Summarized by Sara Jones

Handshake recently interviewed 1005 students, ages 18-25, around issues surrounding gender diversity in the workplace. 50% identified as women, 46% as men, and 3.5% as non-binary. Here are some highlights from their recent 29-page report.

COVID has had a disproportionate impact on women and people of color—and Gen Z is missing female leadership at work

Women constitute 60% of undergraduate enrollment, and have recently surpassed men as the majority of college-educated professionals in the workforce. Nonetheless, women make up the lowest percentage of the labor force since 1988. 

When COVID forced school and other shutdowns, women started leaving the workforce disproportionately to men due to the difficulties of managing work alongside childcare and other caregiving responsibilities. As a result of this so-called COVID-19 “she-cession,” fewer women are on or will be on track to become future leaders and mentors to Gen Z. 

• Women have lost more than 5.4 million jobs in the pandemic.
  
• Mothers are more than 1.5X as likely as fathers to be spending an extra 3+ hours a day on housework and childcare—equal to 20 hours a week.
  
• 5+ million non-binary and LGBTQIA+ workers have experienced serious financial hardship, with one-third suffering a reduction in work hours due to the pandemic.
  
• Groups hit hardest by COVID-19 in terms of employer: women, workers with low educational attainment, part-time workers, and racial and ethnic minorities.
  
• Unemployment rates are the highest for minority groups:
  
  • Black/African Americans: 11.4%
    
  • Hispanics/Latinx: 10.4%
    
  • Asians: 8.7%
    
  • Whites/Caucasians: 7.3%

Most of Gen Z won’t apply to employers who lack gender diversity 

60% of all respondents to the survey say they “always” or “usually” research diversity in employers’ leadership (defined as race, ethnicity, gender, sexual orientation, age, background, and other factors)—a practice consistent across demographic groups. This is not surprising, given Gen Z is the most diverse generation, and it’s significant, considering Gen Z represents 24% of the global workforce—and will represent 30% by 2030.

According to Handshake, many workers under 35 expect employers to actively hire and develop a more inclusive and diverse workforce, help underrepresented minorities advance, and act against discrimination and systemic racism.

Diversity and inclusion in the workplace have been emphasized for decades, but analysts believe Gen Z may be the one that actually holds employers accountable for changing things.

• 53.2% of all Handshake survey respondents strongly agree/agree that they wouldn’t apply to a job or internship with an employer that lacks general diversity, and 52.7% of all respondents wouldn’t apply to a job or internship that lacks gender diversity specifically.
  
• 65.8% of non-binary individuals and 60.4% of women strongly agree/agree that they would not apply to a job or internship where there is a lack of gender diversity (compared to 43.4% of men).
  
• About half of all respondents said they would leave a job if it did not meet their expectations for social justice or equity and many more women felt this way (55.4%) compared to men (43%)

To attract more female and non-binary candidates, employers need to put more women in leadership positions

When women are in leadership roles, there’s a strong correlation with gender diversity at all levels of an organization. Thus, Handshake states, “the key to breaking the cycle of gender imbalance is having more women represented in leadership roles.”

The “broken rung” theory maintains that although women and men enter the workplace in nearly equal numbers, many more men are promoted to managerial roles at the time of a first promotion. The “broken rung” thus creates a gender imbalance that affects every level of work. To fix it, women must be promoted from the entry- and junior-level positions to managerial-level positions at an equal rate to men.

• 65.7% of non-binary individuals and 65% of women look for women in leadership roles before applying for a job, compared with 34.2% of men.
  
• Women are missing at the manager level: for every 100 men promoted, 85 women are promoted, 71 Latinas, and 58 Black/African American women.
  
• Women hold 38% of the managerial-level positions compared to 62% of all men.
  
• Just 1 in 5 C-Suite executives are women, and 1 in 30 are women of color.

Pay is the most important factor for students—and they want salary transparency on job descriptions

Out of all of our survey respondents, the majority agree that “salary and compensation” is the most important factor in choosing a prospective job.

The majority of Gen Z survey respondents also say that seeing salary ranges posted on job descriptions is the most compelling factor that makes them apply – 69% of non-binary individuals feel this way, 66% of women, and 65% of men.

Recommendations 

For Employers

• Take extra steps to encourage and recruit women and non-binary students to apply to your job opportunities to overcome any potential confidence gap. 
  
• Demonstrate real commitment to DEI by promoting and hiring women and non-binary students into leadership roles.
  
• Consider adding a salary range to entry-level or early career roles to help encourage a diverse Gen Z applicant pool.
  
• Enact policies around pay transparency—such as regular pay audits—to demonstrate how you put inclusion and equity into practice at your organization. 
  
• Recognize intersectionality in your hiring process—for example, how are your practices affecting and being absorbed by women of color?

For Colleges and Universities

• Teach salary and compensation negotiation to women and non-binary students. 
  
• Raise awareness about the gender gap and instill confidence in your women and non-binary students as they pursue their interests.
  
• Work with employers to encourage them to share entry-level salary information in job postings.
  
• Highlight employers that have demonstrated a real commitment to DEI practices (e.g., employers who ensure there’s gender equity in their applicant pool, interview slate, etc.).
  
• Connect women and non-binary students to alumni who can offer information about the challenges and opportunities at a certain company, or who provide mentorship and advice.

Written by: Alexis Tai, Career Specialist, Liaison to the College of Engineering at Cal Poly Pomona and Janelle Farkas, Manager, Career Education at Chapman University

According to a recent Forbes article, getting a good or better job is the #1 reason why Americans value higher education, and if they do not believe their degree is delivering on better career outcomes they will seek other alternatives. This means the work that we as career services professionals do every day is having a direct impact on not only the students and alumni we serve, but the future of higher education in general.

Leadership knows that as the cost of tuition is rising, enrollment is dwindling, and one of the best ways to combat that decrease is to ensure students have positive and meaningful interactions with career offices so families and students believe the return on investment of their degree is worth it.

With the increased accountability for career services to deliver quality outcomes, we—as newer professionals with 4-7 years of experience in the field—want to set expectations for incoming career services professionals and ultimately better help our students and alumni. Below are recommendations for preparation:

Anticipate competing expectations. Some families and students alike think we are a “placement” service. However, according to NACE, the average number of students each of us is responsible for exceeds 1700. Realistically, there is no way we can know 1700 unique career paths, unique needs, and unique desires. Oftentimes we might be tasked with “hand-holding” a student throughout a particularly challenging time in the career development process. As we gain more experience, we start to be able to read our students better, increasing our understanding of what each individual needs in that moment and understanding the level of support needed might change depending on the student’s circumstances. In a world that is increasingly prioritizing offering exceptional service, and with the added pressure of Career Services being so important, we find ourselves walking this boundary often.

Accept delayed gratification. Many of us receive pressure to meet with as many students as possible, and there is an increasing trend to work with students “early and often.” But when do we really know if what we do “works”? We track First Destination data, which measures where new graduates end up within six months of graduation. Which means if we are working with primarily first and second year students, trying new programming, new events, new types of engagement, we might not know if any of that was effective until three to four years later. However, our role is to provide resources, support, tools, and assistance to help our students and alumni manage their career and self-development even after they have left their career offices behind. The lack of hard metrics is a facet of the job we need to cope with while still maintaining high quality services.

Focus on both the present reality and the future of work. While observing trend data to support students is important for any educator, the impetus is on career services professionals to both prepare our students for the current realities of our economy while looking forward at how career trends may impact job prospects down the road. A few years ago, job outlook data from the Occupational Outlook Handbook or O*NET may have sufficed, but now career trends are about far more than obsolescence and the creation of new jobs. The “future of work” is constantly evolving, as exemplified by the new norms around hybrid work and the increased attention on what it means for us to advocate for true diversity, equity, and inclusion in the employer partnerships we foster. The question must constantly be: will this program, workshop, or advising style serve our students both today and 5 years down the road?

Pivot constantly. While our focus on the present and future is paramount, career services professionals must also be aware of the ever-changing expectations of all stakeholders, which includes the changing needs of industry, our students, and university leadership—and act accordingly. This means changing not just the content of our programming, but also the mediums in which they are offered. As we prepare students for the reality of a hybrid future of work, we must model that flexibility even now in our workshops, programs, and appointments.

Despite the considerations we have outlined, knowing that we make an impact with our students and alumni and watching them develop over time is incredibly rewarding. Predicting some of the potential challenges will give us time to plan accordingly, so that we can continue to provide exceptional service to our students and alumni.

Alexis Tai	Janelle Farkas

Farouk Dey and Sally Amoruso on Reimagining Higher Education

Written by: Sara Jones, Assistant Director of the Center for Career and Calling, Seattle Pacific University

In March 2020, as COVID started dramatically changing life worldwide, Farouk Dey, Vice Provost for Integrative Learning and Life Design at Johns Hopkins, launched Vision Chats: hour-long, unscripted virtual conversations with visionaries about the future of education, work, technology, industry, health, environment, and society. 

Last month, Dey spoke with Sally Amoruso, Chief Partner Officer for the Educational Advisory Board (EAB) on Reimagining Higher Education. As higher ed navigates how to integrate COVID learnings effectively in our career centers and campus-wide, the whole conversation is well worth a listen, and here are some highlights in these areas:

• Strategic planning
• In-person vs virtual: What do students want now?
• How does higher ed adjust to the shifting world of work?
• Beyond statements: How to do real DEI work
• Measuring success by chasing gaps

Strategic planning

Around 2:05:

Sally Amoruso (SA): Strategic plans don’t actually equal strategy in many cases. We looked at hundreds of institutions’ strategic plans and found that 90% of them are nearly identical . . . But real strategy is about being able to make trade-offs. Michael Porter’s definition of strategy is it’s more about what you don’t do versus what you do.

. . . Those decisions have not been part of the DNA of higher ed. There isn’t an initiative that we don’t love. You see across the last decade a proliferation of initiatives that have led to that initiative fatigue that so many higher ed staff and leaders are feeling.

COVID gave us an occasion to think about the hard decisions that we’ve been putting off for too long . . . One of the silver linings of COVID is it allowed university presidents to engage in the third rail discussions that perhaps were overdue, but were very difficult to engage in without the urgency and exigency of COVID.

- Example: Their Academic Program portfolio. Many institutions have had programs that are under enrolled and haven’t really been refreshed to reflect the needs of students at the time. 

In-person vs. virtual: What do students want now?

Around 8:15:

Farouk Dey (FD): People are talking about going back to normal. And actually, I think the best strategy is creating a new normal moving forward. We’ve learned a lot the last 12 months and done a lot of adapting. 

SA: If you’re in leadership at a school where students are saying they’re really missing the in-person experience, you need to preserve that . . . On the other hand, what we’ve found is that some of these services can be supplied very adequately and more flexibly in a virtual environment.

University leaders are needing to sort through all of that, and also make sure that they’re applying that in an equitable way across their staff.

Around 12:15:

FD: Based on surveys at Hopkins, we have found from students there’s definitely a desire to have a residential experience. But what we describe as residential doesn’t mean that every single thing has to be delivered in person.

The elements that they’ve missed the most in the last year have to do with community building and with connections and establishing networks. 

They want some classes in person, and they want some to stay online.

They want to be able to experience going to games, the gym, the cafeteria, etc, but they don’t want to have to go across campus to meet with someone in the Registrar’s Office or Financial Aid in person, where they’ve found that it’s much more convenient if they met with an academic advisor or a coach on Zoom. 

Around 14:00:

SA: Yes. I think we need to unpack the student experience a bit more. I would see this as a harbinger of the potential death of large lecture halls. There is nothing about that that’s superior to being in a Zoom interaction, or having that recorded so I can go back to the parts I had difficulty following. We need to parse the student experience at a much greater level.

But every student population is different. It makes complete sense that Hopkins students responded the way they did, but there are students at certain of our partner institutions that value the radical flexibility of a hybrid set of options more than some of the co-curricular elements, or perhaps they really value a faster path to degree and employability.

This is really a call for us to understand in Clay Christiansen’s words the jobs to be done for our particular student populations, and to lean into that. That’s where I’m hoping we come out of COVID and evolve into, which is the differentiation of offerings across higher ed that allow us to meet the needs of these different student populations in a different and kind way versus than the sea of sameness in the strategic plans I saw before. There’s an opportunity to really be creative here in how we do that.

How does higher ed adjust to the shifting world of work?

Around 19:30

FD: This takes me to the whole concept of the future of work and how the world of work is shifting. The question I’ve always posed is: Paradigms are shifting in the world of work. Are universities shifting along with that or just standing where they are, and allowing for that gap to emerge?
How do we in higher education adjust? It can’t be just the transactional relationship of placing students in opportunities. We have to also look at curricular, all our programs, partnerships with employers... What are you hearing there from both industries and universities in terms of what needs to happen?

SA: So employers still see this huge scarcity of talent. The war for talent continues. If anything, as we’re shifting rapidly into a knowledge economy and the fourth industrial revolution is pushing that along, talent is the mode of production. Yet universities and colleges are concerned with the employability of their students. So why does that gap exist?

There has to be an embracing of the needs that employers are expressing. We’ve talked about the T-shaped student for a while. Now we’re seeing evolve in the world of work is the T-shaped employee. At the broad top of the “T,” there are the enduring skills—active learning, collaboration, creative problem solving, etc.—then the stem of the “T” is deep mastery in a certain core set of skills.

One of the interesting things to think about from a curricular standpoint is, if you think about that top of the “T”, employers are saying that among the top 15 skills they’re looking for in employees, for the first time they’re identifying self management skills: resilience, flexibility, stress management, self learning.

And I think we need to look at our curricular offerings to see if we’ve consciously and intentionally incorporated these elements. Experiential learning is table stakes now for institutions, but they haven’t really elevated it with this lens of where the world of work has gone.

The world of work is also hybrid, it’s not going back to full in person . . . Telework is here to say. Automation has been accelerated, AI has been accelerated. The global and continent workforce has been activated at levels never before seen after COVID. Are we preparing our students appropriately for this reality?

Then virtual learning becomes not just either/or—either in person or online—but actually the next generation of experiential learning. If students need to thrive, collaborate, lead, manage in a hybrid work world, we need to think about how we’re incorporating this into our curriculum, our internships, co-curricular activities in a deliberate way, etc., so they can exist and thrive in that hybrid world.

FD: I think the big problem in our education is the integration of these transformative pivot points during their time in college into their curriculum. We assume that these students will just find these experiential learning opportunities—internships, the mentoring, engaging in this out-of-the-classroom life—that will help them be successful.

.  . . But as student populations have become more diverse by design, these approaches in universities haven’t changed, so you end up with a culture of haves and have nots. You end up with first gen students, limited income students, students of color who go through these entire 4 years and don’t touch on these immersive experiences.

Integration is key. These can’t just be one-offs that we market to students. These have to be part of the curriculum from Day 1.

About 28:30

SA: For many faculty and leaders, education has always been about more than just employability. But if you step back and put the student at the center, the most common and most important reason that students cite accessing post-secondary education is to get a good job.

. . . It’s also nobody’s job right now in many institutions to make those connections with the employers. Many faculty have connections with employers, then you have alumni connections with career services… But it’s not integrated in a way that makes it easy for an employer to engage with an institution as a whole.

FD: We often hear that the purpose of education isn’t vocational training—it’s to broaden the mind and prepare global citizens and develop critical thinking skills. I think that’s a false argument. Both can be true.

SA: I agree, it’s not an either/or. And if you go back to those top 15 skills that employers are seeking, it’s actually a great moment for the liberal arts. The technical skills are going to be outdated very quickly—LinkedIn reports that most technical skills are outdated within 5 years. But those enduring skills that you gain from the liberal arts are manifest in that list. It’s a moment to think about the best of those approaches and an integrative approach in bringing those together for the students.

Beyond statements: How to do real DEI work

Around 38:00

FD: University leadership is trying to tackle social justice and DEI on their campuses in a real way, beyond just words slapped on websites and email signatures. They’re trying to figure out how to create a new culture of equity and inclusion and anti-racism and belonging for their students, faculty, staff and alumni base.

It’s a huge challenge . . . How are we going to move beyond conversations to create cultures of DEI and justice at the end of this? 

SA: First, I’m glad you couch this as moving beyond statements. 80% of higher ed institutions have statements, but most of those aren’t followed up with action plans, or goals, or commitments that put meat on the bones. Great intentions, but the statements are inadequate to move us forward to where we want to be.

We have been investing in this diversity issue for quite some time, but the progress has been highly incremental. Unless we want to have another decade or 2 of incremental progress, we need to step back and think about approaching this problem differently.

Our boards aren’t diverse in higher ed. That’s a problem. The faculty diversity issue. People say the pool is too small. Actually, the pool isn’t too small; we haven’t kept up with the amount of PhD graduates of color. There’s something bigger that’s missing there.

We often ignore inclusivity and belongingness issues—we can recruit, but we can’t retain.

Or the promotion criteria and processes actually dissuade those candidates from thinking this is the right path for me and where I want to stay.

Planning needs to have not just action steps but commitments, deadlines, goals—anything you do around a plan—versus statements. We’ve actually come out with some work called the Hallmarks of an Antiracist Institution that addresses some of these.

Finally, institutions are having to reckon with institutional histories that aren’t spotless. We need to reckon that with honesty and authenticity and put that into the open. Some institutions are doing and doing well, but that needs to be a much greater, at-scale effort.

Around 45:40

S: Student diversity is of course critical but until the faculty and staff reflect who the students are, we’re not really going to be able to create an inclusive environment that allows diverse students to thrive. There’s a lot to learn from HBCUs and minority-serving institutions in this respect. 

David Wilson at Morgan State University wrote a controversial article about what the Ivies can learn from HBCUs, and there are some really important nuggets. The coming together of the community across an HBCU to mentor and really care for their students. It’s hard to replicate that when you don’t have the staff and faculty reflecting those student populations.

Measuring success by chasing gaps

Around 47:00 

FD: I’ll share with you what I’ve been trying to push to try to address this also from a cultural perspective, and that’s a complete change in how we measure success in the university. Whether that’s academic success or engagement or outcomes for students. This is particularly for students, though it can certainly be applied for faculty and staff. 

What we’ve been trying to really push is not interpreting the metric of success as high engagement numbers, or how many people got the opportunities or got these grades, etc. Instead, we’re chasing gaps. 

For every metric that we look into, I care less about the total aggregate number and a lot more about the gaps between the haves and have nots. 

Even if our numbers look really good on an infographic, how do they look between my black and brown students versus not black and brown? How do they look between different genders? How do they look between first generation and non-first generation, limited income and not limited income?

I want to get to a zero gap between all of those. And that’s a different type of culture that can be applied university-wide. Let’s say we analyze student grades. When we see the gaps in grades between these types of groups, now we get to see where we are as an institution when it comes to equity, and we can make some real changes. That’s a systematic change versus an innovative program.

Subtitles

• Why We Started
• How It Works
• Collaboration Across Disciplines
• Marketing and Outreach
• Challenges and Evaluations

Why We Started
During the past year, many critical internships for students in Boise State’s College of Business and Economics (COBE) were canceled due to COVID-19. Our college’s career services collaborated with University Advancement directors to find new ways to empower donors and employ students and created a program called Bronco Corps. The program was inspired by the University of Utah’s David Eccles School of Business Hope Corps initiative. Since August 2020, Bronco Corps has provided Idaho-based small businesses and nonprofits with interns at no cost, while giving students the opportunity to gain valuable professional experience. Following a successful pilot funded entirely by donations, an additional gift enabled Bronco Corps to continue through 2021. As of April 2021, nearly $150,000 has been paid to students for their work. 

How It Works
Bronco Corps connects students to small businesses and nonprofits who have been impacted by COVID-19. Interested employers work one-on-one with our office to post and promote positions. Our staff is well-versed in identifying and understanding the needs of employers, developing job descriptions, and making the recruiting process efficient by utilizing existing tools and systems. We chose not to place students into specific roles. Instead, employers have autonomy to identify students they want to interview and hire, selecting the candidate that is best for the role and their organization. Through this program, our office also provides funding for each intern. Students are paid $12.50 per hour and can earn up to $2,000 (160 hours) per position. Offering paid internships is important to us since many of our students are nontraditional. Paid internships allow our students to prepare for the future without having to sacrifice financial security. To date, over 20 internships have been successfully completed, 24 are active, and 15 are currently in the application process for future semesters.

Collaboration Across Disciplines
A program like Bronco Corps doesn’t necessarily need a large department or designated coordinator to function. Once systems and processes are in place, you just need a few individuals within your team who can manage employer participation and oversee administrative tasks. Beyond our office, cross-departmental collaboration within the University has been vital to the success of this program. We maintain a close relationship with our development director, sharing frequently about our programs and objectives. Therefore, they were able to secure and customize funding for Bronco Corps quickly. We also utilized Boise State’s Human Resources team to build a new student employment model. Fostering working relationships and open communication with offices outside of our college opened up opportunities for program development that might otherwise have fallen flat.

Marketing and Outreach
Similar to collaboration, timely marketing and promotion has been essential for this program. We first publicized the availability of internship funding to small business and nonprofits through local chambers of commerce, community foundations and government agencies, such as Idaho’s Small Business Development Center. Further, we utilized Boise State's NPR affiliate radio station to promote the program and gave an in-depth interview on a popular television channel to communicate the ways students, organizations and donors could get involved. Dedicating time to marketing and outreach early on helped fuel interest and support for this program. 

Challenges and Evaluations
Designing and managing this program has been a very rewarding experience, but it also has had its challenges. Because this program needed to be implemented quickly (in response to the pandemic), some of our processes were created by experimenting with methods until we found the most successful solutions. Communication between employers and students was a challenge as well, and sometimes we stepped in to troubleshoot or resolve conflicts. Early on we learned that it was best to focus on solutions rather than how problems emerged. Being solution-focused allowed us to keep moving and not get bogged down by barriers. We were always able to go back later and reflect on how problems emerged. 

We continue to ask students and employers to complete an exit survey. This data helps us understand program effectiveness and reflect on how we might make improvements. So far, we have received positive feedback and gratitude from both students and participating organizations. In some cases, employers have created additional positions or have hired the student serving their organization after the internship is complete. 

Final Thoughts/Takeaways
COVID-19 put a lot of pressure on our small business and nonprofit community, in addition, our students were left without work and professional opportunities. Bronco Corps allowed us to support our local community and actively create and connect our students to valuable, paid internship opportunities. If you are interested in collaborating with your development team and creating a similar program we encourage you to do so - it’s been a rewarding experience!

By Laura Chiuppi (M.Ed), Director, Career Services, College of Business and Economics & Monique Halgat (B.A), Administrative Assistant, Career Services, College of Business and Economics

As many of us in the realm of Higher Education know intimately, the investment of state dollars in our public institutions has been on the decline for decades. Our student to staff/faculty ratios have been on the rise, our salaries have been stagnant, and our opportunity for innovative programming has often found itself in the hands of generous donors. So, what has been the solution to this evolution? Higher tuition. And who does this impact? Our students and our communities.

As an entity, we know and understand that education is the key to breaking the cycle of poverty on an individual scale. But at a systems level, we also can see that the divestment of funding for state higher education is most greatly impacting our lower-income and middle-income students¹ . Students are then forced to take out larger amounts of student loans that don’t “hit home” until graduation day or even in times when they take breaks from school: decreasing their ability to re-enroll. The burden of that debt lies in their ability to find a well-paying job directly out of their undergraduate programs where the amount of tuition is not based on their chosen fields expected entry-level income. This conundrum is forcing us, on a national scale, to think creatively around solutions.

With a new White House administration coming this month, there is a swirl of discourse around student loans and cancelling debt for millions of Americans. The rhetoric toggles between wanting borrowers to stop having to choose between rent and student loan payments, to the balance of stimulating the economy to allow for purchases of homes and cars by those stifled with these monthly loan payments, to not wanting to raise taxes to pay for relief for those who may not financially need it most. The questions always end in wondering who first-in-line should be and what that relief should look like. The reality is, this is new territory as tuition has risen so quickly in the last few decades while wages have largely remained stagnant².

For those of us working within Higher Education, or companies working alongside colleges/universities and with students, what can our role be in creative change? How can we work together to think about experiential learning and finding ways to financially support students during their degree completion? We are beginning to see a shift of placing more value on career readiness and financial support at universities toward their career centers, but this has been a space that has been historically underfunded. In thinking through that, are there ways, as institutions, we can begin to better advocate for state and federal funding to decrease the burden of tuition dollars on students and align those with career opportunities?³

One such idea is an Income Sharing Agreement (ISA). These opportunities are popping up across the nation to fill the gap for students paying tuition. Higher Education institutions (e.g. Northeastern University, Colorado Mountain College, and The University of Utah)  and industry leaders alike are re-thinking supporting student success. In relying on the academic preparation and specific career pathways, colleges and universities and invested companies are – literally - banking on the future income earning of their students/interns. Although this is still a new and emerging trend in the area of financing educational pursuits, it’s an interesting option. Because the payback is set up as a percentage of future income for a set amount of time, this could be a compelling opportunity, especially for those students who may be looking to enter low-paying fields or who are more unsure of the career pathway ahead of them.⁴  

This idea, however, is not going to be the best option, or even an option to consider for many students, depending on the terms of the agreement. As Dave Ramsey shares in his opinion piece⁵, Income Sharing Agreements could end in students paying much more than what they borrowed in the first place. This isn’t in stark contrast with a traditional student loan - when including interest accrued over the years - but something students need to be aware of and to balance. The pandemic and the incoming administration will both have impacts on how data will inform these opportunities in the coming months. For now, how can you, as an industry professional or career services administrator start to think creatively to support students in financing their education to support our greater educational attainment and economy?

¹https://scholarshipamerica.org/blog/the-far-reaching-impact-of-the-student-debt-crisis/ - see here for more details on borrower impact

²https://www.forbes.com/sites/camilomaldonado/2018/07/24/price-of-college-increasing-almost-8-times-faster-than-wages/?sh=2b3389a166c1 

³https://www.meratas.com/blog/top-9-schools-that-offer-an-income-share-agreement

⁴https://www.edsurge.com/news/2020-12-09-more-colleges-are-offering-income-share-agreements-are-students-buying-in

⁵https://www.daveramsey.com/blog/income-share-agreements

Over the past few months our nation has experienced change on a massive scale. On-going protests and discussions surrounding race as well as the coronavirus pandemic has created the perfect political, social and economic storm of epic proportions. As a result, we are learning to live and operate within the confines of a hyper-partisan society with quickly shifting societal and cultural expectations. In my previous blog I talked about how to live aloha. As we all anxiously await the start of the fall term, I believe it is important to discuss the critical nature of living aloha. 

Yes, change is happening at a fast pace and no one is certain what kind of change will eventually materialize. We all have different theories and perspectives. In my last blog I talked about small every day actions each of us can take to navigate through the “new normal”. I emphasized practicing humility and encouraging inclusiveness in our everyday interactions with others. I also discussed the importance of sharing aloha and the strength that comes from these values. While these are traits that we all should share and practice there is a greater message here and that is the importance of sustainability, growth or e ulu.

I live in a community that is isolated physically. We understand not just the critical nature of preserving resources but finding alternative ways to grow, develop and progress. Living aloha means constantly exploring ways to maintain forward momentum with the understanding that resources are finite. Hawaiian communities of the past were known for working short but intense hours. Men and women would spend 2-3 hours per day harvesting crops with the rest of the time used for fishing, surfing or other leisurely based activities. Early European settlers viewed this lifestyle as counterproductive and questioned the work ethic of the indigenous population. On the contrary the people understood the importance of sustainable development and that living aloha meant maintaining precious resources so that future generations may enjoy. 

As our world undergoes a social evolution we as MPACE members must hunker down and continue to progress and practice inclusiveness, compassion and patience with our fellow human beings. The coronavirus will not simply disappear on its own neither will equality be achieved overnight. But we can set the plans in motion. Like the Native Hawaiians before us who understood the importance of overcommitting and exploiting resources, we too must learn to think long term. Preserve energy and direct resources where needed, value the time we have with our friends and family, learn to balance the demands and most importantly continue living. When we learn to view change and inclusive practices as not just correcting past injustices, but also long -term community investments then are truly living aloha. 

By Ryan Tin Loy, Senior Career Advisor, Hawaii Pacific University

With COVID-19 still running rampant and most colleges and employers continuing to work from home, the conversation has shifted to the big question of what to do about summer internships. Summer is typically the most popular time of the year for organizations to offer robust internship programs and for college students to take part in hands-on learning experiences in the world of work. In this unprecedented time though, it seems like the news about summer internships has been all bad, with many companies cancelling, delaying or shifting their internships to remote. Due to their nature, remote internships cannot offer the same type of learning environment, networking experience and hands-on approach that career development professionals recognize as being so helpful to career growth and that organizations see as an experience to get to know candidates and build their recruiting pipeline. However, not all is lost, and actually, a lot can be gained.

Increasingly, career development professionals have been recognizing the importance of job seekers’ abilities to be agile and resilient. Dr. Jim Bright’s Chaos Theory of Careers teaches us in today’s unpredictable world, even now more than ever, the importance of allowing for openness and curiosity in career exploration when it comes to an ever-evolving world of work. Especially in our current situation of rapid change and new information daily, this is an essential time to work with students on embracing the unknown and building skills that will help them in years to come. Shifting their summer internship plans rapidly and adapting to this new work reality, may, of course, be difficult, but it gives students the opportunity to flex their ability to pivot and grow with the times. In a world that is continuing to shift at an increasing rate, students, and employers as well, who can adapt successfully to these changing times will be even stronger once we emerge from our current crisis. Companies will also find that candidates who thrive in this environment will serve as strong employees in the future as well, able to handle any challenges that come their way.

While the shift has happened more quickly than anyone predicted due to the current crisis, the role of technology not only in the internship and job search but also in the workplace will continue to increase in importance. As we know from knowledge about the Fourth Industrial Revolution and the so-called “rise of machines” technology is overtaking everything that we do, and has only increased its pace as staying safe at home has continued. Remote internships offer an additional opportunity for students to continue to develop and refine their technological skills. Generation Z is already the most tech-savvy group yet, and remote opportunities will only improve their abilities. Additionally, as workplaces continue to utilize new technological advances and move online, regardless of COVID-19, the experiences students have as remote interns will prepare them well for these changes and allow them to handle new technology in a company-setting with ease.

Additionally, while students may not be getting the hands-on experience that we typically associate with an internship, the important thing to note is that they will still be getting experience with a remote internship. This experience will be different than anything imagined, and in that lies its strength for both students and employers. For organizations, the sky's the limit in terms of creative ways to engage summer interns remotely. There’s freedom in testing new ideas and seeking new solutions, thereby uncovering additional skills of current interns and potential future-employees that would not have normally been seen in an in-person internship. There’s opportunity to mentor interns in a deeper and more meaningful way, to connect interns to share their experiences with one another and to offer new types of projects for development and growth. For students, there are new opportunities to participate and engage than what might have been offered before. Their voices and ideas have never had more weight when offering changes and solutions to internship providers and their companies. They will learn skills about networking, working on projects and learning remotely that they would not have before. Their abilities have never been more tested and offered more opportunity to rise above and shine in a difficult situation. For both students and employers, this is also an enhanced opportunity to discover cultural fit, for under duress is when our truest colors and biggest strengths arise.

So, let’s start focusing on the positive about remote internships. It may not be the world we imagined, but it offers all of us the chance to innovate and grow in ways we never thought possible. And that is worth embracing. 

About the Author

In Hawaii we locals often use the term live aloha. This may be unfamiliar for individuals with little background knowledge of our island culture, however in our social and political atmosphere this term has tremendous value. Our nation continues to witness social change on a mass level spurred by the death of George Floyd. There has been increased awareness as well as on-going conversations between law enforcement, government leaders and community stakeholders in all states. Not only has police reform been taking place at an astronomical pace but there is also heightened awareness amongst industry professionals of the Black Lives Movement and how this continued presence will continue to affect us all moving forward. 

What about me? What can I do as an MPACE member to affect positive change in my community? We can all make a difference in the lives of others simply by embracing the concept of living aloha. Here is a quick breakdown on how to live aloha. 

Be humble, no grumble. Practice humility with those around you. Be slow to anger but quick to praise the positive actions of others. Learn to look for the positive things in others and recognize those accomplishments. Hawaii is a diverse state, a big melting pot of different ethnicities, perspectives and ideas. Instead of viewing new concepts as challenges to the status quo we seek to incorporate them into our own thus adding value to our cultural diversity. 

Aloha does not imply weakness. Aloha has multiple meanings besides “hello” or “goodbye”. Aloha also means love, kindness and patience. But aloha is not for the timid. It also means being persistent in the face of adversity. True change comes with time, patience and yes even some struggles. The Native Hawaiian community for many years suffered many injustices from lost land as well as a disconnection to its rich past. In recent years however, the Hawaiian community has made tremendous progress both culturally and politically with a resurgence of the Hawaiian language in both the collegiate environment and through immersion school facilities. Was this accomplished overnight? No. It took many years and the momentum continues to this day. 

We have a long way to go in creating and appreciating cultural diversity in our communities. It will not be easy and unfortunately it cost a person his life. At least we are having these conversations now. Until then, we should all strive to live aloha. 

By Ryan Tin Loy, Senior Career Advisor, Hawaii Pacific University

“What should I be doing now?” As the U.S. economy surpasses 30 million jobless claims, more than 3.8 million students approaching graduation are wondering what they should be doing to successfully secure gainful employment post-graduation. Students graduating in 2020 will be tasked with navigating an economy in which a global pandemic has eliminated the 22 million jobs added since the Great Recession ended in 2009. Students who are looking to be competitive in this job market should focus on building their network, developing their skill set, refining their job resources, and gaining work experience to best prepare to meet the needs of their future employers.

In a CNBC article, Douglas Bonaparth wrote, “If there’s anything I learned from starting my adult life during the Great Recession, it’s that no matter how bad things might look or be at the moment, there’s a world of opportunity still waiting out there.” While the state of the economy seems bleak, students should look towards the thousands of employers who are continuing to recruit new talent. In a survey of 439 employers, 61% of employers plan to recruit the Class of 2021 at the same level as the Class of 2020 (Coronavirus Quick Poll). Handshake, a job platform for college students, is maintaining a list of 500 companies looking to hire current students and recent alumni. Candor.co is maintaining a database of more than 7,000 companies, identifying which are hiring and which currently have a hiring freeze. With employers posting fewer positions, it will be important for students to leverage their network and hone in on the skills, resources, and experiences employers need.

Build Your Network

• 70% - 85% of jobs are found through networking and personal relationships (Belli).
• Connect with your existing network of academic and career professionals, such as professors, academic advisors, and your university’s career services.
  
• Participate in university student clubs and organizations.
  
• Conduct informational interviews with alumni and other career professionals working in your industry to gather career advice, research potential job roles, and discuss mentorship opportunities.
• Establish your social media presence through LinkedIn to stay connected with your network.
• Develop an elevator speech, so you can quickly and confidently share your skills, accomplishments, and interests.
• Connect with potential employers by attending virtual career fairs and employer information sessions.

Develop Your Skill Set

• Research occupations/industries that are actively hiring using resources such as Handshake, Glassdoor, and LinkedIn to identify the key skills needed for the roles most in-demand.
• Focus on skill development through academic coursework and co-curricular activities.
• Refine virtual workplace skills, such as project management and communication, by leveraging experiences from remote classes.
• Explore graduate school options.
  
• Develop new skills through online courses such as LinkedIn Learning or Coursera.

Refine Your Job Resources

• Meet with your university career services early and often to develop your resumes, cover letters, and LinkedIn Profile.
• Tailor your job resources to each position/employer, incorporating skills and keywords from the job description. Utilize online tools such as Jobscan.co to guide your tailoring.
• Practice, practice, practice your interviewing skills (phone, virtual and in-person.)
• Develop an e-portfolio with evidence pieces of your work to share with potential employers.

Gain Work Experience

• Establish a remote internship to gain the work experience required for your industry.
• Explore temp or contract remote work.
• Find virtual volunteer opportunities with your community, local non-profit, or place of worship.
• Work with professors to establish research projects.
• Connect with your network to establish portfolio-building side projects.
  

Similar to the Great Recession, this time will pass and students will continue to find gainful employment. In a survey of those who graduated during the recession, more than 83% of them agree/strongly agree that they are currently satisfied with their careers (Episode 11: Unique Career Advising). The class of 2020 should focus on the elements they have control over, such as their relationship building and skill development. They should continue to focus on self-care and maintaining a sense of patience during this uncertain time. Above all, students should be reminded that their challenges in securing employment post-graduation are not a reflection of their ability or self-worth. The graduating class of 2020 has a unique opportunity to demonstrate the resilience, persistence, and innovation needed to persevere and succeed in this time of crisis; skills that will make them invaluable leaders now and in the future.

About the Author
Rafael Delgado is an Assistant Director of Career Services at the University of Washington Bothell and is an MPACE member.
 
References
“500 Companies Hiring Students on Handshake Right Now.” Handshake Blog, 5 May 2020, learn.joinhandshake.com/students/hiring-on-handshake-500/.

Belli, Gina. “How Many Jobs Are Found Through Networking, Really?” PayScale, 4 Mar. 2019, www.payscale.com/career-news/2017/04/many-jobs-found-networking.

Boneparth, Douglas A. “What College Graduates Need to Know Entering the Job Market Post-Coronavirus.” CNBC, CNBC, 31 Mar. 2020, www.cnbc.com/2020/03/31/what-college-graduates-must-know-entering-job-market-post-coronavirus.html.

Chouinard, David. “[LIVE] Who's Freezing Hiring from Coronavirus.” Candor, 2020, candor.co/hiring-freezes/. 

“Coronavirus Quick Poll.” Coronavirus Quick Poll, National Association of Colleges and Employers, May 2020, www.naceweb.org/talent-acquisition/trends-and-predictions/coronavirus-quick-poll-preliminary-results.

“Episode 11: Unique Career Advising.” The Career Leadership Collective, 2020, www.careerleadershipcollective.com/new-forward.

It’s been a couple of incredibly stressful and challenging weeks, and by many indicators, it appears that this crisis will persist for a while longer. Yes, we’re still here creating our new “normal’ in the Coronavirus Era, some of us working from home, learning new platforms on the fly, homeschooling our children, yikes! Trying to balance life has become a little more challenging. While many others face, in my opinion, a more daunting challenge, they are still reporting to their place of employment, putting themselves at risk, worried about everything they touch, and how close they come to those around them. It’s mentally and emotionally taxing! 

Life feels surreal right now!

Like many higher education professionals, I am struggling with this new normal. I know most people are too! Classes have been transformed rather quickly to an online format, and the once lively, dynamic and thriving campuses are practically deserted. Meanwhile, from a little corner of the house, Zoom is the new roommate and preferred platform to host classes, meetings, and interviews, it all feels so unnatural. Yet, we are committed to looking for ways to support and engage with students and business partners. 

Here is a shortlist of tips that I find useful to navigate through this uncertain and fluid situation. I hope you find them helpful too.

• Hopeful that this too shall pass, while disinfecting like never before
• Checking in with others (family, friends, colleagues)
  
• Continue to be of service through my job and volunteering work
  
• Staying informed, but optimistic and grateful for the incredible people in the frontlines that are doing fantastic work to keep us safe and healthy (shout out to the healthcare, technology, agricultural- farm workers, manufacturing, and housekeeping communities)
  
• Taking mental breaks from our current reality and diving into Tiger King (talk about a different reality, WOW!) 
  
• Reaching out to employers, not only to check on the status of their recruiting efforts but to check on them on a personal level
  
• Reaching out to students to check on how they are adjusting and reminding them of the importance of staying connected with career services and employers (especially those that are graduating this spring)
  
• Reinforcing business continuity and resilience by reviewing what we have in place and evaluating current needs
  
• Practicing self-care with short daily workouts (including walking my puppy- Winter) to clear my mind and get those endorphins flowing, after all the goal is to stay healthy 
  
• Reading a good book/article (Grit by Angela Duckworth/Mother Teresa’s Reaching Out In Love by Edward L. Joy & Jaya Chaliha ) and listening to upbeat music (Pink is my girl!)
  
• Last but not least, cuddling my boys and Winter (we have been together 24/7 for the past three weeks). 

As the spread of COVID-19 continues to increase across the globe, I am keeping all of you in my thoughts. I hope that you and your families are staying safe and healthy. 

If interested in writing a blog for the Trends Section of MPACE, please contact eduandprodev@mpace.org.

About Author:
Gabriela Castaneda, Ed.D., Assistant Director at Chapman University

Introduction
Our traditional age college students currently represent Generation Z (Gen Z) and will for the next few years. As MPACE colleagues who met at a recent MPACE conference quickly realizing we had many similar interests, this topic became a point of acute interest to us when we realized that our coworkers still spoke about assisting ‘these millennials’ in student services. This inspired us to research the specific demographic needs of Gen Z in order to improve our career services.

Gen Z students were roughly born between 1996 and 2010 and they are the first digital native generation. The cultural influences that have impacted this generation have included growing up during financial crisis in the early 2000s, 9/11, increased school shootings, legalization of marijuana, the first African American president, and same sex marriage becoming more commonplace (Flippen, 2017). They are also the most culturally diverse generation. For comparison, Gen Z is only 55% caucasian while the Baby Boomer generation was 70% caucasian, and multi-racial births have risen from 1/100 in 1970 to 1/10 as of 2011(Fromm & Read, 2018). When looking at these facts, it is easy to see why one of the critical themes of supporting Gen Z is to support Diversity, Equity, and Inclusion (DEI) efforts in career services. This article dives into the definitions of those terms that our offices have used and the effective programming we have designed to support DEI efforts. 

Shared Collegial Understanding: Defining Diversity, Equity, and Inclusion
One of the first steps in understanding DEI is reflecting on your own personal values and privileges as well as having shared conversations with your colleagues. When was the last time your work team collectively discussed these terms and their intersection with individual coaching methods, office/institutional practices, workforce trends, and greater systems? By creating agreed upon office definitions of terms, building shared understanding, and forming conversation guidelines, more fruitful conversations can be had.

Image 1.1: Diversity, equity, and inclusion practice can be applied at various levels. As career education professionals, our positionality and power equips us to influence systems change.

Workplace Trends 
Some of the workplace trends that we identified for Gen Z include an increase in hiring and wages alongside a decrease in benefits, increased workplace flexibility and virtual opportunities, retirement of baby boomers, and artificial intelligence changing and replacing existing job structures (Flippen 2017). Despite the technological advances, Gen Z remains an introspective group with anxiety about their opportunities. Though their personal communication occurs largely through social media, this group largely prefers 1:1 attention and feedback in their work environments (Fromm & Read 2018). In addition, the current COVID-19 pandemic is projected to have further impact on the job economy and the virtual work landscape (Doyle, A. 2020). The following list outlines career center strategies for addressing DEI and workplace trends:

• Acknowledging intersectional identities through programming
  
• Collaborating with employers, local business, and entrepreneurs to help define transferable skills
  
• Creating a pathway for alumni connections 
  
• Educating on company research and salary/benefit negotiation
  
• Mental health first aid trainings and building relationships with campus counseling and psychological services (CAPS) offices

From Learning to Action: DEI and Gen-Z Best Practices

Informing Programming and Communications with Gen-Z in Mind
To balance the university mission and our efforts to help students successfully navigate their futures, the Office of Career & Professional Development (OCPD) located within a private institution serving 2500 undergraduates and 2500 gradates, University of Redlands in Redlands, CA worked with a company called Gapingvoid to create a ‘Culture Wall’ that represented our philosophy in a series of fun engaging images. The images are cartoonish in character but meaningful in message and appeal broadly to our Gen Z audience. For instance, one depicts a wild collage of colorful shapes with the phrase: “there is no right major.” We have used the 20 images to communicate our message to students through classroom presentations, lawn signs, social media, stickers, and buttons. University of Redlands received great feedback from the community at large.

In addition, the OCPD offers an ongoing webinar series called “Identities at Work.” The series is a panel of people who identify with the focus group and speak to each identity from the standpoint of an alumni, employer, or support service personnel. We have hosted the following webinars:

• Navigating the Job Search for LGBTQIA Individuals
• Navigating the Job Search for Individuals with Disabilities
  
• Navigating the Job Search for Military Veterans

These webinars continue to be an example of the OCPD brand and values.

Aligning Gen-Z Values with Campus & Community Initiatives
The OCPD has implemented the use of Alumnifire to better connect our current students with University of Redlands alumni to assist with Career & Professional Development topics. Through the free version, alumni can designate what career topics they want support. Alumnifire caters to the Gen Z population as it allows students to research and outreach through forum posts, groups, and filter potential mentors (Bulldog Alumni) on topics of shared interest from majors to campus organizations. 

We have also sought to enhance our impact on campus to build stronger partnerships with faculty and embed a career ecosystem. To achieve this goal, we implemented a Faculty Career Fellows program. Five faculty members were selected from student nominations about the faculty’s impact on their career development. Our 5 fellows serve as liaisons for our academic departments to share how our office can support academic programs and garner a broader sense of career development activity across our campus. We know that Generation Z looks up to their faculty and have relied on their partnership. We look forward to utilizing the data collected to enhance opportunities to provide relevant curricular material for all of our academic departments. 

Aligning Gen-Z Values with Employer and Community Partner Education
At the Career Engagement Office within Seattle University, a Jesuit Catholic university with an enrollment of roughly 4,800 undergraduate and 2,000 graduate students located in Downtown Seattle, we understand that Gen-Z’s value diversity, inclusion, and more progressive thinking around equity and social justice. This knowledge has informed the work of the Career Engagement Office and the content and training delivered to employers and our community partners. As a team, we recognize our role is to not only support students in finding employment, but we are in a position to also inform sectors on emerging trends. Thankfully our work around DEI informed training is supported by the mission and values of Seattle University. 

The Career Engagement Office piloted the Engaged Employer Symposium in August of 2018, a one day, conference-style program which reached over 100 participants from new and existing employer partners which represented all three sectors. Our team planned the program and also delivered the day’s content, in partnership with Seattle University’s Office of Diversity and Inclusion. The day included a keynote address from Seattle University’s Vice President for Diversity and Inclusion on unconscious bias and its role in student career development, creating an inclusive organizational culture and practices, and a recent alumni panel. The DEI learning was furthered at the Second Annual Engaged Employer Symposium in August 2019. 

Informing Programming and Communications with Gen-Z in Mind 
Since Gen Z has primarily grown up with smart devices at their fingertips for most of their lives, we understand the significance of the digital presence (Twenge, 2017). Paid student graphic design interns have been instrumental in our social media presence including Facebook and Instagram accounts. Additionally, career coaches will be shifting traditional career education guides to blog-style content. 

With the exception of a few signature programs such as quarterly career fairs, all other planned programming from the Career Engagement Office is either done in partnership with student groups/leaders or with student feedback in mind. Student clubs have partnered with us to coordinate programming such as our annual Engineering & Tech Takeover, Arts + Media + Design Day, and Career Treks. Student club leaders support planning efforts, marketing, day-of volunteer support, and recruitment of program participants including students and community members. By partnering with students, our office has more bandwidth to offer the programs which best apply to specific career interests and the kind of programming Gen Z wants to see, as our Gen Z students are the audience driving the work. 

Conclusion
As career education professionals, our work around DEI has only started to touch the surface when it comes to the charge we hold in working with partners, including our own students, in the making of inclusive and equitable workplaces. As Gen-Z continues to join our campus communities, colleges and employers alike will have the opportunity to adapt and pivot, reshaping our methods to best serve this forward-thinking and resilient generation.

About the Authors
Melissa Minato (Seattle University) and Lauren Wooster (University of Redlands) met at the MPACE 2018 Annual Conference in Anaheim, CA. They discovered a parallel in structural changes and innovative programming at their universities and started collaborating on a proposal for MPACE 2019. The following is adapted from their MPACE 2019 Annual Conference presentation by the same title.

Sample framing used for ‘DEI’ in our own work together:
(NACE Blog, 2019)

Diversity: Makeup of a room or population; including demographic representation of individuals, as well as inherent, social, economic, behavioral, and cultural differences.  

Equity: Who is trying to get into the room but cannot? Whose presence in the room is threatened or at risk of erasure? 

Inclusion: What ideas are most readily heard? Whose voices are heard and included and how does this reflect the views of the majority or dominant culture?

References
Armstrong, K. (2019, June 25). What exactly is diversity, equity, and inclusion?... [Blog post]. Retrieved from https://community.naceweb.org/blogs/karen-armstrong1/2019/06/25/what-exactly-is-diversity-equity-and-inclusion 

Doyle, A. (2020, March 20). Coronavirus and the workforce: What you should know. The Balance Careers. https://www.thebalancecareers.com/coronavirus-and-the-workforce-what-you-should-know-4799675

Flippen, C.S. (2017). Generation Z in the workplace: Helping the newest generation in the workforce build successful working relationships and career paths. Dr. Candace Steele Flippen.

Fromm, J. & Read, A. (2018). Marketing to GenZ: The rules for reaching this vast and very different generation of influencers. American Management Association. 

Twenge, J. (2017) iGen. New York, NY: Atria Books.

At the 2019 MPACE Annual Conference, Jon Cleveland and Barb Richardson presented on how the Career Center at Colorado State University is advocating for more disaggregation of career outcome data to inspire action that promotes equitable career outcomes. We’ve asked them to share more about this innovative best practice with our MPACE members.

Please briefly describe how Colorado State shares your career outcomes data.

Jon and Barb: For the last five years, in addition to the reporting categories outlined by NACE, we have also been disaggregating data based on race/ethnicity, gender identity, first-generation status, and Pell Grant recipient status. Additionally, we supplement these data points with national data (for example, when our internal N was too low to adequately speak to the experiences of many transgender students), as well as qualitative data like testimonials and quotes, which provides rich supplemental material to career outcomes data. Ultimately, analyzing data in this way allows us to not only celebrate our successes, which are many, but better tell the story (and inspire action) of all our students, particularly those from marginalized backgrounds.  

What are some reasons for this practice?

Jon and Barb: At CSU, we want to be as transparent and honest in our career outcomes story as possible and disaggregating based upon identity is integral to that. Aggregate data can hide challenges that populations of our students may be facing and silence their voices; disaggregating data can bring that to light and help us identify who is succeeding at our institutions. The research is overwhelming that our marginalized students face additional challenges in the job search and graduate school application process. Telling the career outcomes story of our institutions is incomplete if we ignore that there are systems that support some students’ success while hindering others. 

What advice would you share with other institutions who are interested in implementing a similar change?

Jon and Barb: 

1. Know your environment and your student population. For us, CSU is a PWI – averages and means don’t reflect the experiences of our marginalized students.
2. You may have low numbers for some of your identities – don't let this stop you! You can supplement with national data or year-over-year data.
3. Supplement with qualitative data!  Student stories tell us the why and add depth to data. This approach can bring voice to marginalized populations and their lived experiences.
4. Do your disaggregation with an asset lens. One of the dangers of disaggregation is in playing into a dominate narrative of minoritized and marginalized populations needing help, or entering this discussion from a deficit lens. The reality is that marginalized students are successful; they’re navigating environments, policies, and procedures that were often designed without them in mind.

About the Authors:

Jon Cleveland serves as Executive Director of Career Services at Colorado State University

 
Barb Richardson serves as Senior Associate Director of Assessment and Strategic Initiatives for the Career Center at Colorado State University.

Why is there so much conflicting information?

It seems like font types, templates, graphics, key words, and other things about resumes are almost always up for debate in regards to ATS. But why is there so much conflicting information? According to the Career Confidante Podcast, there are about 400 different ATS on the market. Not only that, but employers can customize what features are in their ATS to meet their specific needs. This complexity and lack of standardization can cause more harm than benefit, leading to lots of conflicting and/or outdated information in the field.

How can applicants combat the complexity of the fragmented ATS landscape?

When thinking about what advice to pass onto others, think about the “common denominator” of all ATS technology. For example, some ATS technology might be able to read a third party font, but not all of them can. Sticking with the “common denominators” such as Calibri, Arial, and Times is a safe bet. Some ATS technology might be able to take Pages as a document type, but not all. Submitting a Word Document or a .pdf is a safe bet since all ATS can read those types. It takes a little more work to figure out the commonalities, but the advice you give will be better off in the long run. 

How is Artificial Intelligence affecting the hiring process?

Each ATS solution leverages AI in different ways. However, there are three common ways that AI is being used across companies both small and large. 

The first way AI is used in ATS technology is through a Boolean search. In systems like iCIMS, a recruiter or hiring manager searches for keywords to find applicants. iCIMS, and by extension the AI within it, then ranks the applicants based on how often that keyword is used in the resume/application. 

The second way AI is used in ATS technology is through a match percentage to the job description. In systems like Taleo, every time someone applies to a job, it automatically searches the application for a match percentage against the job description. Then it ranks the applicants for the recruiter based on that percentage. 

Finally, AI within ATS is also being used to figure out the “signal to noise ratio” in application documents. It isn’t uncommon to hear a student or job seeker say that they are “keyword stuffing”, or putting in all the key words without context as many times as possible. Still other job seekers say that they are going to paste in the job description in white text so ATS reads more keywords, but the recruiter can’t see it. Both methods are considered by job seekers as ways to “beat the ATS” and get them a higher rank in the system. Because of this, some ATS technology has AI within them that measure a signal to noise ratio – essentially meaning that AI can determine if keywords are used way too frequently and/or out of context. If it detects this, it will alert the recruiter.

Looking Toward the Future

Most Career Coaches know the tips and tricks of working with ATS technology – not using templates, matching keywords exactly, and so on. Managing the complexity of ATS technology is still very important for working with job seekers, and being aware of the different ways ATS technology interacts with AI is a new avenue to explore and learn about. Here’s to learning all we can and keeping our knowledge up to date on ATS and AI! 

About the Author
Crystal Cory is a Career Coach at the University of Utah. She also serves on the MPACE Mountain Central Committee.

Posted by: Sara Jones, Assistant Director of the Center for Career and Calling,

Seattle Pacific University

The coronavirus outbreak this month has required career centers everywhere to transition to remote services—quickly. In the spirit of “Disruption causes innovation” (thank you, Kelly Dries from University of Redlands, for the reminder), here are some ways career centers across our region are getting creative to provide students high touch experiences this spring, plus discover new opportunities, all while staff work from home.

CAREER CENTER RESPONSE

Engaging with & supporting students and alumni

Appointments and online resume reviews:

● Many career centers are offering options for virtual and phone career counseling appointments through Zoom, Microsoft Teams, and other platforms, as well as online resume reviews. Some have a Resume Reviews inbox, that student career advisors monitor.

● The University of Washington is also offering drop-in coaching, which they manage through same-day scheduling in Handshake combined with a recurring meeting in Zoom. (In Handshake, they created a new appointment type called Virtual Drop-In Coaching” and a new user account called “Virtual Drop-In Career Coach.” Each morning, they open an appointment block for the Virtual Drop-In Coaching appointment type, and students can log in to Handshake, choose that appointment type, and select a time for that day.)

Virtual/video workshops and articles:

● Many are also offering more video and virtual workshops and groups. Tip: Some have found Gen Z students don’t recognize the term webinar. Virtual workshop or livestream works better. Programs may need to be shortened since it may be difficult to keep engagement for an hour in a virtual workshop. Many are also  considering recording workshops, panels, etc. and creating a video library.

● Many are also providing more newsletters and other written content for students. The University of Utah is starting a new blog for timely information about how COVID-19 is impacting work, tips for working remotely, and more. Western Governors University is adding articles to the Handshake Resource Library on Social Distancing Support Resources for Students & Alumni and Companies Hiring Now During the COVID-19 Pandemic. Cal Poly San Luis Obispo is exploring a weekly newsletter that promotes upcoming events and spotlighting virtual services.  The University of Redlands is also sharing a weekly newsletter, highlighting virtual engagement options as well as specifically highlighting companies who are increasing their hiring during this time.

● Many alumni might also be facing layoffs, furloughs, and increased stress during this time.  For alumni who own their own companies, they could be under a lot of pressure, and seeking support.  The University of Redlands Career Center sent a message of support specifically to alumni, and are currently exploring virtual programming for those who might be experiencing challenges during this pandemic.

Live chats, social media, and writing campaigns:

● University of Utah is doing a virtual career studio for live chat help from student career advisors, utilizing ConexED/Cranium Café.

● Chapman University is planning a social media takeover after spring break to answer questions their students have about careers and remote work. One example:

Chapman’s team will divide the questions into major themes/categories and address them in 15-60 second videos on their Career Instagram story (the ones that last 24 hours).

●      With its Alumni Office, Seattle Pacific University is launching an Ask Me Anything campaign on Switchboard. It will initially be piloted with faculty from the Communication major, pairing current Communication majors with Communication alums. These will be low-key, low-stakes conversations, where a student can ask an alum anything they want--career-related or otherwise.

●      Seattle Pacific University is also exploring a letter or email-writing campaign for seniors, who suffer most being remote in their final quarter/semester. Each staff member would write a number of seniors expressing support, sharing resources and their contact info, and inviting them to reach out.

Finally, career centers are promoting the 24/7 resources for students they already have: online career development field guides, alumni-student mentoring and connection platforms (PeopleGrove, Switchboard, AlumniFire), mock interview and resume review platforms (Big Interview, StandOut, VMock, Portfolium, and Focus2, among many others).

Employer engagement

●      Many career centers are organizing with employers to offer virtual employer sessions (e.g. with Hallo) and virtual workshops.

●      Career Centers are also partnering to arrange virtual interviews, encouraging job postings by employers, and sharing out which employers are hiring remotely.

●      Chapman University is also organizing virtual career excursions, and Cal Poly and the University of Redlands are  considering virtual career fairs.

Online & social media messaging about COVID-19

●      Most career centers have created a COVID-19-specific page on their website where they explain their changes in programming this spring. These include information about scheduling appointments, online career assessments, job/internship search resources, other online resources (e.g. StandOut mock interview platform), and more. Specifically:

●      University of Utah has a Remote & Timely Work Opportunities widget (remote and local high-need job opportunities for student jobs impacted by COVID-19):

and a Breaking the Stigma COVID-19 page, addressing discrimination against those of Asian descent.

●      Chapman University is posting daily updates on how their office is responding to COVID-19 (for-credit internships, drop-ins vs appts, etc.).

●      Western Governors University is also doing more frequent social media messaging about COVID-19 support resources and where to access them.

Working effectively with staff remotely

●      Many universities are meeting once or more a week virtually, doing daily check ins, and using Microsoft Teams, Slack, Google Chat, and Zoom to communicate and meet.

●      University of Utah has also connected their phones to Skype for Business, which redirects calls made to their offices to their computers or personal phones. The team can receive calls and phone out without having to give out their personal numbers.

●      UCSB has started organizing virtual happy hours to build community, and other universities are exploring other team-building strategies.  The University of Redlands has started “Wacky” Wednesdays to bring something “fun” to their video team huddle to “show and tell” and break up the monotony of virtual calls.

●      Many universities are also encouraging staff to take part in webinars and continuously learn during this time. Given the increase in screen-time with all meetings turned virtual,  the University of Redlands offered all staff the option to purchase professional development books to read during this time, to help focus on professional development, and find ways outside of the computer to do so.  Professional development is a great use of time to break up the day when working remotely.

EMPLOYER RESPONSE

For an employer perspective, here are some things a large California company (who prefers to remain anonymous) is doing.

Engaging with & supporting students

●      For current interns: the University Recruiting department is hosting virtual intern meetings/check-ins/office hours; virtual intern onboarding; workshops; tech talks.

●      The employer also isn’t reneging on offers or candidates in final stages, is providing interns the ability to work from home, and is providing interns managers and mentors with FAQs, including remote work guidelines.

Employer engagement

●      The employer has converted previously scheduled events at schools this spring to virtual panels, coffee chats, and sessions.

●      Any remaining full-time or internship interviews are scheduled all via Zoom.

Working effectively with staff remotely

●      To be in touch: Slack channels, Zoom, emails, manager office hours for extra check in time

●      For professional development: Managing Through Change and Ambiguity Workshops

●      For tech support: Giving employees/interns access to all tech equipment needed to do their jobs (monitor, keyboard mouse, headphones, etc.)

●      For fun and community building: Team huddles (15-30 members) with funtivities, contests with prizes, WFH bingo, happy hours

The bottom line from the career centers and employers we spoke with is to stay focused on students. Ask what they need most during this challenging time--which may be different from what we assume. Also, keep communication lines open and explore ways to build community  among staff--it’s easy to feel isolated at home. Finally, be open to opportunities. Many career centers shared that they were enjoying this chance to learn new technology, and felt they were operating more effectively in some ways than before.

Have more ideas or resources to share about exciting things your university or employers you know are doing? We’d love to hear them! Please share in the comments below, or on MPACE’s LinkedIn Page. We’re in this together :).

If interested in writing a blog for the Trends Section of MPACE, please contact eduandprodev@mpace.org.

As an introvert and an “Achiever”, when I heard that we would be working from home, my first reaction was pure joy.  I was excited, engaged, and energized by the prospect of being able to achieve all that I could at home, without having to have those “small talk” conversations that I sometimes dread.  However, after two days of working remotely, I began getting massive headaches from “too much screen-time” and not enough breaks.  I realized that those “small talk conversations” that I disliked often forced me to take breaks.  When people popped by my office to chat, it gave me time to break away from the screen and whatever project I was working on.  Now I would have to learn to take breaks on my own. 

While many of us navigate working remotely for prolonged periods of time for the first time, our Education and Professional Development Committee came up with the below list of tips that have helped us in this transition.  We hope that some of these might help you as well, and if you have additional tips, please share those in the comments!  We are all in this together!

1. Find a balance that works for you between your work and personal space.  – Craig Oka, Director, California State University Northridge

2. Find time to get up and move.  There are great mini workouts that you can do every few hours.  Even pausing for some pushups! – Carol Huang, Career Counselor, University of California, Santa Barbara

3. Coordinate lunch with those who are also working at home with you, whether a partner or children – Dale Stoker, Assistant Director of Employer Services at California Polytechnic State University – San Luis Obispo

4. Learn when work is over, and be able to walk away and end your day. – Gabriela Castaneda, Assistant Director, Argyros School, Chapman University

5. Get ready each morning like you are going to the office still.  – Carmen Gold-Johnson, Assistant Director, Employer Engagement & Internship Development, University of Utah

6. Make it work.  With two small children, sometimes that’s going where my toddler can’t find me.  It’s about getting creative to make it all work. – Michelle Levy, Assistant Director, Graduate Business Career Services, California State University – Long Beach

7. Embrace the technology that exists to help you in this time. – Allison Musser, Associate Director, Career Coaching & Strategic Partnerships, University of Utah

8. Remember to blink with all of this increased screen time. – Andrea Hanson, Associate Director, UC Davis

9. Structure your day, so that you have a game plan. Set (and keep) your working hours, and take a few minutes to plan your day in the morning. – Sara Jones, Assistant Director, Center for Career and Calling, Seattle Pacific University

10. Do the normal things I had planned, and if you don’t have them, get yourself the Blue Light Glasses. – Val Matta, Co-Owner at Careershift

11. Utilize your breaks in a new way.  Whether it’s finding time to enjoy what you did as a kid, or taking your dog for a walk. – Courtney Frost, Career Coach, College of Engineering, Louisiana State University

12. Use your support system. – Leanna Izen, Career Educator, Chapman University

13. Experiment with productivity strategies. The Pomodoro Technique is one I like, where you break your day into 25-minute chunks separated by five-minute breaks. – Michael Kimball-Bryant, Employer & Student Engagement Coordinator, Western Governor’s University

14. Adopt a ‘work-first mindset’. – Sarah Raymond, Director, Montana Tech

15. Be patient with yourself. – Kelly Dries, Executive Director, University of Redlands

Dr. Kelly Dries
Executive Director, Office of Career & Professional Development
University of Redlands

Inspired by our conversation, we’ve outlined the current strategies we’re using to overcome our imposter syndrome, below, in hopes that we inspire you to be able to do the same.

1. Be courageous to share your knowledge. Challenge the assumption that your colleagues already know what you have to share. We regularly share techniques and resources we have learned from our previous colleagues and institutions, and are constantly surprised by how our old tricks are brand new to each other.
2. Find your champion(s) in your office, such as a colleague or supervisor, with whom you can be open and honest. Find ways to partner and bounce ideas off of each other. We have become champions for each other by building each other up.
3. Be okay with saying ‘I don’t know.’ This doesn’t mean you are not good at your job. Instead, it means that you are willing to be vulnerable and accept you do not know everything. We have become comfortable asking questions, exploring new ideas together, and admitting that we are not experts and we always have room to grow.
   
4. Take initiative to create new things. Brainstorm and create new processes and resources. Think about what you might do differently to add your own spin on existing things, then share your ideas. For example, we have been creating a new career exploration handout that summarizes all of our career exploration strategies for students.
   
5. Get involved. Volunteer to participate on committees, lead projects, or collaborate. For example, Megan joined the Student Affairs Professional Development Committee and Sarah partnered with our Assistant Director of Programming to revamp our PowerPoints.
   
6. Play to your strengths. Think about what you are best at and how you can bring that to your team. With her background in curriculum design, Megan led a team to create a new student activity booklet. Sarah is continuing this work by leading a team to revamp our office’s PowerPoints.
7. Collaborate with graduate assistants and new team members! Regardless of the years and types of experiences we have in our fields, we all have something to contribute, even from early on. Working with new additions in our office allows us to share our existing knowledge and skills, and helps us recognize how much we already know about our roles. We regularly involve graduate assistants and new team members in our work so we can help one another recognize our mutual value.
   
8. Keep an accomplishment log or “Daily High” journal. Keep track of what you have done or what is going well, and take time to reflect. Doing this helps us remember the achievements that have made us into the professionals we are today, and helps us stay motivated.
   
9. Seek out more training. Use your imagination; nothing is out of bounds. Recently, Sarah became certified in the Strong Interest Inventory assessment and Megan is working towards becoming certified in the Clifton Strengths assessment.

While we may never completely overcome our imposter syndrome, we’re slowly become more comfortable and confident in ourselves by using the strategies above. We’ve learned to be gentle with ourselves and trust that this is a journey. Sometimes realizing your value in the workplace takes time.

Regardless of wherever you are in your own professional journey, we hope you come to realize, like we did, that you do have something worth sharing, and that others need to hear it.

In addition, throughout the month we invite all MPACE members to spread the good vibes by sharing what you love about MPACE, your job, or your organization on any of our social media platforms using #MPACElove

Mariah Glenn (she/her/hers) Career Coach, California State University Dominguez Hills  Pac South Committee Member What do you love about your job? I love being able to support students through the exploration and decisions phases of choosing a major and/ or a career path as they discover more about who they are. I also believe that CSUDH has a unique population of amazing students that I am proud to work with every day!
Joe Johnson University Relations Lead, Vanguard Mountain Central Committee Member  What do you love about your job? I love that my job allows me to engage with college students and foster their growth. There’s no better feeling than seeing a student you’ve mentored find incredible success.
Brittany Koonce (she/her/hers) Employer Relations Specialist, Colorado State University, College of Business  Mountain East Committee Member What do you love about MPACE? I have loved getting more involved with MPACE the past few year. The connections and friends I’ve made, and collaborations that have resulted from my involvement are invaluable!
Carol Lwali (she/her) Associate Director of External Relation, Career Engagement Office, Seattle University Pac North Committee Member What do you love about your organization? I love my organization because it is mission driven – It states, “Seattle University is dedicated to educating the whole person, to professional formation, and to empowering leaders for a just and humane world. This gives my work meaning and purpose.
Priscilla N. Vallejo (she/her/hers) Transfer Center Coordinator and Career Specialist, Ohlone College Pac Central Committee Member What do you love about your MPACE? I really enjoy being part of the MPACE association because it has provided me with a solid foundation to learn more about the career services field, network, and get involved. I love the professional development opportunities MPACE offers because I always leave an event inspired, daring, and ready to make change in the work I do for students and my campus.

Did you enjoy what you just read?  Are you looking for ways to get more involved with MPACE?  If you answered “yes” to either of these questions, please consider joining the MPACE Communications Committee!  To express interest or simply learn more, reach out to Amie Hammond, Director of Communications at akhammon@calpoly.edu.

High-impact recruiting events offer university career centers an important way to measure the success of their engagement with both students and employers. Technology provides ever-increasing platforms to connect employers with the talented graduates exiting higher education. Selecting the appropriate technology is an important decision for employers seeking to sway top talent to their organizations.

At the 2019 Mountain Pacific Association of Colleges and Employers (MPACE) annual conference in Monterey, CA, Mary Scott led an informative presentation titled, Recruitment High Tough/High Tech: What Matters to Students – and WHY. Mary’s research on this subject revealed some interesting feedback from college students who’ve engaged in both the high-touch and high-tech recruiting mediums. 

Mary’s presentation offered relevant research regarding how our Career Development Center team at Hawaii Pacific University can best facilitate employer recruiting of HPU students and graduates. Our geographic location makes it particularly challenging for out-of-state employers to recruit on campus. With at least 30% of our graduates planning to return to the Mainland, US, our career center must be resourceful in how we connect these graduates with recruiters back home. Leveraging high-tech recruitment tools and platforms is an absolute for us. Coaching both employers and students as to which tools/platforms to utilize and how to do so is our responsibility.

The crux of Mary’s presentation is that students are far more receptive to employers that invest in high-touch recruitment practices. Students used words like “lazy” to describe organizations that heavily depended on one-way video interviews. Two-way video interviews were viewed more favorably by students, but technical issues arose too often. Considering the importance of these career, more accurately, life decisions, who can blame students for being frustrated with employers unwilling to engage in a more personalized recruitment manner?

An important fact to take into consideration for attendees at this presentation is that most of the students in Mary’s research were enrolled in Research I universities. A lot of us in the room were not representative of this classification. Even before one attendee pointed out this variance, I was already weighing how to respond to a talented HPU senior who was turned off to engaging in a high-tech recruitment format. Would I advise them to pass on the opportunity and seek out only employers who engage in more personalized recruiting?

Shifting through data-heavy presentations is worthwhile when the topic is intriguing and relevant to one’s work. This was certainly the case with Mary’s presentation. While the data was derived from student surveys at mostly Research I institutions, I needed to see how it correlated with the work my team and I do at HPU. 

Technology will continue to have a critical role in how employers recruit college students. How university career centers serve as high-impact conduits in this process may be the most important consideration.

10 Pro-Tips to Prepare for the MPACE Annual Conference

The MPACE Conference is a great opportunity to expand your mind with new ideas, learn best practices, and network with like-minded professionals. This year’s conference will take place December 11-13, 2019 at the Hyatt Regency in Monterey Bay, CA. With so much happening at the conference, taking efforts to organize ahead of time is the best way to maximize your experience. Whether you’re a seasoned professional or a new hire, keep these tips in mind as you prepare to be inspired, shift and act
- this year’s conference theme!

Before the Conference

• Review the conference program ahead of time, especially the breakout sessions, and create a schedule based on the topics and presenters. Don’t miss this year’s keynote speakers, Sara Safari and Dr. Omekongo Dibinga!
  
• Research speakers and attendees and look for individuals to connect. Do you want to learn more about their work, how their organization does business or discuss potential partnership? Reach out ahead of time and find a time to meet at lunch or at the end of the day.
  
• Bring business cards. When you network on breaks and lunch, share them with other attendees that you make a connection with.
  
  • Consider making a “digital” business card directly within your smartphone contact book that can easily be sent to people you meet. Here’s a 2-minute video that explains how to do this: How To Make A Digital Business Card
• Update your online profiles, especially LinkedIn. Ensure you have a professional picture, your current title and a list of your job responsibilities. Check out my profile and let’s connect!

During the Conference

• Dress to impress – first impressions still matter in these professional settings. Consider wearing a company branded shirt, business casual attire or a suit with a name tag. (FYI, Monterey can be chilly in the mornings/evenings). You are representing your organization and yourself with every interaction.
  
• Follow the conference on social media and post your updates using the hashtag #MPACE19. This is a great way to see what other attendees are experiencing and to build your own professional brand.
  
• Take notes as you probably won’t retain everything over the course of the conference. Write down books, authors, industry leaders, and resources that are mentioned. Have a section for your action items for after the conference.
  
• Network! This is the time to connect with like-minded professionals and one of the benefits of attending the MPACE conference.
  • If you are an introvert, prepare questions to ask others ahead of time, look for opportunities to engage 1-on-1 and find down time to recharge.
  • If you are an extrovert, prepare open ended questions to ask and be prepared to actively listen.

After the Conference

• Follow up with individuals after the conference to create deeper relationships. Ask questions to learn about their best practices or to collaborate in the future.
  
• Lastly, share take-aways and presentation summaries with your colleagues. Attending the MPACE conference may be a privilege for you so be sure to take time to teach others what you learned and how it could be applied at your organization.

We will see you at MPACE 2019!

About the Author: Carol Huang is a Career Counselor/Coordinator at UC Santa Barbara. She also serves on the MPACE Professional Development & Education Committee.

As the academic year kicks off, students are re-entering campus with fresh energy and excitement – and perhaps ready to express themselves. Recently, an MPACE webinar discussed strategies to help support student expression at employer and career related events on college campuses. In case you missed it, here’s a quick overview of what it was about and some key takeaways. 

Overview of the Webinar:

Joe Martinez, Student Expression & Campus Activities Coordinator at UC Davis, provided a brief explanation about the history of free speech, including the First Amendment; freedom of expression related to career centers, including the Solomon Amendment; and overview of time, place, and manner, such as providing alternative recruiting options. He provided a history of student activism from the 1960s to recognizing the issues that we see in more recent times, such as the impact of student protests on college campuses. 

Ignacio Gallardo, Director of Career Services at UC Santa Barbara, shared the history of student activism at UCSB, including student protests during employer-related events and fairs. He discussed the various ways in which Career Services and administrators were alerted – including student engagement on social media and discussions with student organizations. Career Services, along with campus partners, worked together to address concerns related to student expression - including considerations related to time, place, and manner for students to express their perspectives; alternative recruiting options with employers; and how Career Services staff members could respond to deescalate incidents and develop action plans to create a safer environment. 

Abra McAndrew, Assistant Vice President of Access, Engagement, & Opportunity, at University of Arizona, discussed their campus context and how their institution has historically approached border issues as well as the implications of federal and state legislative changes on their campuses. She shared a detailed timeline from an administrator-perspective of a student protest that occurred during their 2019 Spring Career Days; their process of approaching their time, place, and manner goals; and how they managed the incident. She then shared a timeline from a student-centered perspective, which provided signs that something bigger was happening in the campus and local community. Finally, she discussed the institutional/public-centered perspective which affected the campus climate overall including public communications, faculty responses, and student outcomes. 

Considerations for Career Centers:

• Collaborate with the Dean of Students office and key campus constituents (e.g., legal counsel or risk management) to respond to issues related to student expression
  
• Continue to listen and understand student concerns related to recruitment and employer engagements 
  
• Be proactive for staff who work in career centers and develop an action plan for future events; debrief on events when staff are impacted 
  
• Have dialogues with employers about whether they have previously experienced disruptions 

Considerations for Employers:

• Work with Career Centers to understand the students’ needs and campus climate on the college campuses that you recruit at
• Be open to various recruitment strategies while working with colleges and universities

Click here to view the recording of the “Civility, Acceptance, Understanding: Strategies for Student Expression at Employer Events” MPACE webinar.

Recording Amendment: At (48 minutes) the presenter wanted to clarify that institutions should call the police first if there is imminent risk or expressed concern about safety. Otherwise, the Dean of Students or equivalent may be the best contact for support to manage peaceful free expression and determine whether to contact police.

Please reach out to Dale Stoker, dstoker@calpoly.edu, on the Trends Committee if you have questions about writing a blog post for MPACE.

The following summary reviews the article “The Power of Outside Perspective for Career Services” by Thy Nguyen.  The article summary below gives an overview of how career services must begin seeking ideas, collaborators and new hires outside the higher education track in order to stay relevant to students.  The full article can be viewed at the following web address:

https://www.careerleadershipcollective.com/single-post/2017/10/05/The-Power-of-Outside-Perspective-for-Career-Services

Article Summary

The future of career services must continue to offer traditional services and also pilot new programming to engage students.  “If we do not think differently, we will ultimately tread water or fail at helping our students succeed.  More than at any other time, we need outside perspectives.”  The value of career fairs, one on one advising and other career programming are still important. Also, outside perspectives, like new hires who are from industry, can help career centers to “add new functional areas” into their teams. Thy mentions several options that a career center can explore to help bring in the outside perspective: 

• “Embrace a start-up culture”: Allow you and your staff to embrace a culture of creativity and be willing to take risks on new programming that may help you engage with a new segment of student. You should also embrace the idea of being nimble and adaptable, just like a start-up. Most successful start-ups are committed to adapting and changing, “allowing them to thrive when they face competition”.  In career services, if you are willing to ‘roll with the bunches’ when taking on a new cross-campus partnership or new endeavor, you may be surprised by how much more you can accomplish- sometimes it’s better to take off before knowing if you have all the resources.
• “Look for utility and depth within your team”: Short staffed but a lot to do? Career Services “need staff that can be effective career coaches for students, connect with employers, faculty and other stakeholders and function in many different capacities both on a team basis and independently.  Breadth, utility, flexibility and depth” is the name of the game.
• “Look for outside organizations that share your values”: Like many career service offices, staff and resources are usually limited, however, the University of Illinois at Chicago see it as an opportunity, not an obstacle.  UIC has partnered with two different local organizations that work on helping college student’s career readiness. UIC is tapping into their resources and leaning on the organizations’ different approaches to reaching students- the outside partnership lends new perspective to helping college students find career and has ultimately “informed the internal work done by Career Services.”
• “Hire from an outside perspective”: To avoid the potential of homogeneous thought and practice in career, look outside when hiring for new roles into the career services world. “Some of the biggest changes that one can bring to an organization is to hire and bring in new staff.”  Outside viewpoints can help meet the needs of today’s students, campus and employers.

Implications for Career Center Professionals

• As the ‘skills over school’ mentality continues to trend among today’s thought leaders, career center professionals need to look for ways that allow traditional and new approaches  to co-exist.  By looking to outside perspectives, it allows career centers to be innovative and relevant in their approach to reach students while getting them ready for their post-collegiate life.

Implications for Recruiting Professionals and Employers

• Employers should view this shift in career services as an open door to further embed themselves on campuses.  Employers have a unique lens to report back to career services as to what students need to be prepared for a career today.  Recruiters should also suggest new ways to engage on their campuses to their campus partner and should not shy away from an opportunity to participate in pilot programs and endeavors put on by career services.  

The following digest reviews the opinion article “How we’re Redefining Gender in the 21^st Century” by Heath Fogg Davis. The summary below provides a brief overview of how the UK and United States are using gender-neutral pronouns and different approaches on how to incorporate inclusive language into an organization’s environment. The full article can be viewed at the following web address: http://www.cnn.com/2017/08/01/opinions/gender-neutral-drivers-license-opinion-davis/index.html.

Article Summary

Multiple nations around the world are beginning to adopt and promote gender-neutral language in personal and professional documentation. For instance, the UK offers the gender-neutral honorific “Mx” to be used on driver’s licenses, bank statements, etc. In the United States, Washington, DC and the state of Oregon offer “X” as an unspecified gender option on driver’s licenses and the state of California has proposed adding a third unspecified gender to birth certificates. However, it took 85 years for “Ms” to be adopted into societal culture alongside “Miss” and “Mrs.” Will “Mx” take as long? And how will corporate culture adapt to this change?

Davis offers suggestions for societal changes to create a more inclusive space for individuals who identify as nonbinary, such as addressing each other by first or last name, which many Millennials have already adopted in their professional careers. Here are three additional approaches to take:

• Let nonbinary individuals educate: This will should be done on a case-by-case basis when that individual feels comfortable to disclose information.
• Establish a company norm: Encouraging all individuals to announce their pronouns during meetings as a part of their introduction or add their pronouns to their email signature, can take the focus off of nonbinary individuals and also bring awareness to others of pronoun preference that may not be obvious.
• Adopt a company-wide gender-neutral pronoun: Companies could require that everyone adopt gender-neutral pronouns in the workplace such as “they, them, and theirs” when corresponding with others in the organization.

Utilizing some of these approaches in the workplace, can take the pressure off of others to guess or assume an individual’s pronouns and provide clear guidelines incorporating inclusive language.

Implications for Career Services Professionals

Inclusive language is becoming a value for many Millennials and Gen Z. Career service professionals will begin to come across this language in emails, on cover letters, during mock interviews and more. Addressing this language with a student would be similar to addressing any other “controversial” professional language or experience. Career counselors can provide a safe environment to help identify an individual’s personal values and discuss those in relation to an organization’s values. When discussing application details and processes with students, values clarification may become a more common and crucial aspect of the conversation.

Implications for Recruiting Professionals and Employers

Embracing strategies mentioned by Davis could make employers more attractive to Millennials and Gen Z through promoting respect of all individuals, regardless of gender identification. Recruiters may see an increase of individuals signing cover letters with a gender-neutral honorific or using gender-neutral pronouns in emails and other forms of communication. During the application and interview process, it could be valuable for a recruiter or interviewer to clarify gender pronouns with each individual at the start of an interview or application process. Establishing and promoting organizational values will attract candidates who share those values and facilitate a seamless fit with the company culture.

The following digest reviews the article “The Future of Work: What Google Shows Us About the Present and Future of Online Collaboration” by Christina Moore, published in TechTrends in May, 2016. The article summary below provides a brief overview of literature of the knowledge work environment most college graduates will enter and how universities and companies can integrate Google’s collaboration tools to foster social digital work environments. The full article can be viewed at the following web address: https://link.springer.com/article/10.1007/s11528-016-0044-5

Article Summary

General education provides training on skills that are important across disciplines, such as writing, critical thinking, communication, but the author asserts that universities should teach these skills in a way that fosters students’ ability to be successful in future careers. Specifically, universities should adequately prepare students for future careers in “knowledge work”, or work environments where knowledge is the product at hand, as opposed to a tangible item. Google’s online collaborative tools provide a practical example of how universities can implement more effective online collaboration skills in coursework and career activities.

In a survey of more than one thousand U.S. recent graduates, respondents reported that the real-world problem-solving skills linked to success in the workplace were only developed after leaving the university. Specifically looking at the use of online collaborative tools, such as video conferencing, 86% of students reported that although they often used technology for assignments, they did not use online collaboration tools in the same manner as in the professional world.

Since universities prepare graduates for the professional world, Moore asserts that we should build university activities to include relevant skills utilized in the current work environment. Scholars studying the future of work see the need for having command of collaborative online networks and systems as increasing steadily.

It is important to note that although the term “online collaboration” typically conveys a sense of less-social interactions, scholars have shown that knowledge work relies on a type of online collaboration that provides a more social atmosphere than typical online platforms. While professional knowledge workers are a part of company, they may work from an individualized schedule and/or remote environment. In order to maintain a sense of community and belonging, effective knowledge work environments will need to focus on the producer, rather than the product, and create an atmosphere in which collaborator’s care about one another’s’ work in order to cultivate more social connections. The question then becomes, how does one create a digital environment that still unites its' contributors? Additionally, how do we ensure we are providing similar environments through our classrooms and workshop activities?

To answer this question, the author proposed methods in which universities can integrate Google’s free collaboration tools in classrooms and activities in order to better prepare future knowledge workers. Many of the tools are already utilized in educational settings, but in order to ensure that students are making the best use of the tools, we must consider organizational structures that motivate collaborators, such as the work culture at Google. A previous study found that the top two citizenship behaviors ranked by Google employees were employee sustainability and social participation, factors focused on building wellness and camaraderie rather than productivity. This highlights the notion that knowledge workers do not need extrinsic motivators to work, but rather wellness activities that sustain intrinsic motivation to work.

Additionally, the tools themselves can provide a more collaborative look and feel to work through “version-less” editing – such as when an employee or student sees another user viewing or editing the same Google doc.

In a specific instance where Google technologies were used to create a truly collaborative, digital classroom, Barton and Klint (2011) reported utilizing a combination of Google Drive, WebEx, and Google Appointments. Google Drive allowed for student teams to maintain files, WebEx allowed students to web conference for team meetings and to meet with the professor virtually, and Google Appointments allowed the students to schedule their own appointments with the professor, which were flexible and not contained to set “office hours”.

Overall, the author proposes the following as guiding objectives for instituting a collaborative online environment for a classroom or workshop that will enhance future knowledge workers’ workplace aptitudes:

1. Encourage citizenship behaviors: consider how to integrate and assess students’ behaviors for caring for one another
2. Check assumptions about the tech-savviness of the “Google Generation”: many students might be comfortable with technology, but not necessarily collaborative technology. Assess students at the beginning of the course or activity to get a better understanding of where their skills lie.
3. Have students write their own guide to collaborative technologies specific to the class or activity and illustrate how these skills translate to the professional world to create “buy in” as to why collaboration is worth practicing.
4. Structure assignments with place for intrinsic motivation, such as open inquiry or personal connection to the content.
5. Create a rubric for collaboration rather than cooperation, rather it encourages grading based on how much collaborative process or communication there was instead of being based on each individual’s contribution to the final product.
6. Include online collaboration as a part of teamwork.

Implications for Career Services Professionals

As students become hungrier for digital versions of the traditional Career Services’ workshops, it becomes important to consider how career services professionals can integrate a collaborative work environment into the activities held in such workshops within a digital space. Additionally, this framework can provide guidance to career services offices tasked with delivering courses on career development, by providing practitioners with guidance to properly encourage collaborative work environments to foster the workplace skills of future knowledge workers. For leaders in Career Services who have the opportunity to consult with academics, the framework from this article can be shared with faculty who teach digital or hybrid classes.

Implications for Recruiting Professionals and Employers

For employers interested in becoming more involved in the classroom, consider the opportunity of presenting how online collaboration works in your individual workplace in a classroom. Additionally, for organizations that utilize collaborative online tools often in work scenarios, it might also be beneficial to have new hires complete a training on effective online collaboration habits. Organizations might also consider intrinsic motivators to incentivize employees to engage in their work, such as creating digital means of meaningful interactions including web conferencing capabilities. 

The informational interview database is intended for MPACE members seeking career advice, best practices, or just wanting to expand their professional network with an opportunity to connect with our experienced MPACE members. People have indicated a willingness to share their contact information and expertise through their MPACE online profile. Click the link to the guide of how to search for MPACE Volunteers.

Want to be a resource?

Do you remember being new in the profession and wishing you had someone you could reach out to with questions as a new professional or just seeking best practices? The MPACE Education & Professional Development Committee is seeking experienced members in career services or campus recruiting industry to be volunteer for the MPACE Informational Interview database. Using the membership database update your profile to be contacted for informational interviews and keep your LinkedIn profile current, too. The goal is help new professionals learn more about various career and leadership paths as well as best practices in the career services and college recruiting industries. Click the link to the guide of how to participate.

This list does not constitute the full list of presentations, just the ones presenters sent in.

A Data-Based Approach to Developing Large Scale Customized Strategies for Experiential Learning

Presenter: Daniel Pascoe Aguilar, University of Oregon

Use design thinking to develop strategies for students' concrete preparation for the workforce; learn about a gamified tool designed for students career and professional success; preview data tracked and organized by co-curricular learning outcomes in UO Advantage.

Can We All Get Along: A Collaborative Hybrid Campus Career Center Model

Presenters: Susan Terry and Andy Rabitoy, University of Washington

Centralized or decentralized? How about neither. Over the last three years, UW has navigated the path of career center operational transformation, creating a unified and collaborative hybrid model. Learn new designs that remove traditional barriers and discover new possibilities for the future.

Celebrating Leaders of Color in Career Services - Stories & Strategies for Success

Presenter: Espie Santiago, Stanford University

As college enrollment continues to diversify, more racial and ethnic representation in career services will be crucial. Career Directors discuss how they succeeded in attaining their positions and strategies to advance our colleagues of color.

Data Overload - An Employer's Guide to Analytics!

Presenter: Dylan Schweitzer, Enterprise Holdings

Employers--learn what tools are available and how to effectively use data to create buy-in as it relates to talent acquisition agendas. Universities--learn how employers are using data analytics to decide their on campus recruitment strategies.

Disrupting our Ideas of Gender Norms: Inclusive Impacts for Career Services & Recruiting

Presenters: Kyle Inselman, University of Denver and Kelly Dries, University of Utah

Learn how career services and recruiting professionals can be inclusive at the intersections of gender and work. This innovative workshop will help professionals begin to explore the underpinnings of gender norms. 

Disrupting Perceptions: The Reality of Recruiting Through an Inclusion Lens

Presenters: Michelle Tillman and Richard Rathburn, University of California, San Diego

Do you belong to a campus that preaches diversity but you don't see it? Do you work for an organization that you wish had more efforts of recruiting minority populations? Help us disrupt the norm and talk about what's really happening.

Empower Your Peer Advisors to Go Beyond the Resume Critique

Presenters: Mary T Calhoun, Joe Nannini and Elizabeth Loun, University of Nevada, Reno

Get hands-on practice with four key principles of peer mentoring and learn how to train peer advisors in method as well as content. Get new insights and tools for setting up a high quality peer mentoring program.

Everything You Know About On Campus Branding is Wrong

Presenters: Summer Shaffer and Deborah Yeung, Colorado State University

Learn how to develop a brand presence on campus: five simple, yet innovative, strategies to discover your brand, create your voice and make an impact on today's students.

Innovate the Interview

Presenter: Katie McConnell, Gallina LLP

What does an effective interview look like? What kinds of questions are you asking and are they delivering the information you need? Are you utilizing the interview to source useful market information from your candidate? Learn how to maximize your efforts and shake up the "norms."

Innovating to Deliver Career Readiness at Scale

Presenters: Katherine Connor, Kristen Freany and Sarh Rosenbaum, University of Colorado Boulder

The Leeds School recently implemented an innovative model to deliver career preparation and exploration to 1st and 2nd year students which dramatically increased appointments and participation. Learn how to increase student satisfaction and confidence in pursuing career goals.

Is Career Services Ready for the Shark Tank Experience

Presenters: Robert Goodman & Brian O'Bruba, University of California Merced

This presentation seeks to "lower the walls" to the entrepreneurial market place and have university career centers lead the way in assisting students to grow their entrepreneurial potential.

Strategies to Increase Your Employer Engagement ROI from a Career Center's Perspective

Presenters: Suzanne Helbig, UC Irvine, Stephanie Reyes, CSU Fullerton and Linda LaTendresse, UC Riverside

Looking for an employer engagement model that will increase your career services' employer activity? What really defines an employer relationship versus a simple transaction? Learn three models that you can apply immediately and morph to fit your career services and campus profile. 

Success Through People: Achieving Goals Through Strategic Relationship Building

Presenter: Bert Rivera, City Year

Don't feel pressured to decide between your goals and the people you work with. Learn mindful approaches and strategies to building strong relationships. Learn to create, build and expand relationships to allow both your goals and their goals to be achieved.

Teamwork Makes the Dream Work! Improving Communities Among Career Services, Students, Employers and Faculty

Presenters: Eric Bloomquist, Emily McCoy Marley and Kelly Dries, University of Utah

Struggling to foster connections among your career center, employers, and academic partners? Learn how to leverage academic departments to boost student and employer engagement; bring students to the door, employers into the classroom, and earn buy-in across campus.

The Curiosity Project

Presenter: Michael Hampton, Linfield College

The project emphasizes intellectual curiosity as an important component in a Liberal Arts & Sciences student's career exploration process. Learn how to integrate intellectual career curiosity methodology into your practice.

What Drives Job Satisfaction in New Graduates/Entry-Level Employees?

Presenter: Max Wartel, Grad Leaders

Data gathered with the Outcomes Survey was used to examine factors such as income, GPA, job-search timing, geographic area of job search, experiential learning, relationship to major, and relationship to career goals in determining job satisfaction in graduates. Learn results and practical applications.

"You Heard it Here First" A Student Veterans Panel

 Presenters: Rex Laceby, University of Colorado Boulder, and Kristyn Emmer, Colorado State University

Hear experiences from a panel of student veterans on what today's student veterans face and the obstacles involved as they transition from active service, navigate their way through college, and look for a career in the civilian world.