Caregiving students are more likely to tap into the help the career center can offer than their non-caregiving counterparts, but may be stymied by scheduling conflicts that arise with in-person offerings.

To foster a truly diverse and inclusive workplace, employers should expand their DEI efforts to encompass what is increasingly being referred to as DEIA—or diversity, equity, inclusion, and accessibility.

The Villanova University Disability Inclusion in the Workplace Conference is a half-day program designed primarily with hiring employers in mind to help them build disability inclusion into internship and entry-level hire experiences.

NACE Brief: Understanding the Experiences and Attitudes of LGBTQ+ Students is free to NACE members. There are important—and troublesome—differences in pay, sense of belonging, and job offers that LGBTQ+ students experience during internships that impact their experience in the job search and employment, according to NACE’s newly released brief titled Understanding the Experiences and Attitudes of LGBTQ+ Students.

Launched in 2018 with a flagship two-day immersive conference, Workday’s “Future Females in Tech Engagement Program” helps women to build career confidence and make the connections they need to get started in the tech industry.

The UC Berkeley Career Center’s annual transfer student career summit is a five-hour virtual event that was created to help connect transfer students, who are often overwhelmed when navigating career opportunities, and employers that are not aware of the value transfer students can bring to organizations.

The racial injustices that marked 2020 strengthened Roderick Lewis’ resolve to create a DEI scorecard for career centers to facilitate change in the employers engaging with their campuses.

Visibility and the tiering of school partnerships are two of the challenges Historically Black Colleges and Universities face in attracting employers to recruit their students.

While DREAMers tend to have qualities employers seek, there are several obstacles they face that career services professionals can help them navigate during the job search.

Many businesses and organizations are unclear about their ability to hire DREAMers who have DACA or TPS. In fact, employers are able to hire a DREAMer just as they would a U.S. citizen.

CSU Fullerton’s “I Am First” program addresses the specific needs of first-generation college students and prepares them for the challenges they face.

When one HBCU career practitioner is building relationships with employers, she is looking for authenticity, a shared sense of purpose, and impactful engagement opportunities for students and the university as a whole.

Cultural intelligence may be the most important individual area of change for organizations that want to bolster their recruitment and retention of culturally diverse individuals.

It is important for employers to consider the language they use because language can be loaded and have different meanings for different people.

Most career services offices plan to hold both in-person and virtual career fairs this fall, but many employers expect to hold their own virtual events.

Career services offices can help students develop their professionalism and navigate situations when “professional standards” may fuel and foster bias.

College career services offices have changed the ways they engage employers and students from historically marginalized groups during the COVID-19 pandemic.

The biggest challenge with “professionalism” is ensuring that all candidates and employees understand what it means within the context of the organization and their specific job function.

Employers that recruit and hire students with autism can overcome barriers by being proactive in seeking resources and information about this student population.

Part of the mission of UNH CaPS is to help employers establish or enhance employers’ work around diversity and inclusion by providing them with resources, consultation, and recognition.

With student populations becoming more diverse, career centers need to change and adapt to their needs and be inclusive as they develop resources, opportunities, and programming.

When creating programs, resources, and services for marginalized students, Stanford starts with identifying issues and needs through focus groups, research, and outcomes.

TAMU-CT is building employer engagement opportunities in partnership with faculty that are “a little less virtual,” but better meet the needs of its unique student population.