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By Ethan Selinger, Northeastern University, College of Computer and Information Science
As a young professional working in career services and employer relations, I have learned the importance of understanding the needs of employers when developing internship/co-op opportunities and/or simply creating connections between my institution and employers. Being able to go beyond the borders of the campus and work directly with employers has been vital to my growth and understanding of employer needs. Being involved in EACE, and working directly with employers on program initiatives, has been an excellent experience and opportunity for professional development.
Beyond contributing to the EACE Trending Blog, I have had the privilege of being on the Membership Committee for the previous two years, one of which as a graduate student. Prior to my involvement in EACE, I had worked with employers and community partners in my role(s) in higher education, however much of my understanding of creating effective partnerships between institution and employers came from my lens as a professional in higher education. I had developed excellent experience creating mutually beneficial connections and partnerships, however working with EACE has helped me develop connections with employers beyond a traditional working relationship. In other words, I have had the opportunity to learn how employers operate through professional conversations outside the scope of work of our respective professions and through partnerships on initiatives for EACE. I did not fathom the fact that these learning opportunities would exist prior to my work with EACE, however I am thankful for the invaluable experience.
Working with employers as part of EACE has helped me gain new perspective. I have built up my network and have gained valuable insight from the employer members I work with. I am working on utilizing these experiences to continue developing employer relationships in my current work. However, the professional development has been invaluable.
I encourage both college and employer members to become involved with EACE, be it committee work and/or programming. The ability to work on a team with both college and employer members is invaluable for the work of both parties, both for EACE and in our own work.
Ethan Selinger is currently a Cooperative Education (Co-op) Advisor at Northeastern University’s College of Computer and Information Science
By Flore Dorcely-Mohr, Director, Career Services, Berkeley College
Last year over 50 employer and college members participated in this structured program designed to foster the sharing of knowledge and experience through mentor-mentee partnerships. Led by my colleagues in the Professional Connections Committee, the overall goal is to promote participants’ professional development within their career, as well as encourage engagement and leadership within EACE.
You have the flexibility to choose your role, your areas of interest, and how and when you connect.
Participants have said,“The opportunity to connect with a professional at a different institution has been a breath of fresh air. We’ve exchanged best practices, provided neutral advice and helped one another brainstorm new programs! I’d highly recommend!”
Everyone seemed to love it so much that we are back at it again this year. If you would like to participate and can commit to the program from June 2018 through June 2019, please click here to complete your online application no later than Friday, April 20, 2018. You can ask to be a mentor or mentee or both. Whether you have college/career services or employer/recruitment background, both are needed. And it doesn’t matter if you have 10 months or 10 years of experience—everyone can benefit from mentorship, don’t you think?
For more information, please visit: http://www.eace.org/mentor-program
Any additional questions about the program, can be directed to me or you can also contact either of my Co-Chairs of the Professional Connections Committee:
Talent Development Senior Associate
Office: (609) 883-3900 ext 7464
Dawn M. Lazar, SPHR
Program Manager – Talent Development
Talent Acquisition and Development
Office: (609) 883-3900 ext 3509
Cell: (609) 306-5816
Fax: (609) 538-4027
About Flore Dorcely-Mohr:
I believe life is short and we should bring our awesomeness to work every day. Throughout my career I have found ways to connect people with opportunities to make that happen. My path began working with a boutique, wall street executive search firm, then at a small liberal arts career center. At one point, I tried being an employment specialist at the high school level and even worked at a county workforce development agency helping people find jobs. I now work at Berkeley College as Director of their Online and Paramus, NJ campus Career Services teams. I have been blessed with amazing mentorship every step of the way and strive to pay it forward any chance I can get. Learn more about me here.
By Christina Butler, St. Joseph’s University
Whether you are an Employer Relations professional looking for ways to help enhance your employers’ recruitment strategies, or you are an HR or recruiter professional seeking out tips and trends to improve your company’s recruitment strategy, the EACE Employer Resource Center should be your first stop.
EACE’s Employer Resource Center is a diverse and thoughtful collection of reference materials, presentations, webinars, how-to documents, and more, all centered around improving hiring and recruiting strategies whether you are hiring an intern or you want to learn more about leverage social media as a part of your strategy.
For those of us looking to hire interns, there are a handful of handy resources you can find here, such as a sample internship post and what to consider about you and your office before even hiring an intern. Additionally, I thought the social media related resources were particularly helpful and extensive, providing you with everything from the differences between Snapchat and Instagram, how to create a geofilter, and Twitter 101.
A unique aspect of the EACE Employer Resource Center is its archive of Annual Conference Session Presentations given by notable companies such as Vanguard, Independence Blue Cross and Foresters Financial, and credible higher education professionals. Any of these presentations can be downloaded as PDFs as quick references and cover “hot topics” in recruitment such as diversity and inclusion, recruiting on a budget, demonstrating leadership, strengthening recruiting partnerships, and many more.
Last but not least, you can even contribute your own original content to the EACE Employer Resource Center, so if you’ve created something to help enhance your own recruiting strategy or the strategies of the companies you work with, please consider sharing by filling out the online form on the Employer Resource Center’s website.
Christina Butler is a career counselor and marketing specialist at the Career Development Center at Saint Joseph’s University. She has worked at SJU for almost 3 years. Christina attended West Chester University for her master’s degree in Higher Education Counseling and Penn State University for her bachelor’s degree in English. She is an artist, craft beer enthusiast, avid podcaster and gamer girl, and she lives in West Chester, PA with her husband.
Want to be spotlighted as an EACE member too? Please email Jocelyn Coalter at email@example.com
By Dorothy Hayden, Virginia Military Institute
Why do we assess our programs? There are plenty of jargon laden reasons that we can give to explain why we assess. When I started to explore the topic of assessment in career services about 5 years ago, I desperately searched for a document that would tell me why such diverse stakeholders were wanting learning outcomes, survey results, and first-destination data in rapid succession. My research allowed me to understand just how diverse our stakeholder groups are, but my research was not giving me a good reason why I should assess.
What motivates you to assess your programs, your advising appointments, or other work? I kept reading book after book on assessment and evaluation looking for my answer. Nothing. Finally, I came across the idea of iteration assessment. Iteration assessment requires that the process include building, operationalizing, reflecting on, and improving the process. The word reflect stood out to me. I had always considered that assessment was a purely quantitative analytical process. When I viewed assessment from the lens of reflection, I found a meaningful connection between assessing programs and leading programs when I read Marilee Bresciani Ludvik’s 2006 book, entitled, “Outcomes-Based Academic and Co-Curricular Program Review: A Compilation of Institutional Good Practices.” I took a step back and thought about a few of my office’s most recent assessments. What was the common goal? Why take the time to do pre and post testing? What did this assessment help us achieve? I realized that the common underlying theme of all of this work was to help our students.
Fast forward to today and I now have developed a set of questions which helps me to concurrently build my program and its assessment.
- How does this program benefit our students? As my colleague Dr. Alicia Monroe so aptly says, “It’s all about the students.” We need to ask ourselves when we begin to develop an idea how our students benefit from this action. In offices that are frequently understaffed; every program and every assessment needs to have a purpose. Our goal in career services is to serve our students.
- How will the time invested in evaluating X help you to answer questions previously unanswered? Whether you’re running a pilot program or a career fair for the 100th time, you need to be clear on what you are hoping to assess. Do not collect data for the sake of collecting data.
- When during the iteration process will I evaluate (reflect) on the process? If you don’t identify targeted times to stop and review, you probably won’t assess until June. Set time aside to review your program, the evaluation tool, and preliminary results. This process could be as simple as meeting with your team to review the results collected during a certain amount of time.
- How can we improve this process for the future? The iteration process is intended to be a continuous cycle. Evaluate how the process from idea development to outcomes review can be simplified, more efficient, and more effective. All of this sounds nice, but you need to know that your assessment efforts will fail. Even if you are an expert at program assessment, your tools and measures will at some point be flawed, provide inadequate information, or provide no significant results. Just like the iteration process, you need to develop the time and space to reflect on what you are doing with the intent to improve for the future.
In my learning about assessment, I realized that assessing in career services is about leadership (regardless of our position). We need to be willing to develop a vision, build a plan, run the plan, and take a careful look at the results to consider our outcomes and to improve for the future.
Once you have taken all of these steps, consider sharing what you’ve learned and share your knowledge with others. Did you know that EACE has an Assessment Resource Center for members to share and review assessment resources? If you find yourself stuck on an assessment issue or want to try something new, consider checking out the Assessment Resource Center. It’s free for members, and your contributions can help professionals throughout our region. Another item that has helped me to learn about different program ideas and assessment topics is EACE’s Twitter Chats. I have learned a lot about technology, assessment, program development, and received some great ideas from attending these chats. The chats are held the second Tuesday of each month. Learn more here.
Dorothy Hayden is the Assistant Director of Career Services at Virginia Military Institute. Dorothy enjoys reading about new ideas, programming, and design. When Dorothy is not at work, you’ll likely find her volunteering, cooking, or creating something artistic.
By Sam Ratcliffe
It is with profound sadness that we inform EACE members of the passing of Dr. Marianne Tramelli on March 15, 2018 at age 61. Marianne was EACE President in 2003-2004 and a recipient of the Distinguished Leadership Award in 2013.
A member of EACE and MAPA/MAACE for many years Marianne was Director of Career Services at Columbia University Teachers College for over 20 years and served at Pace University prior to that. A lifelong learner, she earned a coveted doctorate in education from Teachers College in 2017. Her passion for our profession and her outstanding service to EACE were models to which we all can aspire.
The contributions of Marianne to EACE are legendary. Whether serving on a committee or the board, she was exemplary in her preparation, knowledge and achievement of intended outcomes. She was tireless in her leadership work and made others around her feel valued for what they did. Whenever there was a need for action on behalf of her beloved EACE, Marianne was the first to volunteer and contributed in highly meaningful ways.
EACE members who know Marianne well early in her career will also remember her husband Peter, who regularly came to conferences with her and became endeared to many people. Similar to Marianne in multiple ways, Peter fit in so well that several people called him an honorary EACE member – his very untimely death at a young age was a loss felt for many years.
As much as Marianne enjoyed her work in shaping EACE and our profession, she enjoyed life to the very fullest and was a very dear and close friend to many. She had an infectious laugh and exhibited it often, brightening the day for numerous people. Very altruistic in her approach to life, Marianne Tramelli cared deeply for other people and showed it incessantly.
Sometimes our lives intersect with that of others and we are forever changed for the better simply because of that relationship. Such was the case for those who knew Marianne and her death leaves a void in many lives. Hers was a life exceedingly well lived and our lives are much richer because of Marianne Tramelli.
By Jeanine Dames, Associate Dean, Yale College and Director, Office of Career Strategy
Don’t we all struggle to find the right way to assess what we do?
For example, how to best assess if a career fair was effective? Did it work well for the students? Was the experience easy and efficient for employers? Beyond the event, what about the registration process? Were the students adequately prepared? Was the logistical information adequate, such as parking and travel information?
When planning for our career fairs this cycle I sought help from the EACE Assessment Resource HUB to learn from our amazing colleagues. In a matter of seconds, I was thrilled to find not only a sample assessment survey for employers participating in a career fair, but also one for students – thank you colleagues from Rowan University for taking the time to post these tools!
These surveys helped me think about what we are asking – and what we aren’t, and probably should. They provided a clean and user-friendly format that could be completed in a few minutes. Not only did the Resource Hub help me rethink our assessments, it saved me time and resources to not have to start something from scratch. I was inspired by the assistance the Hub gave me and to pay it forward, I uploaded a popular resume rubric used by our office.
So, ask yourself what resources do you need to do your job better or to boost your organization’s performance? Like me, you may be looking at a specific problem and a sample document will be the answer. Or you may want a bigger-picture view of a persistent challenge, and an in-depth article by an expert may offer essential context. EACE’s collection of resources draws heavily on the broad experience and deep knowledge of the community to deliver meaningful perspectives and practical answers.
Visit this ever-growing collection of assessment resources, which will help you generate ideas and save you time. And while there, consider submitting some of your own best stuff. The Assessment Resource Center can be found at www.eace.org under the Resources tab.
Jeanine joined Yale’s Office of Career Strategy in the fall of 2011 after serving as a Director in the Career Development Office at Yale Law School, and a Senior Associate Director in the Career Development Office at the Yale School of Management. Prior to joining Yale, Jeanine worked in career services at both Fordham University School of Law and the Benjamin N. Cardozo School of Law in Manhattan. She is an active member of the National Association of Colleges and Employers and was a founding member of the Alumni Section of the Association of Legal Career Professionals. Prior to transitioning to career services, Jeanine was an attorney and practiced real estate and environmental law in New York and Connecticut. She also served as pro bono legal counsel for South Brooklyn Legal Services. She has a B.S. from Cornell University and a J.D. from Fordham University School of Law. Jeanine is an avid Greek Mythology fan and enjoys spending her free time with her husband, son and two dogs – Artemis and Atlas.
By Vivian Lanzot, New Jersey Institute of Technology, Director, Civic Engagement
Many colleges and universities are in the midst of or are getting ready for Spring Break. Although some of students are traveling and having the traditional “vacations” during spring break, many are looking for a way to make a positive impact on their communities during this time off. More and more schools have encompassed the idea of an Alternative Spring Break program to provide students with opportunities to volunteer and build experiences. At New Jersey Institute of Technology (NJIT), Alternative Spring Break was created in 2013 to assist communities in their post –Hurricane Sandy recovery efforts. During the first year of the program, over 567 college volunteers participated. Students from NJIT and 23 other colleges as well as faculty, staff and alumni helped eradicate some of the devastation from Superstorm Sandy. Over 600 registered to participate in beach sweeps and park cleanups, deconstructing homes or finishing work (painting or simple carpentry) and surveying communities.
Since 2013, Alternative Spring Break has continued as a tradition at NJIT. Each year, students sign-up for volunteer projects throughout the local Newark community as well as at non-profits across the state. Each service projects provides students with the opportunity to apply skills learned in the classroom as well as the important soft skills employers most seek such as leadership, ability to work in a team, initiative, communication skills, and interpersonal skills. To date we have had a total of 1,541 student, staff and alumni volunteers impacting communities. This year, we add 130 registered students with 16 community agencies for Alternative Spring Break 2018. With the outcome of the latest disasters, domestic and beyond, NJIT’s Alternative Spring Break will continue to engage our students in service that impacts the community and will allow them to not only have an experiential experience but to have a lesson in citizenship. It is a true part of a student’s career and civic development. As a career center, we are happy to have helped support the community and student development.