2014-2015 Annual Report - Career Center TCC...CDAs assist students in identifying relevant, career-related resources and next steps. CDAs participate in 16+ hours of initial training

The Career Center 2014-2015 Annual Report

The 2014-15 year was another exceptional year for The Career Center (TCC) with its strong commitment to students, quality career services, innovative programs, and outreach to the university community and employers. Staff development continued to be a hallmark of TCC’s excellent service and team-building environment. Expanded use of our new space for employer interviews, a dedicated staff member for career services assessment/research, an individual to serve international students, and targeted campus outreach solidified our focus on student professional development, collaboration, evidence-based practice, and outreach. A highlight this year was launching the campus-wide first-destination survey at Illinois, led by career services and supported by partners across the campus. TCC staff also participated in a strategic planning process that will guide our goals and operations for the next five years. The addition of a full-time professional enabled TCC to expand services and resources for international students. Assessment efforts with a variety of methodologies were prevalent across the office and enhanced relationships with academic and external partners. Professional connection opportunities for all Illinois students have become a reality for TCC as additional space for interviewing and programming increased employer and graduate/professional school engagement. Technology enhancements continue to be at the forefront with the upgrade of our scheduling, check-in, and reporting system to a new platform with added functionality. Social media and targeted marketing are an integral part of the operations and branding of TCC. Outreach and enhanced technology are cornerstones of TCC’s excellent service and efficient operations. Customer service, collaboration, outreach, assessment, marketing, and technology enhancements continue to be paramount values in the strategic planning of the Center. Major Accomplishments

• Successful launch of the first campus-wide first destination survey of college graduates at Illinois, led by career services, and supported by a team of campus partners, with a 60% response rate for all graduates the first year.

• Created The Career Center’s Strategic Plan for 2015-2020 with all staff identifying strengths, challenges, opportunities, values, and areas of distinction. Created strategic goals that will guide planning and operations for the next 5 years.

• Launched Schedule Q 2.0 with enhanced functionality for efficient scheduling and check-in for individual services, simplified event check-in, and improved organization of data to provide more meaningful information.

• Expanded services to international students with the hiring of a full-time professional, collaboration with other career services offices to meet the needs of global employers, and use of milestones to guide student professional preparation.

• Increased employer and graduate/professional school engagements with new space for on-campus recruiting, employer interviewing, event programming, and student connections.

• Welcomed and on-boarded five support staff in new roles and responsibilities including two upgrades, two lateral transfers, and adding one new transfer for the Interview Suites.

• Led efforts to expand I-Link consortium to nine partners by including the Graduate College, College of Fine and Applied Arts, and Graduate School of Library and Information Sciences.

• Expanded professional connection opportunities for students with two job shadowing programs (winter and summer), Educators’ Job Fair, department-specific career forums, pre-event employer connections, Employer Resume Blitzes, and an internship program for students at local nonprofit organizations.

• Enhanced professional development programs to connect special populations and employers including the second Diversity and Inclusion Networking Exchange (DINE), the second Conexiones (Latina/o Student and Alumni Networking event), the first Diversity Career Forum during IUnite week, and Pizza and a Professional seminars.

• Administered the Military to College to Career SIG grant in collaboration with Illini Veterans and other Student Affairs offices; hosted five events involving 19 employers and 75 students.

• Created the Health Professions Certificate program with 21 students completing. • Hosted several large events at TCC including Quad Day (319 students), Opportunities Fair (203 students), and Career Closet

(269 students). • Focused TCC external communications on data-driven and relationship-based marketing, targeted messaging, and use of

mobile technology including social media and the Student Affairs mobile app. • Created UIntern Fellows Program which provides selected interns with support funds for their summer internships in

Champaign-Urbana area nonprofit organizations. • Established TCC as a beginning counseling practicum site for doctoral students in the Counseling Psychology program at

Illinois and selected two students for a 2015-16 year-long practicum.

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Service Highlights 2014-2015 Student Engagement:

• 31,516 students (11% increase compared to last year) were served by TCC during the past year in programs/workshops and individual appointments (this includes an estimated headcount of 9,910 students attending larger events)

• 5,897 (56%) individuals used TCC services once during the year, 2,320 (22%) participated in at least two services or activities, and 2,321 (22%) participated in 3 or more services or activities. Compared to last year, there was an increase of 12% for one-time visits, an increase of 9% for two visits, and a 12% increase for 3 or more visits

• 10,537 unique students used TCC, representing the following colleges: Liberal Arts and Sciences (41%), Division of General Studies (11%), Applied Health Sciences (11%), Engineering (10%), ACES (8%), Business (6%), FAA (3%), Media (3%), Education (2%), Social Work (1%), and Graduate College (1%)

• 62% (5,855) of TCC’s one-on-one clients with known race/ethnicity were students of color or international; 17% Asian; 8% Black/African-American; 8% Latina/o; 2% multi-race; 27% International (94 of the students had reported unknown race/ethnicity)

• 38% of individual clients were freshmen and sophomores, 33% were seniors, 18% were juniors, and 10% graduate students Career Development Services:

• 12,533 students received individual attention through scheduled appointments, drop-in advising, resume and cover letter reviews, personal statement reviews, mock interviews, and email and phone correspondence

• 3,848 resumes and cover letters were reviewed (6% increase compared to last year); 76% of those were completed by undergraduate Career Services Paraprofessionals (CSPs) and 17% by graduate student professionals

• 22,004 people (15% increase compared to last year) attended 659 speaking engagements, workshops, fairs, and outreach events (14% increase compared to last year); average attendance per event was 33.4

Professional Connections and Employer Engagement: • Conducted 5th annual All-Campus Career Fair with academic and career services partners across the university, bringing

over 986 students and record high 164 employers (17% increase compared to last year) • 9,821 jobs and 5,462 internships were posted on I-Link; and 79 companies conducted 1,372 interviews at The Interview

Suite (64% increase compared to last year) • Organized the 28th annual Graduate and Professional School Fair in which 522 students attended (24% decrease compared

to last year) and 150 graduate and professional school/programs were represented (23% increase compared to last year) • Hosted 16 Graduate and Health Professions schools for information sessions and individual meetings with students

Technology Resources:

• 1,517 new accounts were created in EPICS, increasing the total number of EPICS users to 21,096 since the program’s initial launch nearly 10 years ago in fall 2005

• 217,240 unique visitors to TCC’s website (11% increase compared to last year) with 306,025 visits to the website (8% decrease compared to last year)

• 20,475 total visitors to INTLConnect website, a resource for international students (11% increase compared to last year) Charts and graphs displaying details of TCC’s services and demographics of clients may be found in Appendix A (Total Contacts), Appendix B (Individual Contacts) and Appendix C (Group Contacts - Workshops/Programs). Recruiting data are summarized in Appendix D and electronic and web-based services are summarized in Appendix E.

NOTE ON 2014-2015 REPORT LIMITATIONS: Please note that, due to challenges experienced during a transition in our Schedule Q records systems from early-August to early-September 2014, we acknowledge a lack of confidence in some demographic data reporting within this report. Demographic variables that were affected include citizenship (which may be slightly inflated, showing more international students than expected by about a 2% margin of error) and academic class (which we expect also contains inaccuracies with a similar margin of error). Data presented in this report represent trends to the best of our ability, despite some difficulties in data reporting during this time period early in the Fall 2014 term.

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In Office Services TCC strives to meet students’ individual needs at any stage of career development and offers several one-on-one services including scheduled appointments (career counseling, health professions advising, mock interviews) and drop-in services (health professions advising, career drop-in advising (CDA), resume and cover letter reviews, and personal statement reviews.

• 9,512 individual contacts took place; a 17% increase over last year • 41% of individual contacts returned for one or more additional individual services • 64% of interactions related to jobs and internships, 16% were for health professions advising services • 43% of all in-office contacts were with full-time professional staff, 31% by undergraduate paraprofessionals, and 26% by

graduate paraprofessionals • Drop-in services account for 64% of all interactions • LAS students account for half (50%) of all individual contacts, DGS and AHS students account for 10% each, and ENG

students accounted for 9% • TCC sees the highest volume of students for individual services during September (1,672) and October (1,565); these two

months account for 34% of all individual contacts • 27% of students for whom data was available identified as international

Career Counseling. Career counseling appointments are offered by all trained professional staff, who complete approximately 20 hours of initial training and on-going counselor training, including observations and counselor supervision. All professional staff members, including the Director, offer weekly career counseling appointments.

• TCC counselors completed 1,703 appointments this year, 7% more than last year (1,589) • Nearly one half (46%) of the appointment topics related to jobs and internships, 32% were career and major

exploration topics, and 19% were for graduate and professional school topics

Health Professions Advising. Health professions advising appointments are offered by career counselors who complete a minimum of 20 hours of training specific to health professions. Both scheduled appointments and drop-ins are offered. Staff made a total of 1,686 student contacts, nearly 18% of all individual contacts at TCC.

• 1,056 heath professions advising appointments were completed, accounting for 38% of all scheduled appointments • Additionally staff saw 464 students in drop-ins, reviewed 183 personal statements, and completed 48 mock interviews • Most common topic is medicine (pre-med), accounting for 56% of scheduled appointments and 60% of drop-ins

Career Drop-in Advising. The Career Drop-in Advising (CDA) service offers students a 10-15 minute career consultation with no appointment required. CDAs assist students in identifying relevant, career-related resources and next steps. CDAs participate in 16+ hours of initial training that focuses on a variety of topics that include micro-counseling skills, career coaching, career resources, campus services, and resume/cover letter reviews, in addition to on-going training throughout the year. The CDA service is offered year round by trained graduate students (62% of CDA appointments) and TCC counselors.

• 1,647 CDA appointments; 44% juniors and seniors, 33% first year and sophomore students, 19% graduate students • 40% of CDA appointments were with international students • 57% of CDA appointments were related to jobs and internships; 20% related to career and major exploration

The Mock Interview Program. The Mock Interview Program provides students an opportunity to improve their interviewing skills in a one-on-one session in-person, over the phone, or via Skype. The program is staffed by volunteer graduate students whose professional interests are related to human resources, providing a unique learning laboratory for them.

• 673 completed mock interviews; 79% for jobs or internships and 21% for health and graduate school preparation • 97% of Mock Interviews were completed by trained graduate students

Resume and Cover Letter Reviews. During the academic year, resume and cover letter reviews are provided primarily by undergraduate CSPs on weekday afternoons at TCC. CSPs also offer reviews during morning, evening, and weekend hours at the Undergraduate Library and Ikenberry Commons. Two undergraduate interns are trained to provide resume and cover letter reviews during the summer. During high traffic times, CDAs and professional staff support this service.

• 3,232 resume reviews (10% increase over last year) and 616 cover letter reviews were completed; 86% were completed at TCC; 11% at UGL, and 2% at Ikenberry Commons

• Of the 3,848 reviews completed, 76% were completed by undergraduate CSPs, and 17% by graduate paraprofessionals 3

Career Assessments. In addition to TCC’s nationally recognized EPICS (Exploring Pathways in Career Success) program, with five modules accessible online, career counselors can assign the Strong Interest Inventory (SII) or Myers Briggs Type Indicator (MBTI) when appropriate for individual career counseling clients.

• 1,517 new EPICS Accounts were created, with more than half (52%) created in September. • 915 students completed the Interest Explorer module in EPICS, 510 completed Competency Builder, and 162

completed the Dream Resume Builder • 40 SII were ordered for clients by counselors for individual interpretations

Campus Engagement and Programming TCC cultivates partnerships with student organizations, academic departments, and various units across campus, including registered student organizations (RSOs). A core strategy this year was to focus effort on outreach to RSOs as program co-sponsors for larger events, thus increasing buy-in and providing meaningful volunteer opportunities for co-sponsor members.

• 659 programs and workshops provided, with 22,004 student attendees • 31% of students who attended TCC programs or workshops participated in more than one program or workshop • 335 (52%) of programs and events related to jobs and internship preparation, 78 focused on career exploration, 62 on

preparation for health professions, and 37 on graduate school. An additional 132 informational programs were offered, introducing students to TCC programs, services, and staff

• 66% of all programs and events were co-sponsored, including 147 with academic units, 107 with student affairs units, and 86 with RSOs

• 61% of all programs and workshops were coordinated or presented by professional staff, 29% by undergraduate CSPs • 146 events were held reaching 6,242 students during September, by far the busiest month, followed by October (102

events) and February (75 events) • 319 students attended TCC’s Quad Day Open House, which provided students an opportunity to tour the Center and learn

about programs and services • 203 students attended the 3rd annual Opportunities Fair along with nine campus partners promoting experiential

opportunities for students

Career Exploration. TCC continued to create career exploration programming to encourage students to learn about themselves and the world of work. Making Your Major Decision, offered in person and online, in collaboration with the Division of General Studies assisted students in solidifying their major/career interests. Career Week and Coffee Chats were developed offering a unique format to discuss career concerns. New efforts to partner with the employer relations team established connections with alumni to participate in the Pizza and a Professional Lunch Series. Additionally, the staff continued to promote EPICS 2.0 through trainings with academic professionals

• 78 programs were held, with 3,264 attendees (29% of attendees were first year students) for an average of 42 students per program

• 58% increase in student participation in the Pizza and a Professional Lunch Series which featured opportunities to interact with professionals from the following career fields: Health and Wellness, Design and Gaming, Owning Your Own Business, and Green Careers

• 446 first year, exploring students were reached through 15 presentations to General Studies 101 classes • 188 students were reached during 11 presentations for EPSY 220 courses on career theory and practice • 65% of career exploration programs and workshops were requested by or in collaboration with an academic unit

Diversity and Inclusion Initiatives. TCC continued to demonstrate their commitment to creating an inclusive environment on campus and in the workplace through many of the programs offered this year in collaboration with campus partners. A few examples of targeted outreach programs are listed below.

• Hosted the Diversity Career Forum as a part of iUnite Week, in which 32 students heard from employer representatives from CDW, Monsanto, and AT&T about the value of diversity and working in inclusive environments

• Partnered with the Career Services Network, Office of Minority Affairs, and the Office of Inclusion and Intercultural Relations (OIIR) to coordinate the second Diversity and Inclusion Networking Exchange (DINE); approximately 75 employer representatives and 118 students participated

• Collaborated with La Casa Cultural Latina and the Latino/a Alumni Association to host the second Conexiones: Latino/a Student and Alumni Networking Event, teaching career readiness skills such as delivering an elevator pitch, conducting informational interviews, engaging in general networking, and learning career perspectives from a panel of alumni.

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• The Backyard BBQ was held again in collaboration with the Women’s Resource Center in the courtyard; roughly 100 students learned about the support services offered by both offices

• The fourth annual Your Identity at Work program provided students the opportunity to learn and discuss how their social identities impact career decisions; 25 students participated

• Military to College to Career Professional Development Series for Veterans, a collaboration among TCC, Office of the Dean of Students, and Campus Recreation supported by a Strategic Initiative Grant from the Division of Student Affairs, focused on translating military experience on resumes, cover letters and the job search process; 75 student veterans and representatives from nine organizations participated in the five-part series

Job and Internship Preparation. Providing students with direct communication from employers, exposure to workplace expectations, and opportunities to enhance their professional and networking skills are a continued emphasis of job and internship preparation. Recruiters were invited to co-present workshops and contribute to classroom presentations. A summer job shadow session was added to existing winter break job shadow program. The UIntern program continued to grow and was enhanced with the launch of UIntern Fellows to competitively award up to $10,000 annually to offset educational expenses. The Career Connections team also contributed to several job and internship preparation events tailored to specific segments of the student population.

• Conducted 326 job and internship preparation workshops with approximately 25% customized to area of study or student demographics

• 88 students were matched to a job shadow opportunity at 22 companies • Secured 40+ internships for UIntern program at 17 local non-profit organizations; 22 students selected for UIntern

internships; 10 students selected as UIntern Fellows • Networking Development Night brought 25 students and 11 recruiters from seven companies together to help students

learn and practice critical networking skills • 269 students were provided professional attire from The Career Closet, an initiative that collects donations of clothing

from the campus and local sources, including the Rotary Club and Young Professionals Club of Champaign-Urbana • 60 students had their resume reviewed by recruiters during the fall Resume Blitz • Provided transferable skills training to student employees in OIIR, Campus Recreation, and Illini Union

Health Professions. This was a year of transitions for the Health and Graduate School team. The team maximized staff strengths by allowing the two Assistant Directors to switch roles. Additionally, a new Senior Assistant Director was hired to lead the team. Despite the transitions the Health and Grad team completed their annual plan and created strong collaborations with campus and external partners.

• Health Professions Certificate program was created to encourage students to communicate both their motivations and competencies for pursuing a health profession; 21 students completed the certificate program

• The Health Careers Chronicle weekly newsletter was sent 46 times. Currently there are 2,211 subscribers to the Chronicle (11% increase compared to last year).

• 113 students attended the fourth annual Health Related RSO Fair, a collaboration with the Health Professions Living Learning Community

• Health Professions Council (HPC), which promotes collaboration across the health related student organizations on campus, hosted two educational events for students: an Admissions Panel with four admissions representatives, and a Mock Multiple Mini Interview (MMI) day

• The second annual Application Month was held in April, with 4 presentations and 97 students participating • Conducted 6 mini presentations to prerequisite courses, reaching approximately 2,010 students • A frequently asked questions flyer was created to meet the distinct needs of prospective students and families; this

was distributed online and at Admitted Student Days presentations

Graduate and Professional School. For the third year, October was designated as Graduate School Prep Month. Additionally, programs were offered by request to academic units, student affairs departments, and registered student organizations.

• Collaborated with the Writer’s Workshop, National and International Scholarships Program, and the Office of Undergraduate Research to create three new programs for Graduate School Prep Month

• Graduate School Prep month featured seven programs hosted by TCC, reaching approximately 106 students • Presented workshops in classrooms and for registered student organizations reaching approximately 494 students

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International Student Services The addition of a full-time professional enabled TCC to expand services and resources for international students, who account for approximately 19% of students served at TCC. The International Career Certificate (ICC) program and launch of new collaborative initiatives increasingly focuses on preparation for CPT/OPT opportunities and the reality of very limited availability of H1 visas. Additionally, the ICC program was revamped into a hybrid format to include online and in-person delivery and allows for efficient evaluation of learning outcomes and impact.

• The ICC program was expanded to two sections per semester; 96 students earned the certificate (23% increase over last year)

• Content of the ICC program was transformed for online delivery and piloted in the spring semester; • 104 students participated in the Global Career Opportunities (GCO) series that included workshops on re-entry planning for

international students and job search preparation for students seeking employment in China, South Korea and Brazil • Shanghai Career Forum, the first-ever University of Illinois career event in China, is planned and scheduled to occur in

August 2015 • 1,899 students receive the weekly INTLConnect e-newsletter, a 24% increase over last year • UIUC International Alumni and Students Network LinkedIn group increased to 1,994 members (48% increase over last year)

Professional Connections and Employer Engagement TCC continues to grow engagement with employers and representatives from graduate and professional programs. For the third consecutive year, the number of employers working with TCC to recruit students from across the campus has increased. The Career Center Interview Suite, increased support staff, and moving the Graduate and Professional School Fair to the ARC has enabled TCC to respond to increased demand. Additionally, programs were developed and tailored to intentionally connect external partners to specific segments of the student population. See Appendix D for detailed reports on recruiting activities and I-Link usage.

I-Link and On-Campus Recruiting. Employers are actively recruiting students from an increasing number of academic programs and disciplines. The Interview Suite, located at 616 E. Green Street, enabled TCC to better meet the needs of employers who recruit broadly across campus and resulted in a large increase in the number of TCC hosted interviews. TCC also led the merger and maintenance of I-Link into a single online platform used by ten career services offices.

• 16,131 students with active I-Link accounts, of those 4,344 (27%) were affiliated with TCC • 79 companies conducted 1,372 interviews at The Interview Suite, of which 974 were for full-time positions and 398

were for internships, representing a 27% increase in the number of employers interviewing and 64% increase in number of interviews over last year

• 36 employers hosted informational sessions and 15 participated in the Employer Spotlight prior to the All-Campus Career Fair

• 9,821 employment opportunities and 5,462 internships were posted in I-Link; of the 15,282 positions posted, 46% (7,047) were connected to TCC

All-Campus Career Fair. The fifth annual All-Campus Career Fair was attended by just under 1,000 students representing majors from every college and a record-high 164 participating organizations.

• Nearly 50% of attendees were undergraduates from the College of Liberal Arts and Sciences, 52% of the attendees were seniors, and 18% were graduate students

• 30 organizations hosted next-day interviews; 166 students were interviewed as a result of their interaction at the fair Educators’ Job Fair. Eastern Illinois University (EIU) invited TCC to host a joint job fair for teacher candidates at EIU. TCC marketed the event to school districts and Illinois students. TCC supported students and marketed the event by meeting with various academic advisors who work with students pursuing teacher certification.

• 90 school districts and 36 Illinois students attended • Presented two seminar courses to 90 students about job search and preparation for the Educators’ Job Fair • Outreach to key contacts in the College of Education resulted in renewed partnership for future services and resources

for teacher candidates Health Professional and Graduate School Engagement. A key feature of the health professions advising and graduate school services TCC provides to students is engagement with admissions representatives, alumni, and other relevant stakeholders.

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• 150 graduate schools/programs were represented at the Graduate and Professional School Fair (28 more programs than last year), and 522 students attended

• 90 students participated in five Health Professions Deans Nights (Optometry, Dental, OT, and two Pharmacy) • 11 Graduate or Health Professions schools held information sessions, and five hosted individual meetings with students

Illinois Cooperative Work Study Grant. TCC secured $23,725 through the Illinois Cooperative Work Study program from Illinois Board of Higher Education to support meaningful internships and encourage permanent employment within the State of Illinois. The grant supported 16 students from various majors who completed internships at 12 organizations, with eight of them in Research Park or elsewhere in Champaign-Urbana. Peace Corps. While TCC is in its eighth year as a Peace Corps grant recipient, the objectives have shifted from interviewing candidates to strategic community outreach in order to increase applications, especially of diverse candidates and those with specialized skills. The Peace Corps STRAT met or exceeded all of her goals this year; she conducted 20 specialized skill class talks, 20 campus information sessions, and was represented at 10 university career fairs. Thirty-seven applications for Peace Corps service were received from Illinois students and alumni, exceeding the goal of 30 applications.

Career Services Paraprofessionals The Career Services Paraprofessionals (CSPs) are 13-25 undergraduates who review resumes and cover letters, facilitate workshops and represent TCC at events on campus. The four key workshops that CSPs present are Creating Powerful Resumes and Cover Letters, Career Fair Prep: Maximize Your Experience, Getting the Job: Interviewing Tips and Finding an Internship. CSPs assist the employer relations team in hosting employers, assist the marketing team in flyer delivery to campus resident halls and main buildings, and assist in writing book reviews for TCC’s Resource Library and other various projects.

• Reached nearly 6,541 students through workshops, events, and resume/cover letter reviews • Conducted 133 workshops, with 1,861 attendees; CSPs reviewed 2,871 resumes and cover letters • Received 94 CSP applications and hired 13. Eleven CSP’s will be returning. • The 2015-2016 CSP Cohort includes the following ethnic and racial identities: 25% Asian, 21% Multiracial, 21% Caucasian,

17% Latino, and 12% African American; the majority of new hires are LAS students (57%) followed by DGS (21%), ACES (14%) , and Business (7%)

Marketing and Communications Marketing and communication centered on mini-marketing campaigns promoting 19 TCC events and the services surrounding them. While tactics varied depending on the event scale, messages were data-driven, relationship-based, and individualized for specific student audiences. For example, distribution lists for marketing emails were created for each event, drawing upon service history records and student demographics to reach target audiences. TCC’s mobile presence was enhanced through social media and the Student Affairs mobile app, which listed services, upcoming events and social media links. General office services were promoted, but to a lesser degree than in past years.

• “Get Hired Illini” Pinterest page has 1,043 followers, growing 59% in the past year • @UoICareerCenter has 1,383 followers, growing 20% in the past year • Facebook generated 79% of the social media referrals to TCC website • Distributed 25,000+ printed semester calendars and cards for general services, health professions advising, services for

international students, Graduate and Professional School Fair, All-Campus Career Fair, and resume review hours • Branding efforts included continuous presence on 12 digital signs at Campus Recreation facilities, posters in 14 MTD buses,

and distribution of branded give-aways to students, recruiters, and faculty/staff Website and Information Resources Websites maintained by TCC are often used resources with more than 300,000 visits to careercenter.illnois.edu, 20,475 visits to intlconnect.illinois.edu, and 29,996 visits to hireillini.illinois.edu annually. Yet, user preferences and advancement of web technologies are ever-changing and sites must be constantly evaluated and updated. Hireillini.illinois.edu was redesigned and launched in July and a plan to redesign careercenter.illinois.edu and Intlconnect.illinois.edu websites has begun. Additional website analytics for the year can be found in Appendix E. Circulation data and usage of online subscriptions remained steady. The possibility of adding e-books to our collection was investigated. Currently, demand for ebooks is not strong; however, should demand increase it is possible to provide ebooks at nearly the same cost as print books.

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• 217,240 unique visitors registered 332,783 visits to TCC’s website (11% increase in unique visitors over last year) • HireIllini.illinois.edu was redesigned with revamped content as recommended by the Employer Advisory Board • Online subscriptions for CareerSpots, Candid Career, GoinGlobal, Career Insider Powered by Vault, and What Can I Do With

This Major? were accessed 72,742 times Technology, Data Systems, and IT Infrastructure TCC’s investment in enhanced IT infrastructure, technology, and data systems was realized as TCC websites were migrated to virtual machines hosted by Technology Services (formerly CITES); Schedule Q 2.0 launched in August 2014; and The Interview Suite was equipped with AV equipment. Additionally, a process to systematically populate Schedule Q and I-Link with information from the Electronic Data Warehouse was developed and implemented. Career Services Council (CSC) Jessica Hogue, Director of Media Career Services, served as Chair for the CSC in 2014-2015. The focus was on sharing best practices and learning from each other. Each monthly meeting included an Office Spotlight and a report from a CSC grant winner. Additionally, CSC held its first annual Spring Conference with 43 staff from campus career services offices attending. The theme was Collaborating for Coordinated Success.

• Serving Veterans, a panel discussion including staff and student veterans • Career Services of the Future, a webinar by Farouk Dey, Stanford University • Unpaid Internships, a discussion led by a local attorney • Learning Outcomes, from TCC staff • Employment Law regarding undocumented, international, disabled, or LGBT students, a panel discussion with a local

attorney and UIUC staff CSC Steering Committee – HireIllini Initiative. This was the 9th consecutive year of funding from the Provost’s Office for the HireIllini initiative. Initiatives and projects to enhance employer relations for the year included:

• 89 recruiters from 56 organizations attended the sixth annual Illinois Recruiters’ Forum; the theme was Culture, Values, and Diversity

• Employer Advisory Board, consisting of 15 HR thought leaders from across the country, met twice to guide and advise service to employers

• Sponsored Midwest ACE and NACE Conferences for visibility to employer members • Hosted a HireIllini reception in Anaheim, CA, in conjunction with the NACE Conference and Orange County Alumni Club • Hosted two workshops presented by InternBridge in the Chicago area for employers: Total Internship Management

and College Recruiting Best Practices The Career Center Advisory Committee Shuxin Zhang, senior in Accountancy, served as chair with 9 students, 5 faculty/staff, TCC Director, and three Associate Directors comprising the committee. Monthly assignments and discussions encouraged members to learn about TCC as well as gain members’ perceptions of challenges and improvements for services.

• Assignments for the year included attending a Career Center event, conducting an informational interview with a company, reviewing the INTLconnect website, reviewing the TCC annual report for input on improvements, examining Illinois and other schools’ websites to suggest any needed improvements to our site, and discussion of communication for the First Destination project

• Presentations by TCC staff included campus outreach, professional connections, international student career services, and the First Destination Initiative

Assessment Assessment continues to be a foundational element of the culture of TCC. Efforts this year focused on leading the campus-wide First Destination Initiative, embracing a multi-level inquiry into the value and quality of health professions advising services, and building the assessment knowledge and capacity of TCC team members in order to continually enhance programs and services across TCC offerings. This section presents a sample of our assessment projects. Full reports can be found in Appendix F on the TCC website.

First Destination Initiative. Spearheaded by TCC, the University of Illinois at Urbana-Champaign launched its first campus-wide first destination survey of college graduates in August 2014. To date, graduate outcomes data has been collected for

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nearly 5,000 graduates, accounting for more than 60% of August 2014, December 2014, and May 2015 graduates of all bachelor’s degree programs, as well as selected graduate degree programs. This project has been a collaborative effort among the Office of the Provost, TCC, the Division of Management Information, the Institutional Review Board, the Council of Undergraduate Deans, and countless partners in the academic units, among others. Data collection continues as we reach out to graduates at three-, six-, and twelve-month intervals after graduation. Data dissemination strategies are in development, including static annual reports, print campaigns, and interactive virtual data portals. Multi-level inquiry into health professions advising services. Health professions advising was a special-focus area this year. We considered the value and quality of services from several perspectives, ranging from satisfaction surveys, to learning outcomes assessments, to analyses of graduate outcomes.

Pre-Health Advising Survey. In November 2014, students who used individual health advising appointment or drop-in services between May 1 and October 31, 2014 received an online survey to assess satisfaction and self-reported learning outcomes. This was the sixth iteration of the survey in 10 years. The 111 student respondents (20% response rate) reported positive experiences with health advisors. The mean scores of self-reported learning outcomes (assessed on a likert-scale) were slightly higher (though lacking statistical significance) for students prior to application than during application time. Results inspired health advisors to discuss what additional supports may be provided to students as they encounter new developmental challenges associated with applying to professional schools.

Health Certificate Program Assessment. TCC launched a new pilot program in Fall 2014 – the Health Certificate Program. This semester-long structured intervention supported students exploring health careers. Satisfaction and self-report learning outcomes surveys were collected at the end of the program. Also pre- and post-essays were submitted from 20 participants regarding their reasons for pursuing health careers. A rubric was developed for assessing the quality of those essays. Insights gained will be used to improve future iterations of the program.

Health Outcomes Data Exploration. Examining Fall 2013 applicant records from the AMCAS (American Medical College Application Service), AACOMAS (American Association of Colleges of Osteopathic Medicine), and TMDSAS (Texas Medical and Dental Schools Application Service), we learned that Illinois students’ MCAT scores were slightly above the national standards and approximately half the applicants were accepted at any medical school. When comparing these records to student usage of services at TCC, we find that approximately 75% of applicants used TCC services. Additionally, students who used services at TCC were significantly more likely to be accepted into MD and DO programs as compared to those who had not used TCC services. Results will be used in communications with prospective students, current students, and their families, as well as to inform future assessment projects.

Extended the assessment capacity and knowledge of TCC professionals. We recognize the value of every professional embracing evidence-based practice in order to continually enhance programs and services. This year, we took vital steps to extend assessment capacity and knowledge through access to data tools and hands-on experience with IRB-approved programs-specific inquiries. Here are some examples.

Student Participation Data Dashboards. The TCC Assessment Team created a set of data dashboards that staff can use to instantly access statistics about student participation in individual services, events, and workshops offered by TCC. The dashboards include filters for sorting on key variables such as student demographics (e.g., academic class, gender, race/ethnicity, citizenship), service type (e.g., appointments, drop-ins) or staff type (professional, graduate student, undergraduate student). An additional dashboard is planned for development in Fall 2015 to provide access to recruitment data available from the I-Link system.

International Career Certificate Program Assessment. International Career Certificate (ICC) Series is an 8-part workshop-based program to help international students learn strategies to become more competitive in the internship/job market. In Spring 2015, 49 students completed the program. Within the first weeks and at the end of the program, students shared resumes and a written elevator pitch, as well as completed a self-efficacy scale. The resumes and elevator pitches will be rated via rubrics, and the self-efficacy scale will be analyzed via paired-samples t-tests, looking for changes over time. Findings are expected to be available by the end of Summer 2015. Results will be used to improve the ICC program and findings will be submitted for journal publication.

Conexiones Program Assessment. The second Conexiones Latino/a Student and Alumni Networking Event was held in Spring 2015, uniting 9 alumni and 37 students. Students learned skills for professional networking, and practiced their skills with alumni. Prior to the event, students completed a pre-event survey regarding their current knowledge and comfort level on the topics of the day. On post-event surveys, attendees self-reported increased comfort levels with initiating

9

networking relationships and increased confidence in their ability to create meaningful connections. Results provided insights into areas to address in future career and networking development programs.

Professional Development, Service, Research, Presentations, and Publications TCC values professional development, service, research, and contributions to the field of career development as essential components to enriching our staff and providing high quality experiences for students.

TCC Professional Development Programs. The theme this year was “Embracing National Association of Colleges and Employers (NACE) Competencies.” Each professional development session was geared toward needs expressed by staff via two surveys conducted during Summer 2014. First, staff members self-rated their competency level on NACE Professional Competencies as “Basic, Intermediate, or Advanced.” Staff also completed a Professional Development Planning Guide, indicating past experience with various professional development topics and their level of interest in learning more about each. Data collected were used to plan staff development sessions for the year. Some topics covered were Social Media Ethics, Strong Interest Inventory, Student Development Theories, True Colors Assessment, and more. Staff conducted Counseling Observations in the fall and attended informal Counseling Chat sessions throughout the year. Additionally, a webinar was offered, called “Closing the Loop: Setting the Foundation for Strategic Data Gathering and Dashboarding to Make Meaningful Changes,” which inspired development of our own office data dashboards as described in the Assessment section. Finally, staff members had an opportunity to try out and discuss career assessments such as the Career Thoughts Inventory, Career Maturity Inventory, and Career Barriers Inventory-Revised. Professional Association Leadership and Service. TCC staff are leaders and active participants in several professional associations including:

• International Association for Educational and Vocational Guidance (IAEVG) - Ethics Committee (U.S. Representative) • Midwest Association of Colleges and Employers (MwACE) - Annual Conference Planning Committee (Co-Chair),

Diversity Committee, Professional Development Committee (Chair), Technology and Trends Committee • National Association of Colleges and Employers (NACE) - National Association Strategic Relationship Action Team • National Association of Student Personnel Administrators (NASPA) - Annual Conference Program Reviewer • National Career Development Association (NCDA) - Ethics Committee, International Student Task Force, Publications

Development Council Robert P. Larsen Grant for Research in Career Development. The Larsen Grant continues to support and encourage research related to career development conducted by graduate students. This year five proposals were submitted, representing four Colleges. Two students from the College of Education were selected, including Rachel Amrhein for her study titled “Vocational Interest at Work: Examining the Daily Vocational Experience of Employees,” and Sarah Zehr for her study titled “Student Internship Experiences and Learning Opportunities at Startups Compared to those at Established Companies.” Presentations and Publications. TCC actively contributes to discovery and innovation in the career development field through presentations and publication in a variety of media. In this academic year, TCC’s professional staff conducted 24 presentations at local/campus (7), state (4), regional (5), and national (7 onsite, 1 web-based) conferences and venues. Of these presentations, 6 (25%) were invited. Staff also published five manuscripts, including two peer-refereed journal articles, two association magazine articles, and one academic conference paper. Full references for all presentations and publications can be found in Appendix G.

Strategic Plan 2015-2020 During Spring 2015, TCC staff undertook a strategic planning process to guide the next five years of planning and operations of the Center. In January, staff participated in a day-long strategic planning retreat that identified values, areas of distinction, strengths, and opportunities. In addition, the staff generated an extensive list of strategic goals and initiatives. Working teams during the remainder of spring semester refined those goals to align with the campus and student affairs strategic plan. After extensive dialogue and deliberation amongst staff, these strategic goals will guide TCC in its planning and operations during the next five years. Each year, specific initiatives will be established to realize and operationalize these strategic goals. Appendix H provides a list of the values, areas of distinction, strategic goals, and initiatives that make up The Career Center’s Strategic Plan 2015-2020. A strategic plan document that includes sample metrics will be available in September 2015.

10

Appendix A Total Contacts (Individual and Workshops/Programs)

Return Rates per Service 3-Year Comparison* 2014 – 2015 2013 – 2014 2012 – 2013

Individual 43.9% 35.4% 34.9% Programs/Workshops 37.1% 36.7% 31.9%

All Services 50.9% 50.3% 48.4% * Individual return rate calculated for individuals who use any in-office service (Scheduled appointment, drop-in pre-health counseling, or resume/cover letter review) Programs/Workshops return rate calculated for individuals who attended a program, workshop or career fair All Services return rate calculated for individuals who use any in-office service, program or workshop or any combination of services


9512

5315

12094

7598

99109350

5314

9582

6065

95739352

5311

6737

4585

7391

0

2000

4000

6000

8000

10000

12000

14000

Total IndividualUsers

Unique Individuals TotalProg/Workshops

UniqueProg/Workshops

Headcount

Total Contacts3 - Year Comparison

2014-2015

2013-2014

2012-2013

1

*Total Users 31,516

9512

12094

9910

5315

7598

0

2000

4000

6000

8000

10000

12000

14000

Individual Prog/Workshops Headcount

Total Contacts

Total Users

Unique Users

0

1000

2000

3000

4000

5000

6000

7000

Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Total Contacts by Month

Total One on One

Total Program/Workshop

2

Total Contacts by College

College Total Users % Unique Users % Campus %

Agr, Consumer, & Env Sciences 1,682 7.8% 851 8.1% 7.6% Applied Health Sciences 2,547 11.8% 1,138 10.8% 5.2% College of Business 1,145 5.3% 650 6.2% 9.6% College of Media 477 2.2% 259 2.5% 2.6% Division of General Studies 2,236 10.3% 1,167 11.1% 6.1% Education 378 1.7% 240 2.3% 2.6% Engineering 1,817 8.4% 1,079 10.2% 23.9% Fine & Applied Arts 490 2.3% 327 3.1% 5.3% Graduate College 111 0.5% 85 0.8% 3.9% Liberal Arts & Sciences 9,989 46.2% 4,311 40.9% 32.2% Nursing 1 0.0% 1 0.0% 0.0% School of Social Work 222 1.0% 123 1.2% 0.9% Other 136 0.6% 81 0.8% 0.1% Unknown 375 1.7% 225 2.1% 0.0% Headcount 9,910 Total 31,516 10,537

80.1%

343821.8%

172610.9%

193212.2%

4472.8% 19

0.1%

803550.9%

1921.2%

581636.8%

0

1000

2000

3000

4000

5000

6000

7000

8000

9000

Total Contacts by Ethnicity

3

4539, 21%

4074, 19%

4301, 20%

6103, 28%

2215, 10%

374, 2%

Total Contacts by Class

Freshman

Sophomore

Junior

Senior

Graduate

Unknown/Other

13101, 61%

8457, 39%

48, 0%

Total Contacts by Gender

Female

Male

Unknown

4

15279, 71%

6219, 29%

108, 0%

Total Contacts by Citizenship

Domestic

International

Unknown

5897

2320

1013

511 797

5236

2115

930459

664

4784

1839

799384 535

0

1000

2000

3000

4000

5000

6000

7000

1 Visit 2 Visits 3 Visits 4 Visits 5+ Visits

Num

ber o

f Stu

dent

s

Individual and Workshop Contact Repeat Vistors3 Year Comparison

2014-2015

2013-2014

2012-2013

5

* Includes individual and group contacts with The Career Center by students with identified UINs. Note that some group contacts by The Career Center only record number of attendees and do not identify individuals. Head count data are not included in these analyses.

While 56% of identified clients had contact with The Career Center for one visit of any kind, 44% came for two or more visits. This trend is similar to the last three years, as demonstrated in the graph below.

5897, 56%2320, 22%

1013, 10%

511, 5% 797, 7%

Repeat Visitors to The Career Center Individual and Workshop Contacts

1 Visit

2 Visits

3 Visits

4 Visits

5+ Visits

5897

2320

1013

511 797

5236

2115

930459 664

4784

1839

799384 535

0

1000

2000

3000

4000

5000

6000

7000


Num

ber o

f Stu

dent

s

Individual and Workshop Contact Repeat Vistors3 Year Comparison

2014-2015

2013-2014

2012-2013

6

The charts below represent a snapshot of The Career Center’s services, the demographics of students served, and how they relate to the campus population as a whole.

Ethnicity In Office Workshops Total

Users

% of TCC

Users

Unique Students

% of Unique

TCC Users

Campus Total

% of Campus

% of Ethnicity

Used Services

American Indian or Alaska Native 0 8 8 0.0% 5 0.0% 36 0.1% 13.9%

Asian 1,605 1,833 3,438 15.9% 1,663 15.8% 5,865 13.5% 28.4%

Black or African American 723 1,003 1,726 8.0% 797 7.6% 2,126 4.9% 37.5%

Hispanic or Latino 751 1,181 1,932 8.9% 1,010 9.6% 3,303 7.6% 30.6%

Multi-Race 189 258 447 2.1% 244 2.3% 1,014 2.3% 24.1%

Native Hawaiian or Other Pacific Islander 6 13 19 0.1% 10 0.1% 45 0.1% 22.2%

White 3,570 4,465 8,035 37.2% 4,535 43.0% 20,774 47.6% 21.8%

Unknown 94 98 192 0.9% 114 1.1% 569 1.3% 20.0%

International* 2,581 3,235 5,816 26.9% 2,159 20.5% 9,871 22.6% 21.9%

Total 21,613 10,537 43,603 24.2%

*DMI classifies International as an ethnicity

Gender In Office Workshops Total

Users

% of TCC

Users

Unique Students

% of Unique

TCC Users

Campus Total

% of Campus

% of Gender

Used Services

Female 5,729 7,372 13,101 60.6% 6,069 57.6% 19,436 44.6% 31.2% Male 3,762 4,695 8,457 39.1% 4,450 42.2% 24,163 55.4% 18.4% Unknown 21 27 48 0.2% 18 0.2% 4 0.0% 450.0% Total 21,606 10,537 43,603 24.2%

% of TCC Users: Percentage of each demographic as it relates to the whole population of students who used The Career Center services % of Unique TCC Users: Percentage of each unique demographic as it relates to the whole population of students who used TCC Services Campus Total: Number of each demographic attending the university (from DMI) % of Campus: Percentage of each demographic as it relates to the whole population of students attending the university % of … Used Services: Percentage of each demographic on campus who used TCC services

7

College In Office Workshops Total

Users

% of TCC

Users

Unique Users

% of Unique

TCC Users

Campus Total

% of Campus

Total

% of College

Used Services

Agricultural, Consumer, & Env Sciences 729 953 1,682 7.8% 851 8.1% 3,316 7.6% 25.7% Applied Health Sciences 954 1,593 2,547 11.8% 1,138 10.8% 2,254 5.2% 50.5% College of Business 378 767 1,145 5.3% 650 6.2% 4,191 9.6% 15.5% College of Media 231 246 477 2.2% 259 2.5% 1,155 2.6% 22.4% Division of General Studies 963 1,273 2,236 10.3% 1,167 11.1% 2,649 6.1% 44.1% Education 137 241 378 1.7% 240 2.3% 1,132 2.6% 21.2% Engineering 853 964 1,817 8.4% 1,079 10.2% 10,421 23.9% 10.4% Fine & Applied Arts 166 324 490 2.3% 327 3.1% 2,290 5.3% 14.3% Graduate College 50 61 111 0.5% 85 0.8% 1,695 3.9% 5.0% Liberal Arts & Sciences 4,780 5,209 9,989 46.2% 4,311 40.9% 14,035 32.2% 30.7% Nursing* 1 0 1 0.0% 1 0.0% 0 0.0% 0.0% School of Social Work 51 171 222 1.0% 123 1.2% 414 0.9% 29.7% Other 71 65 136 0.6% 81 0.8% 51 0.1% 158.8% Unknown 148 227 375 1.7% 225 2.1% 0.0% 0.0% Total 21,606 10,537 43,603 24.2%

% of TCC Users: Percentage of each demographic as it relates to the whole population of students who used The Career Center services % of Unique TCC Users: Percentage of each unique demographic as it relates to the whole population of students who used TCC Services Campus Total: Number of each demographic attending the university (from DMI) % of Campus: Percentage of each demographic as it relates to the whole population of students attending the university % of … Used Services: Percentage of each demographic on campus who used TCC services *Nursing students are actually assigned to University of Illinois at Chicago, and will not show up on UIUC campus totals

8

Class In Office Workshops Total

Users

% of TCC

Users

Unique Students

% of Unique

TCC Users

Campus Total

% of Campus

% of Class Used

Services Freshman 1,750 2,789 4,539 21.0% 2,654 25.2% 6,787 15.6% 39.1% Sophomore 1,828 2,246 4,074 18.9% 2,009 19.1% 7,553 17.3% 26.6% Junior 1,721 2,580 4,301 19.9% 1,932 18.3% 7,799 17.9% 24.8% Senior 3,091 3,012 6,103 28.2% 2,630 25.0% 9,728 22.3% 27.0% Graduate 975 1,240 2,215 10.3% 1,084 10.3% 11,024 25.3% 9.8% Unknown/Other 147 227 374 1.7% 228 2.2% 712 1.6% 32.0% Total 21,606 10,537 43,603 24.2%

Citizenship In Office Workshops Total

Users

% of TCC

Users

Unique Students

% of Unique

TCC Users

Campus Total

% of Campus

% of Citizenship

Used Services

Domestic 6,651 8,628 15,279 70.7% 8,147 77.3% 33,163 76.1% 24.6% International 2,779 3,440 6,219 28.8% 2,323 22.0% 9,871 22.6% 23.5% Unknown 82 26 108 0.5% 67 0.6% 569 1.3% 11.8% Total 21,606 10,537 43,603 24.2%

% of TCC Users: Percentage of each demographic as it relates to the whole population of students who used The Career Center services % of Unique TCC Users: Percentage of each unique demographic as it relates to the whole population of students who used TCC Services Campus Total: Number of each demographic attending the university (from DMI) % of Campus: Percentage of each demographic as it relates to the whole population of students attending the university % of … Used Services: Percentage of each demographic on campus who used TCC services

9

Appendix B Individual Contacts

2014-2015 2013-2014 2012-2013 Total students 12,533 13,626 11,942

General Appointments 1,703 1,589 1,434 Pre-Health Appointments 1,056 1,087 1,081

Pre-Health Drop-Ins 464 458 643 Resume Reviews 3,232 2,941 2,572 Cover Letter Reviews 616 676 684

Mock Interviews 673 656 663

Career Drop-in Advising 1,647 1,754 2,086

Personal Statement Drop-offs 183 172 163

Weston Drop-Ins 15 17 26

Email Contacts* 2,837 4,219 2,548

Phone Contacts* 107 57 42

* Estimates of activity by counselors

For one-on-one individual contact with clients, 59% were drop-in resume/cover letter reviews. Health counseling and drop-ins account for 16% of total services.


5616, 59%1703, 18%

1056, 11%

464, 5%673, 7%

Individual Contacts by Service Type

Drop-in Reviews andResources

General Career Counseling

Health Counseling

Health Drop-ins

Mock Interviews

1

* Includes individual contacts with The Career Center by students with identified UINs. While 59% of identified clients had contact with The Career Center for one individual visit, 41% came for two or more visits. This trend is similar to the previous two years, as demonstrated in the graph below.

3161, 59%1219, 23%

455, 9%

223, 4%

256, 5%

Repeat Visitors to The Career Center Individual Contacts Only

1 Visit

2 Visits

3 Visits

4 Visits

5+ Visits

3161

1219

455223 256

3252

1153

479

183 247

3224

1160

486

233 2090

500

1000

1500

2000

2500

3000

3500


Num

ber o

f Stu

dent

s

Individual Contact Repeat Visitor 3 Year Comparison

2014-2015

2013-2014

2012-13

2

Capacity index is defined by total number of available appointments, divided by completed appointments.

35.4%

26.2%

76.2%

84.6%88.3%

76.7%

68.7%

75.7%

55.7%

72.0%

49.6%

39.6%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%


Monthly Capacity Index of Scheduled Appointments

0

100

200

300

400

500

600

700

General CareerCounseling

Health Counseling Health Drop-Ins Mock Interviews

Appointment Type By Class

Freshman

Sophomore

Junior

Senior

Graduate

Other / Unknown

3

Drop-in services are resume/cover letter reviews, career consultant on call, personal statement reviews, and Weston advising

Academic Standing by Service Type

Class Drop-in

Reviews / Resources

General Career

Counseling

Health Counseling

Health Drop-

Ins

Mock Interviews Total Percent

Freshman 1,207 227 170 83 63 1,750 18.4% Sophomore 1,114 277 223 105 109 1,828 19.2%

Junior 1,071 267 200 72 111 1,721 18.1% Senior 1,560 631 451 179 270 3,091 32.5%

Graduate 574 270 8 5 118 975 10.3%

Other / Unknown 90 31 4 20 2 147 1.5%

Total 5,616 1,703 1,056 464 673 9,512

0

200

400

600

800

1000

1200

1400

1600

1800

Drop-in Reviews / Resources

Drop-in Services By Class

Freshman

Sophomore

Junior

Senior

Graduate

Other / Unknown

4

The primary reason for seeking assistance with pre-health counseling is medicine (63%).

244

585

67

285

8224

310

457

72

989

93 113

1324

440

200

400

600

800

1000

1200

1400N

umbe

r of A

ppoi

ntm

ents

Reasons for Career Counseling Appointments Reported By Counselor

149

915

74 52 1855 57 87

10

100

200

300

400

500

600

700

800

900

1000

Num

ber o

f App

oint

men

ts

Reasons for Health Counseling Reported By Counselor

5

Females use services from The Career Center more than males, consistent with reports from career services professionals across the country.

While professional staff provides the greatest percentage of services, it is noteworthy that nearly 5,400 contacts are with our graduate and undergraduate staff.

5729, 60%

3762, 40%

21, 0%

Individual Student Contacts by Gender

Female

Male

Unknown

2437, 26%

4126, 43%

2936, 31%

Staff Type by Individual Contacts

Graduate

Professional

Undergraduate

6

00.0%

160516.9%

7237.6%

7517.9%

1892.0% 6

0.1%

357037.5%

941.0%

258127.1%

0

500

1000

1500

2000

2500

3000

3500

4000

Individual Student Contacts by Ethnicity

6651, 70%

2779, 29%

82, 1%

Individual Student Contacts by Citizenship

Domestic

International

Unknown

7

Individual Contacts by College

College Total Percentage Agricultural, Consumer, & Environmental Sciences 729 7.7% Applied Health Sciences 954 10.0% College of Business 378 4.0% College of Media 231 2.4% Division of General Studies 963 10.1% Education 137 1.4% Engineering 853 9.0% Fine & Applied Arts 166 1.7% Graduate College 50 0.5% Liberal Arts & Sciences 4,780 50.3% Nursing 1 0.0% Social Work 51 0.5% Other 71 0.7% Unknown 148 1.6% Total 9,512 100.0%

395

514

85

152 154187

106 121

207

126

295 278 265

364

145

436

288

0

100

200

300

400

500

600

Individual Student Contacts by Professional Staff

8

*As of mid-August 2014, any mock interview could be a phone interview. There is no longer a distinction between in-person or phone interview.

92, 14%

48, 7%

533, 79%

Types of Mock Interviews

Graduate andProfessional School

Health ProfessionsAdvising

Jobs & Internships

92

48

533

65101

473

1737

122

498

60

100

200

300

400

500

600

Graduate School Health Related Job Phone

Mock Interviews3-Year Comparison

2014-2015 2013-2014 2012-2013

9

Appendix C Group Contacts – Programs and Workshops

The Career Center Programs and Workshops by Type of Presenter Presenter Type

2014-2015

2013-2014

2012-2013

Events

Attendance

Events

Attendance

Events

Attendance

Campus Partner 2 63

CSP 183 5,059 210 4260 177 3,219

External Partner 19 416

Graduate Staff/Undergrad Intern 63 1,791 36 743 37 1,041

Professional Staff 392 14,675 333 14,152 219 9,868

Totals 659 22,004 579 19,155 433 14,128

Average Attendance per event

33.4

33.1

32.6


1

338, 51%

139, 21%

79, 12%

65, 10%

37, 6%

1, 0%

Program & Workshop Topicsby Number of Events

Jobs & Internships

Information / Orientation

Career & Major Exploration

Health Professions Advising

Graduate and Professional School

Other

1740, 8%

1152, 5%

3264, 15%

7221, 33%

8615, 39%

12, 0%

Program & Workshop Topics by Attendance

Career & Major Exploration

Graduate & Professional School

Health Professions Advising

Information/Orientation

Jobs & Internships

Unknown

2

Includes group programs/workshops with identified student participants—some group programs only record total number of attendees and are not included in this graph.

5220, 69%

1501, 20%

465, 6%

154, 2% 258, 3%

Repeat Visitors to The Career Center Workshop Contacts Only

1 Visit

2 Visits

3 Visits

4 Visits

5+ Visits

5220

1501

465154

258

4108

1273

357147 180

3306

837

244 93 1050

1000

2000

3000

4000

5000

6000


Workshop Contact Repeat Visitor 3 Year Comparison

2014-15

2013-14

2012-13

3

7372, 61%

4695, 39%

27, 0%

Total Program & Workshop Participation by Gender

Female

Male

Unknown

8628, 71%

3440, 29%

26, 0%

Program & Workshop Participation by Citizenship

Domestic

International

Unknown

4

2789, 23%

2246, 19%

2580, 21%

3012, 25%

1240, 10%

227, 2%

Total Program & Workshop Participation by Class

Freshman

Sophomore

Junior

Senior

Graduate

Unknown/Other

80.0%

18338.3%

10034.6%

11815.4% 258

1.2% 130.1%

446520.3%

323514.7%

980.4%

0500

100015002000250030003500400045005000

Programs & Workshops by Ethnicity

5

Program & Workshops Attendance by College Total Percentage Agricultural, Consumer, & Environmental Sciences 953 7.9% Applied Health Sciences 1,593 13.2% College of Business 767 6.3% College of Media 246 2.0% Division of General Studies 1,273 10.5% Education 241 2.0% Engineering 964 8.0% Fine & Applied Arts 324 2.7% Graduate College 61 0.5% Liberal Arts & Sciences 5,209 43.1% Social Work 171 1.4% Other 65 0.5% Unknown 227 1.9% Total 12,094

56, 8%

369, 56%

234, 36%

Program & Workshop Events by Sponsor

Jointly Sponsored

Requested

TCC

6

2, 0%

183, 28%

19, 3%

63, 10%

392, 59%

Program & Workshop Events by Presenter Type

Campus Partner

CSP

External Partner

Graduate Staff/Undergrad Intern

Professional Staff

63, 0%

5059, 23%

416, 2%

1791, 8%

14675, 67%

Program & Workshop Attendance by Presenter Type

Campus Partner

CSP

External Partner

Graduate Staff/Undergrad Intern

Professional Staff

7

The Career Center Programs and Workshops by Month

2014-2015 2013-2014 2012-2013

Programs by month:

Events

Attendance

Events

Attendance

Events

Attendance

July 5 75 8 91 9 225 August 35 3,266 21 2,228 12 1,736 September 146 6,242 109 3,866 67 2,714 October 102 3,074 88 3,056 72 1,375 November 70 1,134 59 1,509 49 852 December 11 111 14 236 21 419 January 35 1,083 27 1,100 33 913 February 75 1,676 76 1,613 62 1,862 March 70 2,515 77 2,678 33 580 April 68 1,533 77 1,946 50 2,267 May 12 307 10 422 5 112 June 30 988 13 410 20 1,073 Totals 659 22,004 579 19,155 433 14,128

75

3266

6242

3074

1134

111

1083

1676

2515

1533

307

988

0

1000

2000

3000

4000

5000

6000

7000


Monthly Program & Workshop Attendance

8

Appendix D Recruiting Activity

I-Link 2014-2015 2013-2014 2012-2013

Students with active I-Link accounts 16,131 18,539 15,893

Students with active I-Link accounts affiliated with TCC 4,344 6,474 5,971

Active I-Link Users Affiliated with TCC by Class1 2014-2015 2013-2014 2012-2013

Freshmen 348 392 359 Sophomores 792 834 778 Juniors 1,235 1,549 1,304 Seniors 1,548 1,925 1,760 Graduate Students 421 776 447

1 Class is determined by degree level and graduation date

Active TCC Users by College/School 2014-2015 2013-2014 2012-2013

Agricultural, Consumer and Environmental Sciences

378 615 616

Applied Health Sciences 322 359 305

Business 135 296 383

Chemical Sciences 41 - -

Education 47 84 67

Engineering 36 862 544

Fine & Applied Arts 129 181 162

Division of General Studies 242 193 163

Labor and Employment Relations 3 22 32

Liberal Arts & Sciences 2,881 3,448 3,320

Library and Information Science 25 39 -

Media 131 360 437

Social Work 26 24 -

Other (Law, Nursing, Vet Med) 37 35 -

1

On-Campus Recruiting and Interviews

2014-2015 2013-2014 2012-2013 Employment opportunities on I-Link 9,821 - - Employment opportunities on I-Link affiliated with TCC 4,727 3,304 3,771

Internship opportunities on I-Link 5,462 - - Internship opportunities on I-Link affiliated with TCC 2,397 1,689 1,722

Number of employers at All-Campus Career Fair 164 136 128

Number of interview schedules for jobs and internships hosted by TCC 218 135 81

Number of student interviews for jobs and internships hosted by TCC 1,372 836 544

Number of employers hosted by TCC for interviewing 79 64 31

Number of employers hosted by TCC for informational sessions 36 - -

Number of schools/programs at Graduate and Professional School Fair 150 122 125

Number of graduate/professional schools hosted by TCC for informational sessions 12 - -

Number of representatives attending health occupation information nights for pre-professional students

18 - -

Number of schedules with graduate/professional school representatives hosted by TCC

26 - -

Number of student meetings with graduate/professional school representatives hosted by TCC

65 - -

2

Appendix E Website Analytics

Definitions:

• Unique Visitors - Number of unduplicated (counted only once) visitors to our website over the course of a specified time period.

• Search Traffic - Visitors who reached our website through a search engine or search site. • Direct Traffic - Visitors who clicked a bookmark to come to our site or typed our site URL into their

browser. • Referral Traffic - Visitors who clicked on a link on another website to reach our website.

The Career Center – http://www.careercenter.illinois.edu 2014-2015 2013-2014 2012-2013 Visits: 306,025 332,783 270,967 Unique Visitors: 217,240 195,068 148,589 Returning Visitors: 90,639 133,446 116,329 Search Traffic: 235,729 150,285 151,344 Direct Traffic: 43,150 28,971 58,160 Referral Traffic: 25,248 12,881 39,579 Social Referrals: 1,872 Page Views/Visit 2.31 2.22 2.52 Time on Site 00:01:48 00:01:48 00:02:14 Top Referrers Referrals Percentage of Referrals

1. illinois.edu 5,520 22.76% 2. livebinders.com 1,515 5.59% 3. mail.google.com 1,476 5.44% 4. academics.aces.illinois.edu 1,302 4.80% 5. facebook.com 1,130 4.17% 6. ecs.engineering.illinois.edu 939 3.46% 7. compass2g.illinois.edu 805 2.97% 8. search.tb.ask.com 776 2.86% 9. psychology.illinois.edu 655 2.42% 10. webmail.illinois.edu 638 2.35%

Top Search Terms

1. sample resume 2,147 0.91% 2. ilink 1,624 0.69% 3. resume examples 1,244 0.53% 4. view sample resumes 731 0.31% 5. uiuc career center 693 0.29% 6. career center uiuc 659 0.28% 7. ilink uiuc 648 0.27% 8. i link uiuc 630 0.27% 9. uiuc ilink 424 0.18% 10. example of a resume 411 0.17%

http://www.careercenter.illinois.edu/

Hire Illini - http://www.hireillini.com 2014-2015 2013-2014 2012-2013 All Visits: 29,996 25,479 19,729 Unique Visitors: 23,278 18,944 12,247 Returning Visitors: 6,920 6,689 7,646 Search Traffic: 16,100 12,750 3,577 Direct Traffic: 8,752 7,347 10,623 Referral Traffic: 4,423 4,158 5,529 Social Referrals: 721 Page Views/Visit 2.05 1.95 2.23 Time on Site 00:01:30 00:02:20 00:01:51 INTL Connect - http://www.intlconnect.illinois.edu 2014-2015 2013-2014 2012-2013 All Visits: 20,475 18,667 13,246 Unique Visitors: 15,276 13,566 6,690 Returning Visitors: 5,291 5,185 5,473 Search Traffic: 14,032 10,790 2,787 Direct Traffic: 5,175 4,709 6,581 Referral Traffic: 826 2,095 3,878 Social Referrals: 442 Page Views/Visit 1.68 1.78 1.98 Avg. Time on Site 00:02:16 00:02:42 00:01:51 Visits by Language

1. English 17,108 2. Chinese 1,070 3. English (GB) 617 4. Korean 433 5. Spanish 151 6. French 141 7. Taiwanese 127 8. Portuguese 74 9. Russian 67 10. German 43

http://www.hireillini.com/

http://www.intlconnect.illinois.edu/

TCC Resource Library – http://library.careercenter.illinois.edu 2014-2015 2013-2014 All Visits: 2,965 2,221 Unique Visitors: 1,856 1,721 Returning Visitors: 1,135 497 Search Traffic: 191 216 Direct Traffic: 622 916 Referral Traffic: 2,146 1,089 Page Views/Visit 2.87 2.29 Avg. Time on Site 00:02:59 00:01:34

http://library.careercenter.illinois.edu/

Appendix G Presentations and Publications

Presentations

Invited

Makela, J. P. (2014, October). Assessment in career services: Sharing our story. Keynote presentation for the Gateway Career Services Association conference in St. Louis, MO.

Makela, J. P., & Rooney, G. S. (2015, February). Assessment for advising services: Telling our story. Invited presentation for the IlliAAC Advising Council at the University of Illinois at Urbana-Champaign in Champaign, IL.

Makela, J. P., & Rooney, G. S. (2015, March). Assessment for student affairs professionals: Telling our story. Invited presentation for the Division of Student Affairs at the University of Illinois at Urbana-Champaign in Champaign, IL.

Neef, J. M. (2014, August). Uncovering unique talent pools. Panel presentation at the North American Ag and Food HR Roundtable in Minneapolis, MN.

Rooney, G. S., & Makela, J. P. (2015, June). Framing assessment for career services: Telling our story. Webinar co-sponsored by the American College Personnel Association’s Commission for Assessment and Evaluation and Commission for Career Services.

Neef, J. M., & Rooney, G. S. (2014, October). Professional skills – from college to career success: Skill buildin’ and story tellin’. Presentation at the Illinois Campus Recreation State Conference in Champaign, IL.

Submitted

Cox, A., Pipkins, K., (2015, June). Listening to Clients’ Stories to Reinvigorate Our Career Counseling Practice. Presentation at the 2015 NCDA Global Conference in Denver, CO.

Cox, A., Rooney, G., & Neef, J. M. (2014, July). Transforming Student Employment: Career Success with Skill Building and Story Telling. Presentation at the 2014 MWACE Regional Conference in Chicago, IL.

Gardner, Z., & Rooney, G. S. (2015, June). Building the foundation for a lifetime of networking to enhance diversity in the workplace. Roundtable presentation at the National Career Development Association Conference in Denver, CO.

Jaunarajs, I., Rooney, G. S., McGarry, E., Harding, T. (2015, June). The new career services paradigm: Student engagement. Presentation at the National Association of Colleges and Employer (NACE) Conference and Expo in Anaheim, CA.

Makela, J. P., & Seo, G. (2014, November). Improving individual career counseling through analysis of client reflections. Poster presentation at the Illinois Counseling Association conference in Schaumburg, IL.

Makela, J. P., Sun, H., & Seo, G. (2014, July). Going the extra mile to enhance resume reviews. Presentation for the Midwest Association of Colleges and Employers Conference in Indianapolis, IN.

Mikell, T.D., & Pipkins, K. (2014, December). Nuts & Bolts of Health Professions Advising. Presentation at the Illinois Academic Advisors’ Association (ILLiACC) Advising Conference in Urbana, IL.

Ng, J., Angelico, B., & Park, U.Y. (2014, December). Changing the conversation: Innovating career development programs serving international students. Presentation at IlliAAc Advising Conference in Champaign, IL.

Ng, J., Angelico, B., & Park, U.Y. (2015, June). Changing the conversation: Innovating career development programs serving international students. Presentation at the National Association of Colleges and Employers Conference and Expo in Anaheim, CA.

Nguyen, L., Green, A., & Natarajan, B. R. (2014, October). Resumes, interviews, and networking for actuarial science careers. Presentation at the Midwest Actuarial Science Conference in Champaign, IL.

Nguyen, L., & Darr, K. (2015, June). Rock your job shadow program. Presented at NACELink Symposium 2015 in Austin, TX.

Nguyen, L., & Stockdale, C. (2014, July). MidwestACE pre-conference workshop for new professionals. Presented that the 2014 MWACE Regional Conference in Lombard, IL.

Park, U.Y. (2015, May). Working with international student RSOs. Presentation at the first CSC Conference in Champaign, IL.

Park, U.Y., & Kang, Y. (2015, April). International student life, research and work. Presentation at the 2015 CIC Integration Summit in Champaign, IL.

Patterson-Mills, S., & Makela, J. P. (2014, November). Ethics and using social media in counseling. Presentation at the Illinois Counseling Association conference in Schaumburg, IL.

Pipkins, K., Gardner, Z., & Firkins, C. (2014, September). Career Coaching in Action. Presentation at the ILACADA Drive-In Conference at Eastern Illinois University in Charleston, IL.

Rooney, G. S., & Neef, J. M. (2015, March). More than student employment: Contributing to student career success with skill building and story telling. Presentation at the NASPA Annual Conference in New Orleans, LA.

Rooney, G. S., & Makela, J. P. (2015, June). Establishing a campus-wide first-destination survey: Reflecting on the journey. Presentation at the 2015 National Association of Colleges and Employers Conference and Expo in Anaheim, CA.

Publications Makela, J. P. (2014, Fall). Ethics in a nutshell: “Stepping up to the plate” on ethics and social networking technologies. Career

Developments Magazine, 30(4), 23.

Makela, J. P., & Rooney, G. S. (2014). Framing assessment for career services: Telling our story. In K.K. Smith (Ed.), New Directions for Student Services: No. 148. Strategic directions for career services within the university setting (pp. 65-80). San Francisco, CA: Jossey-Bass.

Pipkins, K. C., Rooney, G. S., & Jaunarajs, I. (2014). Back to the Basics: Career Counseling. In K.K. Smith (Ed.), New Directions for Student Services: No. 148. Strategic directions for career services within the university setting (pp. 35-48). San Francisco, CA: Jossey-Bass.

Provezis, S. J., Makela, J. P., & Jankowski, N. A. (2015, April). Systematic assessment of digital narratives communicated via websites: A case illustration in higher education settings. Conference paper presented at the American Educational Research Association Conference in Chicago, IL.

Smith-Keller, K., & Makela, J. P. (2014, December). Revitalizing the NCDA Code of Ethics. Career Convergence. Broken Arrow, OK: National Career Development Association.

Appendix H The Career Center’s 2015-2020 Strategic Plan

Values

The Career Center is committed to:

• Excellence, Integrity and Professional Ethics • Career and Professional Development • Empowering and Engaging Students • Experiential, Transformative, and Life-long Learning • Connecting Education and Careers • Welcoming, Open, and Inclusive Environment • Collaboration and Innovation • Evidence-Based Practice • Service and Contribution to Community

Areas of Distinction

• Innovative, comprehensive services and resources that prepare students to thrive professionally • Encouragement of transformative learning by connecting academic knowledge with experiences outside the

classroom • Individualized career counseling to facilitate self-discovery and connections to professional life, communities,

and the larger world • Creative and responsive services and programs that engage campus partners, external stakeholders, and student

communities • Diverse, culturally competent, and talented staff who are dedicated to excellence in practice and contributions

to furthering the field of career development • Robust model of peer-to-peer career education, provided by well-trained and mentored undergraduate and

graduate students, that extends the reach of high-quality programs and services • Nationally recognized as a model for evidence-based practice, health professions advising, services for

international students, and collaboration across a decentralized campus to serve students and employers

Strategic Goals for 2015-2020

The Career Center

1. Fosters collaboration, discovery, and innovation by a. Cultivating relationships and collaboration with external partners.

i. Develop outreach strategies informed by analysis of student interests, social/economic trends, and demands for college-educated labor.

ii. Involve external stakeholders in services and events to provide professional perspective. b. Partnering with campus stakeholders as they contribute to career and professional development of

students. i. Educate campus constituents regarding the impact of intentional career development

interventions on student outcomes. ii. Leverage expertise and relationships across the University to strategically enhance programs,

services, and curricular offerings. iii. Lead campus-wide, career-related initiatives to raise awareness, steward resources, and

increase efficiency and effectiveness. iv. Seek opportunities to integrate career development into curricula.

c. Transforming career services through research and assessment that encourages excellence in practice and contributes to furthering the field of career development.

i. Increase knowledge of student outcomes resulting from participation in career services and higher education.

ii. Develop staff capacity for carrying out high-quality program assessment. iii. Create data distribution dashboards, portals, and communication strategies to inform decision

making.

2. Provides transformative learning experiences by a. Empowering students to discover, understand, and communicate how their interests, skills, values,

passions, and Illinois experience are connected to future aspirations. i. Offer multiple methods for students to increase self-awareness and explore options.

ii. Guide students through the process of describing their “Illinois Story” in a variety of formats. iii. Inform students of key career development milestones.

b. Connecting with students in a meaningful, personalized way throughout their Illinois experience. i. Build rapport to foster use of services among first- and second-year students.

ii. Expand capacity to respond effectively by utilizing technology and the talent of graduate and undergraduate paraprofessionals.

iii. Engage in relationship-based marketing that leverages knowledge of individual students’ interests and needs to recommend personally-relevant opportunities and services.

iv. Provide student-centered and culturally relevant service delivery options. c. Encouraging students to pursue meaningful experiential learning as an integral component of their

Illinois experience. i. Enhance student awareness of opportunities on campus, locally, nationally, and globally.

ii. Provide paraprofessional opportunities that enhance students’ skills and preparation for post-graduation pursuits.

iii. Identify and ease barriers to pursuit of experiential learning opportunities.

3. Makes a significant and visible societal and community impact by a. Supporting students’ transition to post-graduation success.

i. Build awareness of tools, connections, and platforms that enable and inform pursuit of post-graduation endeavors.

ii. Coordinate events and activities that offer purposeful connections to people and opportunities. b. Contributing to students’ ability to thrive professionally as engaged citizens and leaders.

i. Educate students regarding the role of leadership, integrity, ethics, and professional engagement in the world of work.

ii. Share success stories of Illinois students and graduates to demonstrate their impact within professions and communities.

c. Designing, delivering, and communicating the results of high-quality career services and programs i. Educate and collaborate with the career services community regarding best practices.

ii. Contribute to relevant professional associations through presentations, committee involvement, and leadership.

iii. Communicate best practices to campus and external groups through recognition and awards programs.

iv. Publish and present research and assessment findings to further practice in the field of career development and advocate for the value of career services

4. Stewards current resources by a. Supporting professional development, work-life balance, and a positive, inspiring work environment.

i. Provide outcome-based professional development using multiple modalities for all TCC staff. ii. Foster continuous staff growth and productivity through organizational practices, training, and

recognition. b. Optimizing use of staff talent, physical spaces and technology for effective service delivery.

i. Evaluate effective use of TCC virtual space for exceptional delivery of services ii. Assess physical space for efficiency and effectiveness of service and staff productivity

iii. Evaluate hardware and software acquisition, use, effectiveness, and replacement regularly to enhance service delivery, staff productivity, and stewardship of resources.

Sample Metrics

Goal 1. Fosters collaboration, discovery and innovation...

• Number of partnerships with employers and graduate and professionals schools • Number of employers and admissions representatives that participate in developmental and/or exploration

programs with students • Number of working relationships with student affairs units • Number of working relationships with academic units • Number of trainings or educational communications with campus constituents and external partners • Physical and virtual footprint of career services delivery

Goal 2. Provides transformative learning experiences…

• Total number of student contacts and number of unique students receiving career services • Number of appointments and drop-in services conducted, providing individualized student services • Number of experiential learning opportunities that are supported by TCC • Number of programs designed for special populations (e.g., first- and second-year students, international

students, underrepresented minorities) • Number of students enrolled in certificate programs at TCC; Percent of students completing these programs • Number of undergraduate and graduate students receiving paraprofessional learning experiences in roles at The

Career Center • Use of service history, program assessment, and outcomes data for relational marketing of programs and

services • Percent of repeat users of TCC services • Percent of students who come to The Career Center via referral from a friend

Goal 3. Makes a significant and visible societal and community impact…

• Number of resumes, cover letters, and personal statements reviewed • Number of mock interviews conducted • Number of students using tools and platforms to connect to post-graduation endeavors (e.g., I-Link) • Number of employers and admissions representatives that participate in recruiting activities • Number of programs focused on professionalism and transition to the workplace • Percent of undergraduate degree graduates employed, enrolled in graduate school, or otherwise secured a first

destination at graduation and 6-months after graduation • Documentation of success stories of Illinois students and graduates • Number of research projects that TCC conducts, supports, or participates in • Number of students financially supported to seek experiential learning and research opportunities • Number of presentations and publications that share quality work of The Career Center’s Team • Number of individual and program award nominations and recognitions received

Goal 4. Stewards current resources…

• Number of students choosing to receive regular career information via office listservs • Usage statistics for technology tools used to meet student needs • List of staff professional development program topics and trainings • Summary of annual physical and virtual space reviews • Revenue earned from the Illini Job and Internship Fair and Graduate and Professional School Fair, used to

support additional student programming

Documents

2014-2015 Annual Report - Career Center TCC...CDAs assist students in identifying relevant, career-related resources and next steps. CDAs participate in 16+ hours of initial training