Th e College at BROCKPORT · and look for ways to achieve intermediate efficiencies. Outcome...

Th e College at

BROCKPORT S TAT ¥. U!',IV F.RSITY 011 NFW YORK

Unit End of Year Report

Report includes:

2018-2019 Annual Goals

2018-2019 Assessment Plan

Key Performance Indicators

2018-2019 Points of Pride

2019-2020 Annual Goals

2019-2020 Assessment Plan

Unit: Career Services

Director: Jill Wesley

UNIT OVERVIEW

Unit Mission To engage students and alumni in developing skills and self-knowledge to lead meaningful professional lives. We engage employers and community members in providing career-focused developmental and employment opportunities.

Functional Goals and Division/College Mapping

Unit Functional Goals

Division Goal Mapping

College Goal Mapping

Provide a comprehensive set of career resources and programs that meet students and alumni where they are in the career development cycle and guide their movement toward next steps for career success.

1, 2 1.8, 2.1, 2.2

Develop and support a range of high-quality applied learning opportunities for students with a focus on internships and student employment.

1, 2 1.1, 1.5, 1.6

Build a supportive and engaged career community with a focus on retention and alumni involvement.

1, 3, 6 1.1, 1.5, 2.4

SECTION ONE: 2018-2019 UNIT ANNUAL GOALS

Unit Annual Goals Outcome/Status

Create and implement a strategic plan for student employment Ongoing

Re-evaluate career services staffing model relative to student needs and assessment data.

Ongoing

Implement and launch Salesforce to create an employer engagement and internship database

Ongoing

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SECTION TWO: 2018-2019 Assessment Plan

Unit Goal College Mission Alignment: how does this goal support the College’s Mission?

Create and implement a strategic plan for student employment.

Student employment engages students in learning that will elevate and shape students into future professionals.

Outcomes and Criteria: Data Sources and Methods: Assessment Data: summarize the assessment identify 2-3 specific resources and tools used to results, indicating whether outcomes were exceeded, outcomes related to goal assess met or not met and criteria for success

1. Hire a lead staff member for student employment.

2. Develop and implement a plan to alleviate administrative workload relative to hiring and onboarding 1, 500-1,800 student employees. Time spent on onboarding each student employee will decrease.

3. Increase departmental participation in Handshake by 10%.

Onboarding o Machform o Handshake o Paper I-9’s

Outcome Met

Lead staff member was hired.

Outcome Not Met

The overall time to onboard a student remained largely the same. An internal grant submitted for additional resources was declined, but we are working with Pat Maxwell to map the process and look for ways to achieve intermediate efficiencies.

Outcome Partially Met

Career Services processed 2028 of employment referrals for students that were starting or continuing in a Work-Study or Temporary Service position. Of those students, 739 (36.44%) were new hires that needed to complete new hire Paperwork (I9, W4, etc.) in Career Services.

Outcome Partially Met

For the 2018-2019 academic year, 87 on-campus opportunities were posted to Handshake that collectively received a total of 1,616 applications. The number of job postings remained flat compared to the previous academic year.

As of May 2019, 69 Brockport departments are registered employers in the Handshake system this is an increase from the 54 employers that were approved an active as of May 2018

2

CLOSING THE LOOP

Resources Used:

Search committee was used to hire new staff member to lead student employment.

Handshake was used to post opportunities and to better connect students with work-study to potential

opportunities.

Enhancements continue to be made to Student Employment Referral Machform to improve efficiency.

Pat Maxwell is assisting in documenting the student employment process.

Key Findings:

Handshake has helped in providing a common platform for distributing employment opportunities to

students.

Given progress on goal of improving efficiency of onboarding process, it may make some sense to

breakdown this larger goal into smaller steps that is achievable within resource structure.

Dissemination/Discussion of Key Findings:

We shared information relative to student employment with Jim Wall and Wendy Cranmer. The result of

the discussion was a suggestion to map the process with Pat Maxwell and then discuss again.

We conducted a hiring training with staff members in the Academic Success Center to both share the

current process as well as receive feedback as to how to adapt the hiring process on both sides for success.

Summary Sentence for EMSA Briefing Book:

Student Employment lead staff member was hired and will continue to work on improving the onboarding process

for new student employees.

3

Unit Goal College Mission Alignment:

Re-evaluate career services staffing model relative to Measuring usage data will ensure that students and student needs and assessment data. alumni have the opportunity to have their best

Brockport experience and shape their futures as engaged professionals.

Outcomes and Criteria: Data Sources and Methods: Assessment Data:

1. Research best practices relative to specialist and generalist models.

2. Review student and alumni usage data and patterns.

Handshake survey data

Paper/Pencil Survey-Career Express data

Performance Evaluations

Coaching surveys

Alumni Request Machform

Outcome Met

We did research different models and, at this point, are not instituting significant changes. We will continue to evaluate how we offer services against student needs and traffic.

Based on data from Handshake, November was our busiest month for scheduled appointments.

Late Spring semester in March-April were our busiest months for Career Express Drop-ins where we saw 185 students (59.48% of all Career Express Drop-in Sessions)

Career Services provided 89 Alumni with assistance in their Job Search and Career Planning. (These alumni are not recorded in Handshake as result of not having accounts at the time of contact)

Career coaching survey responses did not provide specific suggestions to improve scheduled appointments, but surveys of participants visiting for Career Express Drop-ins suggestions indicated that marketing services throughout the year instead of just around signature events.

CLOSING THE LOOP

Resources Used:

Staff, including Jill Wesley, Chris O’Connor, Claudia Pietrzak, Jeffery Alston, and Adam Standish.

Handshake

Career Coaching and Career Express Surveys

Key Findings:

At this point, Handshake Dashboard data shows that most of the student traffic for Career Express drop-

ins occurred between 12 pm-2 pm; 122 at 12 pm, 95 at 1 pm, and 74 at 2 pm. Clothes Closet numbers

show the same conclusion with the busiest times falling between 11 am-3 pm. At this time there is not an

indication that a change in the times of current offering is needed, but we will continue to evaluate.

4


Throughout the year, we have evaluated Career Express, Handshake, and Career Coaching survey results as

a staff. The result of the discussions to date is that we will continue to monitor traffic and survey results to

make adjustments as needed.


Career Services will continue to monitor its service offerings relative to industry best practices and student usage.

5

Unit Goal College Mission Alignment:

Implement and launch Salesforce to create an employer engagement database

Salesforce will allow for better tracking of employer partnerships and internship participation, which will help to further the College’s mission of being a college engaged with its community

Outcomes and Criteria: Data Sources and Methods: Assessment Data:

1. Salesforce database will be created and implemented.

2. Using Salesforce, a tiered list of employers will be created based on level of activities recorded in Salesforce.

Salesforce Data

Employer Data

Outcome Met

Database has been created.

Outcome Not Met

We are currently loading campus data in to Salesforce as well as training other faculty and staff who work with internships on how to use the system.

CLOSING THE LOOP

Resources Used:

Tyson Tate, Jill Wesley, and Dr. Sandeep Mitra worked with a Salesforce consultant to build the initial

database.

Salesforce Database

Key Findings:

Creating the database was a complex project and just completing the database was likely as much as could

have been accomplished in the year.

It also will take more conversations and training to create comfort among staff and faculty to share their

information in the database so that the tiered list can be created.


The database has been shared with the Academic Internship Committee. The main discussion was around

comfort with sharing information rather than the database itself.


An initial Salesforce database to better track employer relationships as well as internship participation was created

and launched

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CAS Part 7 Summary of Findings: Diversity, Equity and Access

The complete Self-Assessment for Part 7 is required to be shared with the EMSA AVPs and saved on the Filecity2-

Stuaffsec- EMSA Assessment Team- CAS- Part 7 Self-Assessment. Fill in each section of Part 7 in your specific

Self-Assessment Guide and include any referenced documents/materials in the Filecity2 folder.

Overall average (1.5)

Areas Requiring Follow-Up:

Ensure Career Services policies and training materials reflect TCAB EEO mission statement. (7.1)

Improve accessibility to office; including hours of operation and structural support. (7.2)

Increase visibility of resources to diverse populations. (7.3)

Action Items:

Career Services (CS) will update student employee handbooks to connect students to the College at

Brockport’s EEO and Title 9 statements and policies. (7.1)

Designate handicap accessible workspace. (7.2)

Add links to resources that support diverse population and inclusivity. (7.1, 7.3)

Increase outreach to student organizations and BSG’s Diversity Counsel. (7.3)

Better tracking of completion of diversity training by staff. Achievements:

Professional staff regularly participates in PD that focuses on diversity and inclusion (I.e. Safe Zone training, Racial Justice, NEST, Supporting DACA students)

Partnered with DMV to provide accessibility to student with transportation needs.

Partnered with Men of Color organization and the office of Global Education to offer targeted programming.

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SECTION FOUR: STUDENT LEARNING OUTCOMES

Institutional Student Learning Outcomes

1. Written and Oral Communication 4. Critical Thinking and Information Literacy

2. Quantitative Reasoning 5. Civic Engagement

3. Intercultural Competence

Departmental Learning Outcomes Institutional Learning

Outcomes

Assessment

Year

1 2 3 4 5

1. Students will be able to effectively communicate in

professional settings. X

2018-2019

2. Students will be able to identify the role of diversity and

inclusive practices in the workplace X

2020-2021

3. Students will be able to utilize available resources to make

career decisions and plan for post-graduate success X

2019-2020

Departmental Learning Outcome Measured in 2018-2019:

Students will be able to effectively communicate in professional settings.

Strategies/Programs Assessment Tools/Data Sources Results

Career Express – Survey results from Career Career Express survey results showed

Drop-in resume, cover Express and Career Counseling that 96.91% of students found our letter & LinkedIn appointments. resume and cover letter drop-in Support. Change in response on related

services to be “very helpful” by rating 1:1 Appointments for

resume, cover letter

items on Needs Assessment to measure the experience a 5 on point scale. Our

and interviewing general change in student average rating for all responses is 4.96.

Related programming population on related items Additionally, 94.85% of students were (class presentations,

Event/Presentation Surveys able to identify at least one way to

group The SUNY Student Opinion Survey improve their written communication

sessions, Mocktails, (SOS): Section III, Part A, Question 7 on their resumes or cover letters. 85%

Mock Interviews, (i.e., Indicate your level of satisfaction were able to identify two ways to

Resume Critique Days, with each of the following aspects of improve their documents. Some of

etc.) this college's services, facilities, and

environment: Career Planning

Services). Section IV, Question 4

the learning that was mentioned

included “how to structure my cover

letter to communicate me skills”,

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(i.e., How much is this college

contributing to your growth and

learning in each of the following

areas: Acquiring knowledge and skills

needed for a career.

“the importance of using key words

from the job posting” and “How to

properly format resumes”

• A pilot partnership was launched

with the Communications department

to integrate our Interview preparation

resources with CMC 317. At the end

of the program 47% of the 18 students

received top marks on Mock

Interviews with employer partners,

meaning that they were able to clearly

communicate their skills as it pertained

to their career of interest and

maintained a professional attitude

during the experience. An additional

47%, scored in the second highest

category and were encouraged to do

more research to prepare for future

interviews.

Career Services provided the ID

numbers of students that have

engaged in appointments and/or

events with Career

Services. Reviewing this data showed

that students that had at least 1

appointment with a Career Services

staff member were more likely to

respond that they were very

satisfied/satisfied with Career Planning

Services (57.1%) compared to students

that did not engage with our

department (43%).

62.5% students that engaged in an

appointment and attended at least 1

Career Services event reported that

they were Very Satisfied/Satisfied with

Career Planning Services. 34.8%

of students that participated in a

Career Coaching appointment and

50% of students that participated in an

appointment and a Career

9

event reported that the College made a

Very Large Contribution to the

acquiring of skills and knowledge

needed for a career. This is a

significant difference compared to the

25.8% of students that did not engage

with Career Services.

Summary of Findings and Next Steps:

Career Services improved our response rate on both, Career Express Survey collection and Career Coaching

Appointments and have found most students that engage with our department are able to identify learning and

action steps.

The SOS data appears to support that engagement with Career Services has an impact on a student's acquiring

the skills and knowledge needed for a career, but the total number of students responding to the SOS that

engaged in career coaching and attended a career event was relatively low compared to total valid responses.

•Next Steps: Career Services will create mechanisms to track the learning that is had in our presentations and

events that connect to improving student’s professionalism and communication. Events and presentations to be

assessed include Mocktails, Etiquette Dinner, Resume & Cover Letter workshops and interview preparation

activities.

1-1 Career Coaching and Career Express surveys will be updated to reflect language more aligned with our

department learning outcomes and to continue to track student’s responses to questions related to the SOS data.

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Student & Alumni Toucbes

10000-

8000-

6000-

4000-

2000-

7951

0 _ __J _ ___ L_L _ __J____.___.

c::::::J FY 6 c::::::J FY 7 c::::::J FY 8 c::::::J fY 9

38 0-

304 -

228-

152-

76 -

Sdhed u led St ude r-it Appoin t ments

382

0 - - L-- ..__,'---1-L - - L-L-

----,

----,

----<

c::::::J fY 6 c::::::J FY 7 c::::::J FY 8 c::::::J FY 9

4.65 1

4.75 1

0 2 3 4

c::::::J FY2013 c::::::J FY2019

SECTION FIVE: UNIT KEY PERFORMANCE INDICATORS

Key Performance Indicators and Benchmarks Analysis

Student and Alumni touches tracks Career Services overall reach across campus from workshops, presentations, appointments and larger events including our signature job fairs. We saw a 7% drop in total reach for the 2018-2019 academic year. The drop-in total touch points were a result of various factors, primarily being down two full-time staff members during the Fall 2018 Semester. This led to a slight drop in our availability to take appointments. Additionally, career services conducted a networking activity to a large group of students involved in a Leadership conference in the previous academic year, and staff availability in the fall resulted in fewer career development presentations overall.

Staff in Career Services completed 325 scheduled student appointments on topics including Resume Writing/Cover Letter Writing (26.78%), Career Exploration (24%), Internship Search (16.3%), Job Search Coaching (13.23%), Graduate School Planning (7.07%, and Interview Preparation (3.69%). Completed scheduled appointments dropped by 15% from the previous academic year. The primary explanation for the decrease is due to a decrease in available career coaches The Scheduled Student Appointment chart does not account for Cancellations (59 appointments) or No Shows (36 appointments).

In the 2017-2018 academic year the Career Services office implemented new assessments of our 1-1 engagements to better track the student experience in our office and establish a baseline of our effectiveness with students. In the 2018-2019 year we improved our approach to collecting surveys from students and increased our response rate 17.36% for 1-1 coaching appointments and our Career Express drop-in rate is up 19.76%. From these surveys' students were asked rate how helpful their appointment was based on scale from 1 (Not at all Helpful) to 5 (Extremely Helpful). Our department average based data from the 2018-2019 academic year indicated a slight increase (2.1%) in our overall helpfulness.

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Caree r Exprn ss Drop-ins

456-

342 -

228 -

114 -

569 429 357

o- - .___ ..______,'---L--'- ~

c::::J fY 6 c::::J f Y 7 c::::J fY 8 c::::J f Y 9

0

248 -

186-

124 -

62 -

19 38 57

c::::::J FY2013 c::::::J FY2019

91.83%

76

0 _ _ .___ ..______,'---L--'- - -- L....L-

c::::J fY 6 c::::J f Y 7 c::::J f Y 8 c::::J f Y 9

There was an 18.89% drop in Career Express check-ins for the 2018-2019 academic year. This service is historically use by students that need assistance with resumes and application materials during a job or internship search. Given the improvement of the job market and 3.6% unemployment rate students may be experiencing fewer challenges in their job search resulting in less assistance being requested. .

After students engaged with one of our trained student staff or professional staff member during Career Express appointment, they are asked to complete a survey to share two things that they learned about resumes, cover letters or LinkedIn profiles. 94.85 % of students reported at least one takeaway to improve their job search materials. 87.63% of students were successfully able to identify two takeaways from their experience.

Career Services had 219 student's check-ins for the Clothes Closet. This is a 27% drop-in traffic. The drop-in traffic could be a result of updating messaging from 1 outfit a semester (Fall 2016 through spring 2018) to 1 outfit per year 2018-2019.

The department launched an inventory system created by Computer Science students that allowed us to track the quantity of items that have been taken by students. During the 2018-2019 academic year Career Services gave students 390 professional clothing items. This base line data will allow Career Services to report on traffic and successful usage of the professional clothes closet.

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'St udent Employmerit Referra l!s

2100-

1680- ---

126 0-

840 - - 512

420-

1957 __,

0 _ __J L__ _ L....1. _ ___, __._ ___ _.L..~ .....__

c::::J FY 6 c::::J FY 7 c::::J Y 8 c::::J f Y 9

Total Job Fai r Att eridarioe

1500- 1220 1200- - -r---,

900 -

600 -

300 -

1341 11.25

0 _ __. _ ___.____.__ _ __,____.___

1.237

----,

c::::J FY 6 c::::J fY 7 c::::J f Y 8 c::::J fY 9

Nori- Profit ear-eer Fai r Att endanoe

134 -

67 -

264 250 1 ffO

o- - ~- ~ ~-~ -

268

c::::J fY 6 c::::J f Y 7 c::::J Y 8 c::::J FY 9

Since the 2015-2016 academic year Career Services continues to improve our tracking of Student Employment referral and hiring process. During the 2018-2019 academic year our department processed a similar number of student employment referrals. As indicated in Section II, 739 (36.44%) were new hires that needed to complete new hire Paperwork (I9, W4, etc.) in Career Services.

Overall attendance at the 3 annual job fairs organized by Career Services has been consistent for the past 4 years. 2017-2018 saw are highest rate of overall attendance with a slight drop of 7.26% realigning us with the attendance rate from previous years.

Attendance at our annual Jobs and Internships fair has declined 3 consecutive years. As stated previously, the current unemployment rate is 3.6%. Attendance at our fairs has followed the trend of the declining unemployment rate which was at 4.9% in 2016. The decline in attendance could also be contributed to Career Services expansion of programming that added new Job fairs and recruiting events that are focused on specific industries (Careers for the Common Good) and/or student interests (Part-time Job Fest). Additionally, the 2018-2019 Jobs and Internships fair was shortened by 1-hour at the suggestion of employers. This may have impacted student attendance by decreasing the number of times classes transitioned during the event.

The “Non-Profit Career Fair” was rebranded as the “Careers for the Common Good Fair.” This change was intended to help students connect with the purpose of non-profit organizations and to decrease the interpretation that non-profit was equivalent to unpaid. This change resulted in 2018-2019 being the highest attended non-profit focused fair to date.

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730 -

584 -

438 -

292 -

146 -

Part-time Job Fest Att endance

574

0 0 o- ------- .L.----- -'---

- ----,

-c::::J FY 6 c::::J f Y 7 c::::J FY 8 c::::J f Y 9

100-

ao-60-

40-

20 -

Fi rst Destinatio n Placement Rate

0 - - .L.--..._ .L-_..._ .L.-_... __ _,__ ........ ...__

c::::J f Y 4 c::::J FY 5 c::::J Y 6 c::::J FY 7

Career Services hosted the Part-time Job Festival for the second year in a row in the Fall semester of 2018. Despite 21.5% drop-in attendance the Part-time job fest continues to be our highest attended fair. The Part-time job fest was planned as an outdoor event to increase maximum visibility to students. Due to weather, the Fall 2018 fair was moved indoors the day of the event. The change in location may have prevented students from finding the event and decreased our opportunity to grab the attention of students passing by.

Final Destination Survey results are still being explored.

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SECTION SIX: 2018-2019 POINTS OF PRIDE AND ACCOMPLISHMENTS

Point of Pride/Accomplishment College Mission and Priorities Alignment

Highest attendance (268 students) to date for Careers for the Common Good Career Fair.

To be a College Engaged with its Community

Tyson Tate created and held well-received internship series to help employers increase capacity to work with students.


A Salesforce database was created to better track employer relationships.


Chris O’Connor completed the CLIMB leadership program through the Rochester Chamber of Commerce to learn about the needs of area business and to promote opportunities for students.


Career Services launched an inventory system for the Clothes Closet that was designed by Brockport students majoring in Computer Science. The new software allows us to run reports that shows available inventory and tracks student usage. For the 2018-2019 academic year 390 articles of professional students was given to students for free.

To be a Great College at which to Learn

Integrated a resume and interview activity in student leadership training (Now RISE Leadership Training) introducing the NACE Competencies to student leaders


Transitioned full-time professional position into a Student Employment Lead, Jane LoMaglio, to oversee improvements to Student Employment processes and plan for applied learning.

To be a Great College at which to Work

On boarded a new staff, Associate Director, Stephanie Learn and Employer Relations Coordinator, Tyson Tate

To be a Great College at which to Work

Staff participated in diversity-based training including Safe Zone, Racial Justice programs at Brockport, and NYSCDA/NACE webinars on Supporting DACA students.


Created diversity-based resource pages on the Career Services website to provide Veterans, LGBTQ Students, Women, Students with Disabilities and International Students relevant information to assist in their career development and planning.


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SECTION SEVEN: 2019-2020 UNIT STRATEGIC GOALS

Annual Goals

Divisional Goal

Mapping

Strategic Plan

Operational Objective(s) Action Plan Timeline

Create and implement a developmental training plan for student employees in Career Services to further their growth and advancement.

2, 3, 2.6, 4.3 Determine staffing needs.

Update training handbook for students.

Individual student performance plans.

Students attend RISE training.

Students attend bi-weekly staff meetings.

August 2019

Finalize and 1, 2, 2.3, 2.7 Get approval from admin for December implement a service desired alumni service model. 2019 plan for alumni to Institute a fee and payment help with post- process (if decided). graduate career State specifically on website interests. what services will be offered.

Refine in-house resources and enhance knowledge of outside resources.

Streamline Machform for Alumni for data purposes.

Cultivate relationships with faculty across campus to create a diverse culture of student development regarding career development, student employment, and internship opportunities.

2, 6 1.6, 2.6 Handout FDS data sooner.

Engage department chairs and deans with Labor Department data.

Liaison with faculty and departments with monthly communication.

Continue to provide presentation opportunities for faculty.

Determine the needs of specific departments to tailor continuous services.

Review course descriptions with departments to determine Career Services touchpoints.

May 2020

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Finalize and 1, 2, 6 1.1, 2.6 Facilitate with the ASC May 2020 implement a diverse regarding orientation and APS and inclusive service classes. plan for undeclared Create a professional series students, to help based on major and career with major exploration. exploration, Expand and improve ACE retention, and LLC to include the Emerging completion. Scholars LLC and Sophomore

Exploration LLC.

Create tools to assist students with major and career planning.

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SECTION EIGHT: 2019-2020 Assessment Plan

Unit Annual Goal:

Create and implement a developmental training plan for student employees in Career Services to further their growth and advancement.

Outcomes and Criteria: Data Sources and Methods: Resources Needed and Individual(s) Responsible:

1. Students will be able to articulate the mission and goals of the College and the Department.

2. Student Employees in Career Services will demonstrate a persistence rate at the college of at least 90%.

3. Students and supervisor complete a beginning, mid-point, and end of the year rubric to assess skill development and discuss results.

Rubric

Performance Plans

Student Handbook

Beginning, mid-point, and end of year Survey.

Cross training student 3 times a year.

Career Center Staff Time Financial-RISE training

Stephanie A. Learn, Claudia Pietrzak, and Jane LoMaglio will be responsible for this goal.

Action Plan:

• Determine student staff training needs. Ask previously employed students and alumni for feedback.

• Update training handbook for students.

• Individual student performance plans.

• Students attend RISE training.

• Students attend bi-weekly staff meetings.

Goal Rationale:

Career Services would like to create a more developmental working environment, allowing the student workers the

practice and mentorship needed to promote an engaging, respectful, and developmental working and learning

environment where students are encouraged to lead with a growth mind-set.

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Unit Annual Goal:

Finalize and implement a diverse and inclusive service plan for undecided students, to help with major exploration, retention, and completion.

Outcomes and Criteria: identify 2-3 specific outcomes related to goal and criteria for success

Data Sources and Methods: resources and tools that will be used to assess

Resources Needed and Individual(s) Responsible: describe what resources (human, financial, etc.) are needed to pursue this goal

1. Work with Admissions and ASC on additional summer outreach to undeclared students to inform them of support resources.

2. Career Services will create a baseline of 10 presentations in the ASC per semester.

3. Visits to Career Services from undeclared students will increase by 50%.

Presentation requests

Records and Registration data

Handshake appointment data

Stephanie A. Learn and Chris O’Connor will be responsible for this goal.

Action Plan:

Facilitate with the ASC regarding orientation and APS classes.

Create a professional series based on major and career exploration.

Expand and improve ACE LLC to include the Emerging Scholars LLC and Sophomore Exploration LLC.

Create tools to assist students with major and career planning.

Goal Rationale:

Retention research suggests that student commitment to educational and career goals is perhaps the strongest factor

associated with persistence to degree completion, if students develop a viable plan for identifying a college major

and related career that is compatible with their abilities, interests and values, then their overall level of satisfaction

with college should increase in turn resulting in less attrition.

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Unit Annual Goal:

Cultivate relationships with faculty across campus to create a diverse culture of student development regarding career development, student employment, and internship opportunities.

Outcomes and Criteria: Data Sources and Methods: Resources Needed and Individual(s) Responsible:

1. By the end of the Fall semester, meet with 70% of department chairs to discuss needed services and review course descriptions.

2. Create explanation of and disseminate NY Dept. Of Labor dashboard to faculty and staff in conjunction with FDS data.

3. Requests for class presentations will increase from the previous year by 50%.

Machform-Presentation Requests

Salesforce data?

Department of Labor Dashboard Handshake AIC

Stephanie A. Learn, Claudia Pietrzak, Jane LoMaglio, and Chris O’Connor will be responsible for this goal.

Action Plan:

Handout FDS data to faculty and staff sooner.

Engage department chairs and deans with Labor Department data.

Liaison with faculty and departments with monthly communication.

Continue to provide presentation opportunities for faculty.

Determine the needs of specific departments to tailor continuous services.

Review course descriptions with departments to determine Career Services touchpoints.

Goal Rationale:

Career Services would like create a more cohesive approach with faculty in regard to student advisement this

process would help determine the patterns of student decision-making, thus making the development of resources

that are supportive to students who are undecided, who may have chosen a major but not a career, and to get a

better sense of what types of internships students are interested in to create better employer partnerships.

To encourage more engagement with the FDS.

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Th e College at BROCKPORT · and look for ways to achieve intermediate efficiencies. Outcome...

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