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.
students who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ)
experience unique challenges in the area of career preparation.
A qualitative study looks at how career counselors use their own experience as first-generation students to support first-generation students.
Two years ago, the UConn Center for Career Development reexamined its efforts around diversity and inclusion and made some impactful changes.
Staff at the University of Illinois at Urbana-Champaign career center developed programs to reach underrepresented students in ways that were meaningful to the students.
Through videos, career services and URR professionals share the activities, processes, and practices their organizations and institutions have implemented to promote diversity and inclusion.
Disrupting gender norms learned from infancy requires understanding first how these were shaped, and then looking at how perspectives can be shifted.
Many colleges are placing a renewed emphasis on recruiting rural students. Are career centers prepared to help them when they get there?
To assist undocumented students, career centers should create an environment that is inclusive so students are confident they can get the help they need.
Should first-year students set up a LinkedIn account? NACE Community members weigh in on the topic.
Members of the NACE Community recommend books to use with your first- and second-year students.
Career services and university recruiting professionals need to plan to meet the needs of students with autism spectrum disorder.
St. Joseph’s University’s International Career Conference educates students about available opportunities and the processes involved to reach their goals.
First-generation have unique career development needs that career services can address.
Using data from NACE’s 2016 Student Survey, NACE research looks at factors that may influence the job success of first-generation students.
Programs at Bates College and University of Virginia address the needs of first-generation students.
To better understand the needs of the students at your school on the autism spectrum, career services practitioners should connect with the disability services office, recommends Janine Rowe of RIT.
Authors Claire Klieger and Brian Guerrero offer information about working with students whose legal status affects their job and internship prospects.
During the NACE 60th Anniversary Innovation Challenge, a team that addressed the challenges of engaging, providing information to, and recruiting students with disabilities mapped out a series of events that would help overcome the lack of communication and information about disability services.
While the liberal arts equip students with many of the skills employers seek in new hires, these graduates often have trouble articulating how their skills and experiences will transfer to the workplace.
One successful approach the University of Southern California takes for engaging alumni in career services is grouping its alumni by their years since graduating and customizing programming for each of these generational groups.
When creating a culture of diversity and inclusion in career services, Shelagh Saenz of the University of Michigan School of Public Health recommends taking small actionable steps to build momentum, increase your center’s reputation, and gain allies.
Liberal arts students can thrive in tech careers because of the strength of a liberal arts education and the profile of students who are drawn to it, says Alice Harra of Reed College. She provides several tips for career services offices to make the connection between liberal arts students and tech companies.
Richard Detweiler often hears a disconnect between identified organizational needs and candidate selection. Research he conducted makes a direct link between the undergraduate liberal arts experience and success in career and life that can benefit organizations looking for leaders.
We are preparing graduate students for jobs that don’t exist—or for positions that only a few of them will ever compete for, let alone get. What might we do to help all of our graduate students, not just the few who will work at research universities?
When should a student “come out?” Career services professionals should be aware of the issues and risks LGBTQ students face, including when these students are considering the decision to come out during the job-search process.
Well-informed career services practitioners should challenge LGBTQ students to consider how far they are willing to go to get the perfect job. Counselors can help students identify how integrated their personal and professional identities are, and how coming out—or not—could influence their workplace experience.
Even after 20 years of antidiscrimination laws and the low cost of reasonable accommodations, in the United States, qualified applicants with disabilities have lower rates of employment than the general population. This discrimination exists throughout all levels of income and education.
In recent years, there has been an increase in the number of college and university students disclosing a diagnosis of Asperger's syndrome. Several assumptions have been made as to why there is an increase, most of which revolve around greater access to resources, improved diagnostics, and an overall higher prevalence of Asperger's in the general population.
Percent of staff time spent student-facing
Median number of students to professional staff member
Median square footage of the career center
Percent of career centers with employer partnership programs
Percent frequently discussing career readiness competencies with faculty
2018-19 Career Services Benchmark Survey