Career Development Services Assessment Plan
In support of the mission of
The goals of Career
Development Services at
GOAL I: To provide career advising and counseling to
students and alumnae.
A. Objectives
Objective 1: Students will be introduced to the concept of career
development as early as freshman year.
a.
CDS Actions
1) Market career development services
provided by CDS through the CDS web pages, “Direction” newsletter, flyers, and
posters.
2) Introduce CDS staff and
career development services in group settings to include orientation (freshman
and transfer students), WLLS 111, WLLS 101 and the Transfer Open House.
3) Schedule individual meetings
with freshmen to discuss academic and career interests and the WLLS 190 Liberal
Arts Practicum.
4) Meet with WLLS
101 faculty, who will serve as WLLS 190 sponsors, to ensure the timely
introduction of WLLS 190.
b.
Measurable Outcome(s):
75% of first year (freshman
and transfer) students will identify the steps in the career development
process and recognize services provided by the CDS Office.
c. Assessment:
1) Track number and of students
accessing career development services using career resource library Student
Activity Log (Attachment 1) and individual
counseling notes.
2)
Gather information on student demographics and services provided using
the CDS Data Collection tool (Attachment
2).
3) Monitor individual career
development and services provided using Jenzabar.
Objective 2. Students will develop understanding of self
(interests, abilities, values, etc.) and relation to the world of work.
a.
CDS Actions:
1) Administer and interpret career
development assessment tools i.e. Self Directed Search(SDS), Myers-Briggs Type
Indicator (MBTI).
2) Assist students to identify
occupations and career fields matching their interests, abilities, values and
personality through one-on-one counseling.
3) Provide access to up-to-date
occupation and career information, via printed resources, career presentations,
Vault On-line Career Library and other internet resources. (See Goal II).
4) Assist students with the
development of academic and career goals through individual counseling.
b. Measurable Outcome(s):
1) 60 % of students will
complete formal or informal career development assessment, identify and
research related occupations and develop academic and career goals and
objectives.
2) CDS staff will attend one
professional development training seminar on the administration and analysis of
career assessment tools.
c.
Assessment:
1) Monitor individual student’s
results of career development assessment tools.
2) Track students accessing
occupational, job market and career
information using the CDS Student Activity Log (Attachment 1), individual counseling notes, CDS Data Collection (Attachment 2), and Vault On-line Career
Library reports (See Goal II).
3) Monitor individual career
development and services provided using the Jenzabar database system
4) Upon completion of training,
CDS staff will maintain copies of professional development certificates of
training and/or conference registration forms.
Objective 3: CDS professionals will use
current research, theories, and methodologies of the career development process
a. CDS Actions:
1) Access printed and on-line materials from
professional career organizations such as NACE, EACE, and NSEE.
2)
Attend national and regional
conferences; professional development seminars, audio conferencing and on-line
trainings related to career development theory and practices.
b. Measurable Outcome(s): Each year, CDS staff will attend one national or
regional conference and/or professional development training seminar on current
practices and theories related to career development for the liberal arts student.
c. Assessment: Professional development certificates of
training; conference registration, agenda and attendance forms.
B. Use of Assessment Data:
1. Develop a plan to improve first year student marketing
and outreach.
2. Create a career development timeline for each
class level to ensure students have completed career and academic objectives
before graduation.
3. Identify, select, and attend conferences and
professional development seminars highlighting the career development process
for the liberal arts student.
4. Share information on students’ interests in a
career field and/or occupation with the academic department heads and program
advisors.
GOAL II: Make available career
development resources providing up-to-date information on careers and
occupations, job market trends, employment tools and graduate and professional
school planning.
A.
Objectives
Objective 1: Students will have access to career
development resources that are current and relevant to the liberal arts education
via the Career Resource Library.
a. CDS Actions:
1) Provide easy access to up-to-date CDS printed
materials (books, periodicals, handouts, etc.) in the career resource library.
2) Maintain, update and provide access to internship
files by city and state and by career field.
3) CDS student workers provide assistance in
finding resources during daily operations and evening hours. Student workers will be trained in all
aspects of the career resource library.
4) Provide career information reflecting a
diverse student population by providing access to a variety of printed
resources (Equal Opportunity: The Career
Magazine for Minority Graduates, Professional Woman’s Magazine, Hispanic
Network, etc)
b. Measurable Outcome(s): 80% of students will visit the career
resource library and identify printed material related to their career goals
and objectives.
c. Assessment:
1) Monitor the number and demographics of
students using printed materials through the Career Resource Library Student
Activity Log (Attachment 1) and
student worker feedback.
2) Track resources used by students via career
resource library check-out cards.
3) Monitor and evaluate
effectiveness and relevance of hand-outs by number of copies printed at the
beginning of the semester and the number remaining at the end of the semester.
(CDS needs to develop and evaluation tool to measure effectiveness in addition
to number of handouts used).
Objective 2:
a. CDS Actions:
1) Provide students and alumnae with 24/7 access
to downloadable career guides, company, industry and occupational profiles,
career articles, and career message boards through the Vault Online Career
Library.
2) Ensure students and alumnae have access to
online career development, employment and post-graduate resources through links
on the CDS web pages.
b. Measurable Outcome(s): 30 % of students will have accessed the Vault Online
Career Library during the first year of subscription (2007-2008).
c. Assessment:
1)
The Vault Online Career Library
administrative tools allow CDS staff to track and generate quarterly reports on
student and alumnae usage.
2) Develop automated, on-line survey to assess
student and alumnae satisfaction with CDS online services.
B. Use of Assessment Data
GOAL III: Provide students and alumnae with
the employment readiness skills to compete in a global market.
A. Objectives:
Objective 1: Familiarize students and alumnae with all
aspects of an effective job search to include networking, traditional search
methods (job vacancies, newspaper listings, etc), on-line search engines and
employment websites.
a. CDS Actions:
1) Administer “Are You Ready” programming for
juniors and seniors during spring semester which includes: the Job Readiness Fair; Alumnae Networking
Program and a variety of pre-employment workshops,
2) Ensure on-line job search tools (NACE, Career
Builder, MonsterTrak, etc.) are available as links on the Career Services web
pages
3) Job openings are posted on the career service
bulletin boards, in the job vacancy binders; and in the “Direction” newsletter.
4)
Electronic job notices are forwarded to
interested students, alumnae, and faculty.
5) Provide students with access to recruitment directed
to females, minorities, veterans and disabled persons to include publications
the Affirmative Action Register, NACE
Jobs Choices Diversity Edition, Hispanic Network.
6) Provide on-line and printed job search
information
b. Measurable Outcomes: 40% of students have completed a job search
using one or a combination of the following methods: networking; on-line job
search tools; accessing job vacancies posted on CDS bulletin boards, in the job
vacancy binder and in the “Direction” newsletter; access electronic job notices
forwarded by CDS staff; one-on-one counseling.
c. Assessment:
1)
Determine student participation in “Are
You Ready” pre-employment programming using Job Readiness Fair and workshops attendance
sheets.
2) Gather information on student and alumnae
demographics and services provided using the CDS Student Activity Log (Attachment 1) and CDS Data Collection
tool (Attachment 2), and email
records.
3) Generate quarterly reports using the
administrative tools provided by Vault Online
4) Develop student evaluation tools for all of
the “Are You Ready” pre-employment programming components.
5) Track student attendance in employment
readiness workshops, fairs and presentations using the Jenzabar database
system.
Objective 2: Students and alumnae will demonstrate the
competencies and skills to effectively present themselves for employment.
a. CDS Actions:
1)
Present “Are You Ready” programming for juniors and seniors during spring
semester which includes: Job Readiness
Fair; and workshops on resume/cover letter writing, interview preparation, dressing
for success and business etiquette.
2) CDS staff will provide one-on-one assistance in
resume/cover letter preparation and writing, resume/cover letter review; and mock
interviews.
3) Provide internships opportunities that
provide hands-on experience.
4) Make available pre-employment readiness
resources via the Career Resource Library and the Vault Online Career Library.
b. Measurable Outcome(s): 50% of graduating students will identify the
elements of an effective resume and cover letter and prepare for employment and
informational interviews.
c. Assessment:
1) Determine student participation in “Are You
Ready” pre-employment programming using Job Readiness Fair and workshops
attendance sheets.
2) Gather information on student and alumnae
demographics and services provided using the CDS Student Activity Log (Attachment 1) and CDS Data Collection
tool (Attachment 2), and email
records.
3) Generate quarterly reports using the
administrative tools provided by Vault Online
4) Compare before and after resumes and cover
letters.
5) Develop student evaluation tools for all of
the “Are You Ready” pre-employment programming components.
6) Track student attendance in employment
readiness workshops, fairs and presentations using the Jenzabar database
system.
Objective 3: Students will connect with
prospective employers.
a. CDS Actions:
1) Provide access to regional
and national employment opportunities through membership in NACE, RACDA and
Central New York Career Development Association (CNYCDA).
2) Assist in the planning and marketing
of the annual Teacher Recruitment Day.
3) Maintain and develop
relationships with employers by working with regional chambers of commerce and
employment centers.
4) Provide students access to a
variety of employers by providing transportation to the Ithaca College Job Fair during the spring
semester.
5) Working in conjunction with
the Alumnae Office, provide students opportunities to network with alumnae through
internships, contact lists, and on/off-campus events such as Alumnae Networking
Day.
b. Measurable Outcome(s): - 80% of students will have accessed employers
via job fairs, alumnae networking, and internships prior to graduation.
c. Assessment:
1) Track students attending job fairs using
attendance sheets and registration forms.
2) Determine students’ success in communicating
with internship sponsor and staff using the Internship Sponsor Evaluation (Attachment 3).
3) Identify students who have received offers of
employment through their internship using the Student Internship Evaluation (Attachment 4).
4)
Track student-employer contacts using
the CDS Data Collection tool and the Jenzabar database system.
Objective 3: Alumnae will have continued (life-long)
access to services of CDS.
a. CDS Actions:
1) Provide seniors information on CDS alumnae
services before graduation.
2) Establish and maintain contact with graduating
students through the Alumnae Office.
3) Create and maintain individual credentials
files sending transcripts and letters of recommendation to potential employers
and graduate school programs.
4) Market services to alumnae through CDS website,
Direction newsletter and the Express.
b. Measurable Outcome(s): 10 % of alumnae will access
CDS services via email, telephone, CDS web pages and links, one-on-one counseling,
career resource library and mail.
c. Assessment:
1) Identify total number of alumnae requests,
sources of request and services provided via the CDS Data Collection tool.
2) Monitor requests for sending letters of
recommendation and transcripts using the credential files tracking sheets.
3) Develop automated, on-line survey to assess
alumnae satisfaction with CDS web pages and links.
4) Work with the Alumnae Office to develop follow-up
surveys to determine alumnae success, as it relates to employment and/or
post-graduate work (closing the loop).
B. Use of Assessment Data
1. Work with Alumnae Office and
Library Information Services to develop areas of responsibility, modes of
providing information, and email access for alumnae.
2. Update and develop
employment readiness library materials, on-line resources and workshops.
3. Consult with Student
Diversity Council and the Director of Institutional Diversity to ensure
employment workshops and information are relevant to and reflect the diversity
of the student body.
4. Research and analyze
feasibility of a formal on-campus recruitment program looking at our ability to
attract employers and identify potential industries.
5. Develop plan to market
employment resources available to students and alumnae.
GOAL IV: Provide opportunities for experiential
learning by administering the Wells College Internship Program and the Henry
Wells Scholars Program
A. Objectives
Objective 1: Introduce students to the concept of
experiential learning and the Wells College Experiential Learning requirement
during their first and subsequent years.
a. CDS Actions:
1) CDS will participate in Orientation for
first-year (freshmen and transfers) providing information on the Experiential
Learning Requirement, WLLS 190 and academic internships.
2) Coordinate introduction of WLLS 190 to first
year students through WLLS 101 faculty and WLLS 111 sessions.
3) Identify new Henry Wells Scholars (HWS) and
mail HWS award letter outlining criteria for the HWS Field Experience.
4) Provide information on the internship
application process via one-on-one counseling; experiential learning fair; hand-outs
and referring students to college catalog for internship requirements for
major, minors and programs
b. Measurable Outcomes:- 75% of first year students
will identify the
c. Assessment:
1) Monitor the number of students receiving
information on CDS programs and services that support the experiential learning
requirement through individual counseling appointments (staff planners);
internship tracking forms; and counseling notes.
2) Identify students who have participated in
the experiential learning fair, orientation, and/or WLLS 111 using attendance
and sign-in sheets.
3) Shared information between CDS staff and WLLS
101 advisors, facuty advisors and faculty internship sponsors.
4) Track student demographics and CDS services
provided using the CDS Data Collection tool and the Jenzabar database system.
Objective 2: Provide assistance necessary to set-up
internships.
a. CDS Actions:
1) Create and maintain up-to-date internship files
(paper) and on-line database of previously completed internships.
2) Provide information and applications for internship
opportunities for underrepresented students to include LBGT, students with
disabilities, and minority students.
3) Meet with individual students assisting them to
identify potential internship sites using the Career Resource Library, the
on-line internship database, alumnae networking and other internship resources.
4) Contact internship sponsors as needed and
process internship paperwork (application forms, liability waiver, evaluations
etc.)
5) Send the “thank you letter” to internship
sponsors providing internship guidelines and sponsor evaluation.
6) Manage the internship grant application and
award process.
b. Measurable Outcome(s): Achieve a 90% success rate in securing internship
sponsors and sites for students requesting assistance.
c. Assessment:
1)
Track internship contacts using the internship
tracking forms, counseling notes, email records; and internship agreement forms
and liability waivers.
2) Identify success rate using the student evaluations,
sponsor evaluations, semester and yearly internship reports; and internship
database.
3) Track internship services provided to
students using the CDS Data Collection tool and the Jenzabar database system.
Objective 3: Students recognize the connection between the
liberal arts education and the world of work.
a. CDS Actions:
1) Work closely with faculty and the Associate
Dean of the College to provide internship opportunities connected to the
academic curriculum through the WLLS 190 Liberal Arts Practicum and the
academic 290/390 internships.
2) Provide students the opportunity to meet with
faculty sponsors and gather information on internships connected to the
academic departments at the annual Experiential Learning Fair.
3) Provide individual counseling to assist
students with setting short and long-term career goals connected to their
internship experiences.
4) Encourage students to meet with their
advisors to ensure academic and career goals are complementary.
5) Review and process the Internship Agreement
Forms ensuring the Learning Contract and Internship Description is completed and
signed by student, faculty sponsor and the on-site sponsor.
6) Host the annual WLLS 190 Luncheon inviting
faculty sponsors and students to discuss and celebrate their internship
experience.
7)
Maintain and update internship database.
b. Measurable Outcome(s):
1) 50% of all freshman students will complete
the WLLS 190 Liberal Arts Practicum.
2) 95% of Henry Wells Scholars will complete an
internship before applying for the Henry Wells Field Experience.
3) 90% of students will complete one internship
before graduation.
c. Assessment:
1) Track the number of students completing the
WLLS 190 Liberal Arts Practicum and academic internships using the Internship Agreement
Form, student and sponsor evaluation, and counseling notes.
2) Complete end-of-year internship reports using
the internship database.
3) Review students’ reflection of their WLLS 190
experience through writing assignments nominated for best essay.
4) Track internship services provided to
students using the CDS Data Collection tool and the Jenzabar database system.
B. Use of Assessment Data
1. Meet with faculty sponsors to redesign Internship
Agreement Form and standardize learning contract.
2. Work with the WLLS 101 faculty to update and
standardize the academic assignment for WLLS 190.
3. Develop internship contacts by analyzing
internship trends related to majors/minors and career fields and identify
possible internship sites.
GOAL V:
Students will make informed decisions in
the graduate and professional school planning process.
A. Objectives
Objective 1: Students will identify graduate and
professional school programs that match their career goals.
a. CDS Actions:
1) Plan and host the annual Graduate School Fair
in the fall semester.
2) Arrange on-campus visits for representatives
of graduate programs and Service programs (PeaceCorps, AmeriCorps/VISTA, Teach
for
3) Provide students with information on the
graduate school application process through workshops, one-on-one counseling,
printed material available in the Career Resource Library, CDS bulletin board
and on-line resources.
4) Host pre-professional and articulation
program (health, law, engineering; business administration, and education)
meetings and presentations.
5) Meet with students and assist them in the
development of academic and career goals and objectives, and referring them to
academic and pre-professional program advisors.
b. Measurable
Outcome(s): 50%of students will have
attended the graduate fair, graduate application workshop,
pre-professional/articulation program meeting, and/or individual counseling session
before graduation.
c. Assessment:
1) Track
students attending the Graduate School Fair, graduate school application
workshops and pre-professional program meetings via sign-in sheets.
2)
The Vault Online Career Library
administrative tools allow CDS staff to track and generate quarterly reports on
student and alumnae usage.
3)
Monitor the number and demographics of
students using printed materials through the Career Resource Library Student
Activity Log (Attachment 1).
4) Identify demographic information and provided
services related to the graduate school application process using the CDS Data
Collection tool and the Jenzabar database system.
Objective 2: Students will identify graduate and
professional school admission requirements.
a. CDS Actions:
1)
Provide students with access to graduate
school admission requirements via the Graduate School Fair; campus visits,
graduate application workshop, and individual counseling sessions.
2) Host pre-professional and articulation
program (health, law, engineering; business administration, and education)
advising group meetings and presentations.
3) Maintain and update graduate school information
via the CDS Career Resource Library, web pages and links, bulletin boards and Direction newsletter.
4) Sponsor the Kaplan practice tests
(GRE/GMAT/MCAT/LSAT/DAT) in the fall and spring semesters and provide students
with results and recommendations.
5) Assist students with centralized application
services (LSDAS, MCAS), personal essay, application review and resume writing.
6) Create and maintain individual credentials
files sending transcripts and letters of recommendation to potential graduate
school programs admissions.
b. Measurable Outcome(s): 50% of seniors applying to graduate school will
identify the admission requirements for each program.
c. Assessment]
1) Track
students attending the Graduate School Fair, graduate school application
workshops and pre-professional program meetings via sign-in sheets.
2)
The Vault Online Career Library
administrative tools allow CDS staff to track and generate quarterly reports on
student and alumnae usage.
3) Review students’ practice test results,
completed graduate school applications, personal essays and resumes.
4) Review reports from centralized application
services i.e. LSAS.
4)
Monitor the number and demographics of
students using printed materials through the Career Resource Library Student
Activity Log (Attachment 1).
5) Identify demographic information and provided
services related to the graduate school application process using the CDS Data
Collection tool and the Jenzabar database system.
B. Use of Assessment Data
1. Provide students with graduate school testing
results and study materials, assist them in identifying strengths and
weaknesses, and refer them to faculty and pre-professional program advisors.
2. Develop Graduate School Fair and workshop
evaluations for program participants to improve current programming and
identify areas for improvement.
3. Work with Alumnae Office and Associate Dean
of College Office to develop graduate and alumnae surveys.
October
23, 2007