At Goldey-Beacom College, career readiness is more than a talking point. It is built into the classroom experience, often by faculty who bring years of hands-on professional work directly to their students.
That is especially true for Brandee El-Attar, a visiting assistant professor at GBC and longtime professional in the human services field. In a recent episode of the Practice to Profession podcast, El-Attar spoke with host Dustin Ramsdell about her work with families, her path to teaching and why helping students understand themselves is just as important as helping them master course material.
El-Attar has spent more than 25 years working with individuals with developmental disabilities, families and human service organizations. Today, she describes part of her professional work as “family success coaching,” a role that brings together education, training and individualized support for families.
For El-Attar, family success does not follow one single formula. Every family has different strengths, needs and values. Her work focuses on helping families identify what success looks like for them, then build routines, connection and support systems that fit their lives.
A major part of that work, she explained, is helping parents and caregivers feel empowered instead of overwhelmed. Whether a child is navigating ADHD, developmental needs or everyday growing pains, El-Attar’s approach emphasizes intentionality, self-leadership and what she calls the “dignity of risk” — allowing young people to take reasonable risks, make mistakes and grow through the process. That philosophy carries directly into her teaching.
El-Attar began at GBC as an adjunct professor teaching Introduction to Psychology before moving into a full-time faculty role overseeing the human services department. She said she had long been drawn to teaching, partly because of the professors who shaped her own academic and professional path. After years of driving past GBC and noticing the inspirational quotes on campus signage, she decided to explore the possibility of teaching there. It turned out to be a natural fit.
In the classroom, El-Attar leans heavily on practical application. When students learn about psychological concepts, ethics, sociology or human services, she wants them to see how those ideas show up in real life — in workplaces, families, communities and their own personal development. That real-world connection matters, especially for students preparing to enter the workforce.
El-Attar said students are not just learning content; they are also developing the skills they need to function well as professionals and as people. That includes critical thinking, communication, self-advocacy, emotional regulation, executive functioning and collaboration. In her view, those skills cannot be assumed. They need to be intentionally built into the learning experience.
We’re teaching students first and subject matter second
El-Attar said during the conversation, emphasizing that content knowledge matters, but students also need the internal capacity to thrive beyond the classroom.
Her courses often include discussion, reflection and opportunities for students to connect academic concepts to their lived experiences. She encourages students to move beyond simply summarizing what they read or watch. Instead, she asks them to think about how the material affects them, what connections they are making and how the concepts apply to the world around them.
Service learning is another key part of her teaching approach. El-Attar encourages students to volunteer and engage with the community, especially in human services courses. Those experiences, she said, help students develop skills they may not immediately recognize — follow-through, empathy, communication, teamwork and a stronger sense of purpose. For students focused on getting hired, that combination can be powerful. Employers may look for technical knowledge, but they also need people who can think critically, work with others, adapt and communicate clearly. El-Attar’s courses are designed to help students build both.
El-Attar wants students to understand that their personal growth is connected to the impact they will have in the world. She encourages them to stay open, embrace unexpected turns and remain willing to grow — even when the path does not look exactly like they planned.
For a college built around helping students move from practice to profession, that message fits. Career readiness is not just about earning a degree or checking off requirements. It is about becoming the kind of person who can step into the world with confidence, purpose and the ability to keep learning.
Watch the episode here!
When asked about the best career advice she has received, El-Attar pointed to two ideas: sell yourself and ask for what you want. She also encourages students to put themselves in rooms where they may not feel fully ready yet. Growth often happens in those uncomfortable spaces.
Her advice to students is direct: practice self-advocacy. Do not assume people can read your mind. Learn how to communicate what you need, what you want and where you hope to go.
And the message she hopes every student takes from her classroom?
You matter.
Goldey-Beacom College is a Equal Opportunity Employer/Program. Auxiliary aids and services are available upon request to individuals with disabilities.
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