This document discusses the importance of collaboration between university career centers and academic departments to promote co-ops and internships. It recommends identifying priorities, opportunities for campus buy-in, and using a liaison model where career center staff are embedded within academic departments. The liaison model strengthens relationships between career centers, students, faculty, employers and has led to increased referrals, resource sharing and experiential learning opportunities. Regular communication and identifying champions within departments are keys to successful collaboration.
Best Works Processes For Using E Portfolios And A Wiki To Showcase, Exchange,...WCET
ePortfolios and Wikis both allow collection of best works and information, continuous updating, and easy peer feedback.
Northwestern State University adopted guidelines for ePortfolios by adult students to showcase their work. The ePortfolios, are evaluated by faculty to award credit.
Kansas State University developed the ELearning and Teaching Exchange (ELATE) Wiki to provide a platform for faculty and other interested individuals to share teaching and learning best practices and to build upon each others contributions.
This panel will demonstrate the uses of these applications and how they can enhance information sharing.
ePortfolios for Employability: Promoting Career Learning through Business Engagement - presentation at ALT-C 2012, Wedneday 12th September @ 9am - Paper 40
Issues around using attendance data to improve student progressionMelanie King
Presentation given at the CETIS 2012 conference March. This presentation describes some of the interventions undertaken as part of the JISC funded Pedestal for Progression Project (http://progression.lboro.ac.uk) - Mar'11 - Aug'12.
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
Best Works Processes For Using E Portfolios And A Wiki To Showcase, Exchange,...WCET
ePortfolios and Wikis both allow collection of best works and information, continuous updating, and easy peer feedback.
Northwestern State University adopted guidelines for ePortfolios by adult students to showcase their work. The ePortfolios, are evaluated by faculty to award credit.
Kansas State University developed the ELearning and Teaching Exchange (ELATE) Wiki to provide a platform for faculty and other interested individuals to share teaching and learning best practices and to build upon each others contributions.
This panel will demonstrate the uses of these applications and how they can enhance information sharing.
ePortfolios for Employability: Promoting Career Learning through Business Engagement - presentation at ALT-C 2012, Wedneday 12th September @ 9am - Paper 40
Issues around using attendance data to improve student progressionMelanie King
Presentation given at the CETIS 2012 conference March. This presentation describes some of the interventions undertaken as part of the JISC funded Pedestal for Progression Project (http://progression.lboro.ac.uk) - Mar'11 - Aug'12.
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Dan Blake
Career Development Specialist
Sonoma County Office of Education
Santa Rosa, CA
This presentation will provide multiple examples of ways to infuse career awareness and exploration into existing middle school structures. The Sonoma County Career Development Specialist will share program goals and standards, program planning and implementation procedures, program structure, and effective activities and curricular materials. Useful handouts will be provided.
Presentation delivered by Doug Fauth of Southern California Edison on 12/7/2011 at The George Washington University at the FedCollege recruiting conference co-organized by RECSOLU and CollegeRecruiter.com.
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. University Focus on
Co-ops and Internships:
The Importance of Liaisons and
Campus Buy-In
Andrea Domachowski, Assistant Director
Andrea Gutierrez, Assistant Director
Micheline Krise, Coordinator of Coop Ed & Internship Program
Lesa Shouse, Assistant Director
Jessica Turos, Associate Director
Susan Young, Assistant Director
2. Identify priorities regarding co-op/internships: state,
university, and departmental
Discuss opportunities for campus buy-in
Review the Career Center Liaison model
3. Situated in Academic Affairs under Enrollment
Management
Functions:
Career Development and Exploration
Cooperative Education and Internship Program
Job Search
4. Ohio Innovation Partnership
Regent’s Co-op & Internship Program
General Education – applied learning
Co-op & Internship Task Force
Enrollment Management
5. Admissions
Student Orientation, Advising & Registration (SOAR)
Academic Success
Career Development
Leadership Engagement
Financial and Personal Responsibility
Course Development and Teaching
Career and Life Planning course
Computer Science
Human Development and Family Studies
Psychology
College Liaisons
6. Develop and maintain relationships with:
Students
College Faculty/Staff
Employers/Recruiters
Serve as career development resource in college
Create specialized programming to meet students’
needs
7. Director,
Career Center and
Co-op & Internship Program
Co-op & Internship
Program
Coordinator
Associate Director, Assistant Director,
Assistant Director, Assistant Director, Liaison to College of Liaison to College of
Liaison to College of Assistant Director,
Liaison to College of Health & Human Education and Human
Business Arts & Sciences Services & College of Development & College Employer Relations
Technology of Music
Located in Career Center
Located in College Building
8. Structure and programs
Increased exposure/visibility
Collaborated with academic advisors through referrals
Strengthened relationships with the Dean, program
directors, and faculty
Increased employer attendance at annual Teacher Job
Fair event
9. Structure and programs
Increased student visits
Support for COOP 50
Network and engage with faculty, administrators, and
employers
www.business.bgsu.edu/cba/BusinessCareerAccelerator.html
10. • Evaluate Collaboration with College &
Departments
1.
• Target New Department(s), Program(s), and/or
2. Faculty
• Meet with College or Department: Dean, Chair,
3. Faculty, and/or Champion
• Evaluate Status of Collaboration and
4. Relationship with Academic Units
• Report on Assessment
5.
11. Strengths
• Identify strengths of the College and of current collaborations with
academic administrators, faculty, and program staff
Weaknesses
• Describe gaps in service delivery, resource limitations, etc.
Opportunities
• Identify ways we can support College compacts, strategic plans, and
metrics
Threats
• Identify external threats to collaborative efforts
12. Strengths
• Faculty members regularly refer and/or require
students to visit Business Career Accelerator
Weaknesses
• Limited Resources
Opportunities
• Collaboration with other offices
Threats
• If students are not immediately served, they may not return
13. Strengths
• Identify strengths of the College and of current collaborations with
academic administrators, faculty, and program staff
Weaknesses
• Describe gaps in service delivery, resource limitations, etc.
Opportunities
• Identify ways we can support College compacts, strategic plans, and
metrics
Threats
• Identify external threats to collaborative efforts
14. Importance of Identifying Champion(s)
Meet with Department Chairs & Faculty
Discuss needs of students and faculty
Discuss services, programs, etc.
Establish Champions of Career Development in each
department
Build Buy-in of Liaison and Career Center from
inside department
15. January 2011: Biological Sciences Chair meeting
March 2011: Student Conservation Association returns to
campus
Summer 2011: Research and development of biological
sciences internship links
July 2011: Career Center champion meeting
August 2011: Biology Today (BIOL 2000) presentation
January 2012: Develop internship panel and discussion
with Tri-Beta for Fall 2012
16. Determine a centralized location to post
science related internships
Interfaced with faculty through classroom
presentations and projects
Develop relationships with student
organization leaders and advisors
17. Discuss progress towards goals
Update SWOT analysis
Identify joint goals and strategies
Select target department(s) and develop plan to meet
priorities
18. 4
2
1
3
Level of Interaction
Regular meetings
E-mails/telephone
ication
Listproc
Announcements in class Commun-
Prep programs/workshops
Co-sponsored events
Student org /class
presentations
Programming
Career -focused curriculum
Refer students
Faculty liaison to Career
Center
Seek input on curriculum
Faculty/Staff
Joint research/ student
projects
Site visits/internship
presentations
Assess intern learning
Required internship
Co-op/Intern
Encourage internships
Site visits
Cultivate relationships
Employer
Network at job fairs/info
sessions
Employer Advisory Board
19. Customizable College Liaison Report
Validate Accountability Measures
Programs Completed
Students Served
20.
21. Contact us at:
careerservices@bgsu.edu
or
419-372-2356
Download our presentation at:
http://www.slideshare.net/BGSUCareerCenter
Editor's Notes
MK
MK
MK
JTRetentionSue’s suggested note:The Governor and State Legislature approved $12 Million for the Regent’s Co-op & Internship Program. RFP to be released this summer
JT
JTPriority connect back to internships - hire additional 4 GA’s
AG3 modelsStand alone office – Business Career AcceleratorWithin advising - EducationIn Career Center – Arts & Sciences, Health & Human Services, Technology, MusicStandardizing and implementing best practices
AGIncreased exposure/visibility of Career Center services as a whole by being housed in the College’s Advising OfficeIncreased collaboration with academic advisors due to referrals (contributes to higher retention rates in the College)Increased relationships with the Dean, program directors and faculty due to expanding career services in-house (Examples: Capstone Day, senior seminar presentations, job fair preparation, professional development series for SM & HDFS majors)Increased recruiter attendance at annual Teacher Job Fair event48% of all registered co-ops and internships are under College of Education
Another model for the liaison office is the stand alone modelStand Alone office in College of Business – reports to associate dean and gets support from office of student development (advising)2 Internship Coordinators assist with running programs – resume workshop, speed interviewsCoordinate Business Career Day, offer Don’t Cancel Class program to facultySince moving to the COB visits increased more than 80%Support COOP 50 by communicating benefits of registration to students and faculty – provide paperwork and registration helpNetwork by attending college events – all college meetings, receptions, Engage with students through Video Log – idea of marketing professor and internship coordinator – could be used for students out on co-opNote:Total Students served by Year (Appts & Drop-ins)2009-2010: 2882010-2011: 3942011-2012: 519
LSDoes not have to be in this order
LSStep 1 = Evaluate Collaboration with College & DepartmentsThe way we have chosen to evaluate collaborations with colleges is through a SWOT Analysis. Identifying the Strengths, Weaknesses, Opportunities and Threats of the collaboration. Discuss each in detail.Strengths – Who are our champions, where are there deeply developed relationships? What are the strong academic programs in the department?Weaknesses – Student population attributes? (i.e. not interested in moving or relocating)Opportunities – What departments have expressed interest? Where are there holes to fill quickly and easily and other that take time?Threat – What is blocking collaboration? Who/What could hurt current relationships? Funding? Staffing? etc.
LSMicro level
LSStep 1 = Evaluate Collaboration with College & DepartmentsThe way we have chosen to evaluate collaborations with colleges is through a SWOT Analysis. Identifying the Strengths, Weaknesses, Opportunities and Threats of the collaboration. Discuss each in detail.Strengths – Who are our champions, where are there deeply developed relationships? What are the strong academic programs in the department?Weaknesses – Student population attributes? (i.e. not interested in moving or relocating)Opportunities – What departments have expressed interest? Where are there holes to fill quickly and easily and other that take time?Threat – What is blocking collaboration? Who/What could hurt current relationships? Funding? Staffing? etc.
Define Champion: Faculty or staff member who believes in the Career Center message and mission. Target New Department(s) /Program(s) /Faculty –based on Ohio Board of Regents, interest in Ohio Centers for ExcellenceIn my meeting, it was the Chair of the Department that targeted a faculty member to act as a liaison to the Career Center. Meet with College or Department: Dean / Chair / Faculty / ChampionAs mentioned previously, I am Andrea D., Liaison to the College of Arts and Sciences. Lesa provided an example of a SWOT, by utilizing STEP 1. I will demonstrate STEPS 2 and 3 of the liaison model. Again, these are fluid and can be utilized in different order. In my example, I was strategic in identifying the Biological Sciences Department for three reasons: 1) large academic unit—housed in College of arts and sciences, which houses over 5300 students with 46 majors. Approximately 500 biological sciences majors, three specializations. Within the Biological Sciences/Environmental Sciences area, they have Board of Trustees approval and are recognized by the Ohio Board of Regents as one of the Centers of Excellence within the Advanced Energy. Looked at STEM as an area of employer growth within NW Ohio. Other Centers: More than 50 Centers of Excellence have been established, with additional proposals being evaluated. The Center of Excellence categories represent key industrial areas in which future job growth can be expected::Advanced EnergyBiomedicine & Health CareAgriculture, Food Production & BioproductsAdvanced Transportation & AerospaceEnabling Technologies: Advanced Materials & SensorsCultural & Societal TransformationIN my meeting with the Chair of the department, we identified outcomes and next steps, but he also helped me identify a champion I can lean on for assistance. This faculty member was critical. She was the instructor of the Biology Today Class—a class requirement of all first year biological sciences majors. Seminar on contemporary research and overview of career paths in the biological sciences. Class size averages around 75-100 students.
Pivotal points to mentionSCA- increase in the number of applicants from January 2010-presentImportance of Tamara Wales as a Career Center ChampionBIOL 2000 presentation: importance of career development, knowing your interests, skills, values and the opportunities outside of medical school; mentioned internships and showed websiteJan 2011-established outcomes: increase the number of internships offerings to biological sciences students. Promotion of a centralized location to post internship opportunities. 2 ways we would accomplish this goal. 1) add opportunities to WorkNet, 2) create a clearinghouse of links categorized by the specializations within the Biological sciences major. March 2011- saw an increase in the number of views on our WorkNet system. SCA: Expense paid internships, living stipend, housing, round trip travel. 3-12 month experiences locations range from Alaska, Arizona, East coast, Ohio, etc… working in environmental education, wildlife management, forestry, wetland restoration, etc…June 2008 posted on WorkNet, 21 student viewsMarch 2011 posted on WorkNet, 50 student views58% increase in the number of studentsSummer 2011: developed internship links based on biological sciences specializations. Promoted in BIO Today class, linked to Biological Sciences webpage. July 2011: Met with CC Champion. Created goals and tasks to complete. Provided outline of presentation to BIOL 2000 class to crate seamless connection with department. August 2011: following presentation, saw an increase in the number of student appointments in biological sciences. 25 TO 40 studentsJanuary 2012: Looking at next steps…development of an internship panel/collaboration with tri beta in the fall, 2012.
UtilizedWorkNet to track the number of openings and the number of “hits” on positionsSCAJune 2008 posted on WorkNet, 21 student viewsMarch 2011 posted on WorkNet, 50 student viewsWebsite hits-views on Biological Sciences website:Number of STEM internships (June 2008-January 2011)*94 internship opportunities45 companies offering internshipsNumber of STEM internships (January 2011-May 2012)*126 internship opportunities56 companies offering internshipsResult of Liaison Collaboration:Increase of 34% in internship offeringsIncrease of 24% in companies offering internships
SYDiscuss progress of Dean/Directors/Chairs toward goals and the successes of the Career Center re: faculty /staff relationships, job development, student engagement and programmingUpdate SWOT analysisIdentify joint goals and strategies Select target department(s) and develop plan to meet prioritiesRelationship - mutually beneficial
SYRelationship - mutually beneficial
SYClose Assessment LoopIdentify and use outcome measures: BGSU learning, accountability measures, Institutional Research reports, national benchmark studies, University System of Ohio Accountability Measures, Student Achievement Assessment Committee (SAAC), and College annual reports Distribute Co-op & Internship learning outcome assessments, co-op and internship assignments, and statistical reports Discuss feedback and next steps
SYOne-Stop Shopping for Employers: Target/referral, service, assessment Successes with co- targeted employers (academic unit & Career Center)e.g. internship hiring outcomes, regular engagement & posting of positions, engage fully with the University