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2019 EACE Conference: From Imposter to Career Counselor

By: Leslie Silva, M.A., NCC, Temple University

About three years ago, I began working in Career Services in Higher Education through my graduate program in professional counseling. While my program was focused on mental health counseling, I found my niche in career counseling. Helping students as they navigate one of the most challenging periods developmentally brings me a lot of joy. Using a strengths-based approach, I truly love collaborating with my students and watching their growth as they achieve their goals. After a year and a half as Graduate Career Coaching intern at Temple University’s Career Center I was ready for my new role as Career Counselor at the College of Engineering. Same University, very specific population.

As I began my new role the ever dreaded “Imposter Syndrome” followed me from intern to professional. I had the passion, education, and training to excel as a career counselor, but the imposter syndrome followed me in my counseling appointments, workshops and networking opportunities. About a year into my role, a colleague from Temple’s Career Center reached out to me about the EACE Diversity and Inclusion Scholarship and encouraged me to apply.

Throughout my time as a graduate student I had wanted to attend professional conferences. One topic that came up repeatedly in my studies was the idea of job burnout, and how professional conferences could help mitigate that. But they always seemed so unattainable to me, largely for financial reasons. Applying for this scholarship thus seemed like a no-brainer, as it would allow for the following:

  • An opportunity to network with other professionals in my field
  • An opportunity to generate new ideas to better serve my students

Now that the conference has passed and I have had some time to reflect on my experience, I can say that the 2019 EACE conference exceeded all my expectations. As I rode the train to Hartford, Connecticut that imposter syndrome was ever present. But as the conference began and kicked off with the Welcome Lunch, those fears began to dissipate. With each conversation I engaged in, I felt a part of something bigger than myself and my individual role as a career counselor. I was surrounded by professionals in my field who like me were striving to improve student outcomes and experiences.

During the conference, I attended as many sessions as possible. For a newcomer like me, the EACE conference app was incredibly useful. After the Welcome Lunch I dove right into sessions. Lighting up Introverts on the Job Search really set the tone for me for the rest of the conference. I left the session armed with new ideas and renewed energy for the work I am doing with students.

It didn’t stop there- Women and the Gender Pay Gap, Why Can’t We Be Friends: Strengthening Faculty Partnerships, Team Access and Team Success: Supporting First Generation Students, Empowering International Students Toward Career Success: Strategies for Addressing the Specific Needs of This Unique Population- all provided me with invaluable ideas and resources to better serve my students. At the end of the day, that is always the goal.

The conference organizers did a great job at balancing intentional learning and social activities which also foster learning. There were so many small tidbits I picked up from my casual conversations at the welcome lunch, newcomers’ breakfast and entertainment night. I was also able to develop relationships with some of my own colleagues at Temple University that will only serve to help our students succeed. I look forward to my next EACE conference, and I can’t wait to see what the organizers will be planning for us. As I left the conference a few weeks ago two things became clear to me. I am better equipped to prepare my students for their professional journey’s, and I am more of a career counselor than I am an imposter.

 

Newcomer’s Take on EACE 2019

by Chelsea Keen, Penn State University

As a first-timer at EACE’s annual conference in Hartford, CT this year, I can honestly say that I’ve never felt more welcomed to join a professional community. I have been to a variety of conferences focused on higher education (ranging from study abroad to online education to supporting student-athletes) and this is the first conference I have been to that has been so focused on welcoming newcomers. Read on for a few of the highlights from a newbie’s perspective.

Newcomers Breakfast

As if a delicious breakfast wasn’t enough, EACE made a strategic effort to invite (with a real, physical invitation) and welcome newcomers to a special breakfast during the conference. The tables were arranged strategically by topics of discussion (for example, summer vacations, books or movies) to encourage us to make connections with others beyond simply our titles and institutions. Each table also had an experienced member of EACE to share information and resources about the organization. Towards the end of the breakfast, we had the opportunity to watch short videos from each of the vendors to learn more about their services. This opportunity to bond with other newcomers and learn more the opportunities available through EACE was absolutely a highlight of the event.

Session Variety

I was equally impressed by the variety of session formats and topics throughout the conference. As a newcomer, attending the sessions provided a valuable opportunity to learn from professionals with whom I had both a lot – and also very little – in common. It was refreshing to have the opportunity to learn from individuals who have a different functional role or a different type of institution and to adapt their ideas to my own position and university. I appreciated the variety of speed session and workshop formats. Plus, the conference app made it so easy to explore sessions and arrange my schedule.

Opportunities to Connect

I left my first EACE conference feeling significantly more connected to my career development colleagues and the field as a whole. Throughout all of the sessions, networking events, meals, coffee (and dessert!) breaks, there were constant opportunities to build relationships with my peers. Attending EACE opened my eyes to the benefits of connecting with others in the industry and all the professional development resources available through this organization. Thank you, EACE, for being so welcoming to your newcomers and encouraging us to dive more deeply into all that EACE has to offer!

Chelsea Keen, M.Ed., is a Career Coach at Penn State University, specializing in promoting professional development through international experiences. She is passionate about empowering students to identify and articulate the valuable, unique skills they bring to the table.  

Upcoming EACE 2019 Conference Upcoming Breakout Session: Rewarding Competence: Intentionally Integrating the NACE Competencies into a Career Readiness Curriculum

*This post is an excerpt of  the upcoming breakout session, Intentionally Integrating the NACE Competencies into a Career Readiness Curriculum. This presentation will be led by Sherrod Williams, Managing Director of Experiential Learning and Career Readiness, and co-presented by Avi Criden, Director of Academic Internship Programs and Christopher Mesaros, Senior LEAD Instructor.

“Embedding the NACE competencies into a career readiness curriculum can be a monumental undertaking, especially when considering how changes will be received on campus and by internship site partners. The presenters for this session were tasked with rethinking how to evaluate student growth in a measurable way that uses standards compatible with how employers evaluate interns.

One important consideration for integrating the competencies into formative assessments is to see internship sites (or similar experiential learning providers) as partners in evaluating student development. This means going beyond simple engagement and building true partnerships that are mutually beneficial and appreciate the needs and interests of both campus stakeholders and employers. The presenters will be sharing their own best practices based on decades of placing and supporting interns with hundreds of different site partners.TWC Partnership Institute

When investigating how to make use of the competencies on the campus side, educators and career services providers should consider when and how they can conduct their own assessments that complement the internship supervisor evaluations. Having more robust data on their performance gives students (and campuses) the opportunity to identify strengths and weaknesses as they work toward continuing development, as well as the opportunity to make use of this information as they launch their careers. At The Washington Center, this is a central part of the curriculum, student experience, and mission of the organization.

TWC SMLS

Finally, any campus designing a curriculum that employs competencies should be forward looking and adaptive, considering the process for iteration and how to make use of broader trends. The presenters will share how using the competencies has allowed them to develop new pilots, think about different ways to engage employers, and help students create brands in an organic, intuitive manner. The definition of career readiness may be ever changing, yet a thoughtful, intentional framework for designing a curriculum that speaks to student, campus, and employer needs will allow for the kind of flexibility needed to provide learning that keeps up with a fast-moving workforce.”

 

EACE 2019 Conference Upcoming Breakout Session: It is Time to DISRUPT Career Services

by Myra Quick, Fast Forward Learning and Development

*This post is an excerpt of Myra Quick’s upcoming breakout session, It is Time to DISRUPT Career Services at the EACE 2019 Conference

Human­­­­ Resource departments across the world are being disrupted with new ways of thinking.  They have discovered that the employment function must change to better serve the employees as well as the institutions that employ them.  The human resource department has evolved beyond the transactional function of decades gone by into a strategic partner of the organization.  The exchange of powerful and informational thoughts and ideas designed to move the industry forward through innovative conversation has been the basis for this change.   For more information on this movement check it out at https://disrupthr.co/.

I bring this up because the concept of disruption is one that would benefit career service centers.  The model that many career service centers utilize has not changed in decades and barely scratches the surface of what graduates need to perform well in the workforce. To better serve student and increase the ROI for higher education it is imperative that students receive advanced services beyond resume preparation, interview skills and a job fair information when engaging with career services.  It is time to examine what competencies students possess that prepares them to not only succeed but excel in the workplace.  Helping students assess if their competency levels are adequate in today’s workforce and if not, then recommending or providing programs to deliver the appropriate skills will be the future of career development.  Once the necessary competencies have been identified career services will need a process for imbedding them across campus activities and classroom settings to ensure that students are practicing those skills.  The result will be graduates that are better prepared for the next steps in life.

While career service centers do a great job of preparing students to present their credentials in a professional resume and handle interview situations with tact that is often where the services end.  If we are looking to really serve students employment needs, then it is time to disrupt the thinking of career service professionals.

It is a common complaint among hiring managers that they expected college graduates to be better at critical thinking, communication and collaboration.  Now is the time for Career Services Professionals to become experts on the competencies that employers require and expect graduates to possess when they are hired.

Today, students and their families are interested in the overall result of an education and how that translates into success in the workforce.   Employers expect graduates that can walk in on day one with business skills and competencies in place ready to put their education to work immediately for their company.  To meet these needs, institutions must embrace change that includes expanding the focus of career development.  Disrupt the status quo and step into the future providing a greater value for the students and a better graduate for the employer.

Myra Quick is the CEO of Fast Forward Learning and Development

3 Break-Out Sessions I’ll Be Attending at this year’s EACE Conference

by Kent Yuen, NYIT

The 2019 EACE Annual Conference is right around the corner.  For someone who’s attending this conference for the first time, I’m looking forward to networking and learning from my colleagues.  This year’s conference is filled with educational sessions that can help our staff improve on programming, services and engagement.  Here are 3 sessions I have highlighted and am looking forward to attending:

 

Building Employer Engagement From the Ground Up: Creating a System for Meaningful Employer and Student Connections on Campus with Google

Presenter: Sumana Northover, Associate Director, Employer Engagement & Career Design, Northeastern University

Employer engagement can be challenging for career services departments.  Creating programs that are meaningful for both recruiters and students is important and vital to maintaining a positive relationship.  The lack of engagement we experienced with specific employers were attributed to an absence of time, resources, and fit.  How can we create opportunities for our students that are passionate about pursuing a career with these employers while facing fierce competition from their friends at bigger name schools?  How can we build relationships with employers that have never heard of our school or know anything about our students?

I’m looking forward to learning more in this session about the 3-step model for employer engagement and redesigning the way we engage with employers and foster relationships.

 

A “Trifecta” in Action: How to Create a Professional Development Workshop Program that Benefits Students, Faculty & the Center for Career Education

Presenter: Sarah Burrows, Senior Associate Director, Center for Career Education & Professional Development, Providence College

The line in the workshop description that drew me into this session was “Imagine a world where you had the opportunity to facilitate professional development workshops to engaged students, with guaranteed attendance, while simultaneously being supported and collaborative with the faculty member of that course?”   Sounds amazing…sign me up!

One of the most important factors to increasing student participation is our faculty partnerships.  We have experienced a 35% increase in attendance with workshops that involved faculty partnerships.  Our faculty have been instrumental in promoting our services by inviting career advisors into their classrooms, bringing their students to our events, and encouraging students to use our services and resources.

The goal for our department is to work with our schools and faculty by developing new programs that elevate the student learning process and experience.

I hope to learn more about the strategic and creative initiatives that Providence College has taken to support faculty members.

 

Empowering International Students Toward Career Success: Strategies for Addressing the Specific Needs of This Unique Population

Presenter: Deborah Federico, Associate Director for Career Education, University of Massachusetts – Boston

My focus since coming to career services is helping students to develop the skills they need to advance their career.  Students learn to take control of their careers, job search, and expand their network.

Our international students make up about 24% of the student population.  Their needs may differ from the rest of their classmates with the challenges they face entering the US workforce but the process of empowering students to take control remains the same.  I’m excited to hear about Deborah’s experiences working with thousands of international students and how she is able to utilize the university’s academic advising team to improve the career outcomes of those students.

 

 

What sessions will you be attending at the 2019 EACE Annual Conference?

 

Kent is an Assistant Director with NYIT and provides career advisement to students and alumni. He holds a B.A. in History from Goucher College & an MBA from Fordham University. He has worked in admissions and advising for Fordham University, NYU-SCPS, NYU-Poly and Goucher College. He enjoys working with students on their career and educational goals. In addition to his experience in higher education, Kent has worked as a Project Manager in the advertising and restaurant industries.

 

Ask a Recruiter: Lucy Wagner, Vanguard

The goal of this series is to have recruiters share their expertise and advice on the internship and job search process so that career development professionals can better address students’ concerns.

Lucy Wagner, University Recruiting Lead, Vanguard – Malvern, PA 

Lucy Wagner Vanguard

 

What should students know about your company when asked about it in an interview?

Do your research on our mission statement and structure. Vanguard’s structure is client owned. This keeps us unique and allows costs to remain low.

*For any company, always have good answers in an interview for:

  • “Why do you want to work at the company?”
  • “What do you know about the company?”

How much weight do you place on cover letters in the application process?

I’d say we are neutral to cover letters as they are optional at Vanguard.

What’s your advice to students who are juggling multiple offers?

First, let the companies know this up front if you have a specific deadline accept by. When deciding between companies, really do your research to learn if your values align with those of the employer. Make sure it’s a good culture fit.

What’s your recommendation to students on handling the salary negotiation process?

Come up with your absolute minimum salary you would be comfortable with living off of. Also, set realistic expectations by researching average industry salaries for the role you are applying to.

What do you want to hear when you ask a student, “tell me about yourself”?

Educational experience (college & major), work experience, and maybe wrap up with a current personal interest.

What are the immediate things that would put a student candidate in your “no” pile?

Unprofessionalism dress or behavior can be an immediate turn-off.

How should students be answering the question “tell me about a weakness you have”?

Answer with an honest weakness, but show what steps you have taken so far to improve/overcome said weakness.

How do you recommend students talk about negative work experiences, such as they worked for a boss they did not get along with well?

Try not to speak negatively in an interview setting, but instead point out what you are looking for in the next company. You may be probed for this information, but remember to use positive language.

How do you feel about objective statements on student resumes?

Neutral – definitely keep it short and to the point. If you run out of space, this should be the first section to be removed.

What are some things that really impress you during an interview with a student?

Well thought out stories to answer behavioral based interview questions. Have your 8-10 stories ready to go to showcase competencies such as time management, leadership, working as a team, etc. (Try Googling behavioral based interview questions for practice).

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If you are an EACE member recruiter or someone who works in recruiting, please share your expertise and we’ll feature you on our blog! Fill out our form here.

Thinking about Strengths in the Workplace

by Philip Wilkerson, George Mason University

We say we encourage strengths in the workplace, but do we really adhere to this philosophy in practice? Only 32% of U.S. workers have reported that they can do what they do best every day at work.[1] I work at George Mason University (GMU), and I will go on record and say, “yes it does happen here.” I get to use my strengths most of the time. It would be unrealistic to believe that I get to do what I do best 100% of the time, but I believe that over half of my time is used in ways that utilize my strengths.

At GMU we strongly encourage the community to take the CliftonStrengths assessment. This commitment is so strong that it is offered for FREE for anyone who is affiliated with the University. To date 23,641 faculty, staff, and students have taken the assessment.

People at Mason wear their strengths like a badge of honor. We end our email signatures with our top five strengths. We rock t-shirts. We discuss strengths in our first meetings with new community members. We use our strengths to build hashtags on twitter. I recently organized a meeting of Woos during Strengths Appreciation Day. We used the hashtag #WOOOOOTANG for our photo.

wooo tang

For us, this is a relatively normal part of the way we work as a community. I recently interviewed Dr. Beth Cabrera on my podcast, Positive Philter. Dr. Cabrera is a senior scholar at George Mason University’s Center for the Advancement of Well-Being. She shared that strengths allow us to move away from a deficit perspective. In other words, if we know that the extroverted Woo in our office enjoys going out and meeting with new people, then we should honor that strength and position them in places where they can do outreach. We should allow the individual the space to engage their strengths, while also learning new skills. When we do performance reviews, it’s easier to focus on what the individual is doing wrong or what needs to be fixed. When we use a strengths-focused evaluation, we can use a lens of continuous improvement of ones strengths.

 

career services

If you are interested in discussing how strengths apply to the world of work, please join me on twitter for a #EACE twitter Chat on Tuesday June 11th at noon. We will discuss the simple ways we incorporate strengths into our daily lives. Please mark your calendar and join us.

 

Philip Wilkerson  is a higher educational professional with a diverse background in career preparation, academic strategies, admissions, recruitment with nearly 10 years in the field. He has been described as a peer influencer and an emerging leader who is always eager to learn and soak up best practices on how to combine positivity and well-being with professionalism. He tries his best to help students find the intersection between chasing their dreams and making a living.

Top Five Strengths: WOO | Positivity | Empathy | Communication | Developer

 

[1] Reflects % reporting they have “opportunity to do what they do best every day at work”; from Gallup 2007 global database, referenced on p. 12 in Strengths Bad Leadership, Tom Rath and Barry Conchie, Gallup Inc., 2008.

Ask a Recruiter: Michael DiStanisloa, Chubb

The goal of this series is to have recruiters share their expertise and advice on the internship and job search process so that career development professionals can better address students’ concerns.

Michael DiStanisloa, HR Generalist at Chubb

How much weight do you place on cover letters in the application process?

Very little, unless the job they are applying for does not necessarily correlate with their background and experience. A cover letter should be used to explain specific knowledge and skill sets that aren’t clear in the resume.

What’s your advice to students who are juggling multiple offers?

Follow your passion. Do not take a job because of the salary only. Make sure you are entering a role or field that you like or are passionate about which will make you enjoy work that much more.

What’s your recommendation to students on handling the salary negotiation process?

Please feel free to ask questions. Ask about starting salary, salary ranges, where your experience can get you in the company.

What do you want to hear when you ask a student, “Tell me about yourself”?

A mix of personal and professional information. Try not to overshare, but be yourself. As long as you are authentic, the interview will go smoothly.

What are immediate things that would put a student candidate in your “no” pile?    

Overconfidence. There is nothing wrong with knowing your worth and explaining all of the things you can bring to the table. But understand the difference between confidence and cockiness.

How should students answer the question, “Tell me about a weakness you have”?     

This is a question that stumps a lot of individuals during an interview. I, personally, try not to go this route. But if asked, please be honest and let the interviewer know that you are working on this specific weakness. Also provide examples how how you are working towards becoming better.

How do you recommend students talk about negative work experiences, such as they worked for a boss they did not get along with well?              

Try not to go into too much detail about the issue. You can definitely discuss differences but please do not slander anyone during an interview. Be as professional as you possibly can and make sure to highlight all of the positive things that also happened during your time with the company, manager, and/or coworkers.

How do you feel about objective statements on student resumes?         

They are perfectly fine to add into a summary if you know for sure what you want to do. I would not blame a graduating student if they had no idea what they wanted to do for the rest of their life. That is a tough decision that will be figured out in time. If you already know, great! But if you don’t, please don’t feel bad sharing that information.

What are some things that really impress you during an interview with a student?    

I am mostly impressed with confidence, internships that have taught them corporate values, and being able to speak on a company’s history and why you would be able to fit into our culture.

 

 

Connecting Classroom Instruction and Career Services: A Collaborative Approach

By Patrick Massaro, Rowan University

Within the higher education setting, trends come and go, but a common phrase that has permeated this landscape is, “Meet students where they are.” Upon first glance, this ideal can be perceived as a static concept. However, further, inspection reveals a multi-dimensional nature of student engagement that considers participant learning style, current educational practices, and issues inherent to navigating the sophisticated system of higher education. Attempting to identify students’ underlying career needs within this intersection can be a daunting task for any professional.

In recognizing similar concerns regarding Rowan University’s Counseling in Educational Setting students, a new plan of action for serving this major was enacted. Since 2017, members of Rowan University’s Office of Career Advancement facilitated annual workshops for the Counseling in Educational Setting master’s degree program. Students pursuing this degree have primary career aspirations of becoming School Counselors, Academic Advisers, Career Counselors, or Licensed Professional Counselors.

While initial workshops concentrated on traditional topics such as professional branding, resume writing, and interviewing, research on the career preparation for counseling students and program coordinators revealed new areas of need. Specifically, holders of this degree requested instruction on facilitating and interpreting career assessments. Blount, Bjornsen, and Moore (2018) identified this skill set as paramount to increasing a sense of internal self-awareness. Further, Lara, Kline, and Paulson’s (2011) study revealed that although counseling students learn about career counseling interventions, they often do not feel confident actualizing these skills. Both of these studies provided ample insight for the future direction of the workshops.

Upon gathering additional research, specific need areas for the participants were identified, and the learning outcomes of the workshops were modified. As an outcome of analyzing the strengths and weaknesses of career assessments that were easily accessible, the Focus 2 was selected considering its prevalent use among the primary, secondary, and postsecondary settings that employ these graduates. There was also an intentional focus on skills development which was framed by NACE Career Competencies. Particularly, NACE’s Career Competency definition of critical thinking/problem solving, teamwork/collaboration, and professionalism/work ethic established key takeaways for instruction. This included having students comprehend the meaning of their own Focus 2 results and recognizing how this tool can be applied in their future counseling practices.

Reinforcing career competencies were also induced through individual student reflections. Ziomek-Daigle (2017) highlighted how reflections serve as a seminal practice for attaining an increased level of consciousness and learning outputs. As such, students were tasked to reflect on the grade levels they work with and how the career assessments can be used with their student populations.

As new generational cohorts shape the higher education landscape, it is critical to evaluate our services for these populations. Similar to how students’ complete career assessments to recognize their own personal values, higher education professionals must also analyze our engagement with current academic programs. Actively pursuing partnerships between academic and student affairs, while also researching best practices for specific majors can provide a greater contribution than any one group could present on their own. While these interventions can be small or large in application, completing these actions put us one step closer to, “Meeting students where they are.”

Patrick Massaro serves as a Career Counselor in Rowan University’s Office of Career Advancement. He earned a Master of Arts degree in Counseling in the Educational Setting from Rowan University and is a National Certified Counselor (NCC).

References:

Blount, A. J., Bjornsen, A. L., & Moore, M. M. (2018). Work Values, Occupational Engagement, and Professional Quality of Life in Counselors in-Training: Assessments in a Constructivist-Based Career Counseling Course. Professional Counselor, 8(1), 60–72. https://doi-org.ezproxy.rowan.edu/10.15241/ajb.8.1.60

Lara, T. M., Kline, W. B., & Paulson, D. (2011). Attitudes Regarding Career Counseling: Perceptions and Experiences of Counselors- in-Training. Career Development Quarterly, 59(5), 428–440. https://doi-org.ezproxy.rowan.edu/10.1002/j.2161-0045.2011.tb00969.x

National Association of College and Employers (2015). Career Readiness Defined. Retrieved from http://www.naceweb.org/career-readiness/competencies/career-readiness-defined/

Ziomek-Daigle, J. (2017). Using Reflective Writing Practices to Articulate Student Learning in Counselor Education. Journal of Creativity in Mental Health, 12(2), 262–270. https://doi-org.ezproxy.rowan.edu/10.1080/15401383.2016.1187581

 

 

Encouraging Skill Development for Study Abroad Students

By Chelsea Keen, Penn State University  

Students often can’t wait to study abroad to visit famous sites, eat delicious food, and post their adventures on Instagram. For many undergraduates, developing professionally-relevant skills is often not a top priority.

This is where we come in.

As career development professionals, we can encourage students to maximize the career benefits of studying abroad. By offering effective insights and tools, we help students seamlessly integrate professional skill development into their international experience.

Below you’ll find strategies I have implemented in my role as a career coach and global experiences coordinator at Penn State to encourage skill development before, during, and after study abroad.

Before Study Abroad: Before students jet off to faraway lands, prime them to develop professional skills abroad through pre-departure workshops. Penn State’s “Put Your Study Abroad to Work” workshop is both informational and practical; I find it valuable to educate students about NACE’s career-readiness competencies – highlighting global and intercultural fluency – and then providing tangible examples of how to develop those skills abroad.

This workshop sparks students’ realization that they can grow naturally through their everyday experiences abroad. For example, they can improve their interpersonal communication skills by living in a homestay, build problem-solving skills by navigating a foreign transportation system, and enhance their ability to adapt by embracing local customs and culture.

During Study Abroad: While students are overseas, I share monthly newsletters with quick, relevant tips for how they can develop professional skills in their daily interactions. More importantly, I encourage them to reflect on and document those experiences; I suggest keeping a Google document with bullet points as a brief inventory of their experiences abroad. This will serve students as they prepare for future interviews and when they simply want to take a stroll down memory lane. It also helps to remind students to set up a virtual appointment if they want to work on their resume or job search from afar.

After Study Abroad: I love inviting students in for career coaching sessions right after they return from their time abroad because the experience is still so fresh in their minds. It is the perfect time to prompt them to reflect on their skill development by asking strategic interview-style questions, such as:

  • Tell me about a time when you overcame a challenge abroad – how can you demonstrate the same problem-solving skills, adaptability, or resiliency to tackle difficult situations in the future?
  • What did you learn about other cultures’ communication styles? Describe what it was like to communicate with people from a different background and how this skill can be beneficial in the workplace.

 

By responding to these questions, students learn to articulate the professionally-relevant skills they developed during their experience abroad.

Overall, by engaging with students before, during, and after they study abroad, career development professionals can help students to truly maximize their international experiences.

Chelsea Keen, M.Ed., is a career coach at Penn State University, specializing in promoting professional development through international experiences. She is passionate about empowering students to identify and articulate the valuable, unique skills they bring to the table.  

 

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