2. 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
3. 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)
4. Academic Programs
Bachelors Degrees Masters Degrees
• BS Communication Sciences • MS Communication Disorders
and Disorders • MA Communication
Management
• BS Communication Studies • MFA Creative Writing
• BA Journalism • MA Global Marketing
• BA Marketing Communication Communications & Advertising
• BA Performing Arts • MA Health Communication
• MA Integrated Marketing
• BA Visual and Media Arts Communication
• BA Writing, Literature and • MA Journalism
Publishing • MA Media Art
• BA Liberal Arts and • MA Publishing & Writing
Interdisciplinary Studies • MA Theatre Education
Adapted from Emerson College (2011)
5. Mission Statements
Campus Career Services
• The college prepares • Through co-curricular
students to bring programs, the Office of Career
Service assists students with
innovation, knowledge, and experiential learning
diversity to the opportunities and post-
communication and arts commencement plans. The
industries. The curriculum Office strives to reach and help
all students with resume, job
and co-curricular programs searching, career
aim to foster students’ exploration, interviewing, netw
respect for orking, and more through a
diversity, engagement in variety of
ethical practices, and social workshops, appointments, me
ntoring, events, and combined
awareness. efforts with Office of Student
Life.
Adapted from Emerson College (2011)
6.
7. 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
8. Learning Outcome to Assess
• After attending a Career Fair students will
know how to:
Take initiatives to apply to positions and
contact employers
9. 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 jobs
Appendices A-C
10.
11. 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
12. 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
13. 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
14. Assessment Plan
Students Alumni and Professionals
• Revision of original application • Send a survey to participants
questions and complete inquiring about their
• Ask students how the program experience with the student
itself can be improved based
on structure, communications
or other reasoning
Appendices D-F
15. 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
16.
17. 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
18. 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
19. 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
20.
21. Program Overview
• A Resume Workshop helps students:
o Understand what a resume is
o Understand the structure and components of a
resume
o 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
22. Learning Outcome to Assess
• By attending a Resume Workshop students will
be able to:
Create a first draft of a resume
23. Assessment Plan
• Assessment tools
▫ Survey
▫ Document Analysis
• Sample population
▫ Workshop attendees
• Use of results
▫ Modify the content of the workshop
Appendices I-J
24. 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
25. 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
27. References
Bresciani, 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.
Notas do Editor
Megan
Megan
Megan
Thomas
Brit
In order to assess the quality of our career fairs, the Career Services department conducts online surveys. Students and employers are encouraged to fill out the survey that we email to them once the career fair has ended so the department knows if students are able to follow through with applying to jobs or experiential learning opportunities. The employers will be asked if they received the appropriate application follow up from studentsThe surveys inquire about the successes and failures of the career fair in regard to students ability to apply for a job. The department would send the surveys to employers
Dave
Students are paired with alumni or other professionals who are interested in working with a student, the mentor provides some personal insight into their own educational background, their daily job functions, information about a specific industryThis program allows students to take their career aspirations, explore them in a real setting and connect themselves to the reality of working their chosen profession
On the initial application, students are asked to gauge their ability in the following areasAt the conclusion of the program, students are required to fill out an assessment survey. Within this survey, students will be able to revise their answers to the original application and will also answer how they feel about their skills following the experience.Students will also be asked about how the program itself can improved based on structure, communications or other reasoning.A separate assessment will be sent to the alumni participating in the program. These alumni will ask about how students did in various areas.
Thomas
The information discussed in these sessions would be above and beyond what is taught in the classroom. Students would be able to delve further into specific issues that they may be having, and be able to build a more personal relationship with a career counselor.
Students will be surveyed multiple times throughout he course of the semester. A pre-test will be given at the start of the semester to all students, asking them how prepared they feel regarding several career-building outcomes.A questionnaire will be given after each career counseling appointment, asking about the quality of the service received and if the visit resulted in an increase in knowledge or confidence.A post-test will be given at the end of the semester with questions similar to the pre-test. Students will also be asked how often they visited the career center, and if they did not visit, they will be asked why.
Megan
In order to determine if students were able to meet the learning outcome of being able to create their own resumes the CS office will send an email survey to students who attended the workshop asking if they found the information useful enough to actually create their own resume or modify and improve their existing resumeDocument analysis - the document would be the students' resumes in the event that they return to CS for walk in hours or an appointment, there is rubric that students who attended the WS should be able to receive a high score on and the counselor will record and track any previous resume assistance such as the workshopThe results will guide the content of future resume workshops, if we find students are attending the WS and still really struggling to create and format their own document then the office would need to revise the WS
