Search

This article explores the challenges faced by Black, Indigenous, and people of color (BIPOC) students in accessing career services. It highlights issues such as discrimination, wage gaps, limited opportunities, and higher unemployment rates. The article emphasizes the importance of diversity in career services staff and the need for safe spaces to discuss experiences of racial discrimination and bias. It also addresses the difficulties BIPOC students encounter in internships and other experiential learning opportunities. The article concludes with recommendations for better supporting BIPOC students in navigating these racialized experiences, including creating safe spaces, conducting intentional outreach, and acknowledging and discussing race and racism. [Extracted from the article]

This article explores the shift from transactional to transformational career readiness in college career planning. It emphasizes the importance of integrating personal interests, talents, and skills into career discussions and collaborating with colleagues and stakeholders to meet the needs of current students. The article also addresses the challenges faced by marginalized students in accessing employment opportunities and emphasizes the importance of creating an inclusive environment. It discusses the role of career counselors in supporting students' academic and career journeys, focusing on building relationships and providing personalized guidance. The article concludes by discussing the need for career centers to adapt to the unique needs of Gen Z students and offers strategies for engaging and supporting them effectively. It highlights the On the Spot (OTS) program at Rowan University as an example of a successful transformational offering. Overall, the article advocates for transformational career services that prioritize student identity, interests, and aspirations to effectively prepare them for success in the workforce. [Extracted from the article]

The U.S. Department of Education (DOE) has released regulations that require all higher education Title IV participants to offer "adequate career services." The DOE will determine the definition of "adequate career services" based on factors such as the number of students enrolled in career-oriented programs, the number and distribution of career services staff, and the institution's partnerships with recruiters and employers. The regulations also require institutions to provide students with accessible clinical or externship opportunities related to their chosen occupation within 45 days of completing required coursework. The DOE does not have a specific formula for determining the adequacy of career services, but believes that institutions should have sufficient resources to help students find jobs and honor any commitments made about job assistance. There are no reporting requirements associated with the regulations, but student complaints about unfulfilled promises regarding career outcomes could trigger an investigation. Career services professionals should use this opportunity to advocate for the strategic positioning of career services, leverage benchmarks to ensure adequate resources, advocate for support in collecting outcome data, integrate career readiness competencies throughout the institution, engage with faculty to implement career into the classroom, and use the NACE Competency Assessment Tool to demonstrate competency development. [Extracted from the article]

This article explores the unique challenges faced by first-generation college students when it comes to building professional networks and accessing career opportunities. Research indicates that these students often have smaller social circles and limited exposure to diverse careers compared to their peers, which can hinder their career development and job search. To address this issue, the article suggests utilizing artificial intelligence (AI) tools to bridge the networking gap. AI can assist students in researching careers, gathering information, and conducting industry research, thereby leveling the playing field and increasing their chances of success in the job market. However, the article also emphasizes the importance of personal connections and building an effective mentor network for career success. It introduces the Effective Network Model, which outlines nine categories of mentors that individuals can have in their network. The article encourages students to identify people they know who fit into these categories and to reach out to at least one person to strengthen their network. While AI technologies can be helpful, they cannot replace the value of personal relationships in establishing a strong foundation for career success. [Extracted from the article]

This article presents the findings of a survey conducted by the National Association of Colleges and Employers (NACE) on career progression in the fields of career services and university recruiting. The survey reveals that professionals in these fields are motivated by the opportunity to help individuals find their career paths. However, career progression varies among professionals, with some feeling that their advancement is on track while others feel it is slower than expected. Barriers to career progression include a lack of advancement opportunities and workplace discrimination. The article also emphasizes the importance of social capital, such as networks and mentors, in advancing one's career. The survey found that while mentors play a crucial role in individuals' careers, access to formal mentoring programs is limited, particularly in higher education. Overall, the survey highlights the challenges and opportunities for career progression in these fields. [Extracted from the article]

The article focuses on the results of a survey of by the National Association of Colleges and Employers (NACE) regarding the plans, expectations and preferences of underclassmen towards the job market. The survey shows that internships and career counseling are the possible activities that may affect the outlook of students towards career expectations. It was also found that the responses of the students and graduates differ in terms of their expectations in salary, benefits and employer.

This article can be used as a guide for career center staff who advise students on working abroad and focuses primarily on opportunities for international jobs--the kinds of internships or post-graduate experiences that provide students a structured experience in which to live and work abroad. [ABSTRACT FROM AUTHOR]

The article discusses ways how to incorporate career services into academic affairs. Topics covered include the placement of experiential education professionals in academic departments to offer career services to students. Also mentioned is the need for universities and colleges to prepare students for the career world.