Co-authored by Kate Barrett (Life Design Educator: Social Sciences) and Dr. Stacey Mitchell (Life Design Educator: Students with International Perspectives)
The 2025 International Studies Career Trek in Washington, DC was an invaluable experience for students, offering insights into a variety of skills and strategies needed to pursue success as an emergent international studies (IS) professional. After four busy days of site visits, classroom talks, and life design workshops, we asked students to reflect. Their responses revealed key themes that we have compiled as a Skills Index, which IS (and IS-adjacent) majors should consider as they grow professionally and prepare to navigate today’s competitive job market.
Check out the IS Skills Index below, which outlines 4 major skill areas for IS majors as collectively identified by our DC Career Trek students!
1. Concise Writing
One skill that repeatedly came up throughout the trek as an absolute “must” was clear, concise writing. Whether in emails, reports, or memos, professionals across IS fields emphasized this as a key skill in communicating and working efficiently. However, the transition from academic, long-form writing to the succinct, direct style we learned is preferred in these types of jobs may come with a learning curve. As one student wrote, “it is not a skill that is taught in a lot of classes […] and is something that needs to be honed” through intentional development and practice.
While eye-opening for many, there’s no doubt about it: Concise writing is crucial for career advancement – especially in fast-paced and high-stakes places like Washington, DC – as it demonstrates impactful communication and respect for others’ time.
2. Data Analysis and Visualization
Another major takeaway was the growing importance of data analytics in IS professions. Students were surprised to learn how integral data skills are in shaping decisions and strategies across the industry, with data analysis/visualization helping to draw conclusions about international relations, government policies, and even public opinion. This trend invites students to recognize the value of acquiring technical skills (Python, R, etc.) while developing familiarity with statistical software or understanding of financial and economic operations on top of their IS concentration areas.
One student candidly remarked: “While the mention of data analytics somewhat terrified me, it motivated me to take a class on data analytics or statistics to make myself a more competitive candidate when I enter the job market.” Data skills can set candidates apart – why not give it a try?
3. Effective Networking
We talk a lot about networking at the Life Design Lab, and for good reason! Initially, some students admitted to assuming that jobs were largely secured through applications and formal processes, but their post-trek reflections indicate that they now recognize the very real power of networking and relationship-building. They met with many DC-based IS professionals and JHU alumni who all emphasized how networking can help open doors to unexpected paths and exciting opportunities.
Engaging in conversations with industry professionals helps students gather information about job paths and possibilities they may not have considered before. This mindset shift from transactional (network to get a job) to reciprocal (network to do “career research”) allows students, as one put it, “to leverage networking opportunities to enhance their professional development and make more informed choices regarding their career trajectories.” Bottom line: Building genuine connections can prove to be one of the most valuable investments in one’s career.
4. International Student Power
Nearly half of our trek participants were international students and, thanks in large part to our JHU international alumni panel, they learned some useful tips and tricks for pursuing their career goals in the US. “[Acquiring] flexible, transferable skills is especially important,” wrote one international student, “since I might find opportunities in fields outside of my expectations.” Beyond keeping an open mind, international students should feel empowered to advocate for themselves (i.e. while discussing work authorization and similar topics with employers), look for great mentors, and take proactive steps to make themselves as attractive a candidate as possible (i.e. fill knowledge gaps, tailor job documents, learn from one’s network).
Perhaps the most important message was that being an international student makes you an asset! We are glad that our international students felt inspired and hopeful seeing that others who were once in their shoes are thriving IS professionals today.
In Conclusion
While we’re already looking forward to next year, we also recognize the importance of taking time to reflect, together with our students and colleagues in the International Studies Program, on our hard work and the lessons learned in DC this January. These experiential learning opportunities are so impactful for students, but they are also some of the best parts of our job as Life Design Educators. Being able to teach and practice life design with students in the “real world” – helping them explore how what they believe, who they are, and what they’re doing can and should work in concert – is what this work is all about.
