The CCD provides comprehensive career development support that can help students in all stages of career planning and in the decision-making process, from choosing a major to negotiating salary.
Our team of career counselors can assist students in educational and occupational choices, as well as provide them with the tools needed for making informed decisions. These tools include¬†personality and career assessments
,¬†career research tools
, and other resources are useful in the decision-making process. Students can schedule an¬†individual career counseling appointment
¬†to discuss a¬†variety of topics
, ranging from choosing a major/career path to conducting a mock interview.¬†¬†
The CCD also offers¬†Walk-In Hours
¬†Monday through Friday from 12pm-1pm during while classes are in session. ¬† Feel free to¬†contact the CCD
¬†with any questions or concerns you may have regarding a student.
To support the needs of students, the CCD has designated staff members that serve as liaisons to several schools to facilitate campus-wide collaborations and information sharing. ¬†Partner with your liaison to identify CCD programs and services to support your student‚Äôs career exploration, job/internship search, and graduate success. ¬†The CCD staff also serves as associates to many of the Residential Colleges. ¬†Please reach out to your¬†liaison¬†here.¬†
The CCD encourages you to include career-related activities as part of your course material. ¬†In order to preserve the high level of customer service that students deserve and expect and prepare for time periods of increased traffic, we ask that you partner with us on your assignments or activities that require students to visit the CCD. ¬†Please consider reaching out to us prior to the first week of classes so we can best accommodate your students. ¬†Please reach out to your liaison¬†here
The CCD can present on a wide range of career-development related topics designed to assist your students in their career journey. ¬†We also have peer career advisors (PCAs) available who can present ‚ÄúOverview of Services‚ÄĚ presentations or facilitate in-class announcements. ¬†Due to the limited number of CCD staff and the high student demand for individual career counseling appointments, we cannot guarantee that we will be able facilitate every request. ¬†
If you are looking to hire students, please familiarize yourself with the¬†National Association of Colleges and Employers (NACE) standards.¬†
¬†Students aren‚Äôt the only one interested in their success; their accomplishments are also very important to the college. Staff members in career services, admissions, development, alumni relations, and you, the faculty, have a direct investment in their achievement. The role you play in the employment process complements the role played by career services. Occasionally, however, helping students in their job searches can result in unanticipated illegal or unethical actions.
¬†NACE is the leading source of information on the employment of the college educated and an organization to which a great number of academic and hiring organizations belong, provides a set of ethical standards for guiding the job-search process. Titled Principles for Professional Practice for Career Services & Employment Professionals, these standards are based on notions of fairness, equal opportunity, truthfulness, non-injury, confidentiality, and lawfulness. -¬†A Faculty Guide to Ethical and Legal Standards in Student Hiring, NACE, 2012.¬†
Dear [Name of Employer]:
¬† ¬† This reference letter is provided at the written request of [name of student], who has asked me to serve as a reference on [his/her] behalf. It is my understanding that [name of student] is being considered by your organization for the position of [job title]. Please be advised that the information contained in this letter is confidential and should be treated as such. The information should not be disclosed to [name of student, if student has waived access] or anyone in your organization who would not be involved in the hiring decision regarding this individual. Additionally, the information should not be disclosed to anyone outside of your organization without the consent of the student.
¬†¬† ¬† I have known [name of student] for the past [number of months, semesters, years] as [he/she] has taken the following courses which I teach: [list courses, give brief description of content of course]. As [his/her] professor, I have had an opportunity to observe the student's participation and interaction in class and to evaluate the student's knowledge of the subject matter. I would rate the student's overall performance in these subjects as [below average, average, above average]. This is evidenced by [his/her] grades‚ÄĒ[state the grades].
¬†¬† ¬† [One or two specific examples of the student's performance may be appropriate.] As part of [his/her] grade in [name of course], the student was required to prepare a paper. The paper was designed to measure the student's ability to research, to analyze the results of the research, and to write. [Discuss how the paper submitted by the student indicated to you the student's skills in these areas.] Based upon this, I rate the student's skills [indicate rating].
¬†¬† ¬† [It may be appropriate to give specific examples about the student's area of expertise.]
¬†¬† ¬† Based upon the student's academic performance and my understanding of the position for which the student is applying, I believe the student would perform [place overall evaluation here].
¬†If you would like to discuss this further, please feel free to contact me.Sincerely,[Your Name]¬†See more samples at:¬†http://naceweb.org/knowledge/samples/faculty-reference-letter.aspx#sthash.ggyLWMf9.dpuf.¬†