• Organizational Structure


    1. Required Career Development Program Targets Skills Gaps

      In response to data about its students, Kennesaw State University’s Coles College of Business created a required three-course career development program.

    2. Managing Up and Down: 5 Strategies to Excel in Middle Management

      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?

    3. Being a Successful Mentee: A Guide for Career Services and URR Professionals

      “Being a Successful Mentee,” by Diane Safer, Yeshiva College, provides guidance on how to get the most out of relationships with mentors.

    4. Diversity and Inclusion Self-Assessment

      The Diversity and Inclusion Self-Assessment is a tool that can be used to gauge current status and progress toward diversity and inclusion goals.

    5. Building a Student Staff Helps Maximize Resources

      Student employees are the backbone of Rutgers University Career Services as their support allows the office to maximize its resources.

    6. Developing a Two-Team Structure for Employer Relations

      To effectively handle employer relations, Wake Forest University created a two-team structure that addresses outreach and employer care.

    7. Authentic Leadership Hinges on Listening

      Authentic leadership requires a willingness to listen, plus trust, grit, and flexibility. The outcome: greater productivity and job satisfaction among staff.

    8. Virtual Reality in Career Development

      Virtual reality has the potential to transform the way career centers engage students in preparing for the world of work.

    9. Mentoring Guide for Career Services Professionals

      The Mentoring Guide for Career Services, by Gary Alan Miller, can help career services professionals onboard and mentor professionals new to the office.

    10. Connections, Evaluation Key to Career Communities Model

      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.

    11. NACE Position Statement: Requiring Logins, Passwords Violates NACE Principles for Professional Practice

      Employers should not require or request that students/job candidates provide login/password information to their personal social network accounts as a condition of employment or as a condition to be considered for employment. The position of the National Association of Colleges and Employers is that the practice violates ethical standards.

    12. A Faculty Guide to Ethical and Legal Standards in Student Hiring

      The guide provides faculty with information about the ethical and legal implications associated with referring students for internship and employment opportunities.

    13. A Career Services Fundraising Model Built on Strong Relationships

      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.

    14. Alcohol Policy

      The following letter was written by the NACE Principles for Professional Practice Committee. It can be used by career services professionals to notify employers that the college or university career center endorses the Principles document and requires employers recruiting in their career centers to abide by the no-alcohol policy.

    15. OP-ED: In the Best Interest of Our Students: A Look at Recruiting Timelines

      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.

    16. Directors, Assistant Directors Have Most Experience Among Career Center Staff

      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.

    17. Career Center Physical Attributes: Square Footage, Number of Interview Rooms

      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.

    18. Parental Involvement in the Career Development Process

      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.

    19. Career Services Offices: Office Structure and Organizational Division

      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.

    20. Implementing a New Career Development Theory: A Case Study

      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.”

    21. 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.

    22. Into the Future: A 21st Century Career Services Framework Part 3: Talent Development

      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.

    23. Into the Future: A 21st Century Career Services Framework Part 2: Student Engagement

      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.

    24. Into the Future: A 21st Century Career Services Framework Part 1: Strategic Partnerships

      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.

    25. Career Center Staff Salaries Then and Now: 2005 and 2015

      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?

    26. OP-ED: Transforming Lives Through Education?

      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.

    27. Major in Happiness: Debunking the College Major Fallacies

      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.

    28. A Career MOOC: Development, Implementation, and Assessment for the Future

      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.

    29. Coaching the Coach: Becoming a Leader in Your Career

      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?

    30. Developing the Industry-Centric Career Cluster Model

      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.

    31. What’s a Name Worth? Career Center Directors, Operations, and Salaries

      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.

    32. Case Study: When a Student Reneges on a Job Acceptance

      A female minority student accept an offer with an employer that is considered a strong partner to the student’s university. This company is also committed to increasing the diversity of its work force and hosted recruiting events and made donations targeted to diversity student organizations. However, after she learns that the company has a poor reputation for women and Hispanics and is offered another opportunity at a higher starting salary, she tells the first company she is not interested in working for them.

    33. Case Study: When Job Acceptance Deadlines Are Short

      A candidate received an offer letter from an employer she had very recently interviewed with, but is required to inform them of her decision by the next business day. Is this request fair? Under the circumstances, the candidate s tempted to accept the offer and then research the company, even though she might later renege on the offer. What advice should career services give her?

    34. Case Study: When Faculty Refer and Rank Students for Employers

      Two years after a faculty member received a research grant from an employer, a high level executive with the company, also an alum and generous contributor, tells the faculty member the company is contemplating a fuller, ongoing relationship with the university that could lead to gifts in the millions of dollars. A few weeks later a recruiter from the company contacts the faculty member and asks her to send him the resumes of her top five students. Seniors in the department find out about this and are angry, meeting with career services to register a complaint. The director discovers the company had not listed the job with career services and has not participated in on-campus interviewing or the job fair. What are the ethical issues in this situation? What are the options for career services?

    35. Case Study: When an Employer Rescinds a Job Offer

      A company revokes an employment offer a month before the candidate was to begin work. She is told that the company’s personnel needs for the coming year were overestimated and offers to send her resume to other employers that are hiring and provide her with a good reference. Why were the hiring needs overestimated; did business conditions change unexpectedly? What criteria did the employer use to decide which offers would be rescinded?

    36. Case Study: Should Career Services Select Students for Employers?

      An employer contacted a college’s career center for assistance in filling an open position. Specifically, the employer requested the names of 10 students they would recommend for an interview. Further, the employer’s representative made it clear he would work with another school if the career center did not comply with his request. What are the ethical issues posed by this scenario? What are some practical alternatives the career services office can suggest to the employer?

    37. Case Study: Offers With Sliding or Incentivized Bonuses

      An employer sends an offer letter to students that were recently interviewed. The company is giving students two weeks to make their first decision about accepting an offer and bonus, with bonuses becoming lower and lower until the final deadline, three and one-half months in the future. Offers are contingent on passing four requirements set forth by the company and bonuses must be repaid if a student accepts, then decides not to work for the company. Does the letter reflect an equal commitment between the company and the student? Does the offer of a bonus “improperly influence” the student’s job acceptance?

    38. Case Study: Counseling a Student Who Wants to Renege on a Job Acceptance

      A candidate accepted a position with an employer when a week later a newspaper article stated that the employer would be laying off 2,000 “redundant” workers to avert impending bankruptcy . The candidate calls the firm and is assured everything is fine, however, he is quite shaken and tells his career services director he is considering reneging on his acceptance.

    39. Case Study: Advising a Student Whose Job Start Is Postponed Indefinitely

      Fifty students from a college received and accepted offers from an employer. Six months later, half of them were informed their employment would be delayed for approximately one year. The employer offered “bonuses” as compensation for the extended delayed starting dates. Many were delayed even further. One graduate contacted career services and wanted to know if she should wait any longer or commence her job search, and if she had to tell the company that she planned to look for another job opportunity.

    40. Case Study: Websites, Counselors Geared to Special Populations

      A career center brainstormed with a focus group of minority students to find ways of attracting minority students to its office and website. Some of the ideas were to develop a web page with resources, and employment and internship opportunities for students of color. Another suggestion was to hire a staff member who is either African-American or Latino to handle minority students only. What are some of the ethical issues raised by these ideas? Is the hiring suggestion appropriate?

    41. Case Study: Employer Wants Minority Students Only

      An employer requests a career services office supply it with a list of junior and senior African-Americans, Asian-Americans, Hispanics, Native Americans, and disabled students to invite to a special dinner where information about the company and available jobs will be presented. The company has been a major financial contributor to the school’s diversity retention programs, and while there is no direct pressure, career services realizes that the company’s high visibility on these issues may create subtle pressure to comply with the request. Is holding such a dinner for minority students proper?

    42. Case Study: Internships—An Employer’s Obligations to Career Services

      During a semester there were some unusual occurrences at an employer—one student quit in the middle of the semester, a second student was terminated for breaking housing rules, and a third student contracted meningitis and had to be hospitalized. The employer did not notify the career services director or the supervising faculty of these occurrences. What are the ethical obligations of an employer to the school in these circumstances?

    43. Case Study: Should Employers Serve Alcohol at a Recruiting Event?

      An employer hosts a “pre-night” event at a local restaurant the night before onsite second-round interviews. An upper-level executive tries to talk a top candidate into ordering wine and the student becomes uncomfortable. Is it ethical for an employer to have a recruiting event with alcoholic beverages? How could the executive handled the situation differently?

    44. Case Study: Indemnity and Hold Harmless Agreements for Interns

      An employer wants a prospective intern to have the university career services office sign an indemnity and hold harmless agreement or it would withdraw the internship offer. Is this ethical and how should the school handle the situation with the employer and the student?

    45. Case Study: Discussing Students by E-mail

      Several counselors have been e-mailing each other about a student who has had problems landing a job. Derogatory comments about the student’s behavior, dress, and communication abilities were made. A student intern in the office saw one of the e-mails and told the other student, who is furious and demands and explanation. The student intern also is concerned and demands to see all e-mail correspondence among the counselors that pertain to her. What ethical issues does this scenario raise? Does counselor confidentiality have any significance here? How could this situation be handled?

    46. Case Study: Confidentiality of Student Counseling

      A counselor posts an inquiry on a 1,000-person networking site asking for advice about a client. The counselor goes into great detail about the client, including sharing confidential information, work history, and disabilities. Is the level of detail in the message appropriate—has there been a breach of confidentiality on the counselor’s part? What rules or guidelines should there be for disclosure of client information on a professional networking site/listserv?

    47. The Chicken and the Egg: How Maslow’s Theory Can Contribute to Career Planning

      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.

    48. Job Descriptions

      Sample job descriptions for a variety of professional positions in career services.

    49. Employer Relations Job Descriptions

      Employer Relations Job Descriptions

    50. Assistant Director Job Descriptions

      Assistant Director Job Descriptions

    51. Miscellaneous Job Descriptions

      Job Descriptions - Miscellaneous

    52. Career Services Director Job Descriptions

      Career Services Director Job Descriptions

    53. Internship/Cooperative Education Job Descriptions

      Internship/Cooperative Education Job Descriptions

    54. Associate Director Job Descriptions

      Associate Director Job Descriptions

    55. Innovating in Times of Change

      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?

    56. Recruiting Policies

      Sample Recruiting Policies - Career Services

    57. Reciprocity Resources

      Sample Reciprocity Resources - Career Services

    58. Letters of Reciprocity: Sample Letter #6

      Sample Letter #6: Letters of Reciprocity.

    59. Letters of Reciprocity: Sample Letter #5

      Sample Letter #5: Letters of Reciprocity.

    60. Letters of Reciprocity: Sample Letter #4

      Sample Letter #4: Letters of Reciprocity.

    61. Letters of Reciprocity: Sample Letter #3

      career-development/organizational-structure/letters-of-reciprocity-sample-letter-1Sample Letter #3: Letters of Reciprocity.

    62. Letters of Reciprocity: Sample Letter #2

      Sample Letter #2: Letters of Reciprocity.

    63. Letters of Reciprocity: Sample Letter #1

      Sample Letter #1: Letters of Reciprocity.

    64. Reciprocity: A Sample School Policy

      Policy on Reciprocity.

    65. Third-Party Recruiting Policy

      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.

    66. Sample 2: Recruiting Policies

      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.

    67. Sample: Hold Harmless Agreement

      Sample Hold Harmless Agreement, courtesy of Florida State University.

    68. Sample 1: Recruiting Policies

      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.

    69. College Nondiscrimination Policy Statement

      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.

    70. A Position Statement on Rescinded and Deferred Employment Offers

      Rescinding a job offer or an acceptance is an unfortunate practice, and should only happen in rare instances when there are no realistic alternatives, such as when an employer is downsizing. To provide guidance in cases when an employer must rescind an offer, the NACE Principles for Professional Practice Committee offers a review of the laws regulating employment, considers relevant ethical issues, identifies the key roles of career centers and the NACE Principles, and makes recommendations for resolving individual situations fairly.

    71. Handling Questionable Recruitment & Employment Practices: Guidelines for Career Center Staff

      Should organizations have unrestricted access to students for purposes of employment recruitment? Can employers/organizations with questionable recruitment or employment practices be denied access to students because of those practices? This article outlines guidelines for career services staff.

    72. Diversity & Inclusion Self-Assessment

      PDF Download

      The Diversity & Inclusion Self-Assessment is adapted with permission from the National Alliance of Mental Health (NAMI) Leadership Institute Self-Assessment Worksheet by the NACE Diversity & Inclusion Committee.

    73. Reasonable Offer Deadlines Guidelines

      Employers and career centers alike ask questions about deadlines for job offer acceptance—particularly when deadlines come very early in the recruiting season. The timing of offers and acceptances is a market-driven issue. The role of NACE is not to enforce a specific time frame, but rather to encourage practices reasonable and appropriate for both employers and students, recognizing that ultimately the employment decisions are between the student and employer.(Note: This replaces and updates the guidance offered in the "Exploding Offers" advisory opinion.)

    74. Sample Faculty Reference Letter

      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].

    75. User's Guide to the Principles for Professional Practice

      A guide to using the Principles for Professional Practice, NACE's ethics statement. With examples and explanations.

    76. Principles for Professional Practice

      The Principles for Professional Practice are designed to provide practitioners with three basic precepts for career planning and recruitment including maintain an open and free selection of employment and experiential learning opportunities, maintain a recruitment process that is fair and equitable, and support informed and responsible decision making by candidates.

    77. Appreciative Career Coaching: A Practical and Positive Approach for College Students

      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.

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