Institution-Wide Participation

Public

Discussion:

Carolyn,

Out of curiosity, have you ever run into an instance in which the student ends up discussing career goals that don't align with the program in which they are enrolled? Additionally, if the institution believes some sort of assessment (conducted via interview in this case)is important, can you shed light as to what prevents these assessments to occur prior to enrollment? Also, how is the assessment discussed with the student so that this practice isn't only used as a means for the career practitioner to conduct an assessment, but also used to allow the student to gain self-knowledge? What derives from this assessment? Is there an action plan formed? Do you then target the level of assistance a student might need (such as self-help resources, brief staff-assisted service, or intense case management)?

The record keeping of the survey form - is that something that goes into the student's career services file or some other file? Since it is a physical document, are other staff members (such as faculty) able to know the insights gained about the student from looking at the data or is this shared via conversations targeting "at-risk" students? How might this process of critical information sharing be improved? Do you have thoughts on this?

I love the philosophy about hiring. It is a best practice mentioned in the course and it appears your institution is an example of this practice - hiring those who share the same mentality and who are a "fit" with the institutional values and culture.

Robert Starks Jr.

Carolyn, Out of curiosity, have you ever run into an instance in which the student ends up discussing career goals that don't align with the program in which they are enrolled? Additionally, if the institution believes some sort of assessment (conducted via interview in this case)is important, can you shed light as to what prevents these assessments to occur prior to enrollment? Also, how is the assessment discussed with the student so that this practice isn't only used as a means for the career practitioner to conduct an assessment, but also used to allow the student to gain self-knowledge? What derives from this assessment? Is there an action plan formed? Do you then target the level of assistance a student might need (such as self-help resources, brief staff-assisted service, or intense case management)? The record keeping of the survey form - is that something that goes into the student's career services file or some other file? Since it is a physical document, are other staff members (such as faculty) able to know the insights gained about the student from looking at the data or is this shared via conversations targeting "at-risk" students? How might this process of critical information sharing be improved? Do you have thoughts on this? I love the philosophy about hiring. It is a best practice mentioned in the course and it appears your institution is an example of this practice - hiring those who share the same mentality and who are a "fit" with the institutional values and culture. Robert Starks Jr.