Go and Do

by Ashley Motley and Dana Nordyke, Kansas State University Career Center

When is the last time you did something with your people that made everyone terrified in a good way? You know the feeling we are talking about….the one of disregarding your maps app and striking out on an adventure. You get that “I’m-scared-in-a-good-way-but-this-could-really-be-so-very-cool” feeling when you are on the brink of an adventure. We know, we have been there recently. It is wild and refreshing and we want to tell you about it….

At the annual SoACE conference in December, we presented about scaling up some of our signature Career Center programming. We have had a lot of interest and inquiries since that time – specifically about our Career Meet-Ups programming. With this in mind, we thought we would bring you some more details.

In short, our Career Center advising team here at Kansas State University had a retreat day in summer of 2017 and decided to toss all of our programming (we kept our large career fairs and a couple of other select center-wide events). We even tossed the brochures/handouts we would typically use for tabling, etc. It was a major shift for our team…after all, we had leaned on that “How to Find a Job” handout for nearly a decade. We knew collectively, as a team, we needed to do something significant in order to make some big changes. In all honesty, we are still figuring out exactly what this means.

One outcome of the decision to blow up (our Executive Director’s words, actually) our center-wide workshops and panels was the addition of events focused on certain industry areas that we recognized were being under-served by our major career fairs. The goal was to make the student an active part of whatever events we created. We knew we wanted to invite students to “do” and “create” at events instead of sit and watch. As a result, we launched a series of Career Meet-Ups. Each meet-up is designed to have a similar visual brand (changing only colors and logos to make it easy on our graphics folks). The events are “mixer style” networking with each employer stationed at a high-top table. Employers attend for free (we have space for up to 25 employers in-house) and are asked to only bring business cards or brochures…no large booth set-ups. Trust us – this has been a big adjustment for some employers. However, we love that it means the focus is on the kind of work the employers does versus some of the distraction created by fancy branding displays. Students bring copies of their resumes and dress in business casual. Some students do not yet have resumes to bring, but we still want them at the event. Freshman, sophomores, juniors, seniors, and graduate students are invited. We provide hors d’oeuvres and coffee or craft soda from a local bistro. Catering choices are even intentional and based on the season. We want students to “feel” the event with all senses and have an experience.

We have been able to “scale up” these events to include five different industry areas: health, social services, media and communications, wildlife and natural resources, and an event focused on local employers in the “Little Apple” hiring full-time. Scaling up has been doable because we are consistent with the format and our expectation of the events. Each meet-up event planner from the Career Center collaborates with specific college departments whose students will be most-served by the meet-up being planned. These colleges identify representatives to serve on the meet-up planning team. These faculty and staff partnerships have been, mostly, very positive. The event is not theirs and it is not ours. We have found that the events are most successful when they are a team-owned, student-focused initiative. Using a connected planning team, we openly share employer contacts using a Trello board specifically for that event. This project management technology has fueled our ability to be completely transparent with our academic partners. It also allows us to divide the work of the team.

What we do

  • Employer communication and registration is managed in Handshake
  • Marketing (social media events and ads, website updates, posters displayed across campus, quarter sheets for desks, radio announcements, table tents in the dining centers, email announcements to faculty and students, a press release, and large sidewalk signs)
  • Provide the space, parking, and catering reservations
  • Day-of details (nametags, printed programs, student check-in, and space décor – which includes small florals for each high top table, arranged by us)
  • Coach students on the sidelines of the event and help them navigate the networking environment (encouraging gathering around tables and not forming lines…seriously, we break up the lines and it’s a really fun change)

What faculty and staff do

  • Promote the event among students and other faculty/staff (we encourage faculty and staff to attend the event alongside their students)
  • Contribute to the employer invitation list
  • Connect with their colleges via a larger social media push and ask key accounts to pick up and tweet out/post the event
  • Recruit student volunteers to do quick class announcements and assist with event set-up and tear down

While the events have had significant interest and solid attendance, we are working through a few challenges.

CHALLENGE #1 – We continue to refine and clarify our marketing. Employers and students alike aren’t really sure what a meet-up is until they have actually been to one. Once they have been, they are hooked. We have had raving evals from both students and employers.  We also have to remind our faculty, staff, and students that THIS IS NOT A CAREER FAIR. Employers may have full-time, part-time, internship, or volunteer opportunities, but we want students to come and talk to the employer about the employer’s personal career journey as well.

CHALLENGE #2 – As new meet-ups are added to the schedule, we’re working on maintaining consistency across our team in terms of branding, format, etc. Part of what keeps these events simplified and scalable is consistency.

CHALLENGE #3 – Assessing student competency and growth through “doing.” We want to be able to show in data what we are observing. This includes students shifting out of their comfort zone and communicating in a professional environment. One of our favorite recent comments from a meet-up this spring was an employer remarking, “Wow, wow, this is exactly what students need!”

This summer, when we all enter that magical time of planning and recovery, we encourage you to challenge the status quo of your programming. Take a long, steady look at the “why” behind what you are doing. Be bold, strike out on an adventure, and bravely face your decade-old marketing head-on. We believe in you!

Please feel free to comment with questions or feedback! We’d love to hear about similar programs you might be implementing.

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Ashley Motley lives with her family in Manhattan, KS. She serves as an Assistant Director and liaison to the College of Arts and Sciences for Kansas State University. She received her M.Ed. in Curriculum and Instruction, college student affairs, from the University of South Florida. Currently, she serves as the KG Chair for the SoACE Experiential Education Knowledge Group.  She enjoys messy family dinners with her 4-year-old and husband, hiking the Konza Prairie and the CO mountains, and traveling to see friends in the southeast. 

Dana Nordyke is a Senior Assistant Director and liaison to the College of Human Ecology at the Kansas State University Career Center. She has been with the center since 2009. A KSU grad, Dana received a B.S. in business administration and a M.S. in college student development. She is pursuing a Ph.D. in student affairs. Dana is currently serving as President of the Kansas Association of Colleges and Employers (KACE). She enjoys spending time with family/friends, campfires at the lake, and attending K-State games.

Students with Disabilities and Career Counseling

by Caroline Oncken, Operations and Program Coordinator, Malone Center for Career Engagement, Furman University

A few months ago, as I approached the front of a classroom for a presentation, I noticed a visually impaired student sitting in the front row ready to learn about job search strategies. In the seconds leading up to the start of the presentation, it occurred to me that I brought materials that would not accommodate the student’s disability. When I passed out handouts, nearby classmates did not know if they should hand the student the piece of paper or place it on the desk. Unfortunately, my oversight caused the student to miss important information. However, that moment allowed me to learn from my mistake and bettered me as a proactive educator.

The next day I coordinated a training session for my office to meet with the director of accessibility resources. The training session provided my team insightful information and facilitated discussions about our campus’ disabled population, accessible materials and how to make on- and off-campus programs more accommodating.

We discussed several strategies for presenting career information to visually impaired students and deaf or hard of hearing students during presentations and/or individual advising sessions:

  • Read aloud what is being written on a classroom chalk/whiteboard
  • Describe the website you are referencing and what is being pictured
  • Address students by name when calling on them, and provide spatial directions from the student’s perspective
  • If applicable, allow the student to be seated in the front of the classroom to better hear what is being said during the presentation
  • Allow students to submit resumes, cover letters and other career-related materials electronically to allow students to use screen readers
  • Remember the student’s left and right are opposite when you are facing the student
  • If you provide the class with handouts, ask the student how best to communicate the information
  • Avoid using phrases like “take a look at the handout in front of you” or “what do you notice from this picture”
  • Ensure documents are accessible to students online (check ADA compliance)
    • Avoid scanned PDFs, as those documents are images and cannot be used by a screen reader
    • If you cannot open a PDF in a Word Document, the document is not accessible
    • Provide Alt Text for images and objects
    • Ensure screen readers can identify headers and text boxes

In addition to this particular experience with a student on my campus, I was inspired to write this post by some helpful resources and strategies I learned about at the 2017 SoACE conference.

I attended the “Challenges and Champions: Developing Employability” session, which aimed at identifying the types of skills individuals with ability differences offer future employers. I noticed I wrote in my notes, “each individual has their own spot of genius” and a quote from an advocate for students with disabilities: “being disabled does not mean un-abled, just different abled.” Both of those quotes are great reminders about our promise to provide every student the chance to learn, grow and succeed. Let’s put to bed the standardized set of requirements that society places on “qualified” job seeking individuals. It’s an individual’s ABILITY to be a successful employee!

I discussed several advising strategies with professionals at the 2017 SoACE conference, which may also help you:

  • Encourage students to apply for on-campus positions before moving to an off-campus role
  • Focus on the individual’s strengths, skills and abilities
  • Encourage students to highlight their disability in a positive, impactful way on resumes, cover letters, applications and in interviews
    • Allow the student to use their cover letter as an opportunity to tell an employer their story; allowing this moment to captivate the reader by giving them a glimpse into how goals, success and skills were achieved
  • Break larger tasks into smaller tasks to avoid overstimulating the student
  • Give students time to complete tasks; be mindful it might take several sessions to unpack a resume and prepare for interviews

Employers are going to have fears about interviewing and hiring individuals with disabilities. There are going to be questions the employer is afraid to ask. It’s our responsibility as educators to ensure that disabled students don’t feel less abled than their peers to find employment.

I hope you find these strategies helpful, and can incorporate them into your advising.

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Caroline Oncken received a B.A. in Psychology from Clemson University and an M.Ed. in Counselor Education from The Citadel Graduate College in Charleston, S.C. She is currently the Operations and Program Coordinator in the Malone Center for Career Engagement at Furman University. Connect with Caroline at: LinkedIn: https://www.linkedin.com/in/carolineoncken/

Using Insta-Language to Connect with Students

By Andrew Kohls, Assistant Director, Kansas State University Career Center

As an aging millennial, the drive to conquer all available social media apps is real! This is especially true with student affairs professionals, as we see our students effortlessly switch back and forth between platforms. For me, the big push came when I realized more and more students were dropping Facebook or not creating an account at all. I wanted to get away from Facebook and place my efforts on beefing up my Instagram account, where I could better connect with the “younger” world!

Looking back, I think I was forced to create an Instagram account to connect to a website or another app; I honestly can’t remember. I knew it was there, but I rarely touched it. (Kind of like some of our students and their LinkedIn accounts!) Like every “big” decision in my life, I wanted to seek input from experts who were familiar with the topics I was not. For my Insta-overhaul, I consulted only the best: my high school cousins and one of my faithful student workers! ☺

As I was looking through other Instagram accounts, I noticed that most people had a little blurb about them underneath their profile name. To be consistent, I realized that I also needed something! I texted my experts right away and said,

“Hey! I need a catchy, cool blurb for my Instagram! Can you help?”

Their responses…

“What does that even mean?”
“Like the part that goes under your name?”
“You mean, a bio?”

Obviously I needed a lesson on Insta-language! Once the experts finally understood what I was talking about, the A-HA moment happened!

They responded…
“What do you want viewers to know about you?”
“What do you want it to encompass?”

MIND.BLOWN! Suddenly, I felt as if I were the student and they were the professionals (which in this case, they were!). As a career advisor, my mind immediately went to cover letter and resume development. The questions these students had just asked me are the same questions I ask my students daily! I’m always looking for parallels between my students’ worlds and how they can apply their skills to university careers, and THIS.WAS.IT!

Since my breakthrough, I’ve started using Insta-language with all of my students, particularly my first-year students. Of course, I still use the Instagram “bio” (not blurb!) example to discuss tailoring documents to their intended audiences, but I’ve also started using “Finstas” to discuss personal branding and specific content that may not be appropriate for employers to see. (P.S. “Finstas” are Instagram accounts that students set up, in addition to their regular Instagram accounts, to post certain content they may not want everyone to see!) I’ve also used Instagram “followers” to discuss networking, which enables students to look at their own accounts, explain why they follow certain people, and how they can apply that same concept with networking for their careers.

Overall, my students have reacted very positively to my use of “ Insta-language connections.” The key is to keep the convos light. Be mindful that some students DO NOT want you to know anything about their social media presence, and that’s ok. But above all, stay positive, make clear connections, and HAVE FUN!

This article was originally published by the author at https://studentaffairscollective.org/insta-language-connect-students-sasome.

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Andrew Kohls received a B.S. in Psychology from Kansas Wesleyan University and an M.S. in Academic Advising from Kansas State University. He is currently an Assistant Director in the Career Center at Kansas State University, working with the College of Architecture, Planning, and Design, as well as graduate students in the College of Arts and Sciences. Kohls also serves as an instructor, working with first-year students every fall as part of the K-State First Program. He has been working in higher education since 2010, having previous experience in immigration advising, orientation programming, and admissions. Connect with him at: LinkedIn: https://www.linkedin.com/in/andrewkohls Instagram: @andkoh52