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.
As the world of work continues to evolve, career development professionals must evolve their resources and services accordingly, based on the communities they serve. The school-to-work transition is common for both undergraduate and graduate students, but these two groups often have distinct career development needs, based on their identities, developmental stages, and life roles among other distinguishing characteristics. For colleges and universities to effectively promote the career success of their alumni, a customized approach will not only make services more accessible to graduate students, but more relevant as well.
There is a seemingly endless supply of tools and tips for helping the undeclared student figure out what they want to do with their life. This process is difficult for students, challenging them to develop self-awareness alongside visions for the future.
Using data from NACE’s 2016 Student Survey, NACE research looks at factors that may influence the job success of first-generation students.
Many colleges are placing a renewed emphasis on recruiting rural students. Are career centers prepared to help them when they get there?
First-generation have unique career development needs that career services can address.
Research surfaced a number of insights about the nature of undecided and declared students in the arts and sciences and what unique and distinct barriers they face in engaging with career education.
What makes undecided students tick? Two professors at University of Cincinnati evaluated a group of undecided students to find out and developed recommendations to support students who don’t want to be pinned down.
When working with military-connected students, it is important to keep in mind that while they face many of the same challenges as other students, their path to success can differ.