(open to anyone, registration required)
Opening Keynote: Dr. Mildred Garcia, President, AASCU
Fireside Chat: Christine Cruzvergara, VP, Handshake
Increasing Virtual Student Engagement: Mark Visco Jr., CEO, Suitable
Day 2 Keynote: Jaime Casap, Chief Education Evangelist, Google
Modernizing Online Career Exploration: Mike Marriner, Co-Founder, Road Trip Nation
Empowering Students’ Career Readiness Through Virtual Work-Integrated Experiential Learning: Dana Stephenson, CEO, Riipen
Building Digital Communities: David Kozhuk, CEO, uConnect
Career Innovations for Students of Color: Design Session by Women of Color in Career Services
Activating the Campus Ecosystem: Santa Clara University
We care about what we measure: Depaul University
Integrating Career and Admissions Efforts: Carthage College
Holistic approach to applying social justice to student career development: Seattle University
Building Career Cluster Models using Data: Miami University
Building Campus Partnerships to Collectively Tell the Story of the Career Pathways and Mobility of our Graduates: University of Minnesota
Engaging faculty partners to embed career readiness into the curriculum: Belmont University
Campus Recruiting Diversity and Inclusion Strategies: University of Connecticut
Leveraging Partnerships: Preparing Neurodivergent Students for the World of Work: Rowan University
Virtual Career Services Innovations Design Session: Nick Cattin, The Collective, Val Matta, Career Shift
Scaling career curriculum to maximize student learning and staff time: University of Nebraska
Creating a Holistic Student Engagement Scorecard: Carnegie Mellon
Change, Scale, and Leading a Paradigm Shift: Arizona State University
Sparking Curricular Integration: University of Redlands
(purchase all or a la carte)
Full Schedule Details
All Times Eastern (please convert to your timezone)
DEC 2 (Drop down to Dec 3 line-up)
OPENING SESSION + OPENING KEYNOTE
December 2, 11:00am - 12:00pm EST
CEO, The Collective
Dr. Mildred Garcia
American Association of Colleges and Universities
Dr. Mildred García assumed the presidency of the American Association of State Colleges and Universities (AASCU) on January 22, 2018. As AASCU's president, Dr. García is an advocate for public higher education at the national level, working to influence federal policy and regulations on behalf of member colleges and universities; serving as a resource to presidents and chancellors as they address state policy and emerging campus issues; developing collaborative partnerships and initiatives that advance public higher education; directing a strategic agenda that focuses on public college and university leadership for the 21st century; and providing professional development opportunities for presidents, chancellors, and their spouses. She is the first Latina to lead one of the six presidentially based higher education associations in Washington, D.C.
INTERACTIVE DESIGN SESSION
Career Innovations for Students of Color
December 2, 12:00pm - 12:30pm EST
Sponsored by Women of Color in Career Services
Director of Career & Professional Development, Farmer School of Business, University of Miami
Assistant Director for Diversity Initiatives,
Miami University Center for Career Exploration & Success
Joslyn Johnson, PhD
Assistant Dean of Career Education and Associate Director of Career Catalysts, BEAM, Stanford University
This interactive design session will provide attendees with key questions to consider regarding how to develop specific initiatives and strategies for engaging students of color in career services.
December 2, 12:30pm - 1:00pm EST
Activating the Campus Ecosystem
Director, Career Center
Santa Clara University
Associate Director, Career Center
Santa Clara University
Given that student career development has not been elevated as an institutional priority nor was it resourced to be integrated into the student educational experience, SCU’s Career Center was inspired to look differently at how to support and meet the needs of all students and stakeholders.Our new mission is future-oriented, student-driven and community-centered. With a focus on scaling our work in meaningful ways while maintaining the high-touch, customizable support that students seek, one new strategic priority was to focus on creating a coordinated campus network in support of student career development. Our presentation will highlight the launch of our Career Influencers Network and showcase the process from concept to implementation while considering the context of our campus culture. This initiative represented a significant internal identity and mindset shift for our team as well as how the Career Center’s impact and role is perceived on our campus.
Integrating Career and Admissions Efforts
Associate Vice President and Executive Director for Career and Professional Development
Associate Vice President for Admissions
As part of the newly developed Aspire Program at Carthage College, the entire process for student engagement is being re-imagined, and we believe career conversations are a pivotal part of the admissions process. Making clear connections between admissions, career preparation, and outcomes is reshaping the narrative of the institution. We are demonstrating a campus commitment to career preparation and quality outcomes for all majors by giving The Aspire Program significant attention in campus visits, early registration, and orientation events. The integration of career development into the admissions process helps students understand the support they can expect through and after college, while also engaging them in the first steps of career/major exploration. Why wait until students matriculate to begin this important work? Connecting admissions and career preparation efforts shows families that the institution is fully invested in the success of students. In addition to sharing information about Carthage’s efforts, the presenters will facilitate dialogue with session participants about the opportunities and challenges associated with welcoming students into career development from their first interactions, as well as strategies for navigating career conversations related to traditional liberal arts majors.
We Care About What We Measure
AVP, Career Center
Assessment, Career Center
If we truly want to understand how we impact the career readiness of our students, we have to think beyond traditional utilization and attendance numbers since improving utilization numbers does not necessarily correspond to improved career readiness. We need to challenge ourselves to explore metrics related to things like confidence, excitement, anxiety and optimism. None of these are easy to measure; however if we only measure what’s easy, we only improve what’s easy. At DePaul University, we are pushing ourselves to go beyond historical measures of career services. We employed a theory of change process to identify a set of connected outcomes upon which we can design programs and services that enable us to achieve our desired goals. This session will outline practical ways to understand career services’ impact beyond just utilization and will focus on how we are measuring things like optimism, confidence and overall career readiness so that we can engage students in more productive and impactful ways. Ultimately, we will discuss how we hope to be able to show the relationship between reduced anxiety, increased confidence levels, and better career outcomes.
December 2, 1:15pm - 2:00pm EST
CEO, The Collective
VP of Higher Education & Student Success, Handshake
December 2, 2:30pm - 3:00pm EST
Holistic Approach to Applying Social Justice to Student Career Development
Associate Director, External Relations
Associate Director, Career Education
The Career Engagement Office team used a three-prong approach to fulfill the mission of Seattle University, “dedicated to educating the whole person, to professional formation, and to developing leaders for a just and humane world.” This presentation will outline the context, conditions, and action steps taken to achieve student learning (Inclusion & Industry Takeover), employer learning (Engaged Employer Symposium), and operationalizing self-accountability (onboarding and ongoing training for career center staff).
Presenters will describe the level of social justice understanding needed to strengthen the impact of student career development programs and services and highlight readily accessible tools and articles that audience members can adapt into their own practice.
Building Career Cluster Models using Data
Assistant Vice President, Center for Career Exploration & Success
Associate Director, Senior Liaison to College of Arts & Science
Dr. Shelby Summers Ballard
Associate Director, Academic Initiatives & Special Projects
The Center for Career Exploration & Success organizes all of their events, services, communication, and employers around career clusters: groupings of common occupations that fall within broad career sectors. This allows students beginning in new student orientation (and beyond) to begin to hone in on their personal interests, hobbies, and preferences WHILE exploring careers within broad industry categories.
The career center utilizes this method to help students (and parents) understand that major does not always dictate choice of occupation, which is instilled in students at the start of orientation. While using research and analytics in partnership with Dr. Scott Sportsman and first destination data, this informs the center on the appropriate career clusters that are specific to the Miami University students. Career cluster(s) selected by students are used to inform the Career Center and The Division of Enrollment Management and Student Success in multiple data forecasting models. Additionally, the career cluster model has been adapted throughout campus to further promote the idea of major does not always equal career.
Maintain and Grow Virtual Student Engagement
December 2, 3:15pm - 4:00pm EST
Mark Visco Jr.
December 2, 4:00pm - 4:30pm EST
Building Campus Partnerships to Collectively Tell the Story of the Career Pathways and Mobility of our Graduates
Director, Career Services Administration
University of Minnesota Twin Cities
Dr. Ronald Huesman
Interim Director of the Office of Institutional Research,
University of Minnesota Twin Cities
The University of Minnesota has made significant strides over the past four years in its first-destination data collections process to tell a more consistent, comprehensive employment and graduate school admissions outcomes story of its recent graduates. These data were new for some colleges, and response rates increased significantly for other colleges with historically low response rates. This initiative was identified as a first, critical step to fill a data gap identified by a task force comprised of leaders in Career Services, the Alumni Association, our Foundation, and Institutional Analysis. With such success, colleges soon began to ask questions about our 5- and / or 10-year alumni career outcomes. This mirrored the next critical step identified by the same leadership task force who’d supported the initiative to fill the gaps in our first-destination data. At the three-year mark, as we began to explore options to gather data on 5-year out alumni, the Career Leadership Collective announced its NACM Survey initiative.
Through a comprehensive needs analysis across our University and engagement with the Collective’s survey team, we partnered with the Collective in its pilot year for NACM. This initiative has the support of senior university leadership and has been rolled out across our five-campus system.
Career Readiness for Faculty: Engaging Faculty Partners to embed Career Readiness into the Curriculum
Mary Claire Dismukes
Director, Office of Career & Professional Development
Dr. Jeremy Fyke
Assistant Professor of Communication Studies
Belmont University has a strong First Destination rate—94% of our graduates are employed or pursing graduate school within 6 months of employment—but are they truly prepared? This question led the Office of Career & Professional Development to develop a Belmont centered and faculty-led program designed to embed career readiness into the curriculum. We approached a highly-engaged faculty partner who is a leadership development practitioner to develop the program in conjunction with the career center, and the Career Readiness Academy was born.
In alignment with the university strategic plan the Academy centered on excellence in teaching and university investments in people, providing a significant professional development and scholarship opportunity for faculty. The Academy in-person sessions were attended by 17 faculty ranging from new faculty fellows to associate deans. Participants were selected by the Vice Provost and identified as leaders on campus that were able to appropriately assess the program, determine how we may be able to incorporate it into teaching, and support other faculty taking it in the future. Faculty feedback was overwhelmingly positive. The Academy directly addressed student needs to “know what it means to be career ready” and “feel confident in their ability to start a career,” and equipped faculty to address these questions and build career readiness skills into their courses. Most crucially, the Academy provided participants with the language and tools they need to be intentional about incorporating career readiness into what they are already doing.
December 2, 4:30pm - 5:00pm EST
Hitting the “Mark”: How universities and employers can creatively meet common goals for college recruiting and diversity / inclusion strategies
Director, Office of Diversity and Inclusion
University of Connecticut
School of Business
Director, Business Career Development Office
University of Connecticut
School of Business
Mark Twain, one of CT's most famous literary icons, humorist and entrepreneur, famously said that “The man with a new idea is a crank, until the idea succeeds.” The Directors of UConn Business Career Development and the UConn Business Diversity/ Inclusion will share three creative college-to career programs that have been highly successful in helping employers hit their mark on college recruiting while building college-to-career pipelines for underrepresented students. The goals of this workshop session are to identify new ways to partner with universities and employers to identify recruitment goals and then to establish creative sustainable programs.
Using three core tenets of College Access and Support, Career Exposure and Networking/Professional Development strategies, attendees will walk away with ideas along with data to back up the success. Attendees will be invited to explore innovative partnerships with a lens on providing career development and placement of underrepresented students in a manner that is inclusive of the career development of students of all majors. The three programs outlined have elements of success for all students and are focused on the continuum from freshman to senior levels.
Preparing Neurodivergent Students for the World of Work
Dr. Alicia Monroe Assistant Director, Office of Career Advancement; Adjunct Faculty, College of Humanities and Social Sciences and College of Education
Assistant Director, Academic Engagement, College of Humanities and Social Sciences
PATH Career Coordinator, Office of Career Advancement and Disability Resources
The transition from college to career may prove difficult for many students. In particular, students with disabilities face additional challenges after college. According to the 2019 Disability Employment Statistics published by the Office of Disability Employment Program (ODEP), the employment rate for individuals ages 16 years and over with disabilities is 20.6%. For individuals on the autism spectrum, the unemployment and underemployment rate are estimated to be as high as 85% nationally; as reported by Autism Speaks. Thus, career planning and preparation for college students with disabilities can alleviate the angst inherent to the college-to-career transition process. This session will detail the primary barriers for neurodivergent students to secure and sustain gainful employment, as identified by the students themselves. In particular, presenters will deep dive issues around self-disclosure and employer perceptions. In addition, a four-year career framework will be introduced along with the established system of support and resources.
DAY 2 OPENING KEYNOTE
December 3, 11:00am - 12:00pm EST
Chief Education Evangelist
Jaime Casap is the Chief Education Evangelist at Google. Jaime evangelizes the potential of digitalization as an enabling capability in pursuit of promoting inquiry-based learning models. Jaime collaborates with school systems, educational organizations, and leaders focused on building innovation into our education policies and practices.
In addition to his role at Google, Jaime serves as an advisor to dozens of organizations focused on learning, skill development, and the future of work. He is the coauthor of “Our First Talk About Poverty,” as a way to talk to children about poverty. Jaime helped launch the Phoenix Coding Academy, a public high school in Phoenix, AZ, focused on computer science as part of an inquiry-based learning model. He teaches a 10th grade communication classes at the school. He also guest lectures at Arizona State University. He speaks on education, digitalization, innovation, generation z, and the future of work at events around the world.
INTERACTIVE DESIGN SESSION
Innovations in Virtual Career Services
December 3, 12:00pm - 12:30pm EST
Sponsored by CareerShift
Consulting & Training Lead
This interactive design session will provide attendees with key questions to consider regarding how to develop specific initiatives and strategies for engaging in innovative virtual career services.
Fostering Career Exploration
through Human Connection
December 3, 1:15pm - 2:00pm EST
December 3, 2:00pm - 2:30pm EST
Scaling career curriculum to maximize student learning and staff time
Dr. Rachel Larsen
Assistant Dean of Academic and Career Development, College of Business
University of Nebraska Lincoln
Assistant Director, Career Development, College of Business
University of Nebraska Lincoln
Whether you are teaching eight students or 800, career courses can be taxing on staff. To enhance the quality of the student experience and ensure learning, instructors frequently expend significant time, effort, and resources teaching at the expense of other responsibilities.
The University of Nebraska-Lincoln Business Career Center knows these challenges well. With nine staff teaching approximately 3,000 students yearly, the teaching burden was substantial even before significant enrollment increases. In order to scale career curriculum, we developed and implemented innovative strategies to enhance student engagement and learning while simultaneously maximizing time and resources, including 1) policies/procedures, 2) email/feedback banks, 3) student issue spreadsheets, and 4) peer career coaches.
These simple yet effective approaches provided solutions to the staff’s teaching burden and inspired a rich learning experience for students that still felt individualized. Students reported significant increases in abilities to write a resume (60%), create a LinkedIn profile (40%), interview (20%), and write a cover letter (36%) based on pre- and post-test longitudinal analyses. Employers also reacted positively, rating 98% of students’ resumes as ready/almost ready, and 96% of students as interview ready/almost ready. Staff reported feeling less stressed as scaled approaches limited repetitive tasks and allowed staff to focus on more impactful initiatives. In this session, we will explore best practices that support both students and instructors to help career centers maximize staff time, increase student learning, and think through scaling strategies that can be applied to any institution’s career courses regardless of class size.
Creating a Holistic Student Engagement Scorecard: Understand Who is Using Your Services
Senior Associate Dean
Carnegie Mellon University
On our marketing materials, we touted 9,000+ student appointments. The office created a nice infographic showcasing that 1/3 of the campus attended our on-campus career fairs the previous year. And we bragged about our activation rates on our career platform. I am proud of these numbers and I believe they speak well to the work we are trying to accomplish. But I realized these individual data points do not tell a story of engagement, just that our office was busy.
In today’s data-driven decision making environment, university career centers need to rethink how we measure student engagement. Old metrics such as appointments, interviews, and program attendance make for a nice infographic but are only individual data points that do not allow leadership to draw any significant inferences. We need to create systems that allow for a holistic view of how students engage with a multi-faceted career services operation. In this session, I aim to show attendees CMU’s early stage efforts in changing the way we measure student engagement and the impact this effort is having on campus.
December 3, 2:30pm - 3:00pm EST
Change, Scale, and Leading a Paradigm Shift
Executive Director, Career and Professional Development Services
Arizona State University
Dr. Joanna Lucio
Associate Professor and Associate Dean of Student and Academic Affairs,
Watts College of Public Service and Community Solutions
Arizona State University
Dr. Megan Workmon Larsen
Director of Student Engagement, Herberger Institute for Design and the Arts,
Arizona State University
The old way of doing business is out the door! Thinking that students should be served by walking into a physical career center space, to receive services face-to-face, for one-hour by a Master-level professional staff member is out dated, not scalable and risks our students slipping through the cracks of a traditional model. At ASU, we’ve disrupted our ‘old way of doing business’ by owning and driving the philosophy that career services is a ‘presence,’ more than a ‘place,’ that permeates the ASU eco-system and full student experience.
Join Cindy Parnell, Executive Director of ASU’s Career and Professional Development Services, as she facilitates a conversation with two campus stakeholders: Joanna Lucio, Ph.D.-Associate Dean & Associate Professor for ASU’s Watts College of Public Service & Community Solutions and Megan Workmon, Ed.D.-Director of Student Engagement for ASU's Herberger Institute for Design and the Arts. Watts College and Herberger represent some of the most diverse student populations at ASU, admit the most first-generation students at ASU and represent the full socio-economic spectrum of students from the nation.
Redefining career services was a must for fully supporting students in their career development journey at ASU and our two panelists have been key drivers for change in their respective colleges. Join us for a thought provoking and engaging conversation about change, scale and leading a paradigm shift at the largest public research-one University in the nation – Arizona State University.
Sparking Curricular Integration
Dr. Kelly Dries
Executive Director, Office of Career & Professional Development
University of Redlands
Dr. Kathy Ogren
University of Redlands
With a staff of three and a student/alumni population of 40,000+ serving 7 branch campuses throughout the state of California, the University of Redlands Office of Career & Professional Development (OCPD) needed to get creative about scaling services to meet the heightened demand of institutional career outcomes.
In this presentation, join the Provost, and the Executive Director for the OCPD at the University of Redlands as they share their approach to making the work of ‘career’ the work of campus at large. Through the coordination of the Career Faculty Fellows program, nominated faculty members receive financial support from the College of Arts & Sciences Dean's Office to integrate career into their curriculum and support other faculty in doing the same. Join the University of Redlands as they share how they’ve begun to shift the paradigm regarding the job of the career center, and started influencing others to act.
Empowering Students’ Career Readiness Through Virtual Work-Integrated Experiential Learning
December 3, 3:15pm - 4:00pm EST
CEO and Co-Founder
2019 CMA Musician of the Year
Conference music will be provided by award-winning Nashville musicians who play with a variety of amazing artists—from Blake Shelton and Kelli Pickler to Steven Tyler of Aerosmith, Victor Wooten, and on NBC's hit show The Voice. The Quartet features fiddle player and singer Jenee Fleenor, who broke a glass ceiling in the music industry in 2019 by becoming the first female to win the CMA musician of the year award. Additionally, through Dr. Rod Taylor's company, Performance Learning Concepts, these musicians regularly present at universities and organizations around the country, using music to teach about leadership, innovation, and the arts.
Dr. Rod Taylor
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