In this issue:

Articles:

• Career Advising During a Recession: Advice for Seniors fromIndustry Professionals
• A Year in Review: Refocusing and Adapting Programming
• Finding Success in a Down Economy
• Committing to Serve: Post-Graduation Service Opportunities for Students
• Next Stop: Graduate School?
• Book Review of You Majored in WHAT? Mapping Your Path from Chaos to Career

EACE Member Updates:

• Achievements, Accolades & Announcements
• Welcome New Members

Career Advising During a Recession: Advice for Seniors from Industry Professionals
By Anna Miner and Laura Garland

Employers have a front-row seat regarding the effects of this economy on the workforce. Surrounded by quarterly results, Wall Street projections, unemployment rates, and industry trends on a daily basis, they understand the economic impact on their respective industries and the challenges jobseekers are facing. Career services practitioners are challenged with advising students regarding job search prospects across multiple industries and are constantly asked for advice. Many struggle with what advice to give. Bridges decided that an issue focused on the economy would be a helpful resource for readers. In addition to advice from employers, other articles examine the impact the economy is having on graduate school admissions and post-grad service opportunities. We asked several industry professionals to share their advice to seniors embarking on a job search. Here are their responses:

From Jennifer A. Bentley, Director of Marketing for PSMJ Resources, Inc.:

“My advice to seniors entering the workforce would be to work for a company you like (but may not pay as well) instead of working somewhere “O.K.” for more money. While money is great, I would rather take a chance on a company where I could gain more experience doing something I loved, than work somewhere just for the paycheck. This is the last time in life where you have very few responsibilities, and you can afford to take risks. Go for the job you love, not the job you need.”

From Tim Grace, Manager, Addison Search, LLC:

“People getting ready to graduate from college need to be mentally prepared for an exciting and challenging time as we head into 2010. I would recommend that all people, regardless of what their degree is in, keep an open mind and set realistic expectations as to the type of job they are going to land and what the compensation is going to be. Also, start to network with fellow classmates, friends, and family. You need…also to search out mentors early on. Due to the economy, permanent jobs are scarce, even for tenured professionals in the marketplace. Therefore, it makes sense to consider gaining entry into a company as a temporary contractor. This tends to be the proverbial 'win-win' for both the candidate and the company.”

From P.J. Macom, Undergraduate University Relations Representative, Liberty Mutual:

“There is a world of careers that are interesting. Try not to think about your career search so rigidly. Be flexible, yet focused, by broadening the number of fields or companies you are considering. Take advantage of the contacts you’ve made on campus, in your internships, and through student and professional organizations — network, network, network. Remember, careers evolve over time. If you are motivated, you will find a job that fits your skills and will allow you to excel in your field.”

From Mark Kaefer, Director of Marketing Programs, Experience, Inc.:

“Employers look for more than just technical job skills as they select a top candidate, they also look at the candidate’s personality, work ethic, attitude and problem-solving abilities. Resources that allow students to define accomplishments, recount personal experiences, and show off their qualities and skills will set a standard that a resume alone just can't – because employers want to know more about a candidate than just what is on his or her resume. To help achieve this, seniors graduating in 2010 should seek and use these resources NOW as they prepare to enter the workforce. Online career portfolios and resources that encourage students to showcase relevant co-curricular (and extra-curricular) projects help them stand above the competition.”

From Geoffrey Dubiski, Chief Talent Scout and Managing Director, Sumner Grace:

“It is important to have a strong and broad network. During the next year, become active with your social networks (such as Facebook and Linked-in) and volunteer with an organization that has a strong volunteer corps and board. They will be your keys to references and leads on jobs. More than 60% of jobs are filled via referrals.”

From Gillian Taitz, PHR, Senior Recruiter, College Relations, Staples:

“For a senior entering the workforce, I’d offer the following advice:

1. Become your own brand. Know exactly what it is that sets you apart from rest.
2. Do company research and know what you are bringing to the table that fits in with their hiring needs and culture. Do not approach a company with the mindset of “what are you going to do for me?”

Anna Miner is the College Relations Manager for Shawmut Design and Construction. Laura Garland is an Assistant Director at Muhlenberg College.

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A Year in Review: Refocusing and Adapting Programming
By Caitlin Cincotta

We all watched as the Class of 2009 was presented with headlines of a flattening job market and an increasing unemployment rate. The economic downturn had the graduating class feeling nervous, stressed, and somewhat paralyzed as they began to think about life after graduation. As career professionals, we found ourselves facing the challenge of taking a more progressive and focused approach and we needed to develop new and creative strategies to engage the senior class. Below are some programs that various colleges and universities implemented within the last year.

• Taking a no-nonsense approach and adding a creative twist, a small liberal arts university in Connecticut developed a monthlong series of programming to provide their seniors with the support to meet the worsening job market head-on. Focusing on the unique needs of their students, the school kicked off with a senior open house, provided a variety of workshops and seminars, and culminated the programming with a large scale alumni networking event. Branded Senior Survival Month, this series of programming was deemed successful as the career center connected with over 75% of the senior class.

• Focusing on a more personal angle, a university in a quaint town in northern New Jersey supplemented its online efforts with some old-fashioned tactics. By taking senior resumes and binding them into books (by industry) to then deliver to their employer and alumni contacts, this career center was able to give graduates a competitive edge. In addition to the hard copies of resumes, the counseling staff found personal phone calls to key employers much more effective than the typical e-mails. Counselors also were quite progressive in that they inquired about short-term projects that proved successful in finding short-term work and educational opportunities for their students.

• One of the Ivy League institutions found that adding more of the “standard” workshops caught the attention of its soon-to-be graduates. Adding additional programming on networking, providing more opportunities for mock interviews, and introducing a three-day blitz of “last chance programming” at the end of the spring semester was part of the approach. Creating a job-search club for seniors that met weekly and sending targeted messages to the entire graduating class were among the other ways in which this institution engaged their student body.

• Other universities found that substantially modifying their online presence was the best way to attract seniors to their programming. “Job Hunting in a Difficult Economy” became a well-trafficked section of many centers’ websites, often directing students to relevant news articles and uplifting statistics describing up-and-coming fields growing out of the government’s stimulus package. School-specific Facebook pages and Linked-In groups were popping up across the country, creating an opportunity for concerned seniors to network with peers and alumni.

• For some career centers it was a matter of really thinking outside of the box. Career carnivals complete with career doctors, coaches, and career fortune tellers made one career center a draw for a student crowd, while another school hosted a rock concert/career fair suggesting to students “if your career as a rock star doesn’t work out…here are some other options.”

With the difficulties of a tough job climate being thrown at college students (and therefore career professionals) from all angles, we have just begun to gain insight on fresh, new approaches that are allowing students to feel confident about life after graduation. Refocusing and adapting programming and events is something career centers need to be doing for every senior class. It is clear that we will need to, once again, be renovating and innovating strategies to address the exciting challenges that are to come with the class of 2010.

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Finding Success in a Down Economy
By Gabriel Rohaidy

Amidst one of the toughest recessions in years, it’s easy to focus on all the negative points: college hiring is down 7% from last year, Class of 2009 salaries have declined, etc. Nearly 40% of employers surveyed by the National Association of Colleges and Employers (NACE) reported that they expect to decrease their college hiring this year, and only 17% said they plan to increase hiring. Starting salaries for the Class of 2009 decreased 1.2%. While that number initially seems small, taking into account the “norm” that salaries have increased from year to year makes this small decrease much more worrisome. This also is indicative of a drop in demand for new grads as well as a decline in number of offers, according to NACE’s Fall 2009 Salary Survey.

Despite these obstacles, many college graduates encountered success. Students with technical backgrounds and expertise received job offers and their salaries increased 4.2%. The skill-set learned in an engineering or science curriculum is one that is highly valued in both the private and public sectors. According to NACE’s Summer 2009 Salary Survey, the top four earning majors are in engineering, with computer science rounding out the top five. Engineering students have the benefit, even in a recession, of entering a job market where there are typically more positions than grads. As for computer science students, with more employers embracing the web and implanting new web 2.0 technologies, the need for skilled employees to create and manage websites, set up networks, and even create mobile phone applications is growing. Industries that may have shied away in the past are turning to new technologies and the demand for people who can manage such responsibilities is rising.

Employers also are looking for candidates with technical abilities to groom as the business leaders of the future. The ability to understand the technical core competencies and to convey that understanding to people who may not have a similar background illustrates effective communication skills and leads to success. Students coming from engineering or science backgrounds are trained to think analytically and can approach business operations methodically and in new and innovative ways. Candidates who can successfully work with team members of all disciplines experience the most success not only upon graduation but throughout their careers.

Having technical abilities learned from industry experiences and professional practice is just as, if not more, important than skills learned solely in the classroom. Waiting until junior year for a first internship is quickly becoming too late. Many career centers are stressing valuable work experience as early as the first year and creating programming to aid students. Whether it is an externship or job-shadowing program, faculty-mentored research, or professional work experience through co-ops or internships, students who have full resumes with related experience see the most success. Students who can demonstrate practical experience gained working with professionals in their related field and who leverage that experience tend to be the first to receive offers and have their pick.

Perhaps the most critical skill for a student when looking for full-time hire is the ability to leverage skills and experiences to the employer in such a way that increases his/her candidacy. Despite having excellent experiences, if a student cannot recognize who the audience is (the interviewer) and convey the appropriate knowledge, the interview may be lost. Students need to be able to recognize the difference in interviews between someone with a similar technical background and someone from management or human resources, who may bring a slightly different approach to the interview. For students who may not have much industry experience or looking to change fields, they need to be able to take what experiences they have and look for transferable skills that they can apply to their current job search. It is critically important that everything mentioned on a resume or during an interview adds value to a student’s candidacy for employment.

Despite the economic downturn, students with adequate tools can and will achieve success. It is important to start early. According to NACE’s Job Outlook 2010 Fall Preview survey, the bulk of recruiting will be focused for the fall, though employers may be implementing new strategies, interspersing new technologies and social networking with traditional approaches of Career Fairs and On-Campus Recruiting. Working with the school’s career center is one of the easiest ways to engage employers and gain real-world work experience. Many schools offer a vast array of programming to provide students with multiple opportunities to experience different industries and the companies which comprise them. Students can also work with the career counselors to develop their interview skills and express to the recruiter what skills they possess. As technology continues to seep into everyday life, the importance of having technical expertise and the ability to effectively communicate that skill is quickly rising to the forefront of what leads to success after graduation.

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Committing to Serve: Post-Graduation Service Opportunities for Students
By Chris Diggs

Have you ever worked with a student who spends countless hours volunteering with local school children, building affordable houses, or designing water treatment systems? Did you ever meet a student who has lobbied lawmakers for better environmental policies or created marketing materials for a local domestic violence shelter? Chances are you have. Millennial college students are engaged with the world around them in new and exciting ways. These activities help them develop skills, broaden their knowledge of issues around social justice, and provide opportunities for self-discovery and development.

Increasingly, students are looking for ways to integrate their passions for community development with their careers. Post-graduation service, with AmeriCorps, Teach for America, and countless others, provide students with this prospect. Programs like these usually require a one - to three-year commitment, which offers graduates a high level of responsibility and autonomy; the opportunity to create change in a community; a network of peers and mentors; and an invaluable reward for their service.

When asked about the benefits of participating in these programs, one student, who is currently serving in her second AmeriCorps position, said, “It is a great option for students because you get so many valuable skills. It is not like any other entry-level job. You get to do real work and do lots of different things within the agency.” Other common benefits include financial assistance for educational expenses, professional development, trainings, and assistance with job searching beyond the service program.

While the economy has had an effect on a wide range of industries and careers, service programs remain a strong option for students with any background. As a result, service programs are reporting record numbers of applications. However, recent increases in federal funding have provided for the continued expansion of programs like the Peace Corps, and new programs are being created to meet the increased interest of students. For students, these programs provide opportunities in a wide range of fields, the chance to build transferable skills, and a way to gain experience that will be valuable to them whether they stay in community work or move into other fields.

If you are working with students who are considering a service program or fellowship, there are many useful resources to assist them with their search. Most programs operate information-rich websites and have recruitment professionals who can provide assistance with the application process. Below, you will find a list of some of the most common and popular programs, along with their websites. For students looking to strengthen their application, gaining relevant volunteer experience is perhaps the most valuable way to demonstrate their commitment. Additionally, the wide range of programs available provides opportunities for students to focus on their specific interests and desired work environment.

Popular Service Opportunities for Grads:

• American Jewish World Service - http://www.ajws.org/
• AmeriCorps - http://www.americorps.gov/
• City Year - http://www.cityyear.org/
• Green Corps - http://www.greencorps.org/
• Idealist.org - http://www.idealist.org/en/career/fellowship.html
• Jesuit Volunteer Corps - http://www.jesuitvolunteers.org/
• JET Programme - http://www.jetprogramme.org/
• Jewish Coalition for Service - http://www.jewishservice.org/
• Math for America - http://www.mathforamerica.org/
• NYC Teaching Fellows - http://www.nycteachingfellows.org/
• Peace Corps - http://www.peacecorps.gov/
• PolitiCorps - http://www.politicorps.org/
• Public Allies - http://www.publicallies.org/
• Teach for America - http://www.teachforamerica.org/
• World Teach - http://worldteach.org

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Next Stop: Graduate School?
By Geri Perret

Perhaps you have noticed an increase in the number of students visiting your career center, asking about graduate school options. You may be new to career counseling with undergraduates, or new to a position that includes graduate school advising. In my case, I have worked in career development for more than a decade. I worked for many years at one college, where I occasionally reviewed graduate school essays or referred students to resources and directories regarding fellowships and graduate/professional school admissions. For the most part, though, I referred students to specific pre-professional and graduate school advisors for detailed guidance.

Last year, I changed jobs, and suddenly found myself meeting with many students interested in graduate and professional schools. A few weeks into my new position, I worked with an ambitious young alumnus exploring joint JD/MBA programs. I met juniors and seniors considering law school, a continuing education student with many questions about advanced degrees in psychology, students with questions about my institution’s affiliation programs, and most recently, a sophomore looking for extracurricular activities that will help him get involved on campus and that can be listed on medical or dental school applications. I spoke at a Psychology Club meeting, and learned that all the students in attendance, planned to attend graduate school soon after graduation. At my college’s annual “Salute to Grads Day” in the spring, many seniors picked up free copies of the Graduate School Guide, and eagerly spoke with me about their plans for continued study.

Are more students going to graduate school right after college? Has the downturn in the economy, or the demands of the job market, encouraged more students to consider further study? The graduate school office at my institution has seen an increase in inquiries, applications, and admissions. NACE’s annual Student Survey found a small increase in the number of grads planning to continue their education: 26% of 2009 respondents, compared to 24% of 2008 grads. In any case, after realizing that I would be helping many students learn about graduate and professional school, I started to look for ways to offer more resources and guidance in this area. Some suggestions based on my experiences and ideas follow.

1. Learn about existing resources at your college or university, both formal and informal.
There may be formal advisors working in certain areas, such as pre-health or pre-law. There may be knowledgeable faculty or staff members who work with graduate schools and/or affiliation programs on a regular basis. Ask academic advisors, faculty in key departments, and department chairs.

Encourage students to explore informal networks and contacts as well. Review course catalogs and faculty websites to learn where your faculty attended graduate and professional school. Also ask faculty where their recent graduates are now, both for career and graduate school information. Students can participate in informational interviews with alumni to learn about their graduate school experiences.

2. Develop, maintain and promote online and print resources.
Do you have a web page for students considering graduate school? Have you updated it recently? Incorporate links to helpful sites, tips and timeframes that may help current students navigate the process of researching, selecting and applying to graduate school. Does your office prepare print, email or online newsletters or blogs? Devote an issue to graduate and professional schools. Include information on required exams, application deadlines, helpful online articles, fellowship opportunities, and resources in your career center library and/or college library.

Looking for a new bulletin board idea? Promote your graduate school resources! You probably receive a lot of posters, flyers and catalogs from various graduate programs; put them on display. Advertise Open Houses and other events where students can meet with representatives from various graduate and professional schools.

Review and update your print resources. Some popular titles in our Career Resource Library include Graduate Admission Essays by Donald Asher and the Kaplan Guides on getting into graduate school, medical school and law school. I have used the Directory of Financial Aid series (Gail Ann Schlachter, editor) and Foundation Grants for Individuals (Foundation Center).

3. Plan and/or publicize events to educate students about graduate school.
Many large universities host Graduate and Professional School Fairs or Days that are open to students from other colleges and universities. Other graduate schools will gladly keep you informed of their Open House schedules. Programs affiliated with your college may come and set up a table in the cafeteria. Look for these opportunities and promote them to your students.

Plan your own events! We are organizing a graduate school fair here at Caldwell College, as a new addition to our Career Week events. Consider offering panels on topics such as financing graduate school, the pros and cons of going to grad school right after graduation, and alums speaking about their grad school choices and experiences.

4. Why graduate school? Explore career options and goals with students.
It is important to have resources and events, but students are coming to you for help planning their future. Ask questions about their plans – why grad school? Why now? Are students postponing the decision to enter the workforce, or do they have a clear idea of how graduate school will help advance their goals? Talk about financing and fellowships, teaching assistantships, student loans and debt. As a career counselor, you have many tools to help students learn about career paths and educational requirements. Explore their academic preparation, motivation, and knowledge about graduate school and post-grad career options.

That sophomore I mentioned earlier who was planning to go to medical or dental school and looking for ways to get more involved? He is volunteering in my office this semester and will help build our graduate school resources. If you have any other suggestions or feedback, please feel free to e-mail me at gperret@caldwell.edu.

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Book Review of You Majored in WHAT? Mapping Your Path from Chaos to Career by Katharine Brooks
By Susannah Krenn

Have you been asked The Question? Reading Dr. Katharine Brooks’ book set my mind to wandering, back to my sophomore year in college. A friend of my parents asked me The Question – “What are you going to do with that major?” In my case, those majors were studio art and psychology. In an effort to be helpful, this family friend began brainstorming possible futures for me. “Art and Psychology, let’s see, that suggests art therapy. Or maybe you could be the person that designs those Rorschach ink blots?”

From her first chapter, Dr. Brooks discourages the use of linear thinking when it comes to majors and careers. Students with biology majors aren’t necessarily going to be doctors; a student with an art history major isn’t predestined to work in a museum. (Fellow career counselors are familiar with these major-career myths.) Brooks adopts the interesting approach of using chaos theory as the basis for her “Wise Wanderings” system of helping readers navigate the often murky waters of charting a fulfilling career path. Among other things, the elements of chaos theory featured in her book remind readers to “assess what [they] currently know, what [they] cannot know, and what [they] can learn.” Chaos theory reinforces that one must consider many perspectives before making decisions and that unexpected changes will occur that impact those decisions. The author is careful to point out that chaos theory does not involve a chaotic approach to career decision-making; rather, the information one gathers will ultimately form patterns indicating relevant trends and themes.

Most useful aspects of this book
The best parts of Dr. Brooks’ work are the seven chapters of “wandering,” whereby she uses a variety of self-assessment tools to help readers generate all the information they will need for the final four chapters, which address resumes, cover letters, interviewing, and life after graduation.

Brooks uses detailed examples, analogies, and self-guided exercises to help readers assess the themes that underlie their career journeys to date. Her “Wandering Map” tool will assist students in isolating important life events and noticing patterns in those moments. For those who value practical tips that relate directly to the workplace, Brooks’ discussion of the 10 mindsets valued by employers is helpful, particularly for liberal arts students who will be able to recognize tangible value in the mindsets they develop in coursework and activities, e.g., analytic, creative, and strategic.

A central component of chaos theory (and a theme running throughout this book) is the butterfly effect, which Dr. Brooks defines as “a small incident at the beginning of a process [that] can produce a large variation in the long-term outcome.” She encourages students to take note of these “butterfly moments” when following her “Wise Wanderings” system. Moreover, there is something for everyone along the “Wise Wanderings” path, from those who would describe themselves as “completely clueless” to those who are “100% sure.” Brooks provides several strategies for following up on the data gathered during self-assessment, including “Probability Planning” and “Possibility Planning” as well as “Seeking the Butterfly,” which uses intention statements like “I intend to find a great summer experience” to ease students into the process of goal-setting.

What I learned
I appreciate the multidisciplinary approach Katharine Brooks embraces in this book. In addition to chaos theory and career development theory, she draws from positive psychology, mind mapping, and even popular culture. Students will enjoy reading chapters like “My Job as a Krackel Bar,” which tells the story of a student who takes Brooks’ advice and eliminates resume “fluff” when describing her summer work at the Hershey Theme Park.

Students I advise in appointments often feel that the reflection involved in learning about careers is wasted time — after all, it doesn’t “count” the same way as sending in a job application, right? Dr. Brooks’ use of chaos theory serves to legitimize the process of self-assessment and career exploration (aka “Wise Wanderings”). Students will appreciate the analogy of “point attractors” in chaos theory (things that move us toward or away from something) when thinking of the things that draw them to various career paths over others. Similarly, the concept of “pendulum attractors,” two or more points we move between, is useful for describing career plans that seem antithetical, like wanting to be in a band and pursue a career in banking.

Dr. Brooks’ work is full of helpful takeaways like the reminder that “words create worlds.” For example, she recommends changing “can’t” to “won’t” in talking about career-related issues. “I’d like to look for a job, but I can’t do it right now” becomes “I’d like to look for a job, but I won’t do it right now.” How quickly the meaning changes with one new word!

During a time of recession, students at liberal arts institutions may fear that their courses of study will leave them ill-prepared to enter a challenging job market. By following Dr. Brooks’ advice, these students may breathe a sigh of relief knowing that their seemingly chaotic plans can be organized into goal-oriented paths that leave room for new information and adaptation.

This book is not for the student who wants to “get that tedious self-assessment stuff over with” as soon as possible. Effective use of Brooks’ work requires a commitment to engaging in the process of reflection and a willingness to follow “the butterfly.” Overall, it’s a refreshing look at the career development process that has led me to think about how I can employ the “Wise Wanderings” system in my own life.

If you’d like to hear more from Dr. Brooks, read her article “Career Coaching Liberal Arts Students” in the ’08-’09 Late Spring Edition of EACE Bridges.

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