Richmond merged career services and alumni services to elevate career services, provide additional resources for students, and more deeply engage alumni.
Use the index to find case studies and advisory opinions related to specific NACE principles, and to match up NACE principles to ethics-related resources.
James Madison University’s structure of integrated academic and career advising provides strong collaboration and connection across campus.
Yeshiva University’s career center requires students to complete a series of requirements before participating in on-campus recruiting.
NACE Community members share the ways they deal with students who register for information sessions or other events with employers, but don’t show up.
Rowan University is currently undertaking a plan to infuse career counseling with academic advising, and make this arrangement as seamless as possible.
Coaching is the primary focus regarding the career development of students and the professional development among career services staff.
More than half of university career services operations are based in the student affairs division, while “career services” is the most commonly used title.
Career centers play a critical role in supporting diversity, equity, and inclusion.
Director is the most common staff position among career services operations, according to results of NACE’s 2016-17 Career Services Benchmark Survey Report for Colleges and Universities.
Get answers to frequently asked questions about the revised NACE Principles.
NACE’s Principles provide everyone involved in the career development and employment process with an enduring ethical framework on which to base their operations and interactions.
Michigan Technological University’s corporate advisory board features a flexible spending account program to assist members with branding initiatives.
By Carnegie Classification, career services offices at R1 and R2 institutions have the greatest amount of square footage and number of interview rooms.
The overall median career services operating budget has dipped slightly to $34,650, compared to last year’s overall operating budget of $35,000.
At Princeton University, career services is reimagined along the themes of purpose and meaningful work.
In response to data about its students, Kennesaw State University’s Coles College of Business created a required three-course career development program.
Outside of vacation days, career services practitioners received an average of 12 paid holidays and nine other days off last year.
Assistant and associate directors have one foot in vision and strategy and the other in day-to-day operations. How do these professionals excel as middle managers?
“Being a Successful Mentee,” by Diane Safer, Yeshiva College, provides guidance on how to get the most out of relationships with mentors.
The Diversity and Inclusion Self-Assessment is a tool that can be used to gauge current status and progress toward diversity and inclusion goals.
Student employees are the backbone of Rutgers University Career Services as their support allows the office to maximize its resources.
To effectively handle employer relations, Wake Forest University created a two-team structure that addresses outreach and employer care.
Authentic leadership requires a willingness to listen, plus trust, grit, and flexibility. The outcome: greater productivity and job satisfaction among staff.
Virtual reality has the potential to transform the way career centers engage students in preparing for the world of work.
The Mentoring Guide for Career Services, by Gary Alan Miller, can help career services professionals onboard and mentor professionals new to the office.
Indiana University’s College of Arts and Sciences has created a new office to serve the needs of its students through a communities approach to career services.
Employers should not require a candidate’s social media account logins or passwords; it violates NACE’s ethical principles.
The guide provides faculty with information about the ethical and legal implications associated with referring students for internship and employment opportunities.
Like most career centers, the University of Florida career resource center has a system through which employers are able to contribute to support the center’s efforts. But in 2011, it started shifting its fundraising focus and efforts to establishing relationships with employer and campus partners, creating value, and strengthening these bonds.
Recruiting timelines are shifting, but students still need time to consider their options. Yale’s Jeanine Dames offers an answer that can work for students and employers alike.
Among career center professional staff, directors and associate directors have the most experience, according to results of NACE’s 2015-16 Career Services Benchmark Survey.
When it comes to measuring the physical attributes of career centers—square footage of the office, the number of rooms used for interviewing, and the number of rooms used exclusively for interviewing—it’s clear that there is nothing “typical” about these offices, according to NACE’s 2015-16 Career Services Benchmark Survey.
With ever-increasing emphasis on accountability and return on investment, career centers continue to retool and reinvent, delivering innovative services to increase credibility, reach, and efficacy. One area of emphasis that has potential for expanded contribution is parental and family involvement.
The majority of career services operations continue to be centralized, and are most frequently housed in student affairs and academic affairs, according to NACE’s 2015-16 Career Services Benchmark Survey. However, there are noticeable shifts in these structures and alignments.
The authors discuss the steps to selecting and implementing a new career development model. In this case, the new model was the Chaos Theory of Careers (CTC). This article is the companion to “Career Development Models for the 21st Century.”
A career development model helps us to better answer the question of how people come to select or acquire a career. Four models—narrative theory, career construction and life design theory, chaos theory, and planned happenstance and happenstance learning theory—are among those models that address 21st century issues.
There is no one model for the ideal career center, as the broad diversity of institutions makes it impossible to apply one that will work for all. NACE’s 21st Century Career Services Model Team identified three themes that provide a framework for the successful 21st century career center. Part 3 addresses the talent development theme.
There is no one model for the ideal career center, as the broad diversity of institutions makes it impossible to apply one that will work for all. NACE’s 21st Century Career Services Model Team identified three themes that provide a framework for the successful 21st century career center. Part 2 addresses the student engagement theme.
There is no one model for the ideal career center, as the broad diversity of institutions makes it impossible to apply one that will work for all. NACE’s 21st Century Career Services Model Team identified three themes that provide a framework for the successful 21st century career center. Part 1 addresses the strategic partnerships theme.
Among career center professional staff, directors earned the highest annual base salary, followed by associate directors, according to NACE’s 2015-16 Career Services Benchmark Survey Report for Colleges and Universities. But, how have the salaries of career center professional staff members changed over the last 10 years, particularly from the perspective of inflation?
What does it mean to transform someone’s life? How exactly are institutions of higher learning delivering on this promise? Career services offices can and must play a vital role in helping students undergo transformation by helping them to think beyond the classroom to process and own what they have learned.
The major is often viewed as the stepping-stone for a career that can repay loans instead of as the first step to a meaningful life based on leadership, purpose, and services.
Career practitioners at Stevenson built and delivered a massive open online course (MOOC) to share their career exploration and development model with colleagues in the profession, and gained valuable insight into how this platform could help them deliver career content.
How many career counseling professionals have taken the time to deeply examine their own career paths—where we are now and where we are going? How many of us have taken a potentially valuable idea or goal (“I’d like to publish an article”) and mapped out the necessary steps, including finding the time to do it?
Rutgers University Career Services staff implemented an industry-centric and tailored career interest cluster approach to service delivery on counseling, programming, academic engagement, employer development, assessment, technology.
It has been speculated that the title of a college career center’s top professional position may have an effect on its staffing size and operating budget. This article addresses this question by exploring data from NACE’s 2013-14 Career Services Benchmark Survey.
This case study examines the ethical issues involved in reneging on a job acceptance.
This case study looks at how career center staff can address the ethical issues involved when faculty refer and rank students for employers.
This case study looks at the ethical issues involved when an employer rescinds its job offer.
In this case study, an employer asks career services for the names of students to interview, and won’t recruit there if the career center doesn’t comply.
This case study examines ethical issues involved in trying to find ways to serve special populations.
How can the career center assist an employer looking to diversify its work force without running afoul of professional ethics?
In this case study, counselors discuss a student in an e-mail seen by another student. What are the ethical issues? How should this be handled?
A counselor posts an inquiry on a 1,000-person networking site asking for advice about a client. Is this a breach of confidentiality?
How can career services professionals link the abstract ideas of values and mission to concrete opportunities in the economy? Building on the work of Abraham Maslow, examine the concept of career choices from the angles of motivation and needs.
Sample job descriptions for a variety of professional positions in career services.
Employer Relations Job Descriptions
Assistant Director Job Descriptions
Job Descriptions - Miscellaneous
Career Services Director Job Descriptions
Internship/Cooperative Education Job Descriptions
Associate Director Job Descriptions
As engaged professionals, we must be intentional and proactive in our efforts to best serve our stakeholders and avoid simply reacting to our environment. So, how, in the career services field, are we providing the innovations needed to keep up with and even get ahead of the changing times?
Sample Recruiting Policies - Career Services
Sample Reciprocity Resources - Career Services
Sample Letter #6: Letters of Reciprocity.
Sample Letter #5: Letters of Reciprocity.
Sample Letter #4: Letters of Reciprocity.
career-development/organizational-structure/letters-of-reciprocity-sample-letter-1Sample Letter #3: Letters of Reciprocity.
Sample Letter #2: Letters of Reciprocity.
Sample Letter #1: Letters of Reciprocity.
Policy on Reciprocity.
In the past, it has been appropriate and advantageous to (redacted) students and alumni for the Division of Career Services to work on their behalf with third party recruiters.
The mission of the Engineering Career Services (ECS) office at (redacted) is to link engineering students who seek pre- and post- graduate career opportunities with employers who wish to hire them. ECS does not provide resumes, access to student candidate information, or access to our on-line job listing service to third parties; nor are third parties permitted to attend career fairs or schedule interviews on campus.
Sample Hold Harmless Agreement, courtesy of Florida State University.
Engineering Career Services (ECS) adheres to the NACE Principles for Professional Conduct for Career Services and Employment Professionals and expects employers to do the same. These principles are available on the National Association of Colleges and Employers web site.
The [name of college] is committed to equal employment opportunity for all persons regardless of race, color, religion, sex, age, national origin, citizenship status (as defined under the Immigration Reform and Control Act), disability, or veteran's status. (Inclusion of other protected categories such as sexual orientation or marital status depends upon the school's policy and state law.) The [name of college] is also committed to provide all of its programs and activities to its students and alumni on a nondiscriminatory basis.
The NACE Principles Committee provides ethical guidance for circumstances in which there is no alternative but to rescind or defer employment offers.
Career centers can support appropriate practices by developing policies to govern employer access to students for employment recruiting purposes.
The timing of job offers and acceptances is market-driven. NACE encourages employers to set reasonable deadlines that work for their organizations and students.
Sample Faculty Reference Letter Dear [Name of Employer]: This reference letter is provided at the written request of [name of student], who has asked me to serve as a reference on [his/her] behalf. It is my understanding that [name of student] is being considered by your organization for the position of [job title].
Appreciative inquiry is a positive, solution-focused approach to problem solving and is sometimes labeled appreciative coaching, appreciative advising, and appreciative living. These labels tend to reflect the population served: Appreciative inquiry focuses primarily on organizations, while the other terms apply more to work with individuals.
Median number of career center staff
Median number of students to professional staff
Median square footage of career services office
# of organizations participating in career fairs (median)
Percent of career services offices offering academic advising
2016-17 Career Services Benchmark Survey