In this issue:

Articles:

• Make Progress and Keep it Simple
• Join EACE for some “HIRE Learning!”
• Career Counseling Lessons from a 3-Year Old
• Supporting Career Development Services with Grant Funding
• Critical Orientation Programming for Internships
• Students Increasingly Risk-Averse and Isolationist?
• School’s Out for Summer!
• Professionalism and First Impressions
• Diversity in the Workplace
• Being LGBT in the Workplace

Announcements:

• Our Sympathies
• 2007 Election Results
• News from the New England ADA Center
• Members Exchange Professional Information
• Alumni Career Services Workshop May 16, 2007
• Upcoming Workshops
• Get to Know Your Board
• Welcome New EACE Members!

Make Progress and Keep it Simple
by Adam Forbes, Global University Relations Manager at Honeywell and EACE President

In the words of Herb Kelleher, Founder, Southwest Airlines, “We have a ‘strategic’ plan. It’s called doing things.” - And that’s what has made EACE a great organization to be part of over the past year!

Over the past year, many of you have heard about “Strategic Action Planning” and “Succession Planning” throughout EACE. Okay, these are very important practices for organizations to address and their leadership to embrace…so what’s in it for you? (You know – WIIFM?)

Strategic Action Planning is an effort into which EACE has put significant efforts over the past year, with a keen eye on driving focus on members. What value for the members you may ask? Below I share the resulting value statements and what they mean to you, my fellow members. (Special thanks to Tom Tarantelli and the entire taskforce who persevered throughout the past year to bring this great body of work forward).

As for Succession Planning, it too is an important practice we in EACE need to embrace further…at the root is great leadership. Succession planning stems from strong leadership development, a foundation for training and developing, and providing opportunities for individuals and organizations to learn, grow and experience life and its many challenges in ways they may not get exposed to day to day.

Let’s first digest the key tenants of EACE’s recently adopted strategic plan (for a full version of the strategic plan, visit the EACE website at http://www.eace.org). As EACE Members, you can expect to continue to find value in these areas and look to EACE to provide these opportunities for you.

Professional Development: You guessed it! – EACE will continue to offer a range of professional development programs, workshops and conferences to educate and enhance members’ expertise on current trends and best practices in the career development and human resources professions.

Information: Valuable data, trends and news to keep members educated on the trends important to the field.

Alliances: Relevant partnerships with other organizations with parallel missions and internally to bring more benefits to members.

Networking: For those of you new to EACE, you will quickly discover how EACE helps to develop new relationships. Some might say it stems from the “shyness” of our members. Others might call it “ambition and personality.” Personally and professionally no matter which side you are on, it’s all about having the right opportunity to meet the person at the right time. Formal and informal professional connections to capitalize on the strengths and the skills of members to embrace professionalism and collegiality throughout the organization.

Leadership: Here is your chance. Looking to further your career? Desire to pursue an ambition or passion you have? Looking for that “something special” to do outside of your day job that is just a little bit different? EACE has a long history of helping individuals become leaders in the workplace, the profession, and the association. You can count on a reinvigorated spirit to focus energy and resources to identify and engage members in ways that encourage volunteerism and help with leadership development.

Technology: In a world that continues to tether itself to the next best electronic gadget or “to go wireless”, EACE aims to continue to strike a balance between “high tech” and “high touch” and to enhance communication and connectivity among members.

Membership: It’s all about you! EACE is your place to feel welcome. An opportunity to connect with actively engaged and trained colleagues to help practitioners better perform their work. EACE will strive to ensure a diverse and vibrant member base reflecting the demographics of our region.

Financial Management: To meet your needs today and into tomorrow, we need to have sound business practices. Yes, we are an association, and it’s a type of business designed to support you as members. To that end EACE will have procedures and practices to continuously improve the day-to-day operations of the organization and to insure its success and future.

Succession Planning

The success of any organization (whether for profit, not for profit, multinational conglomerate or small-town business) lies in its people and the skills they posses. Equally important are leadership and the purposeful plans used to develop, challenge and grow individuals to step up into leadership roles. For those who have braved the challenge of volunteer leadership, you know what it means to have the opportunity to “stretch” yourself. Volunteer leadership is filled with many rewards and if this is an area you haven’t yet to explore, what’s holding you back?

Succession planning does have that “corporate” sounding tone to it, but it is far from it. At all levels of an organization, “people planning” is critical to maintaining competitive advantage and to moving the organization’s mission forward. It isn’t about knowing who the next board members are going to be. It’s about awareness – knowing information about the people and members of the association who have gifts to share, new ideas on how to add value, leadership qualities to drive change, energy to lead an annual conference, drive and enthusiasm to prepare professional development workshops and seminars, or the passion to run a network. It’s about identifying ways for those individuals to make small contributions with great impact.

As an EACE member you will continue to hear more about this as we move forward and draw greater attention and effort to focus on this. Do you have a set of values to lead you forward? Do you embrace the opportunity to share your gifts and skills? Can you make a difference by committing to a small endeavor or project? Can you lead a committee or network that needs your ideas and skills? Do you seek the chance to lead or be trained to lead different? My strategic plan is about embracing leadership, finding a way to harness and bring out the best in others and then driving to take action. What’s your strategic plan?

Thanks for the opportunity to be part of EACE as your president over the past year. It is an experience I won’t soon forget.

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Join EACE for some “HIRE Learning!”
By Jennifer Broyles, Assistant Director, Rutgers University Career Services

As the academic year draws to a close you must be looking for a nice getaway. Please join us in Baltimore, Maryland at the 2007 EACE Annual Conference to experience some “HIRE Learning!” Just over 30 days until we convene at what promises to be the best conference yet. We’re celebrating our 10th anniversary so don’t miss out on your chance to commemorate this occasion and to reconnect with colleagues and friends.

The conference planning committee has been hard at work creating a dynamic set of programs including powerful speakers, stimulating sessions and enjoyable social events. With Baltimore’s beautiful Inner Harbor as the backdrop, we will showcase the strong connections between higher education and recruitment along with the collaborative relationships among career services professionals and employers.

You may be asking, “What makes this so different from other EACE conferences?” So here are a few highlights from this year’s conference to look forward to!

PROGRAMMING!
We have over 40 programs, including fast-paced speed learning sessions, from which you can choose in three engaging program tracks: counseling, recruiting and technology. There’s something for everyone! To really entice you, six program titles are listed below with only the beginning description. You’ll have to visit http://www.eace.org to see the full description and to read about the rest of our fabulous programs!

Get Your Students to "Tune-In" Using the Power of Reality Programming
Faced with the challenge of delivering your message to student in a fresh, creative and innovative way? Last year, Rutgers developed “The Intern,” an online, reality-based program……

From the Chat Room to the Board Room
Technology no longer means just email or searching the World Wide Web. Blogging, Chatting, MySpace – what does it all mean?! Students are using these tools and much more…

Trying, Tiring, Troublesome: Managing Difficult Clients
How do you deal with clients who are demanding, have a distorted sense of entitlement or become overly dependent upon one career counselor or your entire staff? This session will give you some……

Employing the Millennial Generation
Over the years, managers have had to change their management style to adapt to their employees’ behavior. In addition, Human Resources professionals have utilized different tactics to recruit and retain..

10 Keys & 3 Secrets: What it Takes to Succeed in a Competitive Market
Are you ready for the new “War for Talent” on campus? Learn the 10 key success factors in campus recruiting today – some will be familiar, some will be new, and some will certainly surprise you!

Coordinating a Student-Centered Alumni Shadowing Program (Speed Learning)
The Muhlenberg Shadow Program (MSP) has been in existence for over 10 years and during that time has grown into one of our most popular programs. It is unique in that students tell us………

TWO AWESOME KEYNOTE SPEAKERS: A PRESIDENT AND AN APPRENTICE
Dr. Freeman A. Hrabowski, III, President of the University of Maryland, Baltimore County will share his thoughts on an important topic, “Education and Workforce Development for the 21st Century: Preparing Students for Careers of the Future.”

In case you didn’t know, Randal Pinkett, Season 4 Winner of “The Apprentice” and Founder, Chairman and CEO of BCT Partners will speak on “The Entrepreneur’s Mindset: Fostering 21st Century Thinking in the 21st Century Workforce”

FREE IPODS!
Well, not really, but it got your attention right? If you attend the PRE-CONFERENCE workshop, iPods + Podcasting on Campus, your name will be entered into a drawing for a free IPOD. Dave Marra from Apple Inc. is conducting this interactive session where you will produce your very own podcast! Designed for novice and experienced technology users, this is a great opportunity to learn students’ technology lingo. Visit the website to register.

GET THE “SCOOP” AT THE WELCOME RECEPTION
Upon arrival to the Lord Radisson Lord Baltimore Hotel, mix and mingle with your colleagues and friends over a delicious treat at our ice cream sundae bar sponsored by Vector Marketing.

FUN AT THE INNER HARBOR!
If you haven’t visited Baltimore’s beautiful Inner Harbor, you’re in for a treat. Along with many shops and restaurants at the water’s edge, Enterprise Rent-A-Car and Pizzeria Uno will be hosting a kick-off party at The Lodge located at the Inner Harbor with free beer, wine and eats. Bring your dancing shoes!

The fun and festive atmosphere of the Harbor is enhanced by street entertainers, open-air concerts, fireworks, parades, paddle boats and cruise boats. Don’t miss out!

EACE TURNS 10 AT THE GEPPI MUSEUM
Join us for EACE's 10th Anniversary Celebration with food, drink, and a fun-filled evening at the Geppi Museum where America's history is told through pop culture. Support for this event is provided by Lutron Electronics and MonsterTRAK.

THE CHARM OF BALTIMORE
What you may not realize is that Baltimore has several different neighborhoods within walking distance of the hotel. Fells Point, Canton, and Federal Hill are just a few. Arrive a day early and stay through the weekend to experience all there is to offer. Little Italy is a pasta lover's paradise with outdoor movies on summer weekends, festivals of San Gabriel and St. Anthony, and two bocce ball courts. Fells Point is the oldest section of Baltimore and still has the feel of an old English neighborhood with cobblestone streets, unique shops and plentiful pubs and restaurants. And, there's Harbor East, a bustling waterfront stop with its own attractions, retail shops, and restaurants.

WORLD FAMOUS MARYLAND CRAB CAKES
Whether you want to get your hands dirty cracking and picking your way through a crab, or if you prefer a cleaner experience through a mouth-watering crab cake, this is the place to be! The Chesapeake Bay is at your doorstep in Charm City. From upscale restaurants to more casual, classic Baltimore establishments -- they have the best there is to offer in crab cuisine.

FAMILY FUN!
Port Discovery Children's Museum, The National Aquarium in Baltimore, and the Babe Ruth Birthplace are just a few places to visit. There are also several walking tours throughout the city for all to enjoy, including a Ghost Tour!

Now doesn’t this line-up sound extraordinary? Please visit the website at http://www.eace.org for more details on program information and to register! Hurry because space is nearing capacity! Please register for your hotel rooms if you have not yet done so. We hope to see you in Charm City!

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Career Counseling Lessons from a 3-Year Old
by Darwin Kysor, Director of Career Services, Juniata College

Often in my work with students, I share life experiences to illustrate points. Many times, these life experiences involve one of my 5 children: Riley, Roman, Connor, Summer and Pierce.

Lesson #1: We Make Career Choices Based on the Information We Have

When my son Roman was 3-years old, he usually rode with me to his pre-school because it was located on the campus where I worked. My wife, Pat, worked on the other side of town. One week, Roman’s pre-school hosted “Career Awareness Week.” Firemen, policemen, etc. came in during the events and shared information about their careers. This week of activity got me thinking about how kids viewed work, so on our drive home, I asked Roman “What do you think I do at work?” He thought for a minute, and having been to my office numerous times, he said, “You read, write, play on the computer and talk to people.” Taking a moment to think myself, I realized that in fact, that is basically what I do. I then asked my son, “What does your mom do at her job?” Again he thought for a minute and then said, “She brings home milk.” My spouse was none to pleased with that answer, but since Roman rode with me, if we needed some groceries, my wife stopped at the store since she was by herself. Thus, Roman’s perception of her was accurate for him. Obviously, reality is impacted by our experiences (or lack of experiences). We make career choices based on the information we have and that information is typically limited. This is true of 3 year olds and of college students.

Young adults know about doctors, veterinarians, police officers, and teachers and grow up wanting to be these things. Most of them don’t know about accountants, biophysicists, dieticians or career counselors, so they don’t grow up wanting to be these. As career counselors, one of our jobs is to assist students in “seeing what is out there,” much as that phrase sometimes rubs us the wrong way. Only by knowing the multitude of options, can we make the best decisions.

Stay tuned for more lessons in future editions of Bridges…

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Supporting Career Development Services with Grant Funding
by Debra A. DelBelso, Director, Siena College Career Center

For many college career offices, attaining financial resources to support program initiatives is a daunting task. Writing a grant is one way to go about obtaining that much needed funding. The Siena College Career Center was very fortunate to have been awarded a grant from State Farm Insurance Company in the fall of 2006. The Career Center in partnership with Siena’s School of Business and School of Science will utilize the grant money to develop a program to prepare students to sit for the first and second actuarial exams and to add support materials in the Career Center to assist students in choosing a career in actuarial science or another field of interest.

Qualifying for the grant was a multi-step process that necessitated a detailed justification for grant funding. The initial step in the process was to make sure Siena College met State Farm’s guidelines for receiving the grant. The eligibility criteria included having undergraduate degrees in specific majors; a nationally accredited School of Business; nationally-acclaimed tenured faculty in industry specific areas; student access to state of the art technology and excellent library facilities; support services that promote achievement for all students; and assurances that the college acts with integrity and provides a safe, healthy environment promoting high quality education.

It is critical that thorough research be conducted prior to beginning the application process to determine that a need exists within the institution and to create a detailed plan outlining how this need will be satisfied with both current resources and resources received from the grant. This information is used to complete the next step in the application process, developing the grant proposal including a project timeline, descriptive project narrative and proposed budget.

The project timeline explains the sequence of actions proposed and identifies how the funding will be spent during the 12-month grant period. The narrative includes: a project summary; background information on the college or university; the formal funding request, including project goals and objectives; a description of the need for the proposed project, including how the funding will remedy an existing deficiency at the college; a listing of the faculty and other individuals that will participate in the completion of the project; and the methods that will be used to evaluate the project. Finally, the required budget should present a detailed explanation of how funds will be allocated.

Siena College’s grant officer was instrumental in assisting us with these steps as this was our first time writing a grant. There is a prescribed manner in which to develop the proposal and it is essential that all the required information and materials be provided as instructed. Failure to provide the requested information would likely result in a denial of the grant application. Attention to detail during the application process is crucial. Utilizing available resources to the greatest degree during this stage of the process will ensure that the information provided is timely and accurate.

Additional supporting materials may be requested by the organization awarding the grant such as the college’s most recent financial statement; any other sources of income that are allocated to the project; a list of the institution’s Board of Trustees; proof of the college’s tax exempt status; resumes of key staff involved with the project; and the institution’s most recent annual report. This information may be requested at any time during the grant application process.

Applying for grant funding is a labor intensive effort. Detailed research and planning will serve to ensure a smooth and hopefully successful process. Good luck in your quest for funding opportunities! To search for available grant funding visit: http://www.fundsnetservices.com/searchresult.php?sbcat_id=6.

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Critical Orientation Programming for Internships
by Chelsea Moylan, Content Contribution Intern, Intern Bridge, Inc.

First impressions mean everything. According to a recent and extensive study by Intern Bridge, Inc., many misunderstandings about internship programs and unmet expectations between interns and hosting organizations stem from the orientation, or onboarding process. Areas for improvement include setting out clear expectations and having work match those expectations. Yet, the biggest gap in bringing together interns and organizations lies in preparing current employees for operating around the internship program.

Today’s students have expectations of dynamic training programs and practices. They want to succeed and want to know how to do so. In fact, a great majority of students who have never had an internship anticipate having expectations clearly defined. The reality is that only slightly more than half of students surveyed agree that expectations were clear in their internship. Making expectations clear for interns is particularly important, because for many, it is their first time in the workplace. Organizations have the duty to set the bar and know the productivity level that they want to obtain from interns.

Furthermore, 69% of students surveyed who have not worked as interns expect that the work they will do will match their initial expectations. Less than 60% of interns agreed that the work they completed matched their initial expectations. Organizations today know the importance of realistic job previews. So where does this practice break down when applied to internships? Surprisingly, interns expect to do some filing or photocopying. In actuality, the gap lies in project-based work. Only half the interns strongly agreed that projects were made clear from the start of the program. Both long-term and short-term projects are important to an internship program, and should be a priority in an onboarding curriculum!

By far the largest gap between interns and organizations results from not involving current employees in the onboarding process. Only 36% of interns reported that they were given a good introduction to other employees during the orientation process. Employees of organizations who have hosted interns agree that they were not properly oriented about the interns, or even the program itself. If employees are not involved with an orientation program, the results can be devastating. Less than 50% of organizations agreed that the quality of the orientation program given to interns was high. Since more than half the organizations do not perceive the onboarding process favorably, two things must be done. The organization must improve the interaction of employees and interns in the onboarding process, and all employees must be made aware of their role in the internship program.

Intern Bridge is a college relations and intern staffing firm. We work hard to bridge the gap between employers and students by conducting research and forming lasting relationships with universities. For more information please visit us online at www.InternBridge.com or contact Richard Bottner, President of Intern Bridge, at Richard@InternBridge.com.

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Students Increasingly Risk-Averse and Isolationist?
by Jed Willard, Founding Partner, LanguageCorps and Chair, EACE Public Service Network

Early this month, an EACE member from a small, prestigious college mentioned two trends he had noticed in the class of 2007:

1. They are more risk-averse than their predecessors, and
2. In terms of both their studies and career-plans, they are consistently US/Western Europe-centric

I noted this anecdotal remark, but assumed it was school-specific. Then, five days later, I attended a meeting of the BASAA (Boston Area Study Abroad Advisors) group, and, to my surprise, both of these topics came up.

BASAA brings together International Education advisors from schools of many sizes and types in Massachusetts, representing the same sort of cross-section, on a smaller scale, as the college members of EACE.

On the subject of risk-aversion, a full half of the meeting was devoted to a discussion of the increasing prevalence of "helicopter parents" who maintain an unhealthy involvement in their children's lives and, in some cases, stifle growth and inhibit risk-taking. In fact, a number of the advisors at BASAA cited their experiences with parents acting directly to prevent their children from taking potentially rewarding risks such as studying abroad, traveling to non-traditional (i.e. non-Western) locations, or studying non-Western languages.

The International Education community at large has been discussing this trend for years, as have we at EACE. What seemed new to me was the idea that increasing risk-aversion is harmful not only to the students impacted but also to the future of the US economy as a whole. US economic growth, it was pointed out, has long been in large part driven by non-risk-averse entrepreneurs and financiers. Looking to a globalized future, where countries and individuals increasingly compete on the basis of creativity and innovation, the problem posed by increasing risk-aversity is a very disturbing development at the highest level.

The second concern posed by the EACE member is of course related to the first and was also coincidentally discussed at the BASAA meeting. In International Education, the problem of Western-centrism has long been recognized. Based on my experiences at my own organization, I am aware that the unwillingness to study, travel-to, or work-in transitional economies is present at elite colleges across America.

In the 21st century economy, however, this bias takes on a more sinister cast. As Education Secretary Margaret Spellings recently wrote for International Educator,

Our goal is a US education system that is truly world class. This means giving students the skills to successfully compete with any person from any nation. It means mastering the subjects, such as math, science, and technology, which transcend borders and fuel global economic growth. And it means learning foreign languages so we can communicate our ideas and values and improve global understanding.
Such instruction is compulsory in the European Union, China, Thailand, and elsewhere. But in 2002, just 44 percent of US high school students studied a foreign language. Less than one percent of our high school students study Arabic, Chinese, Farsi, Japanese, Korean, Russian or Urdu - combined.

At the post-secondary level, I noted that at last year's Boston Area Study Abroad Re-Entry conference more than 60% of those present had studied abroad in Spain, Italy, France, or English-speaking countries, while fewer than 10% had studied in Asia, Africa, or the Middle East combined.

How can we as educators teach risk-taking and out-of-the-box thinking to students increasingly pre-disposed toward the opposite? How can we as employers encourage such teaching? Our colleagues in International Education are attempting to find solutions. Indeed, these problems are starting to be addressed at many institutional, association, and governmental levels.

One informative effort which I recommend to anyone on the career advising or recruiting end is the National Center on Education and the Economy's recent report Tough Choices Or Tough Times: The Report of the New Commission on the Skills of the American Workforce. This short but informative book documents quite a few problems with the American educational system and recommends a wholesale overhaul of the US educational system from pre-K through university and job-training.

The Commission describes the 21st century economy as "a world in which comfort with ideas and abstractions is the passport to a good job, in which creativity and innovation are the keys to the good life, in which high levels of education - a very different kind of education than most of us have had - are going to be the only security there is." It also notes that America will "need many more people who know much more about the rest of the world, because the emerging middle class and the markets they represent are not in [Western] Europe but in Asia and South America and Eastern Europe, places few Americans know very much about."

According to both the Commission and the International Education community, we as educators clearly need to act fast to counter the trends our EACE colleague cited. What do you as an EACE member believe that we can/should do as career services or recruiting professionals? How do we encourage this kind of thinking in our students? What resources can we provide for them? Are the concerns cited here even a problem at all? Please provide your feedback, which I will collate and share with our community at large! Email me at jed.willard@languagecorps.org

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School’s Out for Summer!
by Laura Sibson, Assistant Director, Career Services, Swarthmore College

My colleagues and I feel satisfied. We have put forth a wonderful semester of programs, possibly the best since we have all worked together as a team. We have offered countless information sessions and several recruiting days in different cities. Students were treated to alumni panels and talks on various careers. A career week featured daily programming designed to meet the most demanding schedule. Students prepared themselves for the job search with mock interviews conducted by our staff as well as visiting alumni. Many students participated in a week of job shadowing (with housing coordinated for them). And of course there were workshops, not to mention the individual counseling we always offer. We feel confident that we have offered something for everyone and the feedback from students has supported that assumption. Increased attendance at many programs is a testament to heightened awareness of Career Services on campus. So we are feeling very satisfied - but we’re also very tired. The end of this busy and successful semester is now upon us and the promise of a quiet summer waits in the wings. Our thoughts drift to rejuvenation – not simply rest but restoration.

First, we may crave a bit of escape – a vacation with no access to phone or email comes to mind. Upon returning, we may enjoy the quiet created by the absence of students, reveling in the luxury of catching up on email and reading materials. Through a retreat, our review of the semester will offer up the opportunity to reflect on what went well and what needs to change. We contemplate the work we do and we may want to consider that work in a way that does not drain us but offers up new ideas for how to proceed in the future. As career counselors, we know that what drains one person might rejuvenate another. For me, attending a conference and interacting with colleagues from different schools inspires me to return to work and implement new concepts. For one of my colleagues, reading thank you notes from past students reminds her of the meaning of her work. Another enjoys laughing with co-workers and relating in a more casual way which then infuses her with renewed motivation. A third appreciates talking with alumni about their work and seeing the eventual possibilities for current students. Each of us is gratified by talking with students who drop by to share good news on a new internship opportunity, an exciting fellowship or a great job offer.

Last year, we utilized our quiet time for professional edification. Each member of the staff selected a career area about which she wanted to learn more. Throughout the summer we researched those fields, developed new resources and shared our findings at a meeting toward the end of the summer. Then we treated ourselves to lunch. The key to rejuvenation seems to lie in remaining engaged enough not to be bored in the quiet months of summer but maintaining a pace slow enough that you will greet the new academic year with energy and enthusiasm.

And a massage once in a while doesn’t hurt…

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Professionalism and First Impressions
by Heather Drumm, Director of Career Development, Wilson College

“please give me phone number....i work in (censored) and as a recruiter in md...I need a veterinanrian, for pfarma/biotech industry”

This is a real email I received this year from a professional recruiter. My first thought was, “Is this a real person? Can a professional email really be written this poorly?” Then I thought about all the emails I get from students and how they are sometimes just as cryptic. I saw it as a great teachable moment and used the email as a sample of what not to do when emailing. As it turns out, this was a real company and a real person but I would ask, is it a professional? Do our students understand how it looks if they do not take the time to write a “real” email or spell check it?

As students begin their searches for part-time or summer jobs, internships, entry-level employment after graduation, or mid-level positions as their career progresses, they will find that more and more human resources work is done online. This means that they need to make a good first impression as they write emails and complete online applications. Just as their paper resumes say something about them, so too do their online applications and emails surrounding them.

I think it’s important to point out that when writing emails, using a title such as Ms. or Mr. is necessary. The “Hey” or “What’s up?” they use with friends are not appropriate. I advise them to call the company to get the contact name or to use something similar to “Director of Human Resources” if they don’t know to whom the email is addressed. Make sure documents are spell checked and proofread. Spell check will NOT find all errors so proofreading is important. They need to be polite in emails, identify themselves, identify their reason for the inquiry, and show their gratitude for the assistance. There is nothing worse than feeling like an email from a stranger is demanding something from you. Do not use lingo, abbreviations, Internet speak (lol, cya, later, dude, etc.) when writing to or as a professional. It is too informal to be deemed appropriate.

Hopefully some of them will find themselves making phone calls to companies to inquire about a job or to ask to whom they should send application materials. They need to remember that being polite, speaking clearly, and being respectful are key to getting the information they seek. Speaking from personal experience, there is nothing worse than having to give information to someone who is obviously not happy to be calling or who is rude. Even though they may be nervous, remind them to not speak so quickly that the person on the other end cannot understand. If making a number of calls at one time makes them miserable and unhappy, tell them it’s ok to stop for a while and resume later. Students who call and don’t identify themselves are one of my pet peeves so tell them to identify themselves before asking for connection to someone else or for contact information. Generally companies will not give out information to a random voice on the other end of the phone.

Beyond all the advice we give to our students, I think it is important that we model the behavior. Are our emails professional and free of errors in spelling and grammar? I use instant messengers as a way for my students to contact me but I refuse to use the lingo that is popular with our students today. I model appropriate phone speaking as well; identifying myself before I ask to speak to the student, leaving my name and phone number twice on any messages, and making sure I speak clearly and slowly when leaving contact information. Returning emails and phone calls in a timely fashion models for students as well. There is a certain irony knowing that students are slow to return messages but that they expect others to call them back yesterday.

The communication skills and practices that we model for and teach to our students are universal; no one major requires this more or less than any other. Good communication is the key to successful internship and job searching.

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Diversity in the Workplace
by Satya Chheda Patel, Career Counselor, Pace University, NYC Campus

The idea of creating an annual program related to “Diversity in the Workplace” at Pace University became a reality last year when a colleague and I coordinated a 4 part series that explored topics around diversity with the collaboration of several campus student services departments. The series involved screening and discussion of a controversial film that deals with diversity and human relations, along with interactive workshops and a panel of professionals with real life stories about diversity issues.

Due to the success of last year’s program, our department decided to regularly provide the “Diversity in the Workplace” workshop to students as part of our spring semester Career Services’ programs. It was our hope that this program would educate and engage our diverse student body and community in an interactive discussion about diversity issues in the world of work. Our goal was that each participant would learn how to become more culturally aware and respond to prejudice, stereotypes, or discrimination during the job search process or in the workplace.

Through the use of interactive exercises, “real life” case studies, and resource materials, students expanded their definition of diversity to go beyond race and ethnicity. Student left the workshop with information on how to handle illegal interview questions, prejudiced co-workers, and actual discrimination on the job. We also provided resources on the top companies to work for that value diversity.

As this is our second year that we presented this program, our hopes for the future would be to continue to provide it as a regular part of our yearly Career Services programming and to collaborate with several professional student organizations on campus.

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Being LGBT in the Workplace
by Alysa Turkowitz, MBA Career Advisor, Columbia Business School

As an MBA career advisor at Columbia Business School, I wanted to run an LGBT specific program for students in the job search. Through my role as a part-time student at Teachers College, Columbia University, a colleague and I from Queer TC, the queer group at Teachers College, brought together a powerhouse panel to talk about LGBT specific concerns in the job search. In order to pull together this successful panel, Queer TC partnered with the Career Services Office and received a grant from the Student Senate.

In order to address the full range of the job search process, from “resume to the raise”, we had a diverse panel including an anti-discrimination lawyer, a career services director, the out president of a consulting firm, an out professor and prior school teacher and an out corporate trainer at a Fortune 500 company. We advertised this event across the Columbia community, both to undergraduate and graduate students and also opened it up to administrators and faculty members.

The panelists responded to questions ranging from, “How were you able to identify the climate of the organizations you interviewed at?” to “What are the legal rights of LGBT employees?” Also discussed were tactile questions, such as how to approach the resume and interview process. The panel included Q&A from the audience members and LGBT-related resources which included a map of legal rights and how they vary from state to state, a list of LGBT job focused websites, and an article on how to best come out on the job.

In my opinion, the most important pieces of information that came from this event is that there are both resources and legal rights to help an LGBT individual looking for a professional opportunity. Also, if someone LGBT is being discriminated against, there are legal rights (although they vary from state to state) and resources for help and information. Please feel free to contact me directly for the handouts at aat2009@columbia.edu.

Alysa Turkowitz and Satya Chheda Patel, who were past recipients of the EACE Diversity Advancement Scholarship in Memory of Ernie Andrews, were actively involved in EACE’s Diversity Advancement Committee this year and wanted to share with the EACE membership, successful programs they coordinated on both of their campuses related to “diversity” issues in the workplace.

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