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Identified Need:
The College’s Career Center was closed several years ago as a cost-savings measure.
Reductions in state financial support for Arizona’s community colleges necessitated cutting
several important services and staff to balance the budget. Recent interest in restoring the
program began after determining the services it provides plays an important role in attaining the
college’s 2016 – 2020 Strategic Vision. “Higher education promises and society demands
successful, productive career outcomes for students” (Contomanolis, Cruzvergara, Dey &
career networking - an innovative career center provides the resources, services, and tools to
connect students to their professional goals, making their career aspirations a reality.
restraints, and a diverse student population are the momentum behind a paradigm shift in career
service operations. According to Dey and Cruzvergara’s, 2014 article “Evolution of Career
Services in Higher Education”, today’s operating environment is driven by the following forces:
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Increases in the cost of higher education, declining state and federal support, and a
future of their institutions. Higher operating costs, declines in public funding, demand for better
services, and the need for accountability are just a few of the many challenges. Career services
leadership that realizes the importance of the work and supports it through strong commitments
Staffing: The National Association of Colleges and Employers (NACE) created a set of
standards to “facilitate excellence in the creation maintenance, and delivery of programs and
services” (2016, p. 3). One of those standards states it is critically important career services
programs be staffed with an adequate number of qualified professional and support staff to
“advance the mission of the institution, as well as support academic and experiential learning
programs to promote student learning and development”(p. 5). A center’s primary concern is to
build the necessary connections and networks with faculty, alumni, employers, and professional
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organizations to promote student opportunity and success. Suggested core competencies for
career services professionals include: marketing, promoting and outreach; program and event
planning; research, assessment, and evaluation; teaching, training and education (p. 21-22).
that it is everyone’s responsibility to ensure students transition from college into successful
departments. For example, if elements of an academic program include job market preparation,
or connecting students with internship or job opportunities, this is an ideal opportunity for
departments to collaborate and support each other’s efforts (Steinfeld, Dey, Cruzvergara, and
Contomanolis, 2015).
New Technologies: The more successful career centers are the ones that take advantage
of new social media platforms to meet students and stakeholders in their “space”. CollegeFeed is
one such platform that helps students create early-career profiles, find tuition help, job
employers. Others include MindSumo, AfterCollege, and Yello. The emerging platforms and
search engines complement the “connectivity efforts of career services, extending the
department’s reach beyond traditional enterprise systems that manage schedules, on-campus
recruiting, and career fairs efforts” (Steinfeld, Dey, Cruzvergara, and Contomanolis, 2015, para.
27). New systems also provide analytic functions, important for assessments and to retrieve
accountability metrics.
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Services Provided:
Garis in his 2014 article Value-Added Career Services argues career centers should be
career programs and systems” (p. 19). The current environment at the College is decentralized
with academic advising offering career coaching development and assessment, while academic
programs provide instruction in resume writing, interview skills, and connects students to
internship opportunities. The Career Center’s objective is to play a key role once again in
providing career-related services, in close partnership with the other College departments.
Depending upon institutional funding and staffing provisions, the proposed Center plans
Internship opportunities
career development tools, knowledge, and skills needed to improve their career marketability and
Learning Outcomes:
Career Exploring and Planning
Students will identify their personal skills, interests and values as they relate to exploring
career options.
Students will develop the skills needed to find the necessary occupational and labor
Students will identify the academic preparation needed to attain the careers they are
considering.
Students will develop a targeted resume using the correct resume format.
Students will know how to prepare for an interview, and minimize the anxiety associated
Students will learn the most effective strategies for finding the job they want and be able
Assessment Methods:
According to NACE’s 2016 Professional Standards, systematic and regular program
assessments must be conducted to “improve programs and services, adjust to changing client
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needs, and respond to environmental threats and opportunities” (p. 36). Career services
departments are also asked to articulate the “value” of the services they provide by assessing
interventions and the degree to which these services complement and enhance the institution’s
In “Framing Assessment for Career Services: Telling Our Story” (2014), Makela and
Rooney claim there are several common assessment types in career services. Each contributes
unique and valuable information, needed to assess a department’s full-range of services (p. 70).
Needs assessments determine the kinds of programs, services, and resources offered by
centers that successfully help students achieve their career goals. Results are used to revise and
improve programs and services, and guide program development. Examples include regular
feedback from participants; review of the strategic plan, mission, and human resource needs; and
Participation assessments determine which students are currently using career center
services. Participants are distinguished by demographic data such as age, gender, race, ethnicity
and education levels. Interpretation of results helps determine which students are using the
services, those that do not, and discover new ways to reach them. Examples are quantitative
evaluation via user data for programs and services; study needs-based surveys; and student
and delivery. Data interpretation drives program revisions and guides future development. An
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example is program-specific qualitative assessment via student satisfaction and feedback surveys
(NACE, 2016).
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References
Contomanolis, E., Cruzergara, C. Dey, F. & Steinfield, T. (2015) Future of career services is
http://www.naceweb.org/career-development/trends-and-predictions/the-future-of-career-
services-is-now/
Dey, F. & Cruzvergara, C. Y. (2014). Evolution of career services in higher education. New
Dey, F. & Cruzvergara, C.Y. (2014). Ten future trends in college career services. LinkedIn Pulse.
trends-in-college-career-services
Makela, J.P. & Rooney, G.S. (2014). Framing assessment for career services: Telling our story.
New Directions for Student Services, 2014 (148), 65-80. doi: 10.1002/ss.20109
NACE. (2016). National Association of Colleges and Employers Professional Standards for
http://www.naceweb.org/career-development/standards-competencies/professional-
standards-for-career-services/