Assessment Details
Academic Year: 2020-2021 Level: Undergraduate
Campus Department: Student Affairs [UG and Grad]
Program Type: Co-Curricular Program [UG and Grad]
Program Name: Career Coaching (Link)
Description of Data Collection:
In the 2020-21 academic year, we assessed the learning outcomes through a survey. During fall semester, the survey was automatically distributed via email upon completion of an appointment. During spring semester, for one week each month, we asked each student who had a drop-in or scheduled career coaching appointment with a staff member to complete a brief survey upon completion of their appointment. The survey addressed the two primary learning outcomes above and measured their satisfaction with our career coaching service. In addition, operational outcomes are assessed through student check-in data in our Handshake system and are compiled at the end of the academic year.
Review Process:
The Career Center’s Director for Career Education and Strategy oversees this assessment and shares the overall results with the staff at the end of each semester. The Career Center Leadership Team and career coaching staff then help to determine recommendations for improvement. In addition, each career coach receives a report of his/her individual results at the end of each semester for their appointments and discusses with his/her supervisor how he/she can improve his/her coaching skills. In addition, the Data and Technology Manager updates an in-depth Tableau visualization of the operational outcomes for career coaching to help us better understand who is and who is not accessing this service; from there, the team strategizes how to adjust our outreach to students about our career coaching services.
Resulting Program Changes:
1) In spring 2020, our data showed that 74.3% of students strongly agreed that they could articulate their 1-3 next steps after meeting one-on-one with someone in the Career Center, which fell short of our 85% strong agreement goal. As a result, we have continued to work towards getting students to be able to articulate their 1-3 next steps by leaving time at the end of each appointment or drop-in for students to summarize their next steps. 2) In spring 2020, students from underrepresented backgrounds (AHANA, first generation, and Montserrat) were less likely to strongly agree with the question addressing progress in the meeting. As a result, we elevated our professional development efforts in the areas of diversity, equity, and inclusion by providing ongoing education and space for coaching-focused discussions with staff, PCCs, and GAs. 1) In spring 2021, we saw an increase overall of students who strongly agreed that they could articulate their 1-3 next steps after meeting one-on-one with someone in the Career Center (82.08% vs. 74.3% in spring 2020). 2) In spring 2021, students from underrepresented backgrounds (AHANA, first generation, and Montserrat) were more likely to strongly agree with the question addressing progress made in a meeting than students who identified as having none of the above social identities.
Date of Most Recent Program Review:
1) In spring 2020, our data showed that 74.3% of students strongly agreed that they could articulate their 1-3 next steps after meeting one-on-one with someone in the Career Center, which fell short of our 85% strong agreement goal. As a result, we have continued to work towards getting students to be able to articulate their 1-3 next steps by leaving time at the end of each appointment or drop-in for students to summarize their next steps. 2) In spring 2020, students from underrepresented backgrounds (AHANA, first generation, and Montserrat) were less likely to strongly agree with the question addressing progress in the meeting. As a result, we elevated our professional development efforts in the areas of diversity, equity, and inclusion by providing ongoing education and space for coaching-focused discussions with staff, PCCs, and GAs. 1) In spring 2021, we saw an increase overall of students who strongly agreed that they could articulate their 1-3 next steps after meeting one-on-one with someone in the Career Center (82.08% vs. 74.3% in spring 2020). 2) In spring 2021, students from underrepresented backgrounds (AHANA, first generation, and Montserrat) were more likely to strongly agree with the question addressing progress made in a meeting than students who identified as having none of the above social identities.
Attachments (if available)