From Campus Leadership to Humanitarian Impact: A Diplomacy Alumna at the Red Cross – Seton Hall University

Report on Alumna Kristen McGuire’s Career Trajectory and Alignment with Sustainable Development Goals

1.0 Executive Summary

This report details the academic and professional trajectory of Seton Hall alumna Kristen McGuire, analyzing her contributions to various United Nations Sustainable Development Goals (SDGs). Through targeted internships, campus leadership, and her current role at the American Red Cross, Ms. McGuire has actively engaged with principles central to SDG 16 (Peace, Justice and Strong Institutions), SDG 10 (Reduced Inequalities), and the broader sustainability agenda. Her career path exemplifies a proactive approach to building a career in global service focused on humanitarian and human rights principles.

2.0 Academic and Foundational Experiences

Ms. McGuire’s undergraduate studies at Seton Hall provided a strong foundation for a career aligned with global development objectives. Her engagement was multifaceted, encompassing both academic coursework and extracurricular leadership.

• Coursework: The Public International Law course was a pivotal academic experience, directly influencing her pursuit of work in humanitarian law and aligning with the principles of SDG 16: Peace, Justice and Strong Institutions.
• Leadership Programs: Participation in the Buccino Leadership Institute and the Honors Program developed critical thinking and organizational skills essential for effective institutional management.
• Campus Involvement: Her roles within the University’s Inclusion Alliance directly addressed themes of SDG 10: Reduced Inequalities by promoting inclusive environments.

3.0 Professional Internships and SDG Impact

Ms. McGuire’s internships provided practical experience in sectors directly contributing to the achievement of key SDGs. These roles were instrumental in shaping her professional focus.

1. American Red Cross, International Humanitarian Law (IHL) Team: This internship offered profound insight into the mechanisms for protecting human dignity during conflict, a core component of SDG 16. She gained experience in the operational aspects of a major humanitarian organization dedicated to principles that also support SDG 3 (Good Health and Well-being).
2. Human Rights Foundation (HRF): Serving as an intern, she deepened her understanding of global human rights challenges. This work directly supports SDG 16 by advocating for justice and strong institutions, and SDG 10 by addressing inequalities faced by vulnerable populations.
3. Local Political Internship: This initial experience in community-level governance provided exposure to the mechanics of public service, which is fundamental to building effective and inclusive institutions as outlined in SDG 16.

4.0 Current Role and Direct Contribution to Corporate Sustainability

In her current position as an Administrative Operations Analyst at the American Red Cross, Ms. McGuire directly supports the organization’s high-level sustainability and business operations. This role is central to advancing the organization’s mission in alignment with global sustainability frameworks.

• Operational Support: She reports to the Chief Sustainability and Business Operations Officer, facilitating the efficiency of the Sustainability and ESG (Environmental, Social, and Governance) Team.
• Advancing Mission Clarity: Her work in streamlining business processes and preparing executive materials ensures that the organization’s humanitarian and sustainability initiatives are executed with maximum impact.
• Broad SDG Alignment: By supporting the sustainability team, her role contributes to the organization’s efforts across a spectrum of SDGs, including but not limited to SDG 12 (Responsible Consumption and Production) and SDG 17 (Partnerships for the Goals), in addition to the organization’s core humanitarian mission which addresses SDG 1 (No Poverty) and SDG 3 (Good Health and Well-being).

5.0 Analysis and Conclusion

Ms. McGuire’s career progression underscores the value of strategic networking and proactive engagement for individuals aspiring to careers in global service. Her journey provides a clear model for translating academic learning into practical contributions toward the Sustainable Development Goals. The path from campus leadership to humanitarian internships and a full-time role supporting sustainability operations highlights the power of curiosity and mentorship in shaping a career that actively contributes to a more just and sustainable world, in line with the 2030 Agenda for Sustainable Development.

Analysis of the Article in Relation to Sustainable Development Goals

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article about Kristen McGuire’s academic and professional journey connects to several Sustainable Development Goals (SDGs), primarily through its focus on education, human rights, international law, and collaborative efforts.

• SDG 4: Quality Education

  The article extensively details McGuire’s educational path at Seton Hall, including her participation in the Buccino Leadership Institute and the Honors Program. It emphasizes how her coursework, such as the Public International Law course, and experiential learning through internships provided her with the critical skills and knowledge necessary for her career. This highlights the role of quality education in preparing individuals for professional roles that contribute to global service.

• SDG 16: Peace, Justice and Strong Institutions

  McGuire’s career is deeply rooted in the principles of SDG 16. Her internship with the International Humanitarian Law (IHL) Team at the American Red Cross and her subsequent work with the Human Rights Foundation (HRF) directly address the promotion of peace, justice, and human rights. Her work involves understanding and applying legal frameworks designed to protect human dignity and limit the effects of conflict, which are central to building strong and just institutions.

• SDG 17: Partnerships for the Goals

  A recurring theme in the article is the power of networking, mentorship, and partnerships. McGuire’s success is attributed to the connections she made with professors, deans, and alumni, such as her mentor Malaak Jamal at HRF. The collaboration between her university and organizations like the American Red Cross and HRF for internships exemplifies the multi-stakeholder partnerships necessary to achieve sustainable development.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the activities and themes discussed, several specific SDG targets can be identified:

1. Under SDG 4: Quality Education

   • Target 4.4: “By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.” The article illustrates this target by describing how McGuire’s education and leadership roles helped her build “critical thinking, communication and organizational skills” as well as “research and policy skills,” which were directly relevant to securing her internships and current job.
   • Target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for… human rights… promotion of a culture of peace and non-violence, [and] global citizenship.” McGuire’s academic focus on international affairs, her “Public International Law course,” and her work on “global human rights issues” are direct examples of acquiring the knowledge and skills outlined in this target.

2. Under SDG 16: Peace, Justice and Strong Institutions

   • Target 16.3: “Promote the rule of law at the national and international levels and ensure equal access to justice for all.” Her internship with the International Humanitarian Law (IHL) Team and her work at the Human Rights Foundation are practical applications of promoting the rule of law on an international scale.

3. Under SDG 17: Partnerships for the Goals

   • Target 17.17: “Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.” The article showcases a successful civil society partnership model where an educational institution (Seton Hall) collaborates with non-profit organizations (American Red Cross, HRF) through internships and alumni networks to foster student careers in global service. McGuire’s advice to “start building your network early” reinforces the importance of these partnerships.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article is a qualitative narrative and does not provide quantitative data, but it implies several indicators that could be used to measure progress towards the identified targets:

• For Target 4.4: An implied indicator is the rate of graduate employment in fields related to their studies. McGuire’s successful transition from a student of international affairs to a full-time employee at the American Red Cross serves as a case study for this indicator.
• For Target 4.7: An implied indicator is the number of educational programs and courses that focus on human rights, international law, and global citizenship. The article explicitly mentions the “Public International Law course” as a key part of her education that directly motivated her career choices.
• For Target 16.3: An implied indicator is the number of individuals trained or working in the fields of international humanitarian and human rights law. McGuire’s experience, from her internship where she “learned the fundamentals of international humanitarian law” to her role at the Human Rights Foundation, represents an individual contribution to this professional capacity.
• For Target 17.17: An implied indicator is the number of established partnerships between universities and civil society organizations for student internships and mentorship. The article details McGuire’s internships and mentorship under an alumna, which are direct outcomes of such partnerships.

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article.

Source: shu.edu