Career Options

Employment and/or Graduate School Information on Recent Graduates:

  • Bethany Ekimoff, 13, Mathematics, GE Health Care
  • Ryen Wilkins, 13, Computer Science, Software Specialist, Datel Software Solutions, Wexford, PA
  • Coty Hainsey, 12, Mathematics, Epic Software, Madison WI
  • Todd Changoway, 11, Mathematics, IT Analyst, Highmark Blue Cross Blue Shield
  • Amanda Gentzel, 11, Computer Science, Graduate Student, University of Massachusetts
  • Neil Pilarski, 11, Computer Information Systems, Heinz College, Technology Development Associate at PNC
  • Kurtis Gills, 10, Engineering, Patent Examiner, US Government
  • Kaitlyn McConville, 10, Biostatistics, Graduate Student, University of North Carolina
  • Stephen Rossi, 10, Computer Information Systems, Programmer, National Interstate Insurance Co.
  • April Scudere Rossi, 10, Mathematics, Mathematics Instructor, Vance-Granville Community College
  • Bryan Bischof, 08, Mathematics, Graduate Student, Kansas State University
  • John Cochran, 08, Mathematics, Asset Servicing Operations, Bank of New York Mellon
  • Chris Dymond, 08, Computer Information Systems, Project Manager, BNY Mellon
  • Nicole Panza, 08, Mathematics, Graduate Student, North Carolina State University
  • Jake Romigh, 08, Computer Science, League of Legends
  • Colin Dean, 07, Computer Science, Managing Consultant/Applications Engineer, IBM Big Data Lab
  • Edward DeRose, 07, Computer Information Systems, Senior Programmer/Analyst, FedEx Services
  • Courtney Gilmore Wiltfeur, 07, Mathematics, Programmer, Bechtel Plant Machinery, Inc.
  • Lauren Beichner, 06, Mathematics, Teacher, Berkeley Springs, WV
  • Patrick Dudas, 06, Information Science, Ph.D. Student, University of Pittsburgh
  • Benjamin Smith, 06, Computer Information Systems, Interactive Technology Manager, Cyberlink
  • Susan Johns, 05, Computer Information Systems, Software Developer, Allied Machine & Engineering Corp.
  • Brad Kita, 05, Computer Science, Server Administrator, Bowling Green State University
  • Brad Patton, 05, Computer Science; 06 MET (Masters of Entertainment Technology), Carnegie Mellon; Entrepreneur/Gameplay Programmer, Electric Owl Studios
  • Alan Higby, 04, Computer Science and Mathematics, Software Analyst, Eastern Software
  • Jessalyn Smith, 04, Mathematics and Physics, Educational Testing Services
  • Kevin Culp, 03, Mathematics, Actuarial Analyst, Horizon Actuarial Services, LLC
  • Emily Deah, 03, Mathematics, Actuarial Analyst, Dunbar, Bender and Zapf, Inc.
  • Dan Klipa, 03, Mathematics, Teacher, Fox Chapel Area High School
  • Matt Nelson, 03, Computer Information Systems, Database Administrator, Remote DBA Experts
  • Kelly Roumbakis, 03, Mathematics and History, Teacher, Pittsburgh City Schools
  • Jonathan Smith, 02, Computer Information Systems, Coordinator of Web Services, Westminster College
  • Lee Stefanis, 02, Mathematics, Economic Statistician, US Census Bureau
  • Meredith McCaskey, 01, Mathematics, Senior Benefits Analyst/Actuarial Consultant, Dunbar, Bender and Zapf, Inc.

        Ryan Vacarro, 01, Mathematics, Corporate Finance, Senior Consultant, Deloit and Touche

Alumni Speak

Brad Patton, 2005; MET, Carnegie Mellon University, 2007
              One of the best things about going to Westminster is the connection you develop with the faculty.  By the end of your college career, not only will you have met every professor in your department, but you'll be on a first-name basis and have home phone numbers for most of them.  Unlike a bigger university where TAs teach classes because the professors are more concerned with their research, at Westminster it's easy to see that the faculty really care about your progress, not only towards your degree, but in life in general.
              In the entertainment industry, being able to work with people of other disciplines is a more highly valued skill than being the best in your field.  The liberal arts education at Westminster, specifically the classes you are required to take outside your own major, really allows you to see the world from a different point of view.  Being able to effectively communicate with others is a phenomenal advantage in any profession, whether you are programming video games or teaching high school.  In my opinion, Westminster truly excels in allowing students the opportunity to develop this ability, which is a huge step forward for their careers.

Geoff Zimmerman, 2005
              At Westminster, I was able to establish a personal relationship with my professors, and got the one-on-one attention that I required to do my best. This small department was more than able to provide me with the skills I need to perform my job above and beyond my boss' expectations.

Diane Henderson Schaupp, 2002
             Westminster College offers a 3-2 program for engineering where typically a student majors in Physics for 3 years and then transfers to Penn State for the final 2 years of engineering study.  In my case, I started out as a mathematics major and decided to transfer to the University of Pittsburgh instead.  Upon completion of my engineering (mechanical) study at Pitt, I also received my math degree from WC.  Although the course of study that I decided upon was unique, the faculty and administration at WC worked closely with me to ensure that I had all the credits and proper documentation needed to receive both bachelor's degrees.  Having both degrees has not only opened up another world of opportunity, but has also given my resume the extra boost needed to stand out in today's working world.

Mike Leiper, 2000; MBA, Pitt, 2007
             Westminster provides an intellectually challenging education in an intimate setting where professors sincerely care about your academic and personal growth. I felt extremely prepared for both my profession [and] my graduate work. In addition, the Career Center staff provided excellent assistance with finding internships as well as fulltime work following graduation.

Laurel Scaff Alexander, 1997
              I majored in mathematics and minored in secondary education. The math department was exceptional – from the classes offered to the professors who were willing to help whenever needed, be it late at night in the computer lab or at study sessions after class.  The small class sizes were a plus because we were able to get a great deal of individual attention.  We did not have to watch our professors on TV screens; we got to sit with them at tables and discuss issues and concepts.  Nothing was more reassuring than knowing that your professors were there to help you when you needed it.  It was very personal.  They understood your frustrations and struggles and were overjoyed with your successes.  The math and computer science classes offered were challenging and up to date with technology.  Even though I did not choose to major in computer science, the background I learned in programming classes has helped me tremendously, as did the physics course I had to take.
             Upon graduation in June of 1997, I was immediately hired by an outstanding school district.  It was the math degree and quality education I gained at Westminster that made it possible.  Many superintendents, principals, and teachers commented on the quality of Westminster graduates.
             My experience at Westminster was a great one.  I would not trade it for anything.  The educational opportunities available to me were outstanding, and I know they have even more to offer now with all of the new technologies and courses.  I would not be where I am now if it was not for the education I received at Westminster.

Laura Kelanic, 1996
             I graduated from Westminster in 1996, with a Bachelor of Science in Mathematics, and I have entered the work force as a high school Math teacher in the Northern Virginia region of the Washington, DC metro area.  Not only has my Westminster education provided me with top-notch skills and the knowledge to confidently pursue the career path of my choice, but its diversity has given me the flexibility to change career paths as my interests evolve.  The faculty members at Westminster … are a wealth of wisdom and encouragement, and they will take the time to help you find a direction that really uses your gifts and interests.
            Since my goal during college was to pursue a teaching career in Math, I completed a minor in Secondary Education and chose courses in my major that spanned the various branches of mathematics.  This combination qualified me for teaching certification and prepared me as a desirable candidate for employment.  Potential employers seem to regard the rigor of the Math content complemented by an all-around liberal arts education as a “best-of-both-worlds” educational experience.

Christopher G. Madeline, 1993
             Since graduating from Westminster College, my primary occupation has been in the diverse field of military logistics.  The benefits I received from having a Mathematics background focus on analytical and problem solving skills.  Having the ability to make accurate decisions while at the same time being capable of quantifying my reasoning adds value to my organization.
             What good is an employee who cannot solve problems and make good decisions?  Companies are continuously recruiting qualified personnel who have the knowledge and skills necessary to increase their productivity.  A background in Mathematics forces you to think and analyze the problem to determine the correct course of action.  Productivity will follow those who make good decisions.
             There have been many updates of new software, hardware, and programs since I graduated.  Technological change is certain; students must prepare themselves by establishing a core foundation which can be built upon.  Earning a Mathematics degree at Westminster enabled me to learn new technology quicker than my peers.  You do not realize how applicable the field of Mathematics really is until you complete and utilize those learned skills in the workforce.

Brian D. Staudt, 1992
              As an alumnus of Westminster College’s Department of Mathematics, I feel I was well prepared for the challenges and opportunities I’ve met since graduation.  I entered Westminster intent on a career as a high school teacher (initially in English before changing majors).  Senior year, however, I opted to pursue graduate studies in math.  Upon graduation, I was awarded a teaching assistantship with my acceptance into a graduate program.  Despite my enjoyment of teaching entry-level math to undergraduates, I lost my appetite for advanced math theory and moved on.  I have since completed an M.A. in Theology (also on an assistantship), done some high school teaching, and settled on a career as a computer analyst, at least for now.
             Studying mathematics at Westminster, where the math curriculum fits within a liberal arts education, is a particularly appropriate preparation for a variety of pursuits later in life because it provides skills which are foundational to success in our ever-smaller, ever-more-complex world, including the ability to think analytically and to communicate effectively.  Even college-bound students who know what career path they want to take after graduation would do well to anticipate that, as is the case for most people, that path is likely to change at some point(s) along the way and to select a college and a major that will prepare them for life. I’m glad I did.

Todd A. Drumm, 1983
             In the fall of my junior year at Westminster I took Topology, where we learned about topologies, metric spaces, and covering spaces, but something even more important happened.  Mathematics ceased being just a tool, and turned into something fun, exciting and satisfying.  Stumped or triumphant over some problem, it didn’t matter.  The class was all about thinking; solving problems with ideas instead of following a cookbook; all of the things that keep me drawn to mathematics to this day.

Laura Farner, 1986
             I graduated from Westminster with an interdisciplinary degree in Applied Physics, Mathematics and Computer Science.  My career with Andersen Consulting started immediately upon graduation from Westminster and after 14 years, I am now an associate partner.  Having a technical discipline where problem-solving skills are a fundamental element of the course work has been critical to my career.  Andersen Consulting is a professional services firm that is hired to solve complex, multi-dimensional and dynamic business problems.  Problem solving and specialized expertise is what Andersen Consulting sells to our clients.  My problem solving skills are rooted in these three disciplines.  When working with clients, I know that the value I bring to them is the capability to take a complex, often vague, problematic business situation and bring a solution that addresses all the components.

David Jarrett, 1987
             Little did I know when I entered Westminster that I would become an actuary.  As a freshman, I was a computer science and math major with barely any idea of what I wanted to do with my life.  When I was a sophomore, an upper-class friend introduced me to a field that I had never heard of – actuarial science.  At first, I didn’t know much about what actuaries did.  I knew that they worked for insurance companies or consulting firms and that they earned good incomes, but I wasn’t sure what the work entailed.  I soon learned that an actuary is someone who uses math (statistics) and finance to assign an economic value to future events.  Most people think of insurance when they think of actuaries.  In the case of insurance, an actuary uses statistics and finance to calculate the value in today’s dollars of future death benefit payments.  Being an actuary has been both fun and challenging.  Westminster prepared me well for my career.