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Strategic Plan for Career Center

Mission

The GVSU Career Center empowers students and alumni to attain career goals in support of a comprehensive and integrated liberal education.

Vision

All GVSU constituents contribute to career as a University responsibility.
  • Students have short- and long-term plans related to their first destination.
  • Faculty and staff actively participate in and endorse career activities.
  • Career Center staff are subject-matter experts in current career advising, employment and industry trends.
  • Students can articulate the value of their experiences and skills related to employer needs.
  • Employers view GVSU as a recruitment destination of choice and actively engage in all phases of student talent development.
  • The Career Center has clear roles, responsibilities, and resources designed through deep analysis which are strategically allocated.

Value Statement

As members of the Career Center Office, we hold ourselves and one another accountable to the following principles:

By holding ourselves to these principles, we will make our office a rewarding place to work and visit, while enriching our communities, both Grand Valley State University and beyond.

Strategic Priorities, outcomes, and key objectives

Strategic Priority Area 1: Actively engage learners at all levels.

Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.

Objective 1.A.1

At least 75% of students enrolled in US 102, Freshman Academy and US 301 have demonstrated short- and long-term career plans as it relates to their First Destination

Baseline

0

Progress

2019 Status
Minimal Progress
Industry/major-specific online guides have been designed for each academic program and were added to the Career Center website in January of 2019. Web analytics to track activity will be analyzed at the end of each semester. Lisa Knapp and Brian Bossick are meeting to explore adding a question to US 102 & 301 pre- and post-assessments in regards to short- and long-term career planning to be implemented by Fall 2019. They will also explore course projects which will drive students to the new online guides for both US 102 and US 301. With significant changes to SASC structure in Fall 2018, Freshman Academy is not a formal cohort for the 2018-19 year.

Objective 1.A.2

Students can articulate the value of their experiences and skills related to employer needs through the implementation of at least two new advising tools.

Progress

2019 Status
Substantial Progress
Distribution/use of updated resume and cover letter guides which include information how to translate leadership and High Impact Practices on career-related materials has grown significantly since implementation indicating a growth in educating students on this topic. - Ordering of print resume & cover letter guide publications since overhaul in 2018 has grown by 177% - Online resume & cover letter guide page views have grown 453% since baseline data was collected in Quarter 4 of 2018 - Major-specific career guides page views have been captured

2018 Status
Substantial Progress
-An updated Resume & Cover Letter Guide was created in October of 2018 which includes new areas focusing on skills articulation and translation of High Impact Practice experiences. An online version of the printed guide was also created on the Career Center website and made public in October of 2018. -Additionally, industry/major-specific guides have been created to help advisors specify skills in demand in particular industries. These were put on the Career Center website and made public in January 2019. -How to Talk to Professionals video was created by University Promotions Team and uploaded to Career Center Youtube channel in September of 2018.

Outcome B: Grand Valley is diverse and inclusive.

Objective 1.B.1

The Career Center has implemented intentional university partnerships which increase year-over-year career center engagement with marginalized populations by at least 1% per year.

Baseline

Mean 2012 2013 2014 2015 2016 All All 15% 16% 18% 19% 21% 18% Grad Undergraduate 17% 18% 19% 21% 23% 20% Graduate 7% 9% 7% 8% 10% 8% Sex Female 14% 15% 16% 17% 20% 16% Male 16% 19% 19% 22% 24% 20% Not Reported 33% 13% 0% 0% 0% 10% First Gen No 15% 17% 18% 20% 22% 18% Yes 14% 16% 17% 18% 20% 17% Ethnicity Black or African American 16% 17% 20% 22% 24% 20% American Indian or Alaskan Native 9% 12% 13% 11% 13% 12% Asian or Pacific Islander 20% 23% 24% 26% 29% 25% Hispanic or Latino 15% 17% 18% 16% 20% 18% White 15% 16% 17% 19% 21% 18% Not Reported 12% 16% 17% 20% 18% 16% Multiethnic 11% 15% 16% 18% 21% 17% Veteran No 15% 16% 18% 19% 21% 18% Yes 15% 18% 15% 19% 21% 18% International No 15% 16% 17% 19% 21% 18% Yes 18% 23% 28% 30% 33% 27% DSR No 15% 16% 18% 19% 21% 18% Yes . . . 23% 25% 23%

Progress

2019 Status
Substantial Progress
Increase in career center utilization by all populations has increased by at least 1% in 2018-19 over prior years. Targeted outreach to Murky Middle (transfer students, sophomores with GPA between 2.0-3.0, commuter and part-time students and CE students) continued in Fall of 2019 and new outreach to FTIACs to engage with Career Center was also implemented in Fall 2019.

2018 Status
Minimal Progress
The Murky Middle Committee has met several times through Fall 2018 semester to define who these students are. A targeted email was sent to 1) to transfer students to welcome to GVSU and introduce services at the beginning of Fall 2018 semester. An additional email to 1) Transfer students, 2) to sophomores with GPAs between 2.0-2.9, and 3) to sophomores who are still exploring majors to let know we can assist with career planning and other assistance. Targeted marketing flyers focused on "more than a major" are being distributed during end of Fall 2018 semester. Baseline Career Center engagement for these students has been gathered and compared to all sophomores and all student engagement. The First-Year Committee will begin meeting in January of 2018. Baseline Career Center engagement for FTIACs from Fall 2018 has also been gatherer and compared to all student engagement.

Objective 1.B.2

Winter-to-Fall retention rates for students who engage in career center activities meet or exceed overall GVSU retention rates.

Baseline

Winter-to-fall retention for students who enrolled between 2012-2016 for those who have engaged with the Career Center is 95.3% versus the general population at 89.1%. Freshman 90.9% vs. 83.8% Sophomore 95.2% vs. 88.9% Junior 96.4% vs. 91.9% Senior 96.1% vs. 93.2% Masters 91.6% vs. 79.9% Doctoral 100% vs 97.3%

Progress

2019 Status
Achieved
Winter-to-Fall retention rates for students who have engaged in career center activities have significantly exceeded rates for those who do not. For Fall 2019, a 5% increase was recorded.

2018 Status
Substantive Progress
Year-over-year student retention continues to be higher for students who engage in career services than those who do not. For 2018, a 5% increase was recorded.

Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.

Objective 1.C.1

Faculty and staff (with an emphasis on staff engaged in student retention programs) exposure to employer talent needs is increased through participation in career activities.

Baseline

148 faculty participated in career center activities in Fall 2017.

Progress

2019 Status
Substantial Progress
Career Center has continued to outreach to faculty and staff to encourage faculty attendance at events and fairs with employers. Targeted invitations to engage with employers at these invites have been created and distributed, including faculty/staff Career & Internship Fair Guides and "meet me at the fair" cards for faculty to give to students.

2018 Status
Substantive Progress
Career Center have continued to outreach to faculty within the programs/majors they work with to encourage faculty attendance at events and with employers.

Outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.

Objective 1.E.1

Career Center has physical space on Allendale and Pew Campuses that is student-centered, visible and accessible.

Progress

2019 Status
Substantial Progress
Allendale office was moved to 200 Student Services and space is now shared with TRiO which has allowed exposure for both offices to new groups of students. CareerLab (drop-in) hours have been expanded and have proven extremely popular for students, especially as a means for first-time engagement with our office. The Career Center also adopted online appointment scheduling through Handshake and began marketing phone/video appointment medium options in Fall of 2018. These changes have lead to a substantial increase in overall student and alumni appointments.

2018 Status
Minimal Progress
Retooled our student drop-in program to what is now the CareerLab utilizing more peer advisors, expanding drop-in hours, and making moderate physical changes to the Pew Campus work space to allow for a more lab-like environment. Career Center staff have been active on a space planning committee for renovation of 2nd floor Student Services building in Allendale.

Objective 1.E.2

Career advisor time and location are allocated to meet student demand.

Baseline

Career Center Appointments (all types) from July 1 - December 31, 2017 Allendale = 60% DeVos = 37% Seidman = 3%

Progress

2019 Status
Substantial Progress
Demand for CareerLab (drop-in) advising and appointments in Allendale have continued to increase. We have adjusted numerous career advisors schedules to allow for more time and coverage in Allendale and have increased Career Connectors (peer advisor staff) to help meet CareerLab demands.

2018 Status
Substantial Progress
Implemented Handshake, an online resource which not only connects GVSU students & alumni to top employers and career resources substantially increasing the quality and quantity of opportunities available to students, but also allows for students to request online appointments via a variety of appointment mediums and times. Through Handshake, we have created a baseline report for appointment usage to evaluate future staffing needs. o What is busiest day(s) of week over semester o What is busiest times of day over semester o What are monthly spikes o Monitor length of appointment times (as able) o Which physical locations are in most demand by students

Strategic Priority Area 2: Further develop exceptional personnel.

Outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

Objective 2.D.1

All GVSU stakeholders have access to new First Destination Survey reports and dashboards by Fall 2018.

Baseline

953 pageviews and 662 pageviews from August 1, 2019 - December 31, 2019 on Google Analytics of www.gvsu.edu/destination.

Progress

2019 Status
Substantial Progress
The First Destination Survey website (www.gvsu.edu/destination) was launched in August of 2019 which is fully ADA compliant. Filterable major-specific graduate outcomes were included and launched in October of 2019 for GVSU faculty/staff using single sign-on. Baseline data for Fall 2019 was collected using Google Analytics. Printed reports have been distributed to Top Employer partners and key community stakeholders. Printed reports with information introducing the new website and filterable major-specific data were sent to SLP, Deans and Unit Heads in November of 2019.

2018 Status
Substantive Progress
The newly designed First Destination & Career Center Annual Report was published in April of 2018. The Career Center's Data & Reporting Committee worked with Institutional Analysis in summer of 2018 to develop an online version of visualized first destination results by major to help with student career exploration and to help faculty/staff/departments have real-time data to support assessment and accreditation initiatives. These reports were scheduled for August of 2018 but were delayed until December of 2018. Full reports are being evaluated for accuracy before being pushed live.

Strategic Priority Area 3: Ensure the alignment of institutional structures and functions.

Strategic Priority Area 4: Enhance the institution's image and reputation.

Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.

Objective 4.A.1

Employer partners actively engage with students in all stages of career planning.

Baseline

2016-17 Statistics (as available): Job/internship postings = 4621/1618 (6239) Event/OCI participation = 1245

Progress

2019 Status
Substantial Progress
The number of employers and job/internship postings has continued to drastically increase with continued use and marketing of Handshake. To increase employer engagement with under-represented populations (where evidence shows additional career development is needed), the Career Center... -hosted the second annual Inclusive Recruitment & Retention Conference was hosted in partnership with Inclusion & Equity to engage employers in building inclusive and equitable work cultures. -partnered with DSR to bring students with disclosed disabilities to employer sites to learn about accommodations and work cultures for those with disabilities To increase employer engagement with Student Organizations, the Career Center actively marketed Student Life Night participation to our employer partners. To expand employer engagement in early student career exploration, the Career Center -increased participation in the Employer Spotlight program, which brings employers to classes to discus career pathways with students at all academic levels -facilitated two World of Work Exploration Programs in 2018-19

2018 Status
Substantive Progress
Implemented Handshake to expand overall employer engagement. To increase employer engagement with GVSU Social Justice Centers & Student Organizations: - Implemented first Inclusive Recruitment and Retention Conference for Employer Partners in July 2018 (attendance = 140) • 80% of participants stated they were satisfied or highly satisfied in learning why diversity matters from both a moral perspective and a profit perspective. • 88% of participants stated they were satisfied or highly satisfied in exploring bias behaviors and the negative impact of microaggressions on individuals and organizations. • 76% of participants stated they were satisfied or highly satisfied in discussing current practices and potential solutions for overcoming systemic and cultural obstacles to recruiting and retaining diverse employees. - Implemented first employer preview of Campus Life Night (attendance = 17) To increase employer engagement in early student career exploration - Facilitated second World of Work Exploration Program at four employer work sites in November of 2018.

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