THE COLLECTIVE 2020

Annual Conference

SESSION DETAILS

COVID-19

UPDATE

 

Campus Innovation

Breakout Sessions

Hitting the “Mark”: How universities and employers can creatively meet common goals for college recruiting and diversity / inclusion strategies

W, Nov 4, 9:30-10:20

Seanice Austin

Director, Office of Diversity and Inclusion 

University of Connecticut

School of Business

Kathy Hendrickson

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.

Kevin Monahan

Senior Associate Dean 

Carnegie Mellon University

Creating a Holistic Student Engagement Scorecard: Understand Who is Using Your Services

TU, Nov 3, 8:30-9:20

During a phone call with a technology provider, the conversation turned to the platform’s strong student engagement rates. The representatives on the call touted the account activation rate as proof of its system’s strong student engagement. While the activation rates were impressive, I asked myself, if a student logs onto a platform once, is that student really engaged?

This question prompted me to consider Carnegie Mellon University’s career operations and how we measured student engagement. 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.

Career Preparation Begins Before Day 1: Integrating Career and Admissions Efforts

TU, Nov 3 11:15-12:05

Lisa Hinkley

Associate Vice President and Executive Director for Career and Professional Development

Carthage College

Ashley Hanson

Associate Vice President for Admissions

Carthage College

Students and their families are increasingly weighing the quality of career outcomes in the college search process. As employers increase expectations of new graduates, students need to begin preparing for life after graduation from the moment they step on campus. Does career development start at visit day or new student orientation? 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.

Inspiring a Culture of Career

by Activating the Campus Ecosystem

TU, Nov 3 11:15-12:05

Rose Nakamoto

Director,

Career Center

Santa Clara University

Jennifer Ferrari

Associate Director, Career Center

Santa Clara University

While often career centers have been the gatekeepers of the career development process on campus, SCU’s Career Center team has shifted its approach to activate the campus ecosystem and serve as collaborators and conveners of a network of staff and faculty invested in supporting students’ professional development.

 

Over the past 2 years, our team embarked on a highly engaged process of reimagination to redefine our purpose, vision, and to identify key strategic priorities which will guide and inform our approach. 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.

Data & Impact:

We Care About What We Measure

TU, Nov 3 11:15-12:05

Karyn McCoy

Assistant Vice President

Career Center

DePaul University

Sharisse Granon

Assessment Specialist, CAreer Center

DePaul University

We’ve all heard the saying, “We care about what we measure.” That’s part of human nature. Research has shown that human beings adjust their behavior and their priorities based on how their performance is measured. This is true of organizations as well. Which means that as we work to transform career exploration, we must also transform what we measure.

 

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.

Building Career Cluster Models using Data

TU, Nov 3 11:15-12:05

Jennifer Benz

Assistant Vice President, Center for Career Exploration & Success

Miami University

Dr. Scott Sportsman

Chief Strategy Officer & Senior Director, Research & Analytics, Enrollment Management & Student Success 

Miami University

Beth Zink

Associate Director, Senior Liaison to College of Arts & Science

Miami University

Dr. Shelby Summers Ballard

Associate Director, Academic Initiatives & Special Projects

Miami University

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.

Change, Scale and Leading

a Paradigm Shift

W, Nov 4, 9:30-10:20

Cindy Parnell
Dr. Joanna Lucio
Dr. Megan Workmon Larsen

Executive Director, Career and Professional Development Services

Arizona State University

Associate Professor and Associate Dean of Student and Academic Affairs, 
Watts College of Public Service and Community Solutions 

Arizona State University

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

W, Nov 4, 9:30-10:20

Dr. Kathy Ogren

Provost

University of Redlands

Dr. Kelly Dries

Executive Director, Office of Career & Professional Development

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.

First Destination Survey Outcomes and Beyond: Data visualization for Recruitment, Exploration and Operations

W, Nov 4, 9:30-10:20

Angi Mckie

Assistant Provost and Executive Director, Pomerantz Career Center

University of Iowa

Collection of First Destination Data has been important for institutional outcomes, accreditation rankings and other markers of success for decades across the country. The University of Iowa’s Pomerantz Career Center with help from the UI Data, Analytics and Insights team has taken a fresh approach to utilizing data through visualization and interactive tools on an outward facing public dashboard to offer timely and transparent information on First Destination Survey data. This solution built using Microsoft’s Power BI has enabled students and families alike to parse information in a way that is meaningful to their specific interests. This dashboard was created in collaboration with the Office of Admissions at Iowa to help answer frequently asked questions regarding where Hawkeyes go after graduation and what they do. Creation of this tool has led to positive effects on academic and career advising as an exploration tool as well. Students and families can view aggregate data on continuing education programs that Hawkeyes go on to, and their academic program of study and performance while undergraduates resulting in a more robust exploration tool than previously available.

 

Employment information is also available and filterable based on program of study, job title, industry and more. Additional tools are nearing completion to assist the Pomerantz Career Center with employer partner relationship management and operational decision-making to assist in decision making on topics such as the scaling of services, planning, and identifying those students being under-served.

Building Campus Partnerships to Collectively Tell the Story of the Career Pathways and Mobility of our Graduates

TU, Nov 3, 8:30-9:20

Dr. Ronald L. Huesman, Jr.
Becky Hall

Interim Director of the Office of Institutional Research (OIR)

University of Minnesota Twin Cities

Director, Career Services Administration

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. The collective's effort is a critical component of a larger post collegiate research agenda to help the University tell a more complete story of our alumni using multiple data sources to gain multiple perspectives across multiple stakeholder audiences.

Scaling career curriculum to maximize student learning and staff time

TU, Nov 3, 8:30-9:20

Dr. Rachel Larson
Janessa Hagerman

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.

Career Readiness for Faculty: Engaging faculty partners to embed career readiness into the curriculum

TU, Nov 3, 8:30-9:20

Mary Claire Dismukes

Director, Office of Career & Professional Development

Belmont University

Dr. Jeremy Fyke

Assistant Professor of Communication Studies

Belmont University

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.

Career Strategies

Poster Session Gallery

M, Nov 2, 3:45-4:45 

Holistic approach to applying social justice to student career development

Carol Lwali

Associate Director of External Relations,  Career Engagement Office

Seattle University

Leezel Ramos

Associate Director of Career Education,  Career Engagement Office

Seattle University

Creating a Visionary Employer Engagement Strategy Using Existing Resources

Katie Rocheleau

Assistant Director, Employer Connections

Santa Clara University

Moira Kolasinski

Associate Director, Employer Connections

Santa Clara University

Kickstart Their Career: Building 1st Year Student Networks

Capitalize on Your First-Destination Survey: The Next Generation

Erica Kyrst
Wayne Thibodeau

Senior Associate Director, Fleishman Center for Career and Professional Development

Binghamton University

Assistant Professor of Communication Studies

Oakland University

The art and science of storytelling: How a data-driven process increased student-faculty-employer participation within graduate-level programs

Creating a Scaled Intentional Learning Pathway

Simanto (Sim) Khandaker
Karen Kuczynski

Sr. Graduate Career Counselor

Georgia State University J. Mack Robinson College of Business

Director, Career Education

Lehigh University

Empowering Career Exploration thru Skill Development Initiatives

Everette Fortner

Associate Vice President, Career and Professional Development, University of Virginia Career Center

University of Virginia

Coming Back to the Nest: Successful Alumni Engagement Drives Career Outcomes

Brenda Campbell

Director of Employer Relations

Endicott College

Dale McLennan

Dean, Internship and Career Center

Endicott College

Beyond the Internship

Faith McClellan

Associate Dean of Work-Integrated Learning

Bennington College

Leveraging Partnerships: 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

Rowan University

Patrick Massaro

Assistant Director, Academic Engagement, College of Humanities and Social Sciences

Rowan University

Chiara Latimer

PATH Career Coordinator, Office of Career Advancement and Disability Resources

Rowan University

 

Sponsored Trends Sessions

TU, Nov 3, 3:10-4:00

 

Roadtrip Nation believes it's more important than ever that students explore career options in a meaningful way, grounded in connection. Join us in this interactive seminar to dive into how to support students in their quest to find and connect with authentic career role models. Explore engaging full-length films, video segments, a career exploration assessment, and career pathway stories that highlight the human side of career journeys, celebrating both challenges and successes. We'd also love to hear about your own career pathway story that can make a real impact for students seeking inspiration and advice!

Giving your students the edge: how to launch Gen-Z focused career readiness pathways campus-wide

Mark Visco Jr.

Co-founder and CEO

Suitable

Angela Visco

Vice President of University Success

Suitable

Despite its prevalent recognition in strategic plans across institutions nationally, students' career readiness upon graduation remains a difficult gap to bridge. The problem is borne from the student experience. Career readiness can and should be happening everywhere across campus. It needs to be in the fabric of each experience that the student has, large and small, inside and outside the classroom. However, connecting a student’s development across campus silos can feel like mission impossible. We invite you to join us as we illustrate our proven approach that is helping schools construct and implement an institutional career readiness vision. This session will also demonstrate the groundbreaking mobile technology that supports our approach to launching a unified initiative while empowering different schools/units to personalize the experience for their specific student populations and build their most successful student body ever.  

Listening Beyond Language:

how vocabulary amplifies the skills gap

Christine Cruzvergara

VP Higher Education and Student Success

Handshake

Katie
Williams

Director, University Success and Operations

Handshake

Language is at the crux of how people do or do not understand one another. We talk often about the ‘skills gap.’ We rarely speak about how vocabulary can play into or amplify gaps that may or may not exist. In this session we’ll explore how language impacts our collective understanding of the skills students have built and how they showcase them as well as how employers articulate the skills they are looking for. We will review an aggregate skills analysis to answer a critical question: are students and employers talking past each other?


Trend/Problem that Handshake is helping to solve: Handshake sits at the nexus of 900+ universities, 17 million students and 425,000 employers. This is an incredibly robust amount of data we can use to inform students on their job search journey: from curated job recommendations to thoughtful connections. We want to be surfacing the right actionable insights to students, employers and universities to ultimately break the cycle of inequality for students everywhere.

Fostering Career Exploration through Human Connection

Tim Hogan

Vice President, Strategic Partnerships

Roadtrip Nation

Diversity of thought, experiences, and people are a top value of our company, embedded in all that we do. We invite and intentionally encourage this at all of our events and activities. 

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