• First-Destination Survey Standards and Protocols

     
    The NACE First-Destination Surveys Team has developed standards and protocols for colleges and universities to use in collecting and reporting graduating student career outcomes data. Developed by practitioners for practitioners, the standards and protocols also reflect feedback provided during the public comment period by more than 100 career services professionals.
     

    First-Destination Standards and Protocols: Key Questions and Answers

     
    Here are frequently asked questions and answers to the first-destination standards and protocols.
     

    Measuring SLOs: The Importance of Scaling

     
    The scale(s) used for an SLO project will directly influence how data is reported; this is why it is important to get it dialed in. The scale essentially standardizes into units multiple levels of the construct being measured. Careful scale construction allows you to make important interpretations from the data. Poorly designed scales can jeopardize your efforts.
     

    Measuring SLOs: Connecting Out-of-Classroom Learning With Classroom Learning

     
    Help students measure and articulate their transferrable skills and abilities for internships and job interviews.
     

    Bentley University Initiative Engages Stakeholders to Tackle Work Force Preparedness

     
    Bentley University is spearheading a research-based, dialogue-driven initiative known as the PreparedU Project that is sparking a national discourse among key stakeholders to define work force preparedness and determine how these groups can successfully prepare college graduates for today’s work force.
     

    Recruiting Benchmarks: Offers and Acceptances

     
    Employers extended offers to an average 74 percent of students interviewed, according to results of NACE’s 2013 Recruiting Benchmarks Survey. Meanwhile, students who received offers accepted them at a rate of 38.3 percent.
     

    NACE Advocacy Mashup: Introducing First-Destination Standards

     
    Given the growing institutional and governmental demands for greater accountability and more effective outcomes assessments, NACE members have been asking the association to provide greater leadership and guidance establishing and promulgating standards and guidelines to assist career services organizations in undertaking and advancing their work in this area.
     

    CLA+: The Future of College Hiring, or a Lesson in Redundancy?

     
    The Collegiate Learning Assessment Plus (CLA+) is an assessment test used in the hiring of college graduates. Standardized tests (assessments of competency) are better indicators of an individual’s content knowledge and capacity to process information than the individual’s record of achievement in the classroom. Nearly 200 American universities poised to administer the test to their graduating seniors next spring, there is some indication that even the higher education community is seeking a better way to measure learning outcomes than the traditional reliance on completed course work.
     

    Marketing the Career Center: Analytics

     
    Connect your marketing analytics to your broader assessment plans and learning outcomes. Use your social media platforms to provide beneficial data.
     

    Career Services Benchmarks: 70 Percent of Schools Conduct First-Destination Surveys

     
    Seventy percent of the 917 NACE member schools responding to the 2012-13 Career Services Benchmark Survey reported conducting a first-destination survey at graduation.
     

    Tips and Resources for Conducting Effective Graduate Surveys

     

    Graduate surveys can yield key information about the value of career services to your students in their job searches. This data can provide excellent insight to use for strategic planning and developing action steps. Here are several planning steps to take.


     

    How to Assess Your Career Center

     

    Assessment programs for internal use remain beneficial to career centers because they allow them to improve the quality of their services and demonstrate whether or not their mission is being achieved. Here are tips for assessing your career center program.


     

    Evaluating the Overall Effectiveness of Professional Development Courses: A Pre- and Post-Graduation Study

     
    Annually, the Career Development Center (CDC) at the University of Cincinnati (UC) teaches a one-credit Professional Development II (PDII) course to more than 970 students. The PDII course is mandatory for graduation from the colleges of business and engineering, and a liberal arts version is taught as an elective for the college of arts and sciences. The study was developed on the premise that the requirements of good course assessment usually present a challenge to those who teach. Also, it was hypothesized that the variation in students’ characteristics, environmental influences, work/family conditions, demographics, and so forth, might affect their potential for learning, retention, and use.
     

    Developing the Career Services Story: An Overview of Assessment Strategy

     
    In the second of two-part series of articles on accountability and assessment in career services, Sam Ratcliffe offers insight into how to address key stakeholder questions on the quality of career services’ programs and services, and the related impact on student learning.
     

    Demonstrating Career Services Success: Rethinking How We Tell the Story

     
    In the first of a two-part look at how career services offices can demonstrate their value, Sam Ratcliffe looks at accountability from institutional and career services' viewpoints.
     

Assessment