“Tuck is a place where you can run full speed ahead to create the experience you want.”
I applied to Tuck because I realized that in order to implement long-term change in education, I needed business training to complement my policy and teaching backgrounds. As a high school math teacher, I loved working with students and seeing their learning happen in real time. However, students face many systemic barriers to equity outside of the classroom. Poverty and school financing practices rooted in institutional racism disproportionately disadvantage students of color, and meaningful change requires advocacy and management across sectors.
I wanted a school that gave me general management training in a welcoming and collaborative setting. I had no idea how to create a financial model before starting at Tuck. I knew I wanted to learn among supportive faculty and peers, and Tuck provides that environment. From your diverse study groups to your fall and winter sections, you feel like you can learn uninhibited here.
Speaking at Tuck Talks was one of the greatest highlights of my Tuck experience. I learned a lot about my vulnerabilities and strengths through working on a deeply personal story that I ultimately shared with much of the Tuck community. Delivering the talk to a packed crowd in Raether was rewarding not only because I was sharing a core part of my life to so many people, but because it was the culmination of new realizations about myself that I’d learned during the writing process.
I came to Tuck to be challenged analytically. The professors hold you accountable, but also encourage you to take risks in class. Professor Joseph Gerakos does this particularly well in Managerial Accounting, where most classes are run through the case method and led by student discussion. In his class, I volunteered for the sake of learning, not just because I wanted to be right. As a result, I became less afraid of making mistakes and more confident in using my voice.
Tuckies pay it forward. I accessed the alumni network during recruiting and never had to wait longer than 48 hours to get a response from an alum. Everyone wants to see you succeed. Alum remember being in our shoes and are eager to help us achieve our goals.
My advice to prospective students is two-fold: First, visit campus when and if you can and reflect on what you want out of the experience. A campus visit can give you a sense of the environment and culture of Tuck—much more than reading the website. Secondly, reflecting on what you want from an MBA is critical. Two years fly by! You certainly don’t need to have everything figured out but understanding what you care about and coming back to that when Fall term starts to feel overwhelming is incredibly centering.
Brookline, MA, USA
Trinity College, BA, Economics & Public Policy; Harvard Kennedy School of Government, MPA
Secondary math teacher in New Orleans; Field Organizer for Obama 2012 campaign
Tuck Diversity Independent Study Program; Passing the Torch; DALI lab, Tripod hockey
Developing a business plan and app for my startup, teachDELTA, with the Magnuson Center and the DALI Lab; gathering customer research and forming a pricing model for teachDELTA with my eFYP team; advising the local Red Cross on how to improve its Net Promoter Score with my Community Consulting team
Armenia GIX; Tuck Tibet Trek (Summer 2019)
Boston Consulting Group, Atlanta
Managerial Accounting with Prof. Gerakos; Communicating with Presence with Prof. Rice; Structuring Mergers & Acquisitions with Prof. Thorburn
Working with Daniella Reichstetter on developing teachDELTA; being an all-star tripod goalie; going down my first Black Diamond after learning how to ski my first year; Tuck Talks speaker
Boston Consulting Group, Atlanta
Tuck is a place where you can run full speed ahead to create the experience you want. For example, as a former teacher, I am passionate about education equity in K-12 public schools. I arrived on campus with a loose hypothesis of how to address instructional bias in the classroom, but no business plan or strategy to actualize the mission. I met with Daniella Reichstetter, executive director of the Center for Entrepreneurship, and she directed me to the Magnuson Center, the DALI Lab, and grant opportunities to further my startup idea. More importantly, she encouraged me—which was critical to hear as a founder, having been told “No” many times early on. Through a partnership with DALI and an eFYP with other Tuck students, I was able to conduct customer research, test hypotheses, and develop a business plan for teachDELTA. At the end of my first year, teachDELTA was a finalist for the Teach for America Social Innovation Award and the winner of the Amazon Alexa Grant. Though I am not pursuing teachDELTA full-time, I’m grateful I had the chance to test, pivot, and re-channel my passion for education equity.