion

In March, the Eccles Business Buzz podcast, in partnership with Utah Business Magazine, hosted the inaugural Eccles Business Buzz Podcast Listening Party and Panel Discussion. Panelists included Michelle Smith, Chief People Officer and President, Larry H. Miller Sports + Entertainment at The Larry H. Miller Company, and Jennifer Robinson, Chief of Staff at the Eccles School’s Kem C. Gardner Policy Institute. The discussion, which focused on fostering a sense of belonging at work, was moderated by Melanie Jones, editor-in-chief of Utah Business Magazine.

Eccles Week of Belonging Celebrates the Many Backgrounds, Experiences of Eccles Students

In February, the Eccles School celebrated Week of Belonging with a series of events designed to help create understanding and empathy across differences. Programming included a presentation on research centered around civility in public discourse, a discussion of basic needs and how faculty and staff at the Eccles School can support students in ensuring their basic needs – such as food, housing, and mental health – are addressed, and a lunch and learn session about disability in the workplace. Several student affinity groups also hosted events as part of Week of Belonging, including the annual Multicultural Gala.

Kicking off the event, Dean Rachel Hayes said, “Events that celebrate our diversity of backgrounds, cultures, opinions, and experiences feel more important than ever. I’d like to echo University President Taylor Randall by assuring you that every member of our University of Utah community –and our Eccles community – matters. The unique life experiences and perspectives you bring to our classrooms, our centers and institutes, and our student organizations make our campus the vibrant place that it is. The same is true for the inclusive and individualized approach our faculty and staff take to their work as well.” ■

Andy Bauman

Degree from Eccles:

BS Finance ‘00

Current job title/position:

Vice President & Treasurer of Merrick Bank

What is your favorite memory of the David Eccles School of Business?

I really enjoyed classes in corporate financial strategy where I was able to fully participate in creating analyses and decisions on corporate investments. From there, I joined the student investment fund in its inaugural year as part of the business school’s curriculum (as opposed to an investment club) and was able to immediately make a significant contribution to the management and profitability of the fund.

What program, person, or experience made you feel welcome and included during your time at the Eccles School?

My two mentors, Professors Tashjian and Schallheim, really took me under their wing during my studies. Professor Schallheim got me my first finance gig and Professor Tashjian remained a great source of inspiration throughout my banking career.

If you could give one piece of advice to your student self, what would it be?

Work to live; not live to work. There are so many experiences people often miss by throwing themselves into their work and never stopping to smell the roses.

How do you strive to develop empathy and practice inclusion in your own life?

I continuously strive to find ways to influence my peers to be more inclusive and to understand that we live in a free society where everyone should have the right and opportunity to live their best life without adversity. I often ask people to put themselves in that person’s shoes and think what it would be like to not be accepted because of how they look, how they act and/or because what they believe in is not part of the majority or mainstream. Acceptance is key to ending adversity and the perpetuation of bigotry.

Jared Heldt

Degree from Eccles: Management ‘20

Current job title/position: Director of Major Gifts, University of Utah Athletics

What is your favorite memory of the David Eccles School of Business?

The Profiles in Leadership course was an incredible experience. It was a “rubber meets the road” moment hearing guest speakers share real world examples of how the business acumen and concepts I learned at Eccles would be applicable to my future career.

What program, person, or experience made you feel welcome and included during your time at the Eccles School?

J.B. Henriksen—one of my first accounting professors. He had a special gift to take a relatively complex topic and simplify it to all levels of students. Our shared passion for Utah Athletics and his illustration of accounting principles within collegiate athletics greatly resonated with me.

If you could give one piece of advice to your student self, what would it be?

Enjoy the journey of the ups and downs but continue to be passionate about improving. And learn to love to read!

How do you strive to develop empathy and practice inclusion in your own life?

Personal development and education play a major role in my practicing of empathy and inclusion. Building genuine connections and seeking advice from those of other backgrounds, beliefs, and perspectives has enriched my own life on a personal and professional level.

Isaac Hong

Degree from Eccles:

MBA ‘21

Current job title/position:

Product Manager for Mastercard

What is your favorite memory of the David Eccles School of Business?

Calling Cindy, an MBA Coach, after receiving two offers after months of searching. It was such an awesome way to end my MBA experience!

What program, person, or experience made you feel welcome and included during your time at the Eccles School?

I would say everyone in the program was AMAZING! But if I have to pick one, I’ve got to give a shout out to Cindy Smith. The skills she taught about the job search proved invaluable and continue to benefit me in my career. She helped coach me on questions I could ask that would help me determine if the workplace was a good fit for a person within the LGBTQ+ community.

If you could give one piece of advice to your student self, what would it be?

As you begin interviewing for jobs, don’t just ask questions about the role or company. Ask questions about your direct manager. What are their expectations of you? What kind of work environment have they created? Is it a safe to come to work as your whole self? You want someone who will be an advocate for you and someone you can see yourself working with and being mentored by.

How do you strive to develop empathy and practice inclusion in your own life?

People are complicated in my opinion. We all experienced different lives and that molds us into unique individuals with opinions. I think listening and inviting people to share how they arrived at their opinion opens up an opportunity for conversation where empathy and inclusion can be developed by both parties.

Claire Morawski

Degree from Eccles: Accounting BS '20; Business Analytics Masters '22

Current job title/position: Finance Manager, U.S. Department of Defense, Air Force

What is your favorite memory of the David Eccles School of Business?

The most impactful experience was leading Business Leaders Inc (BLinc). While working with my peers, we created an inclusive environment by holding events and fostering support for student-led groups and leaders. This hands-on experience showed me how important diverse communities are to the success of all students.

What program, person, or experience made you feel welcome and included during your time at the Eccles School?

The Business Scholars Program and its student ambassadors made me feel welcome and included. They were friendly faces on a big campus, who helped me navigate my freshman year. This freshman experience paved the way for my future involvement in the Eccles School and success in the classroom until graduation.

If you could give one piece of advice to your student self, what would it be?

Follow your curiosities! The vast resources offered by the Eccles School and University of Utah are in place to help you, so take advantage of them!

How do you strive to develop empathy and practice inclusion in your own life?

Every day brings new experiences. I strive to keep an open mind, ask questions, and admit when I don’t know something. Growth isn’t linear, but I can show up every day for myself and others.

Meghan Oliver

Degree from Eccles:

Business Marketing & Management BS ‘07

Current job title/position:

I am pursuing starting my own company focused on leveraging technology business model innovation to support underserved populations.

What is your favorite memory of the David Eccles School of Business?

It was in my final semester at the business school, and I had the absolute pleasure of having Dr. Abe Bakhsheshy as a professor. I was so touched and motivated by Dr. Bakhsheshy’s clear passion for connecting with students and helping educate and prepare future leaders.

I was determined to do everything in my power to leave a positive impact on the people around me to show him and others who influenced and believed in me that they made the right choice to bet on me.

What program, person, or experience made you feel welcome and included during your time at the Eccles School?

I was fortunate to have two families during my time at the U. I was a member of the women’s swim team and a student at the business school.

Competitive swimming was my first job in many ways. I learned so much from my diverse teammates as we went through school, competed, and grew together.

At the business school, the professors and staff did an excellent job of inspiring students and making everyone feel safe to grow and learn in their way.

If you could give one piece of advice to your student self, what would it be?

Be patient and trust your intuition. You don't need to have all the answers or know the plan. Put yourself in a position to get lucky and be open to opportunities.

How do you strive to develop empathy and practice inclusion in your own life?

Professionally, I aim to empathize with users when building products by checking my biases and focusing on their unspoken needs.

Alvin Tsang

Degree

from Eccles:

Honors Quantitative Analysis of Markets and Organizations (QAMO) ‘21

Current job title/position: Consulting Associate, Huron Consulting Group

What is your favorite memory of the David Eccles School of Business?

Attending and being a part of the Sorenson Impact Center's yearly Winter Innovation Summit as a student fellow. It was amazing to hear from and talk to accomplished and influential people across the social impact space. It influenced my interest in pursuing a career with greater social intentions.

What program, person, or experience made you feel welcome and included during your time at the Eccles School?

Being a QAMO student shaped my experience and made me feel the most welcome at Eccles. The program was still small enough that you basically had the same classes with the same group of people for your entire undergrad experience. This created a unique environment where we collaborated and helped each other compete and apply for opportunities across campus and after graduation. Special shoutout to Ken Aoki and Scott Schaefer for pioneering this great program.

If you could give one piece of advice to your student self, what would it be?

No one truly knows what they're doing out here. You don't need to figure out your dream career or purpose straight out of school. Take the time to smell the flowers and enjoy the people around you before you have to work for the rest of your life.

How do you strive to develop empathy and practice inclusion in your own life?

I try to focus on listening to others and surrounding myself with people with different backgrounds and opinions than myself. Everyone has a unique story and value that they bring to the table, it's up to us to listen and seek these environments.

Word final

School can be so much more than where you just take classes, but to create that college experience students have to feel like they belong – that their cultures, viewpoints, and identities are accepted and celebrated. And, for Abbey Salamera, it’s critical that that sense of belonging comes from students themselves, not as something that’s imposed by professors or staff members.

“It’s just really important to foster that community of belonging through the student lens,” said Salamera, who serves as CEO of the Business Student Government (BSG) at the David Eccles School of Business. “It shows that there are people in your community, people in your classes, who care about people with marginalized identities and want to educate themselves and learn more to celebrate other people’s identities.”

To help build community and belonging for all students by students, BSG works with the Office of Student Engagement and Belonging to offer inclusion learning programming throughout the year, such as events aligned with National Heritage months. For example, BSG partnered with the Association of Latino Professionals for America (ALPFA) to host a panel of Latinx small business owners in September, which is Latinx Heritage Month. Eccles School affinity groups can also work together in places where they might have intersectionality, Salamera said, for example, a recent panel of Asian American and Pacific Islander women in the workplace. Collaboration between affinity groups is especially important, Salamera said, because most people have intersecting identities and are not defined by just one aspect of their identity. Importantly, all students are welcome to lead and participate in affinity student organizations.

BSG also participates in annual belonging-focused events that offer both staff and faculty and student-facing events. Recent events include a panel discussion co-hosted by the Women in Business and Women in Finance groups, and the annual Multicultural Gala, hosted by the Out 4 Business, Black in Business, Asian American and Pacific Islander, and ALPFA groups. Other opportunities

“Equity, diversity, and inclusion is something that’s part of the evolving world. You don’t want to not be evolving with it.”

have included a service project, a chance to meet and talk with BSG leaders at an event called Bites with BSG, and a variety of educational offerings.

These events are also a great network ing opportunity, Salamera said, and they prepare students to contribute to positive company cultures and inclusive and equitable environ ments as they enter the work force. The ability to thrive in and contribute to an inclusive and diverse environment is also a skill employers look for and value.

“In the business school there is a perception of a lack of diversity amongst the student body,” Salamera said. “It’s been great seeing all these organizations, and people really participating and engaging in these events. The response is overwhelmingly positive.”

“Equity, diversity, and inclu sion is something that’s part of the evolving world,” Salamera said. “You don’t want to not be evolving with it.”

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