cdc career development center

CDC CareerDevelopmentCenter

Annual Report, 2020-2021

Table of Contents

Executive Summary ............................................................................................................................3CDC Usage Report ..............................................................................................................................5How does the CDC prepare students? ........................................................................................7How do students build experience? .......................................................................................... 16How does curriculum connect to career? ................................................................................ 26How does the CDC connect students with alums and employers? ............................... 27What are the post-graduate outcomes for Mount Holyoke students?......................... 34Initiatives & Leadership Positions ............................................................................................... 38Goals from the CDC Strategic Plan ............................................................................................ 38Programs & Services ....................................................................................................................... 39Career Development Center Staff .............................................................................................. 42

Career Development Center Annual Report, 2020-2021

Front cover image: Lucy Frasier, external relations specialist at the Mount Holyoke College Career Development Center meets virtually with a student, 2021.

Mission Fostering lives of intent and purpose through career curiosity,

confidence, and knowledge.

Vision Every student engaged.

Every student experienced. Every student prepared.

Every student connected.

Career Development Center Annual Report, 2020-2021 3

Executive SummaryDuring this year like no other before it, the Career Development Center (CDC) operated entirely virtually as part of Mount Holyoke College’s response to COVID-19. The 2020-2021 academic year brought new challenges for Mount Holyoke students and for the CDC staff, though there were plenty of highlights and progress made throughout the year as well.

As we conclude 2020-2021 and begin a new year, CDC staff will be working hard to address the following challenges and ensure that Mount Holyoke students benefit from all the support, experience, and resources available to help them succeed in their endeavors after graduation:

• Satisfaction with CDC advising remained strong, but a smaller percentage of currently enrolled students engaged with CDC services this year compared with recent years. 63% of currently enrolled students engaged with the CDC 2020-2021, down from our typical range of 70-90% annually.

• Participation in summer experiences was much lower in 2020 than in prior summers, which is particularly challenging given the evidence to suggest that internship participation predicts career satisfaction and confidence, and post-graduate employment and graduate school outcomes. 744 students reported summer internships, research or shadowing experiences, compared with 1,157 students reporting experiences in the summer of 2019.

Despite these challenges, we steadily pursued our vision that every student will be engaged, experienced, prepared, and connected after a Mount Holyoke education. The 2020-2021 annual report that follows answers questions we are frequently asked at the CDC, including these highlights:

How did we support students?• Inspired a 38% increase in student participation in external relations

programs with employers and alums. • Engaged students in new programs including Journaling Your Great

Expectations; Lynk Around the World – Virtual Career Exploration Trip; Black Workers Matter: Strategies for Black Students Working with Trauma (co-sponsored with DEI); and Living as TGNC Beyond MHC: an alum panel discussion (co-sponsored with DEI).

How did students build experience?• 744 students participated in summer internships, research, or shadowing

experiences, and 13 more held on-campus summer student employment. • Over 50 internships were offered by alums in response to a call to action to

support students during the summer of 2020.


• 66% of summer experiences were employer paid or funded by MHC.• 82% of all class of 2021 graduates completed at least one summer

internship, research experience or independent project before graduating.

How did career development integrate with academics and campus life?• The CDC interweaves career development with the student experience

through collaborations with over 70 partners, including academic departments, other campus offices and student organizations.

• An example highlighted in the following report was the new initiative this year to help students advance their career preparation in the COVID-19 environment, which resulted in a special series of 12 collaborations with academic departments.

How did students establish connections with employers and alums?• 115 alum volunteers supported students with their career goals through

CDC signature programs and collaborations; networking and career-related events across campus and through the Alumnae Association.

• Over 170 alums cultivated employment, internships, and professional opportunities for students and recent graduates.

• Students had access to over 12,000 employers and over 32,000 job and internship opportunities through Mount Holyoke’s Handshake portal.

• The Gates virtual networking platform launched to connect alums with students, through a partnership between the Alumnae Association, CDC, and College Relations..

What were the post-graduate outcomes for Mount Holyoke students?• 90% of graduates from the class of 2020 for whom outcomes data could be

obtained (80% of the class) were employed and/or in graduate school within six months following graduation. These percentages were calculated using the definitions established for career outcomes by the National Association of Colleges and Employers (NACE).

• 68% of these graduates were employed including internships, fellowships, and starting a business; 20% were enrolled in graduate or professional school; 9% were seeking employment or undecided; and 2% were not seeking employment or education.

• An analysis of internship data from the classes of 2015-2021 showed that students who completed more internships reported higher career satisfaction, career confidence, and higher salaries following graduation than those with fewer or no internships.

We are grateful for the partnership from Mount Holyoke alums, employers, faculty, staff, and students that has made this progress possible, and that enabled us to move forward in our support of students during this year of rapid change. Thank you for your collaboration as we help students fulfill their visions and goals.


CDC Usage ReportOverall Career Development Center Engagement at a Glance

Class Year Enrolled* Advising ProgramsInformation

Sessions2021 392 219 123 1352022 544 238 210 2332023 429 185 178 1662024 490 81 205 85Frances Perkins Scholars 61 26 30 28

Total undergrad 1,919 749 746 647Alums --- 132 2 35Unspecified or graduate 133 10 15 15

* Totals from registrar spring census; undergrad total includes 3 "other" students; excludes those on leave.

Unique Engagement by Class Year

1,217unique undergraduate students engaged with

the CDC through advising, programs, information

sessions, or events.

Engagement defined as:

• Attending a program (workshop, liaison outreach event, classroom visit, special event) or employer/graduate school information session.

• Meeting with a career advisor remotely through a scheduled or drop-in appointment.

63%of all

undergraduate students engaged

39%met individually with

a career advisor

39%attended an

advising program

34%went to an

external relations event


34%

43%39%

17%

46%

0%

10%

20%

30%

40%

50%

60%

2021 2022 2023 2024 FrancesPerkins

Overall Engagement Individual Advising

Unique Engagement by Class Year

73%

67% 66%

50%

66%

0%

10%

20%

30%

40%

50%

60%

70%

80%


34%

43%

39%

17%

46%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%


31%

39%41% 42%

49%

0%

10%

20%

30%

40%

50%

60%


56%

44% 43%

17%

43%

0%

10%

20%

30%

40%

50%

60%


undergrad total 63%

Advising Programs External Relations Programs

undergrad total 39%

undergrad total 39% undergrad total 34%


How does the CDC prepare students?The Career Development Center’s vision is to see every student engaged, experienced, prepared, and connected during their time at Mount Holyoke College. Annually we strive to provide a diverse array of opportunities and resources for students with the goal of helping them make connections between their strengths and interests as they build career confidence and direction. Programming and individual advising are provided year-round to support students to explore their options, develop individual goals, and ultimately pursue lives of intent and purpose.

While the 2020-21 academic year presented new challenges in delivering services, it also offered a unique opportunity to reassess and re-imagine our resources and programs in

support of all students as we look to the future.

In 2019-20, 49% of all advising engagement came from office hour drop-ins. In 2020-21, office hour drop-ins

comprised only 4% of all advising engagement.

Access to professional career advising continues to be an essential component of individual career development at MHC. Student advising surveys report that students who engage in individual advising experience increased confidence and relevant skills. 30-minute advising appointments were prioritized in 2020-21 to be as responsive as possible to individual needs.

In 2020-21, there was no longer a need for daily drop-in advising using an “office hours” format that was predicated on the former academic schedule and in-person demand. A professional advisor-on-duty model—offering timely individual support to students each day as needed—was developed in response to spring 2020 feedback regarding a need for more flexible access to professional advisors.

This provided an opportunity to seek out new ways to meaningfully involve CDC student employees, many who had worked previously to support daily office hours. Small teams of student employees developed digital content, created specialized internship search resource materials, delivered introductory workshops in resume and cover letter writing, reviewed documents, and supported employer vetting.


Advising: Unique Individual Engagement

30-minute individual career advising appointments are the most common way that Mount Holyoke College provides career development support to students. Appointments are offered year-round and give students the opportunity to focus on their unique needs and goals in partnership with a professional advisor as they learn to navigate the world of work.

Popular advising topics include:

39%of students met with a peer or professional

advisor in 2020-21.

unique students participated in 2,043 30-minute advising sessions in 2020-21, an average rate of 2.3 sessions per person.881

In 2019-20, 858 unique students participated in 1,629 30-minute advising sessions at an average rate of 1.9 sessions per person.

Whether they are building foundational understanding or developing more advanced career development skills,

students are encouraged to define their priorities and pursue these goals with intent, purpose, and authenticity.

• developing targeted and specialized application materials including resumes

• leveraging alum networking

• industry specific interview preparation

This year saw an increase in both the unique number of students who participated in 30-minute advising appointments and in the number of advising sessions they participated in.

• salary negotiation

• navigating workplace dynamics

• optimizing one’s digital presence

• developing dynamic search strategies in response to the COVID-10 climate


574

546

486

180

341

2023

2022

2021

2024

Alum/Graduate

2,12

7

Number of Advising Appointments by Class Year*

* Includes same day, "advisor-on-duty" virtual drop-in appointments; Frances Perkins scholars are included in their anticipated graduation year.

Resume Review

The Career Development Center assesses the first resume that students post to Handshake against a resume rubric to ensure that it meets the minimum criteria according to professional standards.

A small team of student Peer Career Assistants were tasked with facilitating this document review process. Each day they partnered with the professional advisor-on-duty to review resumes, identify constructive feedback, and provide recommendations.

In 2020-21, 100% of individual advising appointments were offered virtually using Zoom or phone. These were scheduled during extended hours designed to meet the diverse needs of students across global time zones—including early mornings and evenings.

By contrast, in 2018-19, 90% of all advising was completed in person, with virtual advising being used primarily by students studying abroad or away from campus during break periods.

79%reviewed by Peer Career Assistants

474resumes reviewed

in 2020-21


Advising Workshops & Events

As students navigated world-wide time zones and a revised academic mod scheduling, the Career Development Center professional staff utilized the College’s newly established Community Hours (including early morning hours and late afternoon/evening hours) to offer programming at more accessible times for interested students living and working globally—often recording content and/or offering programming in more than one time block.

39%of students attended

an advising program or event in 2020-21.

Examples of signature programs co-hosted in partnership with Mount Holyoke College departments, offices, and class boards can be found starting on page 39.

Programming was targeted and developed to meet evolving student needs—including intensive academic schedules as well

as emerging political and social justice interests.

FOCUSMBuilding Career Basics

Students need a solid foundation of core skills in order to progress to more advanced career and self-development competencies. The Career Development Center offered several on-going workshops covering the basics of resume and cover letter writing, interview preparation, and networking. These regularly occuring events were offered by both professional staff and student Experiential Exploration Assistants (read about their experiences on page 23).

160 unique students attended at least one

of 66 career basics workshops in the 2020-

21 academic year.

54 attended more than one

workshop.


Law School Preparation

66%of Mount Holyoke matriculated

law students attended a top 20 program in 2019-20.*

* American Bar Association (ABA); data from 2019-20 Law School Admission Council Matriculations Report and Summary Report, the most recent year available.

The Career Development Center Pre-Law Advisor meets with students and alums throughout the year in both individualized advising and workshops to offer internship and job search guidance, LSAT preparation resources, personal statement reviews and consultation, resume critiques, cover letter feedback, and engagement with alums.

Most Frequently Attended Top 20 Law Schools in 2019-20

Mount Holyoke College students continue to achieve above the US National Decision Profiles on their LSAT scores and GPA.

3.58MHC

average GPA

152national average

LSAT score

3.0national average GPA for the top 100 ABA

approved law schools

161.7MHC average LSAT score (3

year aggregate)


Business Preparation Partner Organizations

The Career Development Center continues to partner with programs that teach critical professional skills including financial modeling, case interviewing, networking and professional branding. This year, affiliates like Harvard Business School, HBX CORe, Forté Foundation, Wall Street Prep, and MBA Crack the Case modified their programs so students could participate virtually for free or at a reduced cost. As a result, we were able to sustain our ability to support students pursuing careers in business, consulting and financial services.

Communications

The Career Development Center utilizes multiple avenues to communicate with students, alums, employers, and parents including emails, social media, Handshake career portal, and the CDC website.

The purpose of the CDC’s communication efforts is to inform students about upcoming events, recruiting, job and internship opportunities; provide content on career development topics; and support other departments in spreading the word about programs they offer related to professional development.

4Wall Street Prep

Participants

67Forte Foundation

Members

20MBA Crack the

Case participants

FOCUSMPreparing for Consulting Recruiting

“The management consulting industry has long been my sentimental favorite….This highly educational program addressing a key element of the recruiting process came with perfect timing. We, the attendees, were very fortunate in having the best possible guidance as we went through the series of fascinating sessions...I highly appreciate having had such a career-critical and confidence-boosting learning opportunity. For sure, it will help me greatly in the pursuit of my desired future path.”

- Shennaz Iefa Jemal ‘22 , MBA Crack the Case Participant


51%open rate

6.9%click-through-rate

295,810emails sent

382distinct campaigns

The industry average for open rates is 34% and the average for click-through-rates is 5%.

Email CampaignsEmail was the primary communications tool in this year's entirely virtual campus experience. This year the CDC expanded its robust email campaign system to send messages about employer recruiting events and job/internship opportunities aligned to students interests based on characteristics like preferred industries and majors. This resulted in more targeted messages being sent to smaller groups of students. Over 100 thousand more emails were sent compared to the prior year and the number of campaigns increased over five-fold.

Video ContentAll CDC workshops were delivered virtually this year and presented an opportunity to record content for asynchronous viewing by students who couldn't attend or wanted to re-watch later. Selected recordings were shared through the CDC's YouTube channel either publicly or through a private link.

Student Peer Career Assistants also worked in partnership with the CDC communications manager to create engaging video content to share through email and social media. Based on the success of these efforts and initiatives we are looking forward to piloting PCA involvement in the CDC’s outreach and student engagement efforts next year as students return to campus.

click to view "Intro to the CDC" video

Resource DocumentsThe CDC improved digital access to documents that previously were provided as print handouts at in-person advising. Resources were compiled by subject in a Google Drive folder that was provided to students in advising appointment follow-ups and in weekly newsletter emails to all students. New to resources this year was the addition of resume samples collected in collaboration with alum volunteers. The CDC also began the process of reviewing all documents through a diversity, equity, and inclusion (DEI) lens, using guidelines developed by the newly formed DEI task force.

https://www.youtube.com/watch?v=ax4WKTksopI

https://www.youtube.com/watch?v=ax4WKTksopI


FOCUSMFirst Generation Network and Fearless First Students

The Career Development Center has played a pivotal role in Mount Holyoke’s First-Generation College Student Network (FGN) since its inception. The FGN is composed of administrators, faculty, and staff whose work influences the retention, persistence, and matriculation of first-generation college students at Mount Holyoke College. This work group provides programmatic initiatives necessary to support first-generation students. With members of FGN, the CDC actively assists with coordinating programs for First Generation and Low Income (FGLI) students.

Our Senior Associate Director of External Relations serves as a co-advisor with Associate Dean of Students, Community and Inclusion, Division of Student Life First Generation and Low-Income student organization. Through career-related workshops specifically for FGLI students, we provide personalized attention and guidance to help FGLI students achieve their overall professional and career goals.

"{CDC} is a vital member of the First Gen Network. The goal of the FGN is to create connections with first generation and/or low-income (FGLI) students, so that they become aware, familiar, and comfortable with the important resources on campus. Many of our FGLI students do not know how to look for important resources like the Career Development Center, and if they do, many are hesitant to reach out. Having a direct contact to the FGLI students creates an important bridge to using the CDC for the FGLI students. They know that (this person} is there ready to help and that {they} understand who they are and what they need. {The CDC} also utilizes the student group, FLIP, to get the word out to FLI students about important events that will be helpful to their growth as students. This direct contact creates trust and ensures early and often usage of the important services provided by the CDC for our FGLI students."

-Kim Parent, Assistant Dean of Studies, Class Dean forNew Students and First Gen Network Member


NEEDS IMPROVEMENT(-100 - 0)

GOOD(0 - 30)

GREAT(30 - 70)

EXCELLENT(70 - 100)

-100 100

2020-21 NPS (77)

Student CDC Evaluation Surveys

What students said about the CDC:

I was able to polish my resume and learn

more about what employers expect...so I know how to adjust it as I move forward and

apply to other jobs.

...gave a lot of concrete advice and encouragement

and made me feel a lot calmer and more

competent about the whole process of completing my

application.

“

“

“

“

‘agree’ or ‘strongly agree’ that they “gained information and/or resources to help me accomplish my goals or find answers to my questions.”94%

Net Promoter Score (NPS)The NPS is a way to measure student satisfaction. Students are asked to rate the CDC on scale of 1-10. Net Promoter methodology then classifies responses as Promoters (9-10), Passives (7-8), or Detractors (0-6). The percent of Promoters minus the percent of Detractors determines the NPS.

Of the respondents who shared a next step in their career planning process, all provided plans for appropriate action to obtain their goals post appointment.

90% of respondents were able to identify at least one career competency they had furthered by participating in career advising—the top three were oral/written communication and career management, and critical thinking/problem solving.

189 appointments were held during the fall 2020 and spring 2021 2-week survey periods with a 33% survey response rate.

Our NPS had a slight increase to 77, remaining in the highest category of 'excellent.'


How do students build experience?A central goal of the Career Development Center is to ensure that each Mount Holyoke College student has the opportunity to explore their career interests, gain practical experience and begin to develop a professional network through professional experience, or work-based learning. The CDC has many partners in this work, from the academic centers to individual faculty and staff who offer advising, connections and opportunities to MHC students.

2020-21 brought unique challenges to work-based learning initiatives of the college. The demands of remote learning, combined with reduced student staffing needs at the college and with employer partners, reduced both the number of opportunities and student capacity to find and secure those opportunities that were available. Simultaneously, a college hiring freeze led to a reduction in the number of staff focused on work-based learning across the college.

In spite of those challenges, MHC students received significant support from the financial, such as work-study replacement grants, to the interpersonal, such as a summer internship/research orientation that connected close to 300 students to 35 alums across 14 popular industry groups.

Ultimately, about half of the typical numbers of MHC students engaged in work-based learning through summer internships and research or student employment during the 2020-21 academic year. Fortunately, the senior class still gained a great deal of experience before graduating.

The class of 2022, however, has experienced disruptions to the summers following both their sophomore and junior years, as well as limited student employment opportunities during their junior year. Early and individualized career planning in fall 2021 will be an important priority for this group, particularly to encourage active engagement during the senior year and for support in crafting a constructive career narrative.

82% of 2021 graduates completed at least one summer internship, research or independent project before graduating.

Early engagement played an important role for this class.


469

182

138

26

25

0

0 50 100 150 200 250 300 350 400 450 500

Internship

Research

Internship or Research (Detail not provided)

Independent Project

Substantive MHC Job

Shadowing

Reporting Period: May 2020 - May 2021We used several data sources to create this report, including: Lynk UAF Application data, Inform Your Advisor data, JobX Hiring data and MHC Student Payroll data. Given the timing of the Inform Your Advisor survey (complete at end of fall semester), a comprehensive review of internships and research is finalized in the spring semester following any given summer.

Building Experience: Summer 2020

students reported internships, research or shadowing (compared to 1,157 in 2019), plus 13 held MHC student employment jobs.

All experiences are captured in this chart. Some students reported multiple experiences, meaning that the total in this chart is more than the total number of students reporting experiences.

744

Internships were most impacted by COVID-19, dropping from 860 in 2019 to 469 in 2020. Research stayed stable,

while Independent Projects grew by 50%.

Research with MHC Faculty: Summer 202062 of the students participating in non-independent research reported doing so for an MHC faculty member. Additionally, 15 independent research projects were formally supervised by MHC faculty.


Student Employment: Summer 2020The CDC manages the Student Employment Program, with advice and support from the Student Employment Advisory Committee. While positions are reduced over the summer months, those available can be valuable growth opportunities. 2020 was half of what is typically available in a non-COVID year.

Examples of summer student employment: Research Assistant, Museum Education Intern, Curatorial Intern, and Manuscript Preparation Assistant.

51students held

summer jobs on campus

30were research or internship-type

work

A subset of student interns and researchers participated in summer MHConnect experiences—high-quality, competitive internships where Mount Holyoke students have access to a special application pathway and benefit from the close relationship that the college has cultivated with the organization.

While many internships were canceled in spring 2020, 20 students (67 in 2019) were able to participate in 14 MHConnect internships (34 in 2019). These internships were curated through 3 MHC centers (Career Development Center, McCulloch Center for Global Initiatives and Miller Worley Center for the Environment), coordinated by the Career Development Center. Sample MHConnect sites:

MHConnect: Summer 2020

Alum Connected Internships: Summer 2020Alums, faculty, and other members of the extended MHC community answered a call from the CDC and the Alumnae Association to share remote internships or open positions in the wake of COVID-19 hiring freezes and internship cancelations.

Over 50 internships and full-time jobs were received in less than a month following the call to action.

19 Lynk funded internships were supervised by MHC alums.


Internships and Research: Summer 2020

Faculty, alums, staff, and other students and resources Handshake, Intern Network, etc. 21% reported finding their opportunities through utilizing their personal networks or through connecting directly with organizations of interest.

FOCUSMAlums Go the Distance with Remote Internships

Hannah Pozzebon ’20 had been planning to spend the summer after graduation in France, teaching English, but COVID-19 changed all that. Instead of booking travel itineraries, Pozzebon found herself contemplating a summer with no plans, back home outside of Nashville, Tennessee.

Fortunately for Pozzebon, the Career Development Center (CDC) launched an effort to reach out to alums who could offer remote internships so that Mount Holyoke students could maintain their professional development even amidst the global pandemic. Alums responded by the dozens offering internships around the world for qualified Mount Holyoke students.

Using the CDC’s Handshake platform, which helps match students to career opportunities, Pozzebon came upon an internship with the American Chamber of Commerce in Myanmar, offered by Tatum Albertine ’14.

It was an instant match. Albertine, for her part, was eager to give back to her alma mater in a way that she knew would make a meaningful impact.

“I was so thrilled when I saw the post from the CDC,” she said. “Having lived abroad for almost ten years, I was excited to have a means of connecting back to Mount Holyoke.”

- excerpted from an article by Keely Sexton, MHC Media Relations Manager

62%of Lynk UAF summer

funding recipients reported finding their

internships through MHC people and resources.


Student Employment Paid Unpaid

66% of positions were employer paid

or MHC-funded,

How Students Were Paid in Summer 2020

MHC Stipends (Lynk & Grants) & Employment 37%

Unpaid 34%

Paid 29%

a decrease from the more typical 75%.

The reduction comes primarily in the category

of paid internships.

Participation by Class Year Experience Location

Typically 20-25% of internships are completed in an international location (based on student citizenship). Due to COVID-19 impacts on travel and in-person work, in 2020:

Top 10 Industries

1. College/University (much of this is STEM research)

2. Educational Services

3. Scientific Research

4. Computer & Information Systems

5. Government/Military

6. Philanthropy/Foundations

7. Arts-Creative Arts

8. Communications Industry

9. Financial Industry

10. Environmental Services

Health sciences and human services, typically in the top ten, decreased significantly due to the pandemic while projects in the creative arts and philanthropy increased.

50%

37%

28%

17%

28%

0%

10%

20%

30%

40%

50%

60%


62%in the US by international

students

10%international

for the student


Lynk UAF: Summer 2020 Internship & Research Funding

Mount Holyoke College’s Lynk UAF Program provides funding of up to $5,000 to every eligible student with a qualified summer internship or research position.

In 2020, 559 students completed Step 1 of the program, articulating academic and career goals while learning essential job search skills and research ethics.

Since the Lynk UAF program began in 2014, MHC has supported over 2,100 students with a total of almost $8.4 million.

59%internships

33%research

8%independent

projects

262students were

granted awards for a total of $784,709.

81%of experiences were remote

96%

of 2020 Lynk supervisors reported that their intern/student researcher

had developed skills, knowledge and attitudes necessary to build a

career in their field.

of Lynk UAF recipients reported a “good” or “great” experience.

93%98%

of 2020 Lynk supervisors recommend the student

for permanent or full-time employment.

“… I learned deeply about the power, meaningfulness, impact, and importance of building community...even through a screen! It gave me hope that Quarantine may not have to be as isolating and lonely as it presents itself to be. Our interactions through Zoom sparked a curiosity and drive in me to make the best of my time at home... Ultimately, this aided my holistic wellbeing and mental wellness.”

- 2020 Lynk UAF Recipient


Building Experience: Academic Year 2020-21

Mount Holyoke’s undergraduates typically work in a diverse array of jobs both on and off-campus, the majority of which provide high quality opportunities for learning. While opportunities were fewer in 2020-21, those jobs that were retained were typically high quality, essential roles.

On-Campus Employment: Academic Year 2020-21

Level 1 jobs are entry level, requiring no pre-existing experience. The 756 level 2-5 positions are skilled jobs that provide training and opportunities for learning.

Job Types

undergraduate students held paid student jobs this academic year (compared to 1,481 in AY 2019-20).643

34% of all undergrads worked (compared to 70% in AY 19-20) in a total of 1,108 student jobs (compared to 2,671 in AY 19-20) through Student Employment in 2020-21.

37%US Students

24%International

Students

Participation by Class Year

52%

46%

33%

6%10%

0%

10%

20%

30%

40%

50%

60%


351

204

470

68

14

0

50

100

150

200

250

300

350

400

450

500

Level 1 Level 2 Level 3 Level 4 Level 5

Typically, similar percentages of US and international students work. Fewer international students were able to work for MHC in AY 20-21 due to remote work legal barriers across countries.


FOCUSMStudent Employee Experiences Working in the Career Development Center

“Working at the CDC as an Experiential Exploration Assistant was an amazing experience. I was able to develop public speaking skills and leadership skills from this position. Working alongside a small group of people was an intimate experience because I was able to get to know my co-workers inside and outside of the job. My boss was also an amazing boss. She was always there for me and my coworkers, held check-ins to see if we ever needed anything, as well as asked for updates on how the presentations were going weekly. I hope to work alongside the people I did during my time at the CDC in my future jobs, because they made my experience unforgettable.

I appreciate all of the memories that I am taking from my CDC experience because I got to teach others, and learn things for myself. I now know what it is like to work in a professional space, and the space feel comfortable enough where I do not have to “hide” who I am." - Ashley Jimenez '21

"I have worked at Mount Holyoke's Career Development Center since the spring of my first year. Now, almost three years later, I recognize that applying for the position of an Experiential Exploration Assistant (EEA) was one of the best decisions that I have made in my undergraduate career. At the CDC, I have found my support network. The kindness of Ju Kielb, Roshonda DeGraffenreid, Yaldira Felix Castro, and Jenny Watermill have been transformative. It was at the CDC that I learned what it meant to be treated as a person first and employee second, which is a rarity, especially as a student. The CDC has always been willing and ready to answer any of my questions, frantic emails, and nebulous career confusions. I have deeply enjoyed learning skills from the workshops I taught that I know that I can carry forward with me, share with my community, and pass on to others in the future." - Maya Sopory '21

"Working with the CDC was truly a fun experience. I often felt that it was less of a job and more of a fun way for me to connect better with my peers. I developed a great relationship with not just my co-workers, but also my supervisor. They were an amazing support system and guided me so much. I got to improve so many of my skills, and truly found this job to be a fruitful experience!" - Rehat Thussu


Research with MHC Faculty43 students were paid through Student Employment to work on research in 44 positions in 13 academic departments and 1 administrative department this past year. In keeping with overall student employment numbers, these are roughly half of those in a typical year.

Where Students Gained Experience

68 campus offices, departments and centers engaged students in work-based learning 2020-21 (compared to 88 in academic year 2019-20).

MHConnectThe Weissman Center for Leadership, through their Community Based Learning (CBL) and Leadership and Public Service (LAPS) programs, offers term-time MHConnect experiences. Academic year MHConnect opportunities are paid by the College.

Dining Services is typically the top student employer, but was not in academic year 2020-21 due to a reduced residential model. Other offices, such as Residential Life, were able to pivot the roles of their student work-force to meet new needs.

Off-CampusIn addition to the fellowship roles that Community Based Learning offers, there were opportunities for students to work (remotely) within our local community. These are also managed through the CBL office.

Sample Community Partners for CBL, LAPS and Off-Campus Student Employment:

Top On-Campus Employers

• AccessAbility Services

• Mathematics & Statistics

• Weissman Center

• Student Involvement

• Physics

• Residential Life

Student employees receive training relevant to their specific positions. The CDC also shares online trainings on communication,

professionalism, teamwork and time management.


COVID-19 Impacts on Student Employment

While the limited residential model reduced the need for student employees overall, many departments were able to continue to employ students in essential roles both on-campus and remotely. Several temporary policy and practice shifts were necessary to reduce risk and improve equity as administrative and student needs shifted:

Remote WorkAfter carefully considering state, federal and international employment laws, we implemented the following eligibility rules for remote student work during the pandemic:

• Students living in Massachusetts, including those living on-campus, were able to work remotely.

• Students who previously worked for the College physically on-campus, who were living within the U.S. were able to work remotely.

• Students living abroad were not able to work for the College in AY 20-21, regardless of citizenship or previous employment with MHC.

• Students who had not previously worked for the College and were living within the U.S. were sometimes able to work, depending on the employment laws in their state of residence.

Work StudyBecause both student jobs and eligibility to work remotely were limited, work-study replacement grants were provided to all work-study eligible students in the fall (in lieu of work-study awards). As more students moved to campus in the spring, available jobs increased, and so work-study eligible sophomores, juniors and seniors residing on campus were awarded work-study. All other work-study eligible students received grants again in the spring.

Placement ProjectEven with a highly reduced number of work-study awards, the college did not start the spring semester with enough jobs for all students with work-study awards. The Student Employment Office, with financial support from the Academic and Enrollment Divisions, worked with 17 college departments to build new positions for these students.

We anticipate that some of these pandemic related policies and practices, such as those related to work study replacement and remote work, will be

retired as the college returns to a more typical residential model. Decisions will be made during summer 2021 for AY 2021-22.


How does curriculum connect to career?Over the last 5 years the Career Development Center has established a liaison network to provide reliable communication and specialized support to academic departments and campus partners, including student organizations.

unique academic departments and other campus partners collaborated on 57 programs in 2020-21.78

FOCUSMPreparing for a Pandemic Summer

In December 2020, Executive Director Liz Lierman reached out to academic department chairs to share an update on internship prospects for summer 2021 and information regarding the current recruiting climate expected for new grads. She asked for their support in connecting with students to share targeted tips on hiring, internships, and virtual engagement with employers. The response was strong and immediate. There were 12 “Advancing Your Career During COVID-19” related programs and class visits co-hosted with academic departments this year, in addition to our typical collaborative programming.

"I was delighted to work with Jenny Watermill of the CDC this year on resources for our many English majors. She held a very helpful Zoom session with our students in February, providing excellent examples of different kinds of "wandering" paths taken by English majors, as well as much other information of use in this Covid year. She also provided internship and career data for our departmental Moodle site and was in touch with me throughout the year on specific internships. Her work is vital for teaching our students about their many options as English majors and connecting them to important opportunities."

- Elizabeth Young, Carl M. and Elsie A. SmallProfessor of English; Chair of English

CDC professional staff reach out multiple times during the year to share updates, highlight resources in support of integrated advising, and to invite opportunities to collaborate. These partnerships are critical to deepening and diversifying engagement with students across disciplines and areas of interest.


A primary objective of the Career Development Center is to help facilitate career-oriented connections between students, employers and alums. The CDC also aims to create opportunities for alums and students to engage around identity and industry, and to elevate the visibility of multiple industries.

Similar to Mount Holyoke College, 2020-21 required many companies and organizations to halt in-person recruiting engagements on college campuses.

How does the CDC connect students with alums and employers?

In response to the changing recruiting landscape, the CDC provided students and recent alums with quality virtual

employer and alum programs in a wide range of industries.

These events were held over Zoom and accommodated students in a variety of different time zones. Most events were recorded for asynchronous viewing.

What’s more, CDC staff aimed to ensure that employers and alums had first-rate experiences when meeting with our students. Here are some highlights from the year:

• Continued to leverage Handshake, our career services management platform, and opportunities grew by 26% through improved ease for employers to post jobs and internships.

• Student participation in external relations programming increased by 38% from the 2019-20 academic year.

• In collaboration with employers, graduate schools, academic departments, centers and student organizations, the Career Development Center was able to increase the number of alum-related events offered by 53% from last year. (In 2020-21, 52 alum-related programs took place vs. 34 events in 2019-20).

• In partnership with the Alumnae Association, Advancement and LITS, the CDC launched a networking platform exclusive to the Mount Holyoke College community called The Gates.


102136

187212214

322323

392418426

521625

719753

105911221142

15701881

0 200 400 600 800 1000 1200 1400 1600 1800 2000

Transportation & LogisticsEnergy

Retail Stores & TradeHospitality

Food, Beverage & Consumer Packaged GoodsAgriculture & Natural Resources

Pharma & Medical DevicesManufacturing

Professional ServicesArchitecture, Real Estate & Construction

OtherMedia & Marketing

Arts, Entertainment & RecreationFinancial Services

Government, Law & PoliticsHealthcare & Services

TechnologyNon-ProfitEducation

Employers by Industry

Opportunities by Type

Jobs 64%

Fellowships 4%

Internships 29%

Volunteer, exploratory learning, and cooperative education opportunities were less than 1% each.

The Career Development Center continues to utilize our online career portal, Handshake, to connect students and recent graduates with a variety of employment opportunities. 211 employers were on Forbes’

Fortune 500 list of top organizations.

12,124 employers can post opportunities in Mount Holyoke’s Handshake portal, a 26% increase over last year.

Handshake at a Glance

32,353jobs, internships, fellowships and

exploratory learning opportunities were posted

8,653job and internship applications were

submitted by students

Virtual Recruiting Students received access to a total of 312 externally hosted virtual employer information sessions and fairs through Handshake, a 90% increase from last year.


We partnered with employers to identify student groups whose backgrounds and interests aligned with organizational

recruiting needs to heighten their visibility on campus.

The Career Development Center’s recruiting program grants employers the option of leveraging our expertise and resources to identify MHC students for job and internship opportunities. Changes were made to ensure a quality recruiting program during a remote academic year, including new considerations for the timing of events in order to accommodate international students, and the development of innovative event content in order to educate students on how to succeed in a virtual environment. In total, we hosted 111 employer and graduate sessions.

34%of students attended an external relations program or event in

2020-21, a 38% increase over the previous year.

On-Campus Recruiting Partners

For example, the programs CS Resume Reviews and Making the Most of Summer co-hosted by MHC Computer Science Society offered an opportunity for students to get critical feedback and advice from employers about subjects most salient to them; Hispanic Association of Colleges and Universities Internship Opportunities and United States District Attorney Information Sessions were co-hosted in partnership with MHC’s Pre-law Association and Ortega Cultural House.

“The team at Mount Holyoke has done an amazing job being flexible and adapting to the pandemic, servicing students and employers alike with virtual events. I want to note that it has been amazing working with {the External Relations} team this year-- we particularly appreciated {their} outreach to students from underrepresented communities for our events.”

- Yein Kim, The Broad Institute


Three College Recruiting ConsortiumThe streamlined partnership with Amherst and Smith Colleges provides our students with access to an increased number of internship and job opportunities while offering employers a larger and more diverse applicant pool.

63unique employer

information sessions

102unique companies and organizations

11virtual campus

interviews

Consortia Career FairsStudents attended fairs virtually at UMass Amherst, Smith College, Lockin China, Massachusetts Educational Recruiting Consortium. Massachusetts Institute of Technology, Westfield State University, Worcester State University, and many more.

Students had access to over 500 unique employers from over 45 different industries through career fairs as a result

of the remote environment, triple the typical number.

New Employer RelationshipsA small sample of the new employer relationships that our office cultivated over the past year: “Since I began my role

in May of 2020, I’ve had an excellent experience working with the Career

Development Center. Communication has been outstanding, and I’ve felt

very supported in my role as a recruiter. Each time

I propose an event or outreach activity, the CDC has gone to great lengths

to make it/them happen. I am very appreciative of

all that the CDC does, and look forward to working

with them more this summer and upcoming

academic year.”

- Randi Dermo, Peace Corps


FOCUSM

“My first year, I reached out to the CDC as an anxious spring admit. I was thrilled when the supervisor of the External Relations team hired me as an Assistant. Immediately, I began learning about the companies recruiting MHC students and the skills necessary to stand out. I attended resume workshops, info sessions, and mock interviews to find the summer internship of my dreams. Through the CDC, I met a True Ventures representative and I received their True Entrepreneur Corps (TEC) Fellowship; I worked remotely during the summer of 2020 for their portfolio company, Prellis Biologics.

After the program came to an end, Prellis decided to keep me on the team, and I was a Sales and Marketing Intern until June 2021. After graduation, they offered me a full-time position on their unique, multidisciplinary team as a Marketing Associate. Now, after a year of remote work, I am moving to San Francisco in July 2021 to pursue my position as a 22-year-old woman with a Liberal Arts education in the tech capital of the world.

“The CDC has taught

me countless lessons:

professionalism, resilience, positivity,

drive.”

A Four Year Journey

Without the CDC, I would have never applied to True Ventures’ program and found my current employer, Prellis. As a MHC student and a CDC employee, I saw firsthand the impact their services have. I encourage all alums and students to use the CDC to their advantage — their team is full of intelligent, hardworking, and determined individuals who care about your success.”

- Tess Remick ‘21, Romance Languages (Spanish and French) major with

a Nexus in Journalism, Media and Public Discourse, Prellis Biologics


Alum Volunteerism

Alum volunteerism is essential to educating students about the endless opportunities that await after graduation. With evolving career landscapes—exaggerated by the global pandemic—alums collaborated with the Career Development Center in a variety of ways that was pivotal to keep MHC students competitive. Alums volunteered as speakers and panelists, technical resume contributors, and educators through an employer-based shadow program.

By the numbers

countries and 151 cities from across the globe and every Mount Holyoke College major were represented by alum volunteers.24

unique alums supported the CDC's signature programs and collaborations with academic departments and other campus life offices.115

293 unique alums communicated with the CDC throughout the 2020-2021 academic school year including our signature events, collaborative partnerships with other departments and campus offices, mentoring and reference support, as well as employer-related initiatives.

unique class years were represented from 1964 - 2020, including members of our Frances Perkins Scholar, LGBTQ+, International, and First Generation communities.

52

unique alums cultivated recruiting relationships directly leading to employment, internships, and professional opportunities for students and recent grads, a 31% increase from last year. 172

200+alum-related activities during the 2020-2021

academic year.

This year, the CDC explored an exciting partnership with Mount Holyoke’s Office of Diversity, Equity, and Inclusion (DEI) to better synchronize our programming with the diversity of our student population. The range of industries and identities represented in signature programming and partnerships was expanded through virtual alum panels and networking events. See page 39 for more information on these programs.


The Gates

A Mount Holyoke College exclusive networking platform—developed in partnership with the Alumnae Association, Advancement and LITS—launched to all students in January 2021. The Gates makes it easy for alums, students, faculty and staff to connect (and reconnect) at a time when networking and connections are more vital than ever to assist with internships, job searches and career advancement. Student users can search for alum users by region, affinity group, major or career industry to boost professional development and access support as they embark on careers.

Completed Profiles

72% of alums responded when

a student emailed them through

The Gates

Students 510 (22%)

Alums 1,783 (76%)

Staff and Faculty 46 (2%)

15%

22%

29%

34%

2022

2023

2024

2021

16% of students in The Gates are first generation college students and 22% are international students.

“...it's great that MHC has a MHC-only networking platform. I feel safe sharing information about myself on this

platform because of the MHC focus and look forward to making connections with inspiring alums!” - student user


What are the post-graduate outcomes for Mount Holyoke students?Mount Holyoke College students lead rewarding careers in a wide range of fields following graduation, from medicine, law, arts, and education to scientific research, finance, and consulting.

These numbers were calculated using the definitions established for career outcomes by the National Association for Colleges and Employers (NACE).

Class of 2020 Outcomes 6-Months Post Graduation

of the class of 2020 were employed, in school, or participating in an internship program six months post graduation.*90%

* 80% knowledge rate, comprised of graduate outcome data that could be obtained using the standards established by the National Association of Colleges and Employers.

60% Employed

20% Graduate or Professional School

4% Internship/Fellowship

9% Seeking Employment or Undecided

4% Volunteer or Service Program

0% Starting a Business

2% Not seeking Employment or Continuing Education

60%Employed


7%

8%

8%

9%

9%

11%

0% 5% 10% 15%

Computer, Informationor Library Sciences

Social Sciences

Physical Sciences

Education

Business Services

Health Care

Class of 2020 Employment Outcomes 6-Months Post Graduation

Mount Holyoke graduates embarked on careers around the globe and that span a wide range of industries.

Top Industries Top Employers

Class of 2020 Education Outcomes 6-Months Post Graduation

Over 75% of our alums have enrolled in graduate or professional school within ten years of graduation.

Top Fields of Study Top Schools

7%

8%

13%

14%

14%

23%

0% 5% 10% 15% 20% 25%

Social Services, PublicPolicy or Advocacy

Finance, Insurance orReal Estate

Hospitality, Tourism orTrade

Technology, Scienceor Engineering

Healthcare/Medicine

Education


Internship Experiences & Lynk Impact on Career Outcomes

The Career Development Center and the Mount Holyoke Office of Institutional Research recently analyzed data* from the classes of 2015-2021 to determine the impact of internship experiences and Lynk funding on student career outcomes.

Career "On Track" Rating

Confidence Planning Your Career

First Destination Principle Activity

First Destination Full-Time Job Base Salary

24%

45%

46%

39%

46%

27%

49%

9%15%17%

56%

35%

51%

38%

54%

27%

8%9%

33%

29%

38%

21%

41%

18%

33%

27%30%

21%

25%

58%

19%

58%

11%

68%

17%23%17%

6%8%

0 3-71-2 0 3-71-2 0 3-71-2 0 3-71-2

By Number of Internships

■ 8-10 rating■ 4-7 rating■ 0-3 rating

■ Very confident■ Generally confident■ Somewhat confident■ Not confident at all

■ Employment, full-time■ Grad or prof. school■ Employment, part-time■ Intern/Fellowship/Service

■ More than $60k■ $30k-$50k■ Less than $30k

* Data comes from the Six Months Out Surveys sent after graduations, except for 'Confidence Planning Your Career,' which comes from the Senior Surveys sent out prior to graduation.

Students with multiple internship experiences reported increased career trajectory satisfaction, career confidence, employment and graduate school activity, and base salary.

COVID-19 Impact on the Class of 2020

37% of respondents to the Six Months Out Survey had post-graduation plans in place that were altered by their employer or graduate school because of COVID-19. These were the most frequent words when asked to elaborate on how their plans were altered:


My Journey Begins: Class of 2021

Each year, the CDC invites graduating seniors to make signs celebrating their first destinations and aspirations and have their pictures taken. 25 students from the class of 2021 participated in My Journey Begins. This is less than what is seen in a typical year, when the CDC can connect with students in-person at outreach events for sign-making and photo-taking.

FOCUSMInterns & Researchers Learn from Alums Around the World

Our Internship Research & Orientation pre-summer program provides workplace preparation and networking activities, intended to encourage students to consider emotional intelligence, communication, ethical and cultural choices that they may encounter in their internship and research settings. This year's virtual event reflected the CDC's overall diversity initiatives with a 54% increase in alum participation.

By the numbers:

• Connected 37 alums—representing every class year from 2008-2020—with almost 300 students through synchronous and asynchronous participation.

• Gathered alums from 8 countries and 32 cities located throughout the world.

• Within the 19 industry-related topics, our alum panelists represented 38 unique majors where 165 students were able to connect directly with various alum identities including LGBTQ+, First Generation, and International within the 14 panel discussions.


Initiatives & Leadership Positions

Liz Lierman• Co-chair, NACE Liberal Arts Colleges and Majors Affinity Group• Interim Executive Director, Alumnae Association of Mount Holyoke College

Roshonda DeGraffenreid• Committee Member, Mount Holyoke College’s First Generation Network• Mentor, Posse #12

Jenny Watermill• Co-Chair, Lynk Exceptions Committee• Member, Lynk Steering Committee• Co-Chair, Student Employment Governance Committee

Kelly Woods• Member, National Career Development Association International Student

Services Committee; Resource Guide Project Co-Chair

Leadership Positions & Recognitions

Goals from the CDC Strategic PlanGOAL #1, Curriculum-to-career: Demonstrate the wide variety of possible paths from the liberal arts and sciences through collaboration with faculty and academic departments.

GOAL #2, Inclusion and scale: Welcome and include all students in career development through services, resources, and language that are accessible and inclusive of all social identities.

GOAL #3, Preparation through experience: Support students in learning to navigate and succeed in professional environments through experiences gained during their time at Mount Holyoke.

GOAL #4, Career connections: Facilitate career-oriented connections between students and practitioners, creating opportunities for alums and students to engage around identity and industry, and increasing the visibility of multiple industries.


Programs & ServicesSignature Programs & Events

Advancing Your Career During COVID-19Through multiple sessions hosted in partnership with academic departments across campus, students were invited to learn about a variety of strategies for getting jobs and internships during a challenging market. Specific data and resources in support of the diverse interests and industry areas pertinent to the academic department were compiled and incorporated during each session.

Career Basics WorkshopsWeekly workshops were offered by professional staff or highly-trained and dedicated student employees on fundamental career development skills, including resume and cover letter writing, interview preparation, and networking. These workshops give students the building blocks to explore career topics at their own pace and provides a bridge to engage with the CDC early in their college experience.

Fall Kickoff EventsThe CDC hosts a number of events in the fall to prepare students to take advantage of career and internship opportunities throughout the year, including: First Year Orientation, Senior Meeting, and International Student Meeting.

Lynk Around the World - Virtual Career Exploration Trip The Career Development Center and McCulloch Center for Global Initiatives partnered together to host a virtual career exploration experience that offers students an opportunity to meet with alums and explore career industries in countries such as Nicaragua, London, and the United States of America. Students learned first-hand what it’s like to work in various industries, including nonprofit and philanthropy; media and communications.

Lynk Universal Application Funding (UAF)MHC provides funding for sophomores and juniors to pursue unpaid internship and research opportunities through the Lynk UAF program. This program provides students with a centralized application for funding unpaid, student-identified opportunities in traditionally underfunded fields. The CDC manages the operation of the college’s Lynk UAF program, including development and management of the online application system, coordination and membership of various Lynk UAF committees, application review, management of a $1,000,000 internship/research budget, and hosting the Internship & Research Orientation.


My Journey BeginsThis spring campaign celebrates the first destinations and aspirations of the MHC graduating class. Students are invited to make a sign and take a photo, which are displayed on campus and social media. Reported outcomes are also recorded.

Sophomore InstituteSophomores joined alums, advisors and presenters from various College offices, Centers and the CDC at this award-winning event. This year, students learned about networking, internships, and incorporating identity, values, and strengths in their work through a series of online events offered over the first week of spring semester classes.

Student Employee Supervisor TrainingsSupervisors of student employees receive supervision training every three years and attend a supervisors’ meeting twice a year, hosted by the Career Development Center. These offerings provide training on being effective supervisors and work-based educators, along with important policy and practice updates. The CDC also offers supervisors individualized advice and support upon request and distributed a Supervising Remote Student Employees guide to support supervisors with managing remote employees.

Co-Sponsored Programs & Events

Black Workers Matter: Strategies for Black Students Working With Trauma and MicroaggressionsThe Career Development Center partnered with Mount Holyoke College Diversity, Equity and Inclusion Department to host a workshop series on what current students and recent alums can do as an intern or new employee to challenge racism and bias and how to be allies to their Black co-workers in the workplace.

Careers in Tech for Every MajorCareers in Tech for Every Major is an annual alum panel discussion about the variety of jobs in technology and some of the many paths available in the industry. This is a cross-campus effort co-hosted by the Computer Science department and Alumnae Association.

Crafting a Life in the Arts 2021 in the Time of COVID-19 CALA is an annual event that connects students interested in the arts with alums who have successfully pursued careers in these fields. The event has a keynote speaker and breakout panel sessions. This is a cross-campus effort led by the InterArts Council, the Departments of Architecture, Art History, Art Studio, Creative Writing, Dance, Film, Music, Theatre, MHC Art Museum, the Office of Student Life, and the Career Development Center.


Internship & Research OrientationThis event is offered in the late spring semester as a required event for Lynk UAF recipients, and open to all students with summer internship and research plans. The orientation provides workplace preparation and networking activities, intended to encourage students to consider emotional intelligence, communication, ethical and cultural choices that they may encounter in their internship and research settings. Managed by the CDC, this event is designed and delivered collaboratively by many work-based learning focused staff of MHC and incorporates several MHC faculty and alums. Delivering this event remotely allowed us to engage even more alums than usual in both 2020 and 2021.

Journaling Your Great Expectations 2021Seniors were invited to take a study break to explore journaling using “Great Expectations: a handbook for seniors” a piece Wendy Wasserstein ‘71 created while at Mount Holyoke College reflecting on her fears and expectations. This Be Well program was co-hosted by the Mount Holyoke College Archives, Career Development Center, and Class of 2021 Board.

Living As TGNC Beyond MHC: An Alum Panel DiscussionThis workshop was for Self-identified TGNC/NB/gender questioning/+ Mount Holyoke students on how to build a life and navigating the world beyond college as a trans and gender nonconforming identified graduate of Mount Holyoke College. This event was co-hosted by the Mount Holyoke College Counseling Service, the Career Development Center, and the Office of Diversity, Equity, and Inclusion.

Lynk UAF CurriculumDeveloped to support student career development, the Lynk UAF program provides a preparatory curriculum. Participants engage in internship advising and resume writing support, and online training in responsible research and ethics, preventing workplace harassment and discrimination, health and safety, conflict resolution, and workplace success. In addition, every funding recipient writes learning goals and those that need it receive support in developing a strong learning plan from internship advisors in the CDC and academic centers. All curriculum is accessible online.

Navigating Your Career as An International StudentThe Career Development Center, Alumnae Association, and McCulloch Center for Global Initiatives co-host an annual networking event for international students. Students have the opportunity to hear from and network with alums who came to Mount Holyoke as international students. While continuing the virtual panel experience from around the world, this year we expanded programming by hosting two events to accommodate the students' diverse time zones. Students were able to interact virtually with alum from Australia, China, Germany, Jordan, New York City, Missouri, Texas, and Washington, DC.


Career Development Center StaffMany thanks to the CDC team for a great year.

CDC Staff Members

Car

eer

Dev

elo

pm

ent

Cen

ter

5011

0821

Anjali Matthews ’22Anya Geramosiva ’21Ashley Jimenez ’21Cristina Arechiga ’23Emily Zhong ’21 Estefhani Tavarez ’21Evelyn Foster ’22Georgia Colson ’22Hareem Khan ’22Kusha Chopra ’21Leah Mcleod ’22

Have a question for the CDC?Please email [email protected] or call 413-538-2080. For a detailed list of current CDC team members and their areas of focus/responsibility, please visit www.mtholyoke.edu/cdc/about

Linh Nguyen ’22Liz Roy ’22 Luciany Capra ’21Maya Sopory ’22Megi Hoxha ’21Ramatou Sanogo ’23Rebecca Zhang ’22Rehat Thussu ’23Shayn Massefski ’21Tess Remick ’21Vivian Livesay ’21

Alexis MacGregorDyanne Rousseau FP’10Janice KaneJenny WatermillJu Young KielbKelly Uccello FP’03

Kelly WoodsKristin BalboniLiz LiermanLucy Frasier ’19Roshonda DeGraffenreid FP’10Yaldira Felix Castro

Student Employees

CDC missionFostering lives of intent and

purpose through career curiosity, confidence, and knowledge.

CDC visionEvery student engaged.

Every student experienced.Every student prepared.

Every student connected.