University of North Dakota Career Services Assessment Plan ...€¦ · Cover Letter Writing Interview Techniques/Preparation Job Search Techniques Resume Writing DIRECT METHOD Before

University of North Dakota

Career Services

Assessment Plan

2017-18

ASSESSMENT PLAN

2017-18

OVERVIEW

Career Services’ primary function is to provide UND’s current and former students with career

that not only prepares them for their “first destination” employment opportunity but for career

development that lasts a lifetime. The Exceptional UND Strategic Priorities (Enrich the Student

Learning Experience, Encourage Gathering, Facilitate Collaboration, Expand UND’s Presence,

Enhance the Quality of Life for Faculty and Staff) continue to be strong focuses of Career

Services.

MISSION STATEMENT Career Services’ mission is to holistically coach students and alumni by actively supporting

career development at each stage of their professional experience.

PROGRAMS AND SERVICES

Specialized one-on-one appointments

Walk-In Wednesdays

Student Employment

Internship/Co-operative education

On-line job listings

Classroom and group presentations

Career and Internship Fairs, networking events, professional events

STUDENT LEARNING OUTCOME #1

Description

Students will be able to identify interests and skills to target appropriate majors and careers.

Specifically, students will report increased knowledge in how to:

Objective 1.1: Explore career opportunities.

Objective 1.2: Identify career interests.

Assessment Methods

Indirect Methods

A Qualtrics survey is administered following appointments asking students to rate their

knowledge (Excellent, Good, Fair, Poor) both before and after the appointment.

Survey results are used to determine if additional staff training and resources are needed. All

results will be analyzed on a continual basis, with adjustments being made to office procedure

and staff training as needed to ensure that students are receiving the best service possible and that

students are acquiring the desired learning outcome.


Description

Students will be able to market and articulate their experiences and achievements.

Specifically, students will report and demonstrate increased knowledge on how to:

Objective 2.1: Draft a basic resume.

Objective 2.2: Draft a basic cover letter.

Objective 2.3: Present their skills in a positive manner during an interview.

Objective 2.4: Draft a personal statement.

Assessment Methods

Indirect Methods

1. Appointments


knowledge (Excellent, Good, Fair, Poor) both before and after the appointment. Survey

results are used to determine if additional staff training and resources are needed. All

results will be analyzed on a continual basis, with adjustments being made to office

procedure and staff training as needed to ensure that students are receiving the best

service possible and that students are acquiring the desired learning outcomes.

2. Presentations

A survey is administered following presentations asking students to rate their knowledge

(Excellent, Good, Fair, Poor) on the presentation topic. Survey results are used to

determine if additional staff training and resources are needed. All results will be

analyzed on a continual basis, with adjustments being made to presentation content and

staff training as needed to ensure that students are acquiring the desired learning

outcomes.

Examples of presentation topics include:

Cover Letter Writing

Interview Techniques/Preparation

Job Search Techniques

Resume Writing

Personal Statements/Preparing for Graduate or Professional School

Professional Dress/Etiquette

Networking


Description

Students will demonstrate and articulate how to network and demonstrate professionalism with

employers.

Specifically, students will report and demonstrate increased knowledge on how to:

Objective 3.1: Successfully network with employers.

Objective 3.2: Dress professionally for contacts with potential employers.

Objective 3.3: Approach potential employers.

Assessment Methods

Indirect Methods

1. Appointments


knowledge (Excellent, Good, Fair, Poor) both before and after the appointment. Survey

results are used to determine if additional staff training and resources are needed. All

results will be analyzed on a continual basis, with adjustments being made to office

procedure and staff training as needed to ensure that students are receiving the best

service possible and that students are acquiring the desired learning outcomes.

2. Presentations

A survey is administered following presentations asking students to rate their knowledge

(Excellent, Good, Fair, Poor) on the presentation topic. Survey results are used to

determine if additional staff training and resources are needed. All results will be

analyzed on a continual basis, with adjustments being made to presentation content and

staff training as needed to ensure that students are acquiring the desired learning

outcomes.

Examples of presentation topics include:

How to Market a Liberal Arts Degree

Networking

Professional Dress and Etiquette

Resume Writing

Direct Methods

A short Qualtrics quiz will be given at the end of the Professional Dress and Etiquette

presentation to evaluate students’ knowledge of points addressed during the presentation.

Changes to the presentation will be made as needed based on these results.


Description

Undergraduate student assistants employed in Career Services will demonstrate increased written

and verbal communication skills with students, co-workers, faculty, employers, staff, and

supervisors.

Specifically, student assistants will:

Objective 4.1: Demonstrate the ability to communicate professionally with external

audiences.

Objective 4.2: Demonstrate the ability to communicate professionally with Career

Services staff.

Objective 4.3: Demonstrate the ability to communicate clearly and efficiently with

external audiences.

Objective 4.4: Demonstrate the ability to communicate clearly and efficiently with Career

Services Staff.

Objective 4.5: Demonstrate the ability to complete office correspondence and forms

effectively and in a professional manner.

Assessment Methods

Indirect Methods

Staff use a rubric to assess student employee communication skills following a variety of inter-

action scenarios: oral communication with external audiences and Career Services staff, or

written communication within the office. The rubric consists of a four-point scale with

accompanying criteria for each scale depending on the learning outcome: Novice, Developing,

Accomplished, or Advanced.

Direct Methods

As part of the Career Services Mentoring Program, the Student Employee Supervisor uses a

rubric three times throughout the semester (beginning, middle, and end) to assess student

employee knowledge and implementation of the student employee communication learning

outcome.

Survey results for both assessment methods are used for individual performance reviews and

future training considerations. Results are also used by the Student Employment Coordinator and

student supervisors during regularly scheduled meetings.


Description

Undergraduate peer mentors employed in Career Services will show the ability to effectively

supervise and provide leadership to mentees through using the mentoring relationship and

process.

Specifically, undergraduate peer mentors will

Objective 5.1: Demonstrate the ability to assist mentees in developing and achieving at

least one SMART goal related to Career Services’ Student Learning Outcome of

communication

Objective 5.2: Learn how to provide and receive constructive feedback

Objective 5.3: Demonstrate an increased knowledge of the mentoring relationship versus

a supervision relationship

Objective 5.4: Identify and communicate professional development opportunities to

mentees

Assessment Methods

Indirect Methods

Peer mentors self-report during weekly meetings to the Peer Mentor Program Supervisor

regarding their mentoring relationship (i.e., constructive feedback provided and received), their

mentees’ progression towards identifying/achieving their SMART goal as related to Career

Services’ Student Learning Outcome of communication, professional development opportunities

they provided to their mentees (i.e., scholarly articles related to the mentees’ goal, related videos,

etc.) and any concerns of the mentoring process. These items are then addressed as a group.

Peer mentors also complete a feedback form at the end of the academic year in which they assess

their skills in their ability to offer assistance in developing and helping their mentee achieve at

least one SMART goal related to the Student Learning Outcome, their ability to provide and

receive constructive feedback and their skills in cultivating and maintaining a mentoring

relationship.

Direct Methods

As part of the Career Services Mentoring Program, the Peer Mentor Program Supervisor uses a

rubric three times throughout the semester (beginning, middle, and end) to assess peer mentors’

understanding of the mentoring relationship and its process.

At the end of the academic year, mentees are provided with an evaluation concerning their peer

mentors’ ability to offer assistance in developing and helping them achieve at least one SMART

goal related to the Student Learning Outcome, their ability to provide and receive constructive

feedback and their skills in cultivating and maintaining a mentoring relationship.

Survey results for both assessment methods are used for individual feedback sessions and future

training considerations.

Print Date: Wednesday, March 29, 2017

Page 1 of 5

Career Services Assessment Plan

Planning Year: 2016-2017

OVERVIEW Career Services’ primary function is to provide UND’s current and former students with career guidance that not only prepares them for their “first destination” employment opportunity but for career development that lasts a lifetime. The Exceptional UND Strategic Priorities (Enrich the Student Learning Experience, Encourage Gathering, Facilitate Collaboration, Expand UND’s Presence, Enhance the Quality of Life for Faculty and Staff) continue to be strong focuses of Career Services. MISSION STATEMENT Career Services' mission is to holistically coach students and alumni by actively supporting career development at each stage of their professional experience. VISION STATEMENT Empower students to grow professionally in a diverse world of career opportunities. PROGRAMS & SERVICES Specialized one-on-one appointments Career Walk-In Wednesdays Student Employment Internship/Co-operative education On-line job listings Classroom and group presentations Career and Internship Fairs, networking events, professional events


Page 2 of 5

Student Learning Outcome # 1 Objective Description

Students will be able to identify interests and skills to target appropriate majors and careers. Specifically, students will be able to report increased ability to: Objective 1.1: Explore career opportunities. Objective 1.2: Identify career interests.

Assessment Measures

Date Description

2016-17 INDIRECT METHOD A Qualtrics survey is administered following appointments asking students to rate their knowledge (Excellent, Good, Fair, Poor) both before and after the appointment.

Intended Results

Date Description

2016-17 Survey results are used to determine if additional staff training and resources are needed. All results will be analyzed on a continual basis, with adjustments being made to office procedure and staff training as needed to ensure that students are receiving the best service possible and that student are acquiring the desired learning outcomes.


Page 3 of 5


Students will be able to market and articulate their experiences and achievements. Specifically, students will be able to report increased ability to: Objective 2.1: Draft a basic resume. Objective 2.2: Draft a basic cover letter. Objective 2.3: Present their skills in a positive manner during a job interview.

Assessment Measures

Date Description

2016-17 INDIRECT METHODS 1. Appointments A Qualtrics survey is administered following appointments asking students to rate their knowledge (Excellent, Good, Fair, Poor) both before and after the appointment. 2. Presentations A survey is administered following presentations asking students to rate their knowledge (Excellent, Good, Fair, Poor) on the presentation topic. Examples of presentation topics include: Cover Letter Writing Interview Techniques/Preparation Job Search Techniques Resume Writing DIRECT METHOD Before and after resumes are scored using a rubric to rate improvement.

Intended Results

Date Description



Page 4 of 5


Students will be able to network with employers and demonstrate professionalism. Specifically, students will be able to report increased ability to: Objective 3.1: Successfully network with employers. Objective 3.2: Dress professionally for contacts with potential employers. Objective 3.3: Approach potential employers.

Assessment Measures

Date Description

2016-17 INDIRECT METHODS 1. Appointments A Qualtrics survey is administered following appointments asking students to rate their knowledge (Excellent, Good, Fair, Poor) both before and after the appointment. 2. Presentations A survey is administered following presentations asking students to rate their knowledge (Excellent, Good, Fair, Poor) on the presentation topic. Examples of presentation topics include: How to Market a Liberal Arts Degree Networking Professional Dress and Etiquette

Intended Results

Date Description



Page 5 of 5


Students employed in Career Services will demonstrate increased written and verbal communication skills with students, co-workers, faculty, staff, employers, and supervisors. Specifically, student employees will… Objective 4.1: Student employees will demonstrate the ability to communicate professionally with external audiences. Objective 4.2: Student employees will demonstrate the ability to communicate professionally with Career Services Staff. Objective 4.3: Student employees will demonstrate the ability to communicate clearly and efficiently with external audiences. Objective 4.4: Student employees will demonstrate the ability to communicate clearly and efficiently with Career Services staff. Objective 4.5: Student employees will demonstrate the ability to complete office correspondence and forms effectively and in a professional manner.

Assessment Measures

Date Description

2016-17 DIRECT METHODS 1. STAFF OBSERVATION Staff use a rubric to assess student employee communication skills following a variety of interaction scenarios: oral communication with external audiences, oral communication with Career Services staff, or written communication within the office. The rubric consists of a four-point scale with accompanying criteria for each scale depending on the learning outcome: Novice, Developing, Accomplished, or Advanced. 2. SUPERVISOR ASSESSMENT As part of the Career Services Mentoring Program, the Student Employee Supervisor uses a rubric three times throughout the semester (beginning, middle, and end) to assess student employee knowledge and implementation of the student employee communication learning outcome.

Intended Results

Date Description

2016-17 Surveys results are used for individual performance reviews and future training considerations. Results are also used by the Student Employment Coordinator and students’ supervisors during regularly scheduled meetings.

University of North Dakota

Career Services

Assessment Plan

2015-16

Prepared for:

University of North Dakota Assessment Committee

ASSESSMENT PLAN

2015-16

DEPARTMENT

Career Services

OVERVIEW OF DEPARTMENT

Career Services’ primary function is to provide UND’s current and former students with career

guidance that not only prepares them for their “first destination” employment opportunity but

for career development that lasts a lifetime. The Exceptional UND Strategic Priorities (Enrich

the Student Learning Experience, Encourage Gathering, Facilitate Collaboration, Expand

UND’s Presence, Enhance the Quality of Life for Faculty and Staff) continue to be strong

focuses of Career Services.

MISSION STATEMENT

The mission of the UND Career Services Department is “to provide the highest quality of

education by guiding students and alumni in preparing, planning for, and carrying out their

career goals and by partnering with local, state, and global employers to provide

students/alumni with the opportunities to apply, enrich, and extend the learning environment

beyond the classroom prior to and after graduation.” The mission is in alignment with the

University’s mission and the Division of Student Affairs’ Values and Principles by

recognizing that helping students accomplish their education, career, and life goals is the

reason for our existence.

PROGRAMS & SERVICES

Specialized one-on-one appointments

Career Exploration class

Career Walk-In Wednesdays

Student Employment

Internship/Co-operative education

On-line job listings

Classroom and group presentations

Career and Internship Fairs, networking events, professional events

STUDENT LEARNING OUTCOMES

Student Learning Outcome 1: Students will be able to identify interests and skills to

target appropriate majors and careers.

Student Learning Outcome 2: Students will be able to market and articulate their

experiences and achievements.

Student Learning Outcome 3: Students will be able to network with employers and

demonstrate professionalism.

Student Learning Outcome 4: Students employed in the Career Services will

demonstrate increased written and verbal communication skills to effectively

communicate with students, co-workers, faculty, staff, and supervisors.

ASSESSMENT METHODS

Career Services employs a number of methods to gain information for assessment.

COUN 101 - Career Exploration class

o Students complete an evaluation survey at the end of the course.

Appointments

o A simple survey is administered after appointments where three questions are

asked:

1. “What three things did you learn today?”

2. “Did you feel this appointment/presentation was helpful; if not, why?”

3. “What other topics are you interested in learning about as it relates to

career development?”

Presentations/Workshops

o A simple survey is administered after presentations where three questions are

asked:

1. “What three things did you learn today?”

2. “Did you feel this appointment/presentation was helpful; if not, why?”

3. “What other topics are you interested in learning about as it relates to

career development?”

o Examples of presentations include:

1. Networking

2. Resumes

3. Cover Letters

4. Professional Dress and Etiquette

5. Job Search Techniques

6. Creating a LinkedIn Profile

Resume Instruction

o A rubric is used for “before” and “after” resumes which are randomly selected

and reviewed. The evidence of learning is reflected in each scored resume.

Assessment of student employees

o Staff use a rubric to assess student employee communication skills following a

variety of interaction scenarios:

1. Oral communication with external audiences

2. Oral communication with Career Services staff

3. Written communication within the office

o This rubric consists of a four-point scale with accompanying criteria for each

scale depending on the learning outcome:

1. Novice

2. Developing

3. Accomplished

4. Advanced

USE OF RESULTS & CLOSING THE LOOP

Career Services remains committed to providing students services that will lead them to their

dream major and career. Assessment of student learning goals allows us to reassess our services

but most importantly, what students want and need. All results will be analyzed on a continual

basis, with adjustments being made to office procedure and staff training as need to ensure that

students are receiving the best service possible and that student are acquiring the desired learning

outcomes.

Student Learning

Outcomes & Objective

Assessment

Methods

Timeline Responsible

Party

Use of Results and Process

for Documentation &

Decision Making

Student Learning Outcome 1: Students

will be able to identify interests and skills

to target appropriate majors and careers.

Specifically, students will be able to report

increased ability to:

Objective 1.1: Career opportunities.

Objective 1.2: Career interests.

Surveys in COUN

101 – Career

Exploration Class,

including the

Strong Interest

Inventory, MBTI

Personality

Inventory and

StrengthsFinder

Student

Appointment

Surveys

End of the class

Conclusion of

individual

appointments

Director, Career

Services

Staff conducting

appointment

Assessment results are used to

determine changes that may be

needed in the course

curriculum.

Survey results are used to

determine if additional staff

training and resources are

needed.


will be able to market and articulate their

experiences and achievements.



Objective 2.1: Draft a basic resume.

Objective 2.2: Draft a basic cover letter.

Objective 2.3: Present their skills in a positive

manner during a job interview.

Resume rubrics

Survey

Before and after

instruction of resume

End of presentation

Staff providing

Instruction

Career Services

Staff

Results are used to determine

what, if any, changes in

instruction need to occur.


improve future presentations

and implement suggestions

from students.

Survey

Conclusion of

individual

appointments

Staff conducting

appointment


determine if additional training

and resources are needed.


will be able to network with employers

and demonstrate professionalism.



Objective 3.1: Successfully network with

employers.

Objective 3.2: Dress professionally for

contacts with potential employers.

Objective 3.3: Approach potential employers.

Presentation

Survey

Survey

End of presentation or

event

Conclusion of

individual

appointments

Career Services

Staff

Staff conducting

appointment

Survey results are used to plan

and improve the quality of

future presentations and events.


determine if additional staff

training and resources are

needed.


employed in Career Services will

demonstrate increased written and verbal

communication skills with students, co-

workers, faculty, staff, and supervisors.

Specifically, student employees will…

Objective 4.1: Student employees will

demonstrate the ability to communicate

professionally with external audiences.



professionally with Career Services Staff.



clearly and efficiently with external audiences.



Survey and

Communication

Rubric

Survey and

Communication

Rubric

Following interaction

with student

employees

Ongoing notations

when actions are

observed

Career Services

Staff

Career Services

Staff

Surveys results are used for

individual performance reviews

and future training

considerations.

Survey/Rubric results are used

by the Student Employment

Coordinator and students’

supervisors during regularly

scheduled meetings and

performance review times.

clearly and efficiently with Career Services

staff.


demonstrate the ability to complete office

correspondence and forms effectively and in a

professional manner.

CS will collect

student writing

samples

Written

Communication

Rubric

Ongoing notations as

they occur

Career Services

Staff and Student’s

Supervisors

Survey/Communication results

are used by the Student

Employment Coordinator and

students’ supervisors during

regularly scheduled review

times.

Assessment Plan for Career Services

I. INTRODUCTION

Career Services offers programs and services designed to provide UND’s prospective,

current, and former students quality assistance with career guidance that not only prepares

them for their “first destination” employment opportunity but for career development that

lasts a lifetime. The Exception UND Strategic Priorities—Enrich the Student Learning

Experience, Encourage Gathering, Facilitate Collaboration, Expand UND’s Presence, Enhance

the Quality of Life for Faculty and Staff—continue to be strong focuses of Career Services.

Services offered include:

o Specialized one-on-one appointments

o Career Exploration class

o Career Walk-In Center

o Student Employment

o Internship/Co-operative education

o On-line job listings

o Classroom and group presentations

o Career and Internship Fairs, networking events, professional dress and

etiquette/networking dinners

II. MISSION

The mission of the UND Career Services Department is “to provide the highest quality of

education by guiding students and alumni in preparing, planning for, and carrying out their

career goals and by partnering with local, state, and global employers to provide

students/alumni with the opportunities to apply, enrich, and extend the learning

environment beyond the classroom prior to and after graduation.”

The mission is in alignment with the University’s mission and the Division of Student Affairs’

Values and Principles by recognizing that helping students accomplish their education,

career, and life goals is the reason for our existence.

III. ASSESSMENT PROCESS AND METHODS

Career Services employs a number of methods to gain information for assessment.

A rubric in which “before” and “after” resumes are randomly selected and reviewed.

The evidence of learning is reflected in each scored resume.

Students enrolled in the Career Exploration classes complete the Strong Interest

Inventory and the Myers-Briggs Type Inventory (MBTI) personality inventory which

identify potential majors and careers. Additionally, students complete an evaluation

survey at the end of the course.

A simple survey is administered after appointments and presentations where three

questions are asked: “What three things did you learn today?”, “Did you feel this

appointment/presentation was helpful; if not, why?” and “What other topics are you

interested in learning about as it relates to career development?”

Staff collect data on the number of students who use our services including one-on-one

appointments, career/internships fairs, and classroom presentations.

A needs assessment survey is sent out to all students annually in the spring semester.

IV. STUDENT LEARNING OUTCOMES

a. Learning Goal 1: Students will be able to identify interests and skills to target

appropriate majors and careers.

b. Learning Goal 2: Students will be able to market and articulate their experiences and

achievements.

c. Learning Goal 3: Students will be able to network with employers and demonstrate

professionalism.

V. CONCLUSION

Career Services remains committed to providing students services that will lead them to

their dream major and career. Assessment of student learning goals allows us to reassess

our services but most importantly, what students want and need.

CAREER SERVICES ASSESSMENT PLAN

2010-2011

Career Exploration Class Student

Learning Goals

& Objectives

Educational

Experiences

Assessment

Methods

Timeline Responsibilities Use of Results

and Process for

Documentation

& Decision

Making

To increase

student

awareness of

career

opportunities

while

exploring

interests,

gathering

information,

and obtaining

information to

make an

informed

career choice.

Students

complete the

Strong Interest

Inventory,

Myers Briggs

Type Indicator

(MBTI),

complete

written

assignments

and participate

in class

discussions to

learn more

about

themselves and

their career

options.

Students may

meet

individually

with their

instructors

and/or a career

counselor to

discuss career

interests and

focus on their

career

direction.

Students

complete a

survey at the

end of the class

to determine

what they have

learned and if

the

assignments

were of value

to them.

The data is

collected at the

end of the 8

week class

term.

Director of

Career Services

Assessment

results are used

to determine

changes that

may be needed

in the class

based on

student

feedback and

learning. We

will determine

what type of

assessment

materials to

use for the

class.

Changes: Following

review of

student surveys

and

conversations

with GTAs, the

class will

return to doing

the full Myers-

Briggs

Assessment

and there will

be a final paper

without a

presentation.

The student

survey will be

redone to

better assess

what students

learn.

Sessions (Resume, Cover Letter, Career Fair Success, Networking,

Interviewing Skills & Job Search Process) Student

Learning Goals

& Objectives

Educational

Experiences

Assessment

Methods


and Process for

Documentation

& Decision

Making

Resume

Session – To

instruct

students how

to draft a basic

resume: where

to place their

education,

experience and

skills-set on

the resume,

etc.

Students attend

the session at

the Memorial

Union and ask

questions

throughout the

presentation.

Students

complete a

survey at the

end of the

session

detailing what

they have

learned.

There are five

Resume

sessions each

semester (Fall

& Spring).

Data is

collected at the

end of each

presentation.

Graduate

Service

Assistant

(GSA)

The survey

results are used

to improve

future

presentations

and incorporate

more ideas

from students.

Changes: Following

review of

student

surveys, no

changes will be

made to this

workshop. The

student survey

will be redone

to better assess

what students

learn.

Cover Letter

Session - To

instruct

students how

to draft a cover

letter, highlight

skills/relevant

experience.

Students are

taught the

importance of

sending a

“customized”

cover letter

based on the

position

description.

Students

participate in

the session at

the Memorial

Union and ask

questions

throughout the

presentation.

Students

complete a

survey at the

end of the

session

reporting what

they learned.

There are four

Cover Letter

Sessions each

semester (Fall

& Spring).

Data is

collected at the

end of each

presentation.

Graduate

Service

Assistant

(GSA)

The survey

results are used

to improve

future

presentations

and implement

suggestions

from students.

Changes: Following

review of

student

surveys, no

changes will be

made to this

workshop. The

student survey

will be redone

to better assess

what students

learn.

Career Fair

Success

Session

To provide

pertinent

information to

Students attend

sessions at the

Memorial

Union and ask

questions

throughout the

Students

complete a

survey at the

end of the

session

reflecting what

There are two

Career Fair

Success

Sessions each

semester (Fall

& Spring).

Graduate

Service

Assistant

(GSA)

The survey

results are used

to improve

future

presentations

and incorporate

students about

the Career Fair

(how to

successfully

network,

prepare for the

event, how to

dress

professionally,

how to

approach a

potential

employer.

presentation. they have

learned.

Data is

collected at the

end of each

presentation.

Presentations

are scheduled

before the

Career Fairs so

students know

how to

successfully

network.

viable

suggestions.

Students are

encouraged to

schedule an

appointment

with a Career

Services

representative

prior to the

Fair in

preparation for

the event.

Changes: Following

review of

student

surveys, no

changes will be

made to this

workshop. The

student survey

will be redone

to better assess

what students

learn.

Networking

Session

To inform

students how

to successfully

network and

when to start

building their

professional

network.

Students

participate in

the session at

the Memorial

Union and

pose questions

throughout the

presentation.

Students

complete a

survey at the

end of the

session asking

what they have

learned.

There are three

Networking

sessions each

semester (Fall

& Spring).

Data is

collected at the

end of each

presentation.

Graduate

Service

Assistant

(GSA)

The survey

results in

improvement

to the sessions

through student

feedback.

Changes: Following

review of

student

surveys, no

changes will be

made to this

workshop. The

student survey

will be redone

to better assess

what students

learn.

Job Search

Techniques

Session

To inform

students about

various job

search

strategies and

techniques

Students attend

the session at

the Memorial

Union and

participate in

an interactive

presentation.

Students

complete a

survey at the

end of the

session

reporting what

they have

learned.

There are three

Job Search

Techniques

Sessions in

each semester

(Fall &

Spring). Data

is collected at

the end of each

presentation.

Graduate

Service

Assistant

(GSA)

The survey

results in

improvement

to the sessions

through

thoughtful

student

feedback.

Changes: Following

review of

student

surveys, no

changes will be

made to this

workshop. The

student survey

will be redone

to better assess

what students

learn.

Professional Dress and Etiquette Luncheon Student

Learning Goals

& Objectives

Educational

Experiences

Assessment

Methods


and Process for

Documentation

& Decision

Making

To provide

students with

an opportunity

to acquire

skills in proper

dining

etiquette and

guidance on

how to dress

professionally.

The

Professional

Dress and

Etiquette

Luncheon is

held each

spring and is

offered to

undergraduate

and graduate

students. The

speaker’s talk

includes tips

about proper

dress/meal

etiquette and a

question/answer

segment

followed by a

four-course

meal (to

practice meal

etiquette).

Students are

surveyed at the

end of the

event and

asked if their

knowledge and

understanding

of etiquette

improved.

Each Spring Director of

Career Services

and additional

Career Services

personnel

By reflecting

on students’

comments, the

survey results

help us plan

and improve

the quality of

future

presentations

and events.

Changes: Following

review of

student surveys

and in

conversation

among Career

Services staff,

we will add a

fall dinner in

addition to our

existing spring

luncheon. We

will host the

event on a

weekday

evening rather

than a Saturday

to assess if that

improves

student

participation.

The student

survey will be

redone to

better assess

what students

learn.

Documents

University of North Dakota Career Services Assessment Plan ...€¦ · Cover Letter Writing Interview Techniques/Preparation Job Search Techniques Resume Writing DIRECT METHOD Before