career services assessment plan
DESCRIPTION
Class final presentationTRANSCRIPT
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Career ServicesMegan ChesterBrit JacksonThomas MorganDave Nguyen
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Overview
•College profile and mission statements•Review of career services programs and
assessment plans▫Career Fair▫Shadow Program▫Appointments▫Resume Workshop
•Recapitulation •Class discussion•Questions
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Profile
•Located in Boston, MA•Liberal arts college with a comprehensive
focus in arts and communication•Approximately 3, 500 full time
undergraduate students•Approximately 840 full and part time
graduate students
Adapted from Emerson College (2011)
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Academic ProgramsBachelors Degrees Masters Degrees
• BS Communication Sciences and Disorders
• BS Communication Studies• BA Journalism• BA Marketing
Communication• BA Performing Arts• BA Visual and Media Arts• BA Writing, Literature and
Publishing• BA Liberal Arts and
Interdisciplinary Studies
• MS Communication Disorders• MA Communication
Management• MFA Creative Writing• MA Global Marketing
Communications & Advertising• MA Health Communication• MA Integrated Marketing
Communication• MA Journalism• MA Media Art• MA Publishing & Writing• MA Theatre Education
Adapted from Emerson College (2011)
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Mission StatementsCampus Career Services
• The college prepares students to bring innovation, knowledge, and diversity to the communication and arts industries. The curriculum and co-curricular programs aim to foster students’ respect for diversity, engagement in ethical practices, and social awareness.
• Through co-curricular programs, the Office of Career Service assists students with experiential learning opportunities and post-commencement plans. The Office strives to reach and help all students with resume, job searching, career exploration, interviewing, networking, and more through a variety of workshops, appointments, mentoring, events, and combined efforts with Office of Student Life.
Adapted from Emerson College (2011)
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Career Fair
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Program Overview•The Career Services department
administers two career fairs each year; one in the fall and one in the spring
•Opportunity for students to speak with employers about full time employment, co-op employment, and internships
•Build a professional network to enhance chances of employment
•Students discover opportunities that they can use for experience, credit, and employment
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Learning Outcome to Assess
•After attending a Career Fair students will know how to:
Take initiatives to apply to positions and contact employers
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Assessment Plan
•Assessment tools▫Online Survey
•Sample population▫Career Fair Attendees and Employers
•Use of results▫The Career Services department will
ensure students who attend the career fair know how to communicate with employers about their individual application processes and how to utilize the technology available to apply to jobsAppendices A-C
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Shadow Program
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Program Overview
•Pair with alumni or professionals interested in speaking with students about their professions, and their companies
•Utilize the reflect-explore-connect concept•Provide students with the tools to create
this learning/networking opportunity
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Student Participation Requirements•Complete the application form•Review resume with a counselor•Attend a workshop for networking and
informational interviewing•Sign the networking integrity contract•Meet mentor•Complete program assessment
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Learning Outcome to Assess
•After participating in the Mentor Program, students will be able to:
Determine if their current professional interests are a fit in an industry
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Assessment PlanStudents Alumni and Professionals
• Revision of original application questions and complete
• Ask students how the program itself can be improved based on structure, communications or other reasoning
• Send a survey to participants inquiring about their experience with the student
Appendices D-F
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Use of Results
•Feedback from students and mentors will be used to ensure the program requirements allow students to have a meaningful experience that allows them to determine if their career path choices are good match
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Appointments
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Program Overview
•Students typically schedule appointments to receive help in the following areas:▫Job Searching▫Graduate School Applications▫Resume Revisions▫Mock Interviews▫Cover Letter Assistance
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Learning Outcome to Assess
•After a one-on-one meeting with a career counselor, students will be able to:
Have their questions fully answered which will enable them to feel more confident about the job-seeking process
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Assessment Plan
•Students will be surveyed multiple times through the semester
•A pre-test will be given at the start of the semester to all students
•A questionnaire will be given after each counseling appointment
•A post-test will be given at the end of the semester with questions similar to the pre-test
Appendices G-H
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Resume Workshop
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Program Overview• A Resume Workshop helps students:
o Understand what a resume iso Understand the structure and components of
a resumeo Gain the ability to create their own resume
• Workshops are conducted in a lecture style with a substantial amount of open dialogue between the students and the instructor
• Acts a co-curricular supplement to students' curriculum
• Scheduled throughout the year during various times and days
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Learning Outcome to Assess
•By attending a Resume Workshop students will be able to:
Create a first draft of a resume
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Assessment Plan
•Assessment tools▫Survey▫Document Analysis
•Sample population▫Workshop attendees
•Use of results▫Modify the content of the workshop
Appendices I-J
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Recapitulation• Program: Career Fair
▫LO: Student will know how to take initiatives to apply to positions and contact employers
• Program: Mentor Program▫LO: Students will be able to determine if their
professional interests are a fit in an industry• Program: Appointments
▫LO: Students will have their questions fully answered which will enable them to feel more confident about the job-seeking process
• Program: Resume Workshop▫LO: Students will be able to create a first draft of a
resume
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Discussion Questions• Do you have any additional suggestions for
assessing the mentioned programs?▫What do like or dislike about our assessment
approach?• During your undergraduate experiences did you
participate in any of the programs we discussed?▫If yes, what attracted your attention? Do you recall if
any forms of assessment followed the program?▫If no, what differed you?
• Do you have any suggestions for ways to market Career Services Programs to better engage a greater number of students
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Questions
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ReferencesBresciani, M.J., Gardner, M.M., & Hickmott, J. (2009). Demonstrating
student success: A practical guide to outcomes-based assessment of learning and development in student affairs. Sterling, VA: Stylus Publishing, LLC.
Emerson College. Careers & Internships. Retrieved April 9, 2011, from http://www.emerson.edu/student-life/careers-internships.
Emerson College. Facts & Figures. Retrieved April 9, 2011, from http://www.emerson.edu/about-emerson/facts-figures.
Emerson College. Graduate Degrees. Retrieved April 9, 2011, from http://www.emerson.edu/academics/graduate-degrees.
Emerson College. Undergraduate Degrees. Retrieved April 9, 2011, from http://www.emerson.edu/academics/undergraduate-degrees.
Wagner, V. (2009). Alverno college. In M.J. Bresciani, M.M. Gardner, & J. Hickmott (Eds.), Case studies for implementing assessment in student affairs (PP. 7-12). San Francisco, CA: Joessey-Bass.