| Assessing the Readiness to Reveal: Resume Writing Strategies for LGBTQ Students |
| Well-informed career services practitioners should challenge LGBTQ students to consider how far they are willing to go to get the perfect job. Counselors can help students identify how integrated their personal and professional identities are, and how coming out—or not—could influence their workplace experience. |
| Career Advising Students With Asperger's Syndrome |
| In recent years, there has been an increase in the number of college and university students disclosing a diagnosis of Asperger's syndrome. Several assumptions have been made as to why there is an increase, most of which revolve around greater access to resources, improved diagnostics, and an overall higher prevalence of Asperger's in the general population. |
| Connecting Liberal Arts Students to Tech Careers |
| Liberal arts students can thrive in tech careers because of the strength of a liberal arts education and the profile of students who are drawn to it, says Alice Harra of Reed College. She provides several tips for career services offices to make the connection between liberal arts students and tech companies. |
| Creating a Culture of Diversity and Inclusion: Start With Small Wins |
| When creating a culture of diversity and inclusion in career services, Shelagh Saenz of the University of Michigan School of Public Health recommends taking small actionable steps to build momentum, increase your center’s reputation, and gain allies. |
| Developing Cross-Campus Partnerships a Key to Supporting Students on the Autism Spectrum |
| To better understand the needs of the students at your school on the autism spectrum, career services practitioners should connect with the disability services office, recommends Janine Rowe of RIT. |
| Engage Alumni by Offering Programming That Meets Their Generational Needs |
| One successful approach the University of Southern California takes for engaging alumni in career services is grouping its alumni by their years since graduating and customizing programming for each of these generational groups. |
| Liberal Arts Graduates: What Employers Need to Know |
| Richard Detweiler often hears a disconnect between identified organizational needs and candidate selection. Research he conducted makes a direct link between the undergraduate liberal arts experience and success in career and life that can benefit organizations looking for leaders. |
| OP-ED: Let’s Prepare Graduate Students for Reality |
| We are preparing graduate students for jobs that don’t exist—or for positions that only a few of them will ever compete for, let alone get. What might we do to help all of our graduate students, not just the few who will work at research universities? |
| Reinforce Value When Helping Liberal Arts Majors Articulate Their Skills to Employers |
| While the liberal arts equip students with many of the skills employers seek in new hires, these graduates often have trouble articulating how their skills and experiences will transfer to the workplace. |
| To Come Out or Not to Come Out |
| When should a student “come out?” Career services professionals should be aware of the issues and risks LGBTQ students face, including when these students are considering the decision to come out during the job-search process. |
| Career Development Needs of First-Generation Students |
| First-generation have unique career development needs that career services can address. |
| Disclosure of a Disability in a Job Interview |
| Even after 20 years of antidiscrimination laws and the low cost of reasonable accommodations, in the United States, qualified applicants with disabilities have lower rates of employment than the general population. This discrimination exists throughout all levels of income and education. |
| First-Generation Students: Understanding, Meeting Needs |
| Programs at Bates College and University of Virginia address the needs of first-generation students. |
| The Job Search and Better Practices for Advising DACAmented Students: A Resource for Career Services and University Recruiting Professionals |
| Authors Claire Klieger and Brian Guerrero offer information about working with students whose legal status affects their job and internship prospects. |
| 10 Books for Freshman and Sophomore Students |
| Members of the NACE Community recommend books to use with your first- and second-year students. |
| Autism Spectrum Disorders on the Rise |
| Career services and university recruiting professionals need to plan to meet the needs of students with autism spectrum disorder. |
| Conference Teaches Students About Job-Search Processes |
| St. Joseph’s University’s International Career Conference educates students about available opportunities and the processes involved to reach their goals. |
| Overcoming the Lack of Communication and Information About Disability Services |
| During the NACE 60th Anniversary Innovation Challenge, a team that addressed the challenges of engaging, providing information to, and recruiting students with disabilities mapped out a series of events that would help overcome the lack of communication and information about disability services. |
| First-Generation Students and Job Success |
| Using data from NACE’s 2016 Student Survey, NACE research looks at factors that may influence the job success of first-generation students. |
| Should First-Year Students Be on LinkedIn? |
| Should first-year students set up a LinkedIn account? NACE Community members weigh in on the topic. |
| Working With Undocumented/DACAmented Students |
| To assist undocumented students, career centers should create an environment that is inclusive so students are confident they can get the help they need. |
| Serving Rural Students |
| Many colleges are placing a renewed emphasis on recruiting rural students. Are career centers prepared to help them when they get there? |
| Disrupting Gender in Career Services & Recruiting |
| Disrupting gender norms learned from infancy requires understanding first how these were shaped, and then looking at how perspectives can be shifted. |
| Diversity & Inclusion Practices (Videos) |
| Through videos, career services and URR professionals share the activities, processes, and practices their organizations and institutions have implemented to promote diversity and inclusion. |
| Networking Programs for Diverse Student Populations |
| Staff at the University of Illinois at Urbana-Champaign career center developed programs to reach underrepresented students in ways that were meaningful to the students. |
| Diversity and Inclusion a Strong Focus of UConn’s CCD |
| Two years ago, the UConn Center for Career Development reexamined its efforts around diversity and inclusion and made some impactful changes. |
| Diplomas With Direction: A Qualitative Study of Career Counseling Support for First-Generation College Students |
| A qualitative study looks at how career counselors use their own experience as first-generation students to support first-generation students. |
| Career Considerations of LGBTQ Students |
College
students who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ)
experience unique challenges in the area of career preparation. |
| The Plight of the Undecided Student |
| What makes undecided students tick? Two professors at University of Cincinnati evaluated a group of undecided students to find out and developed recommendations to support students who don’t want to be pinned down. |
| Landmark’s Approach Provides Support to Students With Autism |
| Landmark College’s strengths-based model gives students with autism the skills and strategies they need to achieve their goals. |
| Undecided or Declared: Engaging Distinct Student Populations in Career Education |
| Research surfaced a number of insights about the nature of undecided and declared students in the arts and sciences and what unique and distinct barriers they face in engaging with career education. |
| West Chester’s Connect and Learn Meet-Up Is a Sensory-Friendly Recruiting Event |
| WCU’s career center and autism program developed a sensory-friendly event where differently abled students feel more comfortable and confident interacting with recruiters. |