2014-2015 Annual Report
University Career Center
May 1, 2014-April 30,2015
Prepared by
Cynthia Wolf Johnson, Associate Provost for Academic Services & Interim Director
Sharon Thorpe, Associate Director Career Development, Health & Human Services Career Advisor
Jim Novak, Associate Director, Employer Connection Programs, Technical Career Advisor
Brooke Brown, Senior Assistant Director, Publicity & Outreach, Education Career Advisor
Carrie Silver, Program Manager, University Professional Internship Program
Jessica Cammarano, Assistant Director, Transfer Career Programs, Humanities & Social Sciences Career Advisor
Megan Corkery, Assistant Director, Engineering, Arts + Architecture Career Advisor
Brandi Ledermann, (P/T) Business Career Advisor
Anna Salas, Assistant Director, Humanities & Social Sciences Career Advisor
Sarah Satterwhite, Assistant Director for Career Exploration and Job Shadowing
Stephanie Saunders, Assistant Director, Freshman Career Planning
Rachel Wages, Assistant Director for Career Education, Physical/Natural Sciences & Mathematics Career Advisor
Tion Young, Assistant Director, Business Career Advisor
Cheryl Funderburk, Technology Systems Coordinator
Curtis Kularski, (P/T) Technology Graduate Assistant
Joshua Lancaster, Experiential Learning Specialist
Michelle Wann, JLD Program Coordinator
Jennifer Armour, (P/T) Events & Information Assistant
Holly Brantley, Recruiting Program Specialist
Katie Cicillini, (P/T) Operations/UPIP Assistant
Kim Corradi, (P/T) Receptionist
Nancy Policastro, (P/T) Lead Operations Assistant
Debbie Rose, Budget Services Office Manager
Patricia Tabor, Customer Service Representative
Table of Contents
2014-2015 Annual Report ............................................................................................................................................................ 1
2010-2015 Strategic Plan Progress: 2014-2015 .......................................................................................................................... 6
Baseline Measures ..................................................................................................................................................................... 62
Appendix A: Learning Outcomes ................................................................................................................................................ 64
Appendix B: Combined Contacts ............................................................................................................................................... 67
Appendix C: Student Contacts ................................................................................................................................................... 75
Appendix D: Alumni Contacts ..................................................................................................................................................... 79
Appendix E: Hire-A-Niner (HAN) ................................................................................................................................................ 81
Appendix F: Career Development .............................................................................................................................................. 89
Appendix G: Career Self-Assessment ........................................................................................................................................ 98
Appendix H: Career Advising ................................................................................................................................................... 101
Appendix I: University Professional Internship Program (UPIP) ............................................................................................... 106
Appendix J: Experiential Learning ............................................................................................................................................ 109
Appendix K: Career Fairs ......................................................................................................................................................... 125
Appendix L: Employer Connections ......................................................................................................................................... 130
Appendix M: Job Location and Development (JLD) Program ................................................................................................... 137
Appendix N: Prospect for Success ........................................................................................................................................... 140
Appendix O: Publicity and Outreach ........................................................................................................................................ 142
Appendix P: Staff Professional Development ........................................................................................................................... 145
Appendix Q: Evaluation of 2014-2015 Departmental Goals ..................................................................................................... 147
ANNUAL REPORT
University Career Center
2014-2015
2014-2015 Annual Report
University Career Center (UCC)
A. HIGHLIGHTS OF THE YEAR
Major accomplishments (including student accomplishments) of unit/department/college during the year reported by
Academic Affairs Goal.
1. To offer a portfolio of educational programs that are forward looking and responsive to the intellectual, cultural, and
economic needs of the region:
2. To advance programs of research and scholarship that expand the frontiers of knowledge, including those that solve
problems at the interface of disciplines and leverage discovery for the public benefit:
3. To graduate students prepared for personal success and civic responsibility in the 21st century by offering challenging
degree programs, encouraging community engagement, and integrating the values of liberal education throughout the
undergraduate curriculum:

Bank of America hosted four information sessions reaching 112 students, and two Employer Office Hour schedules
informing 63 students in fall 2014 and spring 2015. The fall 2014 sessions attracted 133 applicants, 45 interviews
were conducted, and 17 CCI and COB students were selected to participate in 2015 ATP group. Since 2010, Bank of
America Applied Technology Program has seen a 94% placement rate and 92% retention rate of participating UNC
Charlotte students.

Enhanced participation in The Washington Center internship/scholarship program in Washington, DC: 98 students
attended informational sessions; 44 students applied (representing a 41% increase over previous year); and 15
students attended, gaining valuable internship experience in their area of interest while also benefiting from a
merit-based scholarship. Internship sites for UNC Charlotte students included: the White House, US Department of
Justice Office of International Affairs, Capital Management, Ready for Hillary, and the National Hispanic Medical
Association.

UNC Charlotte received “Best New Affiliate” award from The Washington Center.
 Two career advisors actively participated in NC Campus Compact, with one presenting at the 2015 UNC Charlotte
NC Campus Compact Symposium for regional faculty and staff.
 Increased outreach for the federal sector: 108 students attended Peace Corps Career recruitment events; 96
students attended US State Department Diplomat in Residence programming; and 56 students and 15 faculty/staff
attended NC State Government Internship Program recruitment events.
4. To integrate at the graduate level quality teaching and mentoring with research to prepare the next generation of
leaders:
5. To respond to the educational needs of a diverse community of learners through innovative programming and delivery
of credit and non-credit programs of study (for more college-specific data refer to Appendices B-N):

College of Arts & Architecture: Collaborated with Theatre Professional Development class to host one-on-one
mandatory mock interviews.

Belk College of Business: Conducted 386 mock interviews in fall 2014 and 380 in spring 2015 for juniors and
seniors; and presented to 277 students in the Business 1101 courses.

College of Computing and Informatics: Presented to 349 CCI Freshman Seminar and Transfer students; interpreted
55 MBTIs; and presented mock interview workshops to 428 students.

College of Education: Hosted the Spring Education Career Fair, serving 252 Education students; and delivered selfassessment class presentations for 136 Education students.

Lee College of Engineering: Reached 2,000+ students through classroom presentations and outreach to student
organizations (up from 1,300 previous year); coordinated 7 company info sessions the week of the Engineering Fall
Picnic; and coordinated 2 company site visits for 60 Engineering students.

College of Health & Human Services; Honors College (Pre-Health Advising): Delivered class presentations to social
work, public health, nursing, pre-health, and kinesiology students on job search, internships, resume preparation,
1



cover letter writing, interviewing, networking; conducted self-assessments with Master’s students in health
administration and public health; worked with faculty to incorporate mock interview practice into syllabus; worked
with pre-health advisor to pursue extended job shadowing opportunities; 3,947 student contacts.
College of Liberal Arts and Sciences: Provided mock-interviews to 224 Communication Studies students; and
increased focus on promoting students' pursuit of global career opportunities and cross-cultural engagement
through collaboration with Office of International Programs.
University College: Experienced a 34% increase in individual appointments; increased MBTI and Strong Interest
Inventory interpretation appointments by 57%; and forged a relationship through UPIP to support 81
undergraduate teaching assistant internships and 11 Communications Across the Curriculum Disciplinary
Communications Consultants for the 2014/2015 academic year.
Reached 2,029 students through 103 presentations to Prospect for Success courses. Presentations were requested
by 58 individual faculty members from University College, College of Computing and Informatics, Belk College of
Business, College of Liberal Arts and Sciences, Honors College, and the College of Engineering.
6. To promote student achievement and personal development by providing high quality advising, academic services,
curricular enrichment, and international experiences:

Career Fair attendance totaled 4,870 at all five fairs, the largest annual career fair attendance in the UCC’s history
and a 14% increase in attendance over previous year. Employer attendance increased 29% to 663 total
organizations. (Appendix K)

1,740 students completed a self-assessment through a class or UCC workshop. (Appendix G)

Student participation in the Job Location Development program increased 124% over previous year, totaling 3,338;
and employer participation increased 44% over previous year, totaling 256 new employers. This resulted in an
estimated 6,811 open positions (59% increase), 244 verified student hires, and close to $1.3M in verified estimated
annual earnings for the 2014-2015 academic year. (Appendix M)

As a result of assessing effectiveness of current programs and events, eliminated some that were poorly attended
(e.g., some workshops), and strengthened others that needed improvement (e.g., job shadowing program).

Rebranded the Career Prospector program to the “Job Shadowing Program,” with 49 student registrants during the
spring 2014 semester and 180 attendees at nine group site visits. Of the 84 sponsoring employers, 34 were UNC
Charlotte alumni. (Appendix B, C)

Increased the number of interview sessions conducted by employers for On-Campus Interviewing for full-time,
internship, and seasonal work by 28.02% over previous year in (233 in total) and increased the number of
interview slots filled by 23.45% over previous year (1,579 in total). (Appendix L)

Intentionally reached specific populations to offer services tailored to their needs (e.g., transitioning, transfer,
military, disability, and non-traditional students).

Added programming to increase student/employer engagement through employer office hours, job shadowing,
group visits, and Coffee with a Diplomat.

Formed Task Force to improve UCC student employee training and development, with recommendations
implemented for fall 2015; increased expectations of professionalism for student employees and students attending
Career Fairs.

Explored and decided upon career advisor utilization of Starfish advising platform to strengthen student experience
and to move to online appointment scheduling and record-keeping for career advisors.
7. To engage in focused efforts to creatively address university and community needs through internal collaboration and
partnerships with public, private, and non-profit organizations:

The University Professional Internship Program employed 173 undergraduates in academically focused internships
on campus, representing eight colleges including University College. Applications increased 87.5% over the
previous year, totaling 1,017. (Appendix I)

Experiential Learning opportunities increased 14.9%, with confirmed employment for 424 students (co-ops,
49erships, Service 49erships and internships), as opposed to 369 in the previous year. (Appendix J)

Expanded services to include alumni up to 5 years after graduation (previously set at 3 years). Alumni individual
appointments increased 275% from previous year (totaling 120) and alumni drop-ins increased 96% from previous
year (totaling 88). Alumni attendance at the Fall Expo 2014, Spring Expo 2015, and Education Career Fair 2015
increased 29.9% from previous year (totaling 304). Also enhanced alumni engagement through job shadowing
program and football tailgating event. (Appendix D)
2

Employer outreach increased through new, creative programming, specifically: five employers presented “employer
30-20-10” to 119 students, and 8 employers hosted “employer office hours” serving 297 students. (Appendix L)
8. To support the success of faculty and staff through career development opportunities, mentoring, and access to
supportive infrastructure:

Revamped professional development for all staff to become more meaningful and focused on identified needs;
sessions on teams, communication, MBTI, working with individuals with disabilities, and improving communication
strategies with various constituents; 6 employees attended a Recruiting Trends Conference at UNC Chapel Hill; and
several staff members attended professional association conferences.

All career advisors will be certified in the Strong Interest Inventory and MBTI by August 2015.

Participated in, and helped to organize, a half-day Career and Academic Advisor Seminar, attended by 47 advisors,
designed to strengthen relations between career advisors and academic advisors, to strengthen relations between
the UCC and the colleges, and to improve the student experience.

Completed minor office renovations to increase professional and inviting appearance; purchased iPads for drop-in
appointments; and examined possible purchase of InteriewStream for use by UCC and faculty.
9. To actively promote diversity among faculty, students, and staff and in the curriculum:

Collaborated with Office of Disability Services on Workforce Recruitment Program for career-related internships,
resulting in 12 student interview appointments.
10. To create a flexible, responsive culture that uses effective review and assessment as the basis for
improvement:

Significantly revamped data analysis and reporting process to more effectively use data for improvement
throughout the organization.

Streamlined and revised format of annual report to: a) improve the quality and meaningfulness of data; b) improve
visual representation; and c) make the process more educational and meaningful for the staff.

In response to the June 2014 Internal Review Report recommendations, the full staff participated in developing the
2014-2015 departmental goals, keeping in mind recommendations for improvement. A total of 21 goals were set
with 17 directly related to the recommendations. Of the 21 goals, 8 were completed, 10 partially completed, and 3
were not completed due to limited time and staff. (Appendix Q)

Revised student appointment satisfaction survey to an online post-appointment process rather than distributing
once per year.

Distributed, for the first time, Fair/Event data to Colleges, Graduate School, and Alumni Affairs throughout the year.
11. Other:

Successful transition to a new career services management platform (CSO Research) known as Hire-A-Niner,
resulting in a more user-friendly experience for students as well as employers and campus partners. With the
transition, the enrollment processes for the 49ership and Co-op programs were restructured and moved completely
online.

A total of 3,978 students uploaded resumes in Hire-A-Niner during the 2015-2016 academic year; of those, 78.73%
were undergraduates and 21.27% were graduate students. (Appendix E)

Completed a major overhaul of the UCC website to streamline pages, improve quality of content, provide easier
website navigation, and modernize the visual design. Comparing website use during January - March of 2014
(before overhaul) and January - March 2015 (after overhaul), there has been a 62% reduction in bounce rate
(visitors who leave the homepage without visiting other pages) and 19% increase in the average time on page for
the website as a whole.
3
B. MAJOR NEW ACTION STEPS PLANNED TO ACHIEVE GOALS IN 2010-2015 STRATEGIC PLAN
Describe major new action steps planned (if any) to achieve goals in the 2010-2015 Strategic Plan. (Note: this section was
included in the event that major new action steps became necessary after the 2010-2015 Strategic Plan was developed.
For most units/depts./colleges, this section will be blank.)
Not applicable. Refer to the 2015-2020 UCC Strategic Plan.
C. ANNUAL EVALUATIONS BY UNIT
Briefly describe any annual evaluations conducted by units/departments/colleges to assess outcomes that are not included
in the unit/department/college’s 2010-2015 Strategic Plan (.e.g., scholarly productivity.)
The 2015 Post-Graduation Survey will be completed in-house utilizing Campus Labs, rather than contracting services out as
done in previous years. This is a short-term fix to a larger dilemma of the need for more comprehensive data to be
collected collaboratively with the Colleges.
D. EXAMPLES OF DATA-BASED IMPROVEMENTS DURING THE YEAR
Describe 3 examples of how the unit/department/college has used assessment data for the purpose of improvement during
the year.
Career Services Management Platform: The 2014 Internal Review Report recommended changes in technology to
improve the quality of services to employers, students, and campus partners; and to address cumbersome requirements
within the existing platform (Experience). The UCC changed its online management platform system to CSO Research,
known to the campus as Hire-A-Niner. This new technology is more user-friendly for students and employers and has
allowed the UCC to streamline processes. Intentional efforts were made to allow campus partners access to the data
available. Informal reports indicate that employers, students, and campus partners are pleased with the new system.
Alignment of Career Advisor Positions with Colleges: The 2014 Internal Review Report recommended strengthening
relationships between the UCC and the colleges. In addition to empowering career advisors to interact more directly with
the colleges, the career advisor position descriptions were revised to align directly with the colleges to meet the goal of
strengthening relations with the UCC.
Career Fair Dress Code Enforcement. Feedback from employers completing evaluation forms, as well as students,
indicated that each population desired more professional dress at the Career Fairs. As a result, for the first time this year,
a business dress code was enforced. Some students were asked to leave the Fairs due to their dress, while the majority
looked professional. Informal feedback to date indicates improved satisfaction with students dress at the Fairs.
E. ASSESSMENT OF EVALUATION METHODS
Comment on the strengths and weaknesses of unit/department/college’s assessment methods and describe plans (if any)
to strengthen outcomes assessment during the coming year.

Significant effort was made this year to streamline and revise data collection and reporting so that it is more
meaningful for those that analyze the data and those that review the results. This effort resulted in a significant
change to the format of appendices in the 2014-2015 UCC Annual Report.

This year, for the first time, data collected at career fairs/events were shared with key constituents immediately
following each fair/event (i.e., associate deans of all colleges, Graduate School, Alumni Center).

This year the student satisfaction surveys were revised with hopes to gather more meaningful data and placed
online to allow for post-appointment assessment rather than once a year.

This year the Fair surveys were revised (for students and employers) with hopes to gather more meaningful data.

The Post-Graduation Survey process, completed every two years, still needs to be revised. The 2013 PostGraduation Survey process was contracted out to a company that did a very poor job with the Report. Therefore,
the immediate plan is to conduct the 2015 Post-Graduation survey in-house, utilizing Campus Labs, rather than
4


contracting out as done in previous years. Since the survey is conducted every two years it was important not to
wait until a new director is in place or the data would be too old. The plan is for the new director to work with the
Colleges to find a way to more effectively collect post-graduation survey data and to do this collaboratively.
Conversations began this year with the Colleges to make that happen in the near future.
Other plans to improve data collection include revising the anticipated learning outcomes on all evaluation forms;
and requesting feedback from Colleges about what they would like to see on the On-Campus Interview and
Experiential Learning evaluation forms.
The 2015-2020 UCC Strategic Plan includes a goal to improve data collection, analysis, and distribution.
REQUIRED ATTACHMENTS TO 2014-15 ANNUAL REPORT
1.
ANNUAL PROGRESS ASSESSMENT OF PERFORMANCE OUTCOMES FOR 2010-2015 STRATEGIC PLAN
GOALS: After completing sections III I. and III J. of your 2010-2015 Strategic Plan (i.e., the annual report section of
the strategic plan template), attach the entire 2010-2015 Strategic Plan to the annual report.
2.
STUDENT LEARNING OUTCOMES ASSESSMENT DATA: Attach a 2014 Student Learning Outcomes Assessment
Plan and Report for each undergraduate and graduate degree program and certificate program, stand-alone minor, and
distance education program offered online only by each department. Colleges that do not submit the required
Student Learning Outcomes Assessment Plans and Reports will be contacted by the Office of Academic
Affairs.
3.
(FOR DEANS AND ASSOCIATE PROVOSTS ONLY) MEMORANDUMS TO DEPARTMENT AND UNIT HEADS:
Deans and associate provosts are to attach copies of their written feedback to department and unit heads on the status
of outcomes assessment in the department or unit, and identifying any areas meriting priority attention in the coming
year.
4.
INSTITUTIONAL EFFECTIVENESS REPORT ASSESSMENT FINDINGS:
Attach the 2015 Institutional Effectiveness Report template with assessment findings.
5
STRATEGIC PLAN PROGRESS
2010-2015
University Career Center
2014-2015
2010-2015 Strategic Plan Progress: 2014-2015
University Career Center
I. Executive Summary
1-2 pages
A. Mission and goals:
Mission:
To provide a comprehensive approach to career preparation and development with
Experiential Learning as a key component resulting in enhanced and engaged academic and
life long career experiences for students.
Goals:
1. To utilize timely self-assessment and core service offerings with increasing numbers of
students and more targeted student constituency groups for effective career decision
making.
2. To offer varied programs in the job search phases of career development which increase
students’ career knowledge base, job search, and employment preparation skills.
3. To utilize quality Experiential Learning programs for the purpose of increasing student
engagement in career and professional skills exploration/development.
4. To increase outreach programming and diverse partnerships with college and
administrative entities.
5. To assist the University in the expansion of strategic external initiatives and partnerships
(e.g., especially those which build employer relationships).
6. To identify and maximize University Career Center resources.
B. Summary of process
used to develop unit
goals:
Vision and Supporting Values:
To be a premier comprehensive career center in accord with national standards which
emphasize timely career planning and Experiential Learning through utilizing technology and
strong relations with academic departments to prepare students for a competency-based
world of work.

The UCC is committed to YOU.

We value providing accurate, timely, knowledgeable information and resources to assist
you in your personal career assessment, career decision-making, experience building,
employment search, and career change.

We will provide a safe and responsive environment, information, and counseling in which
you can explore your doubts, concerns, interests, and desires regarding your life’s work.

We value trusting long-term relationships with our customers.

We value providing customer service in a friendly, compassionate, caring, respectful, and
honest manner.

We value teaching you and helping you engage in career decision making and
employment processes that you can learn and use over the long term.

We value providing encouragement, perspective, and hope in ever-changing economic
conditions.
Summer retreat discussion generated ideas for the next strategic plan. Met with Academic
Services Graduate Assistant and UCC Director Team members to review input. Met with both
Director Team Leaders and full staff groups for input on our environmental scan as well as the
goals. Unique UCC teams also provided input on goals and outcomes they would be
responsible for. Policy clarification sought from legal counsel regarding database sharing and
strategic internship programs as colleges expand their partnerships coupled with fundraising.
6
Goals compared to AS plan. Last UCC draft reviewed with Director Team.
C. Summary of major
goals in strategic plan:
Overall, the Career Center goals are designed to: 1) support Academic Services in reaching
retention and student success goals, 2) assist students in the formation of personal career
goals and integration of academic learning, 3) to assist academic and support units through
engaging students in Experiential Learning and meaningful post-graduation opportunities, and
4) to assist the University in meeting strategic community partnership goals.

Permanent staffing- 3 Assistant Directors (one being reinstated), one Senior Associate
Director to assist with graduate students and grant applications.

GA, Student or intern staffing- 3 new GA's, 5 additional PCAS, annually 4 to 6 graduate
counseling interns; funds and housing/stipend support for VISTA intern.

Needs will be updated once full scope of university-wide QEP is known, but at least one
counselor and one admin additional staff than planned are needed for the large growth in
internships, self-assessments, and QEP support.

Facilities- expanded need for up to 18,000 ft.², increase number of interview rooms,
presentation space, staff offices, workroom, employer workspace /lounge, and career
resource collection space separated from reception; ideally to be located adjacent to
Student Employment, Volunteer Services, UAC, Library, and AS offices.

Both temporary and longer term space needs to be identified/solidified for new programs,
new staff, GAs/PCAs as well as renovations for 150 Atkins short and longer term will be
needed. Additionally, with the University Professional Internship Program being managed
by the UCC, space will be needed for this program/staffing. The space identified for
beyond 2014 will need time for redesign for optimal operations and furniture orders.

Technology-funding to support swipe card technology, new administrative package and
software career job search tools which would be at least double current levels. The longer
term strategic direction of both Symplicity and Experience /Connect-edu will need to be
factored in to the analysis of career management systems.

Operations-Business Services Office Manager position /1 added SPA support needed.
D. Summary of new
resources required to
achieve new goals:
II. Environmental scan/ updates since last five –year Strategic plan
1-2 pages
A. Assessment of
cumulative progress in
meeting goals in current
strategic plan:
The University Career Center is in its 17th year as a comprehensive career and Experiential
Learning center serving all colleges, academic departments, recent alumni, and all types of
non-profit, government, and for-profit employers. The Director also serves as the
administrative liaison for North Carolina Campus Compact. The center has grown from 28,000
to 140,000 student contacts in the last 15 years; 50% of that growth has come in the last five
years with the addition of major career fairs, the self-assessment program, UNC in
Washington, NC Campus Compact and service initiatives, and additional services for transfer
and graduate students. The past five-year strategic plan culminated in all goals being met
except those directly tied to additional staffing needs or those affected by the drastic change
in the economy with the 2008 recession. This included expansion of services for graduate
students, work with VISTA and NC-ACTS scholarships, and expansion of the Career Prospector
program, bringing on an executive-in-residence and a major facility redesign/move although
interview space in Cone was identified. In some cases, new strategic opportunities which
surfaced allowed for other focus instead, such as the Career Transfer Seminar, expansion of
the use of PCAs and graduate counseling interns, outreach to students through social media,
workforce development stimulus fund career module support, Business Communications Mock
Interview class integration, and other college partnerships as well as administrative
efficiencies such as use of a credit card for employer fees and the alumni module (used at a
time where there was expanded demand for displaced alumni). These areas will be continued
7
B. Environmental
scan/updates of
challenges, opportunities,
and obstacles since last
strategic plan:
as well as those not realized to date, in this new plan. However, it should be noted that
several major strategic service expansion successes especially provided for undeclared and atrisk students, were significantly affected by the loss of an Assistant Director position for
working with these students. The UNC in Washington program was also cut due to the budget
situation at the same time in which students need to be more aligned with growing
opportunities in the federal sector. Lastly, all types of users of the office continue to rate the
services highly. Golden Key Honor Society and Phi Kappa Phi recognition was awarded. During
2012-13, new programs are in the process of being given to the UCC including career service
support for Prospect for Success in most colleges, The Washington Center UNC Charlotte/City
of Charlotte scholarship/Internship Program and the University Professional Internship
Program. Each are coordinated with faulty teams/committees. 2013-14- UPIP was launched
for Fall 2013, and 10 scholarships were awarded for $6,000 each for The Washington Center.
2013-14- Renovations were done to convert interviewing areas into staff offices, and library
study room space was offered on loan for some of the on campus interviews.
2013-14- AD positions were added and searches completed to bring new career
counselors/ADs onboard for fall- includes AD for the Undeclared and Career Prospector
program (trust funds), AD for Career Education, AD for Freshman Career Planning (QEP
funds), AD Job Search Advisor, and UPIP Program Manager. Searches were also conducted as
a result of an internal promotion, one returning to library science work, child care, and family
geographic related moves.
Environmental SCAN Regarding Market Trends: The 2010 February unemployment rate in the
Charlotte region has reached a high of 12% (higher than the national average) and is not
expected to decrease rapidly in the next several years. The services offered, demands from
constituents, available resources, and career trend information all provided by the UCC are
significantly impacted by annual and quarterly job market trends. We are also uniquely
affected by the fact that this recession has particularly had an impact on professional
positions-those being sought by our recent graduates and alumni and especially those in the
financial services industry. While the 2003 American Workforce Report indicated a 33%
college-educated worker shortage by 2012, this is not likely to be seen until the latter part of
this 5 year plan. However, demand for college-educated students especially in the STEM
areas, as well as underrepresented populations, will continue to rise along with demand for
interns. Service expectations could also be significantly impacted by the Obama plan:
President Obama specifically called on educators to take a lead in his opening remarks at a
jobs summit, saying he wanted to hear what "universities can do to better support and
prepare our workers—not just for the jobs of today, but for the jobs five years from now and
10 years from now and 50 years from now." (Chronicle Dec 3, 2009), and his agenda to track
more accountability into higher education through the use of data and tracking students
(Chronicle February 26, 2010). Lastly, passage of the health care plan March 21, 2010 may
increase costs for employers and decrease opportunities for new hires. Other key
environmental trends affecting us could be the change in leadership of the UNC system, the
change in key industries of interest to students (i.e., regional market trends shifting offshore;
Charlotte T-test analysis showed gains in individual contacts creating a more attractive place
for call centers and motor sports; continuing reduction in some financial areas and increase in
bio-technology), and an increasing use of online social networking.
Other Challenges: Growth of the university and increasing class size, increased data tracking
on student usage and effectiveness of services and need to keep Post Graduation Survey
outsourced; sufficient staffing need amidst state resource limitations; returning alumni,
veterans, and displaced workers needing career assistance; lack of discretionary funds ;
maintaining quality services as quantity increases; responding to increasing university and
8
individual college specialized and targeted service needs without resources. Increased
challenges as outside demand and competition for the career center staff skills and talents
grows in an anticipated little to no salary increase environment; turnover effects relationship
development (and training time displacing other service priorities) which is so critical to our
operations. QEP growth demand on services is not only anticipated at the freshmen level, but
for all four years in support of several of the colleges. Competition for qualified staff remains
an increasing issue going into 2013-2014. 2013-2014- Timing of the Internal Review,
approval for TWC scholarships, searches, renovations, and connectEDU chapter 11 filing
presented time and staffing challenges.
Obstacles include: Current and anticipated budget cuts; limitations to technology and
information sharing; continued perception of a career center as a placement -only operation;
limited space for student staff workers and users of the office; core staffing and expertise
needed; budget constraints for travel and professional development; lack of opportunity for
sufficient planning time to roll out quality programs; environment regarding increased "jobs
for grads" pressure on institutions at state and federal level- The White House Scorecard.
Opportunities include: Integrated collaborations/partnerships both internal and external; a
strong service and internship program base already in place including building on the 49ership
model; further career preparation, civic engagement, and internship integration into courses;
exploring/expanding University employer /community strategic partnerships we can support;
adjacent to library location at time of their expansion; Chamber relationships and Charlotte’s
location still being attractive to relocating organizations wishing to hire new college graduates;
Campus Compact membership; increasing efficiencies and effectiveness; increasing use of
technology; consideration of greater presence in the colleges; federal resources. Two of the
three goals of the QEP will result in more student engagement regarding self-discovery,
internship development, and commitment to career/academic success. The TWC and UPIP will
provide more internship opportunities for students. “Jobs goals” may also be an opportunity
to further educate and engage students, faculty and employers.
2013-2014- This will turn out to be an opportunity, but was indeed first a challenge- due to
the filing of Chapter 11 for connectEDU, the study we were going to do in 2014-2015 needed
to be ramped up quickly to look at the two other major vendor offerings. Likewise, we were
asked to do an Interview Review earlier than expected before all staff was trained/linked to
key programs fully, and did need to divert time from other areas.
III. New Strategic Goals, Action Plans and Performance Outcomes for 2010-2015
A. University Career Center Goal #1: To utilize timely self-assessment and core service offerings with
increasing numbers of students and more targeted student constituency groups for effective career decision
making.
B. Relationship of goal
to next higher reporting
unit goal:
C. Action plans to
achieve goal:
Supports Academic Services goals #1, 4, 6.
1.
2.
To increase and broaden a comprehensive self-assessment program, with particular focus
on at-risk and undeclared students, while maintaining overall student usage for all class
levels (i.e., identify and pilot target groups).
To assist students in gaining a better understanding of the connection between their
9
personal, academic, and career goals.
To expand freshmen outreach initiatives through all freshman seminars, the JLD program
(second semester), and learning communities.
4. To develop sophomore initiatives and engage more students at this critical decisionmaking level through courses, residence halls, and targeted programming
5. To engage other targeted populations in select services (i.e. Veterans, adult learners,
international, and transfer students).
6. To expand services and career information for Masters and PhD students.
7. To conduct IRB-approved research and assessment on engagement and career
development topics (i.e., sense of purpose/ decision-making/academic success; group
counseling mode motivation), develop interventions for uncovered targeted needs, and
determine effectiveness of UCC interventions.
8. To engage an increasing number of students in timely effective individual assistance and
career tool usage.
9. To increase faculty advocacy for student engagement in making and acting on career
decisions through self-assessment, UCC awareness, course CD content integration.
10. To engage more students and student leaders in the Career Success Certificate program.

Report on expanded course integration of self-assessment tools and CD Moments.

Report on increased percentage of sophomore engagement in services.

Report on outreach conducted with all freshmen seminars and learning communities.

Track high satisfaction and effectiveness rates for self-assessment interventions (pre-post
SII scores).

Report on completion of IRB study results and follow-up services identified.

Report on individual assistance use and learning outcomes.

Report on targeted student group usage of services.

Report on the new service measure of the student connection between personal,
academic, and career goals.

Report on usage numbers by program.
Annual report documentation (Appendix A for overall services and activities)
Post-Graduation Survey data 2009 reported in 2010 and 2011, 2013, 2015 studies.
Career Advisors, Director (with graduate intern for areas of IRB-approved research)
PRIMARY: Self-assessment (SAT) Team, Career Development (CD) Team, Sr. AD- Career
Success Certificate.

Overall usage numbers and by program (i.e., career fairs, career advising, EL, Career
Success Certificate) beyond 120,000 total student contact base.

Overall measure of increased student career knowledge base and student career
motivation (at 4.0 or above on agreement self-report 1-5 scale).

Outcomes for sense of purpose and group counseling mode research- use of findings and
follow up carried out.

Increased usage numbers of targeted populations or services delivered.

Positive outcome results for self- assessment program effectiveness.

Individual assistance reported helpfulness and effectiveness (above 4.0, 1-5 scale).

Number of courses in which career information was offered; student participant pre- post
data for targeted career seminar offerings.

Students report improved understanding of connection between personal, academic, and
career goals overall and select services (above 3.9, 1-5 scale).

Reinstate position cut in 09 for Assistant Director, Career Advisor for Undeclared Students
(2012). Occurred in 2012-2013

Expanded peer career assistant (PCA) numbers for sophomore outreach. Hired 4

Add experienced level position for Graduate Student Career Advising 2013. Did not occur,
3.
D. Effectiveness
measures/methods to
assess outcomes/goal
attainment:
E. Assessment schedule
to assess goal:
F. Person/group
responsible:
G. Performance
outcomes for goal:
H. Resources Required:
10
but 2013-2014 received 3 new AD positions (one through QEP funds).
Annual Report
I. Annual progress
assessment of
performance outcomes:
2010-2011

Overall 149, 800 (10% increase) student contacts were made through our array of
programs and services. With Web services: 437,742.

Additional efforts were made this year to reach out to sophomores, veterans and transfer
students- created a “Military to Civilian” resume workshop, Sophomore Career week, and
transfer usage increased.

In looking at 8 select programs, and not counting multiple uses of the individual services,
of 16, 179 users, 22.4% were freshmen, 14.8% sophomores, 21% juniors, 23.4%
seniors, and over 18% were post- bacs, graduate students, or alumni.

Of the 16,179 users: 51% ethnic minorities and international students, 34% transfers.

Individual assistance survey results indicated a mean of 4.56 on career counselors being
approachable and helpful and 4.23/4.27 on students increasing their career knowledge
base and career motivation as a result of sessions with staff. (5 point scale)

There was a positive correlation between the study group’s career decidedness and sense
of purpose (.325), and their sense of purpose and involvement in service or internships
(.235). One of the four job-search group research interviews to be conducted was
completed.

Career content was provided in 242 classes reaching over 3957 students; 110 of those
classes were freshman intensive. Classroom outreach totaled over 11,000 student
contacts in 424 sections (up 20%), and collaboration with 157 faculty.

Three new job search groups reaching 25 students were offered.

The fourth overarching assessment goal yielded positive results for students utilizing
many of our services: 89% either agreed or strongly agreed that as a result, they
increased their understanding of connections between academic, career, and personal
goals with 97% of neutral to strongly agree, with a mean of 4.3.

We offered 3,799 total assessments -15% higher than last year although greater
attention was given to utilizing Focus-2 versus the Strong for budgetary reasons.
Significant pre-post assessment results were realized for the “Exploring Majors and
Careers” workshops with students indicating a better understanding of career choices
based on assessment of their interests, values, skills and abilities; increased motivation;
having a better understanding of the connection between their personal, academic, and
career goals; and they increased their knowledge base about careers -all above 4.0
ranging 4.35 to 4.42.

T-test analysis revealed that 8 of 10 mean differences were statistically significant for the
Strong workshops and 7 of 10 questions were significant for the MBTI workshops
indicating that students felt more prepared to select a major, more informed, understood
their career paths, and were more motivated to complete their college degree and take
action steps towards career planning and decision-making as a result of these
assessment interpretations.
2011-2012

Overall 144,075 (slight decrease due to staff turnover and UCC hitting capacity) student
contacts were made through our array of programs and services. With Web services:
440,288 (slight increase overall).

PGS 2011 results indicate 63.6 % of the respondents used at least one UCC service
11


















(73.5% of undergraduates and 48.6% of graduate students- which also are using our
services more)
Freshmen usage numbers continue to increase and the WOW Open House included 53%
underclassmen. Freshmen student contacts through WOW Open House, Freshman
Seminars, JLD registration, and Learning Communities: 707
492 learning community students were engaged through 27 presentations.
Learning Communities and Freshmen Seminar student feedback forms reported: 4.44
and 4.46 mean for students understanding personal/academic /career goals connection
Get Connected: 2,244 student referrals resulted in 1,592 student responses (70.94% of
referrals). Highest Get Connected student participation: Drop-ins and counseling
appointments 384 (17.11%), Focus2 330 (14.71%), Strong 246 (10.96%), Majors Day
174 (7.75%), JLD 148 (6.60%)
19% of JLD registrants were sophomores; JLD registrants went from 908 to 1,295
505 sophomore student contacts through WOW Open House, Freshman Seminars , JLD,
Learning Communities, Sophomore outreach booth, and Sophomore Minute Clinic (which
engaged sophomores from 6 out of 7 colleges). Sophomore attendance rose at Majors
Day, the EL & Part-Time Job Fair, and Spring Career Expo and in-person workshops.
We offered 3,232 total assessments – (Bridges use was down due to tracking changes
with the new Drupal based website, but both the Strong and FOCUS2 increased).
Significant pre-post assessment results were realized for the “Exploring Majors and
Careers” workshops with students indicating a better understanding of career choices
based on assessment of their interests, values, skills and abilities; increased motivation;
having a better understanding of the connection between their personal, academic, and
career goals; and they increased their knowledge base about careers -all above 4.0
ranging 4.48 to 4.52 (all up).
T-test analysis revealed that 9 of 10 mean differences were statistically significant for the
Strong workshops and 7 of 9 questions were significant for the MBTI workshops
indicating that students felt more prepared to select a major, more informed, understood
their career paths, and were more motivated to complete their college degree and take
action steps towards career planning and decision-making as a result of these assessment
interpretations.
Maintained assessment outreach targeted to freshman, transfer seminars, at-risk groups:
Strong: 56% freshmen;30% undeclared; 19% sophomores, 20% transfers
MBTI: 30% freshmen; 17% sophomores; 9% undeclared, 27% transfers
FOCUS2: 47% freshmen; 33% undeclared; 15% sophomores; 26% transfers
For 8 select programs, of 14,058 users, 23.5% were freshmen, 15.6% sophomores,
16.9% juniors, 24.8% seniors, and 19.2% post- bacs, graduate students, or alumni.
Of 7 target programs, 50.81% participants were ethnic minorities and international
students, 35.3% transfers; 22% of EL working students were on an F-1 Student Visa
Individual assistance survey results indicated a mean of 4.55 on career counselors being
approachable and helpful; 4.45 on listening, understanding, 4.00 on students increasing
their career knowledge base and career motivation as a result of sessions with staff, and
4.26 overall satisfaction . UCC Peers and Interns helpfulness: 4.27.
Pre-transfer student individual assistance increased 123% over 2010-11 levels, logging an
increase of over 100% for the second year in a row.
The Fall transfer career seminar course average mean difference from pre-test to posttest was +1.33. 25 out of 30 mean differences were statistically significant
Career content was provided in 258 (up 6%) classes reaching 4253 (up 8%) students;
113 of those classes were freshman intensive. Classroom outreach totaled 9,290 student
contacts in 412 sections; collaboration with 170 faculty.
12






On the PHD dissertation we supported, there was a positive correlation for career
indecision and lack of structure, which is also the strongest negative correlation for career
decision. Lack of structure seems to be a common denominator in two other variables –
sense of purpose and service. Purpose in life and career decidedness correlation at .325.
6 Info sessions were offered in support of the 49er Democracy Program, attracting mostly
communications and political science majors.
E-leads hits = 724 following program reconfiguration by UNC Chapel Hill administrators.
UNC Charlotte private categories ready for population: internships, scholarships,
motorsports, and pre-health programs. Additional categories: Alternative Teacher Prep
Programs and Liberal Arts to Business Post-grad Programs.
Vocational Biographies: 1,478 hits.
The fourth overarching assessment goal yielded positive results for students utilizing
many of our services: 88% either agreed or strongly agreed that as a result, they
increased their understanding of connections between academic, career, and personal
goals with 98% of neutral to strongly agree, with a mean of 4.4.
Across all UCC workshops, students evaluated reported :1) an increase in career
knowledge base at a mean of 4.42, 2) a better understanding of the connection between
personal, academic, and career goals at a mean of 4.44, and 3) an increase in motivation
to take career planning and decision-making actions at a mean of 4.50. Each measure
represents a slight increase from last year’s workshop evaluations.
2012-2013

Overall 188,760 (31% increase due to resume referrals and online workshops; at the
same time we lost over 10 months of counselor availability due to turnover) student
contacts were made through our array of programs and services. With Web services: over
485,365 (10% increase overall).

Prospect for Success, AART, SSWG involvement- several proposals were written to
integrate career activities into Prospect courses.

PGS 2012 results indicate 50% of the respondents used at least one UCC service

Freshmen usage numbers continue to increase greatly and the WOW Open House
included 53% underclassmen. Freshmen contacts through WOW Open House, Freshman
Seminars, JLD registration, CD Month, and Learning Communities: 1830

684 (up from 492) learning community students engaged through 38 presentations.

Learning Communities and Freshmen Seminar student feedback forms reported: 4.46
mean for students understanding personal/academic /career goals connection

Get Connected: 2,682 student referrals resulted in 1,662 student responses (624% of
referrals). Highest Get Connected student participation: Drop-ins and counseling
appointments 384 (17.11%), Focus2 (272), Strong (293), Majors Day and JLD

14% of JLD registrants were sophomores; JLD registrants went to 1,371 (up 5.8%)

549 (up 15%) sophomore student contacts through WOW Open House, Freshman
Seminars , JLD, Learning Communities, Sophomore outreach booth, and Two Sophomore
Minute Clinics (which engaged sophomores from 7 out of 7 colleges). Sophomore
attendance rose at 11.5% for workshops and 29% for fairs. New sophomore webpage
hits: over 177,600

The UCC was an integral part of the 49er Focus groups. Providing a total of 16 hour long
group sessions over 8 weeks with almost 100 contacts with at risk students.

We offered 3,061 total assessments – (slightly down due to staffing loss, but overall SII
was up.) Included 1270 group and individual sessions and 1,791 self- scored. Significant
pre-post assessment results were realized for the “Exploring Majors and Careers”
workshops with students indicating a better understanding of career choices based on
13















assessment of their interests, values, skills and abilities; increased motivation; having a
better understanding of the connection between their personal, academic, and career
goals; and they increased their knowledge base about careers -all above 4.0 ranging 4.31
to 4.55.
T-test analysis revealed that 9 of 10 mean differences were statistically significant for the
Strong workshops and 7 of 9 questions were significant for the MBTI workshops
indicating that students felt more prepared to select a major, more informed, understood
their career paths, and were more motivated to complete their college degree and take
action steps towards career planning and decision-making as a result of these assessment
interpretations.
Maintained assessment targeted to freshman, transfer seminars, at-risk groups:
Strong: 70% freshmen; 41% undeclared; 16% sophomores, 11% transfers
MBTI:
35% freshmen; 21% sophomores; 16% undeclared, 21% transfers
FOCUS2: 37% freshmen; 22% undeclared; 25% sophomores
For 10 select programs, of 30,667 users, 16% were freshmen, 13% sophomores, 17%
juniors, 27.8% seniors, over 26% post- bacs, graduate students, or alumni.
Of 8 target programs, 50% participants were ethnic minorities and international students,
32% transfers; 18% of EL working students were on an F-1 Student Visa
32% of users were transfers .Transfer Career Advisor provided individual assistance to
161 pre-transfer students and made group presentations to 150 pre-transfers.
Individual assistance survey results indicated a mean of 4.46 on career counselors being
approachable and helpful; 4.43 on listening, understanding, 4.03 on students increasing
their career knowledge base and career motivation as a result of sessions with staff, and
4.22 overall satisfaction . UCC Peers and Interns helpfulness: 4.3.
We offered opportunities to veterans through Milicruit and special resume workshops
Career content was provided in 329 classes (up 27.5%) reaching 9,250 (ALMOST
DOUBLE) students; 162 of those classes were freshman intensive, reaching 3638
contacts. Classroom outreach totaled 12,558 in 412 sections- up from 9,290 student
contacts; collaboration with 195 faculty.
The Washington Center scholarships Info sessions - COMM, POLS, CJ majors.
We supported the Academic Careers Workshop and will be supporting the Fall 13 Non
Academic workshops for PhDs through CGL.
E-leads hits = 218 following program reconfiguration of tracking by UNC CH admin.
Vocational Biographies: 1,483 hits. 7 new Career Success Certificates enrollees.
The fourth overarching assessment goal yielded positive results for students utilizing
many of our services: 86.6% either agreed or strongly agreed that as a result, they
increased their understanding of connections between academic, career, and personal
goals with 98% of neutral to strongly agree, with a mean of 4.4.
Across all UCC workshops, students evaluated reported :1) an increase in career
knowledge base at a mean of 4.41, 2) a better understanding of the connection between
personal, academic, and career goals at a mean of 4.43, and 3) an increase in motivation
to take career planning and decision-making actions at a mean of 4.48.
2013-2014

Overall 16 % increase in student contacts (not considering resume referrals, which
intentionally decreased due to employer outreach strategy in an improved job market)

Prospect for Success, AART, SSWG involvement- staff participated in Faculty PFS
Workshops and delivered 56 PFS career sessions to classes (with almost 1000 Prospect
contacts) with a 4.47 level of student increased student understanding between personal,
academic , and career goals outcomes
14














Expanded services for graduate students- UCC provided support for PhD Beyond
Academic Career conference, two classroom presentations, and developed a PhD resource
website
PGS 2013 –NJN, individual career advising and career fairs- most common services used
2,806 Get Connected student referrals resulted in 2,344 (83.5%) student responses (up
from 62% of referrals) in 2012-2013. Highest Get Connected student participation =
Drop-ins and counseling appointments (685 or 24%), Strong (364 or 13%), and Focus II
(347 or 12%).
2,152 (up from 1,830) freshman student contacts
43% of all undergraduates served through key programs were freshmen and
sophomores. Special offerings included Sophomore Minute Clinic and a sophomore
webpage, and outreach booths. 136 sophomores participated in Majors Day (a 14%
increase over last year). 508 sophomores participated in career fairs (nearly a 30%
increase over 2012-13). 13 sophomores participated in Mock Interview Day. The UCC was
an integral part of the 49er Focus groups.
3,378 total self-assessments tracked represents 13% increase in use of SII, MBTI,
Strengths Quest, and FOCUS-2
Significant pre-post assessment results on 9 of 10 measures for SII were realized with
students indicating a better understanding of career choices based on assessment of their
interests, values, skills and abilities; increased motivation; having a better understanding
of the connection between their personal, academic, and career goals; and they increased
their knowledge base about careers and how to research careers, as well as awareness of
how career paths related to their major. MBTI measures yielded much significance as well
For 13 select programs, of 36,770 users, 18% were freshmen, 14% sophomores, 17%
juniors, 27% seniors and post- bacs, and 24% graduate students or alumni.
Of 9 target programs, 51.5% participants were ethnic minorities and international
students, 31% transfers
Individual assistance survey results indicated a mean of 4.55 on career counselors being
approachable and helpful; 4.52 on listening, understanding, 4.13 on students increasing
their career knowledge base and career motivation as a result of sessions with staff, and
4.37 overall satisfaction . All scores went up. UCC Peers and Interns helpfulness: 4.25.
We offered opportunities to veterans through Milicruit and special resume workshops
Outreach/ Career content was provided in 398 classes (up 21%) reaching 9,372 students
The fourth overarching assessment goal yielded positive results for students utilizing
many of our services: 90% either agreed or strongly agreed that as a result, they
increased their understanding of connections between academic, career, and personal
goals with 98% of neutral to strongly agree, with a mean of 4.5.
Across all UCC workshops, students evaluated reported :1) an increase in career
knowledge base at a mean of 4.37, 2) a better understanding of the connection between
personal, academic, and career goals at a mean of 4.45, and 3) an increase in motivation
to take career planning and decision-making actions at a mean of 4.46.
2014-2015
Usage Numbers by Program
 Career Fairs: 4,870 career fair attendees, the largest annual career fair attendance in the
UCC’s history; 14% increase in attendance over 2013-14 fairs. Employer attendance
increased at all 5 career fairs-up 29% (663 organizations).
 Learning Communities: 1,023 - up from 979 - learning community student contacts (+
4.5%) were engaged through 37 presentations.
 Self-Assessment: 1,744 students completed a self-assessment through a class or UCC
15










workshop versus last year of 1,373 which is an increase of 27%.
Career Development Month: 336 students participated in Career Development Month
career panels, presentations, and employer office hours, up from 318 in 2013.
Experiential Learning opportunities have increased 13% in the 2014-2015 academic year.
424 students confirmed employment in Experiential Learning opportunities (Co-ops,
49erships, Service 49erships and Internships combined), as opposed to 375 in the 20132014 academic year.
63% of students working in the 49ership program are international students
(unduplicated count).
Experiential Learning Student and Employer Evaluations: Both Co-op and 49ership
students rated their Learning Outcomes (As a result of this experience I have…) an
average of 3.75 on a 5.0 scale in 2014-2015, as opposed to 4.58 in 2013-2014 (the
difference may be due to a change in survey methodology), yet Co-op and 49ership
employers rated UNC Charlotte students overall performance a 4.12 and 4.50 on a 5.0
scale, respectively. Averaging 4.35, this is slightly higher than the 4.31 rating in 20132014.
32% of EL working students (Co-op & 49ership) were from an “At Risk” student group
(Transfer, Black, American Indian/Alaskan Native or Hispanic ethnic background); this is
a decrease from 39% of EL working students from the same groups in 2013-2014.
50% of students who used On-Campus Recruiting were from an “At Risk” group
(Transfer, Black, American Indian/Alaskan Native or Hispanic. This is close to consistent
with last year when 54% were from this group.
Job Location and Development: JLD went from 1,488 students participating in 2013-2014
to 3,338 students actively using the program for an increase of 124%. JLD Program also
reported 256 new employers for an increase of 45%; estimated number of open positions
was 6,811 for an increase of 59%; verified student hires of 224 students, and verified
estimated annual earnings of $1,296,532.00 for the 2014-2015 academic year.
Mock Interview Day: student and employer participation increased each year. MID 2014:
138 students, 36 employers from 19 companies; MID 2015: 261 students, 55 employers
from 35 companies.
Majors Day: attendance was at 660 students (up 20% from 2013-14).
WOW Career Carnival: 634 students attended (up from 246 in 2013 and 208 in 2012).
Measures of Career Knowledge Base and Motivation
 Group Site Visits: 94% of students reported they agreed or strongly agreed that the
experience increased their knowledge base about careers. 90% of students reported they
agreed or strongly agreed that the experience motivated them to take action steps in
their career planning and/or decision making.
 UCOL 1000 and 1200 Freshman Seminars: 4.57 mean for increased motivation increased
from 4.55, knowledge 4.55 increased from 4.53.
 Career Fairs: 4.08 mean for increased motivation and 3.88 mean for career knowledge
base.
Increased Usage Numbers for Targeted Populations and Services Delivered
 Veterans/Non-traditional Students: Provided 5 targeted workshops (LinkedIn, Job Search
Panel, Resume/Cover Letter writing) to veteran and non-traditional student populations
reaching 39 students. Collaborated with Office of Adult Student and Evening Services for
4 events during Chat w/ An Advisor Series targeting non-traditional students. 376 total
veteran students participated in at least one UCC service reaching 47% of veteran
16









affiliated students using benefits.
Transfer Students: Provided 15 workshops to Transfer Seminar sections reaching 263
transfer students (duplicated) and connecting with all transfer sections offered. Transfer
Seminar Course taught in Fall 2014, significant pre-post assessment results on 24 of 31
measures were realized; enrollment 16.
Pre-transfer Students: Provided career advising to 70 pre-transfer and prospective
students. Collaborated with admissions, advising, orientation and housing on-campus to
reach 110 students considering transfer to UNC-Charlotte through 4 Community College
Transfer Talks.
Get Connected Students: Of 4,769 referred students, 47% logged into Hire-A-Niner, 24%
completed online self-assessments, 19% attended job/career fairs, and 18% met with
career advisors through individual appointments or drop-in hours.
Students with Disabilities: Collaborated with Office of Disability Services on Workforce
Recruitment Program student on campus recruitment for career related internships
resulting in 12 student interview appointments arranged through Hire-A-Niner.
Graduate Students: 26% (1,225, duplicated count) of career fair attendees were
graduate students. Collaborated with North Carolina universities on the NC Master’s &
PhD Career Fair, which served 29 UNC Charlotte graduate students.
Sophomore Students: 10,111 contacts (duplicated count) across all UCC programs
Freshmen Students: 7,315 contacts (duplicated count) across all UCC programs
Women: UCC Engineering liaison participated in a Women in Engineering lunch for the
Engineering FLC in September 2015. Two presentations were also conducted to the
Society of Women Engineers.
Prospect for Success: A total of 104 presentations were given to Prospect for Success
courses in the 2014-2015 semesters. 2029 students received information regarding the
Career Center through presentations in 58 instructor classes with 56% of faculty
members requesting 2 or more presentations. The Career Center presented to a variety
of courses within the following colleges: University College, College of Computing and
Informatics, Belk College of Business, College of Liberal Arts and Sciences, Honors
College, College of Arts and Architecture and the College of Engineering.
Self-Assessment Program Effectiveness
 Self-assessments for 2014-2015: MBTI: 588 (increase of 153%), Strong Interest
Inventory: 790.
 Results of the self-assessment workshops indicated 100% of students found the session
helpful and would recommend it to other students.
 The mean score for students increasing their knowledge base about careers was a 4.37
(increased from 4.32).
 The mean score for students feeling more motivated after the workshop was a 4.43
(increased from 4.35).
Individual Assistance Survey Results
 The survey method for the Individual Assistance Survey (IAS) changed in 2014-2015; the
office moved from administering the survey once a year to administering the survey after
each appointment. The new survey launched in April 2014, and the 88 survey responses
from April 2014 were used for this analysis.
 Results of the Individual Assistance Survey (IAS) showed very high means for all
questions. For student learning outcome questions, 4.64 mean on increasing their career
knowledge base (4.13 last year), 4.77 mean on career motivation (4.13 last year), and
17


4.71 mean on having a better understanding of the connection between personal,
academic, and career goals.
100% of students completing the IAS agreed or strongly agreed that they were satisfied
with their experience at the UCC (4.89 mean). 100% of students said that they would
recommend the UCC to others (4.86 mean).
Results of the measures of career advisors on the IAS were particularly high; survey
respondents felt their career advisor was a good listener (4.95 mean), respectful and
professional (4.97 mean), and successful in answering their question (4.87 mean).
Courses
 Taught two eight-week courses for 49er Rebound Program focusing on freshman and
transfer students on academic probation which served 24 students total.
 UCC 101 workshops were offered to all ENGR 1201 (Intro to Engineering/PFS) courses,
serving 76 freshmen in 2012/2013, 240 freshmen in 2013/2014, and 367 in 2014/2015.
 Provided targeted presentation (Hire-A-Niner & Career Fair Etiquette) to the Engineering
FLC course serving 175 students in Fall of 2013 and 115 students in Fall of 2014.
 80% of freshman seminar classes visited the Career Center for self-assessments and
85% for an overview of Career Center services presentation.
 Presented to 1684 Prospect for Success students.
 Taught a UCOL 1200 course primarily for undecided students; enrollment 25.
 Co-taught a UCOL 2200 course with a UAC academic advisor to create a whole academic,
personal and career oriented course; enrollment 24.
 Taught a UCOL 1011 course for transfer students; enrollment 16.
J. Follow-up plan to make
changes as a result of
assessment findings:
Measures of Connection Between Personal, Academic, and Career Goals
 Self-assessment student feedback: 4.45 an increase from 4.38 last year.
 Learning Communities student feedback 4.48 on connection to goals.
 UCOL 1000 and 1200 Freshman Seminars: 4.52 on connection to goals.
 Career Fairs: across all career fairs, students evaluated reported a better understanding
of the connection between personal, academic, and career goals at a mean of 3.93 (a
slight decrease from last year’s mean of 4.02).
2010-2011
Developing life’s purpose workshops may be one of the interventions for career, counseling,
and Academic Services in helping those college students who are career undecided,
undeclared, or failing academically. Service Learning might be an efficient strategy for raising
students’ sense of purpose. When working with students who are experiencing career
indecision, it will be important to bring up their sense of purpose and service opportunities as
means to facilitate their career decision process. Because of the lack of structure correlating
most with career indecision, students will likely benefit from having a better understanding of
the career decision process and the steps they need to choose a career that will be
meaningful and satisfying. We will continue to develop step-by-step processes for students
and advisors.
Further research: the CNS Ed Intern will be completing her dissertation by examining GPA and
progression rates. Due to the success of the partnership with Multicultural Resources Center,
we will also be continuing an annual presentation through them on spirituality and career
decision-making.
Budget issues and use of FOCUS-2: due to budget cuts and continuing lack of resources, we
18
will increase the use of FOCUS-2, and keep the Strong for very specific targeted groups.
The targeted efforts did not yield all the sophomore participation we hoped for but continued
freshman and transfer efforts yield high numbers, in fact so much so that there is a concern
that we are not having enough staff time to reach seniors at a critical point in the economy.
Our May 2010 survey indicates an increased sense of disengagement on the part of seniors
because of job search discouragement (16%); we will increase efforts to address this, but will
still be limited because of the loss of one career counselor position.
2011-2012
Developing life’s purpose workshops may be an expanded intervention for career counseling
and Academic Services in helping those college students who are career undecided,
undeclared, or failing academically. Service Learning might be an efficient strategy for raising
students’ sense of purpose. In collaboration with MRC and MAS two sessions were offered
and will continue. When working with students who are experiencing career indecision, it will
be important to bring up their sense of purpose and service opportunities as means to
facilitate their career decision process. Because of the lack of structure correlating most with
career indecision, students will likely benefit from having a better understanding of the career
decision process and the steps they need to choose a career that will be meaningful and
satisfying. We will continue to develop step-by-step processes for students and advisors in
support of QEP initiatives.
Due to budget cutbacks, we will increase the use of FOCUS2, and keep the Strong for very
specific targeted groups. While piloting Strengths Quest, the use of this instrument, Career
Leader, and MBTI will be more limited. Due to the Belk grant, we will be collaborating with
the Business College on doing a combined SII/MBTI report and interpretation.
Targeted efforts for sophomore participation continue, though engagement needs to occur
over a variety of service modes. Freshman and transfer efforts yield high numbers, in fact so
much so that there is a concern for a second year that we are not having enough staff time to
reach seniors at a critical point in the economy. Demand at all class levels is increasing and
we also had an increase in department/ faculty interactions. There is concern that we cannot
meet demand, wait time for assistance has increased (as has use of our online alternative
services), and that due to limited staffing, our ability to respond for customized and individual
service has plateaued at a time that the college QEPs need more of both. Additional staffing,
interns, temp, group and online formats will be sought as budget allows.
2012-2013
We will be continuing to look for ways to engage sophomores while responding to Prospect
for Success needs for class integration of career activities. With the success of the MBTI and
the SII, we also will be looking for opportunities to use the combined report as well as a
shorter survey for at-risk students- Career Planning Scale, and possibly Strengths Quest.
Serving on the Steering Committee and SSWG and AART have provided opportunities for
faculty advocacy and we will participate in the Faculty Workshops. There will be additional
ways to engage students in timely services through UPIP and CGL. UCC staff were asked to
assist with a UCOL purpose course in the final stages and we did provide some session and
input. Due to staffing no job search groups were run, but next year with additional staff,
planning for these/course offerings will be reexamined once the Prospect load is clearer. With
the SRAD on leave the Career Success certificate lost some momentum; we will encourage
this option for colleges to consider with their increased attention to student four year
planning. Maybe add to Niner Advisor?
19
2013-2014
While numbers have risen, the CD Team, PFS, Career Prospector and JLD outreach will
continue to increase engagement of more underclass students in timely career development.
We also increased outreach this year through residence halls, student leadership groups, and
social media and will continue to do so. We will be looking at revamping the student success
certificate. Career assessment course use has grown with PFS and we will look to integrate
these even more. We also started back into teaching freshmen seminar sections and have
plans to add freshmen (did implement one this year), sophomore, and a CLAS job search
courses.
2014-2015

Low number of CHHS students/alumni attending career fairs – need to work with CHHS
to ensure students’ needs are being met.

Low number of veteran and nontraditional students served by workshops/in-person
programming – need to develop additional digital resources for all students, especially for
nontraditional and veteran students.

High numbers of international students utilizing the UCC (especially for recruiting-related
programs and events) – need to create more targeted programming for international
students to prepare them for the job and internship search.

Moderate number of sophomores and graduate students involved with the UCC – need to
continue to find ways to engage sophomores and graduate students (e.g. Career
Development Month).

Increasing, but still low number of students participating in a 49ership – need to help
Juniors and Seniors understand the 49ership program and the importance of reporting
their internships, developing learning objectives, evaluating their experience, being
evaluated by their employer, and being able to verbalize what they’ve gained from their
experience.

Workforce Recruitment Program numbers were lower than desired – need to market the
program more or in different ways.
III. New Strategic Goals, Action Plans and Performance Outcomes for 2010-2015
A. University Career Center Goal #2: To offer varied programs in the job search phases of career
development which increase students’ career knowledge base, job search, and employment preparation
skills.
B. Relationship of goal
to next higher reporting
unit goal:
C. Action plans to
achieve goal:
Supports Academic Services goals #1, 5, 6.
1.
2.
3.
4.
5.
6.
To explore additional job search tools use (i.e., NJN, Optimal Resume, online content)
and integration into courses.
To enhance the quality of student and employer interactions through career fairs.
To explore expansion of Job Search career counseling groups beyond 2 annually.
To improve student engagement and job search behavior feedback through on-campus
interviewing program.
To re-evaluate the Career Prospector model while exploring the development of an
Alumni Mentoring program and expand group career job shadowing site visits.
To explore administrative option for the Post Graduation Survey (PGS) as well as
20
additional ways to share data (i.e. institutional research oversight).
To expand tracking of Career Success Certificate, self-assessment, career course
participants and improve post-graduation survey outcomes.

Report on expanded use of software and job search tools.

Review and report on student and employer feedback on career fairs, on-campus
interviewing, and job search groups.

Review post-graduation survey effective administration and report on deliverables.

Proposal developed to make Career Prospector or alternative model more effective.
Annual report documentation.
Post-Graduation Survey data 2009 reported in 2010 and 2011, 2013, 2015 studies.
Primary: Events and Recruiting teams; Strategy team.
SR AD for Career Assessments-Alumni Mentoring and Career Prospector related goals.

Use of job search related software integration into courses/ online offerings.

Development and increased use of Career Prospector and /or mentoring programs.

Student numbers utilizing and completing Career Success Certificate program, group job
shadowing site visits, on-campus interviewing.

Few concerns expressed on employer evaluations about students preparedness and
positive student agreement with helpfulness of career fair regards to increasing their
career knowledge base (above 3.8 on 1-5 scales).

Effectiveness of self-assessment and career course participation in relation to graduation
and retention rates (i.e., participants yield higher rates).

Overall participation in OCI (higher #s of employers and students) and percentage
schedules filled.
Additional funding for career software, space for career counseling groups, staffing to support
Alumni Mentoring program, and outsourced support for Post-Graduation Survey.
7.
D. Effectiveness
measures/methods to
assess outcomes/goal
attainment:
E. Assessment schedule
to assess goal:
F. Person/group
responsible:
G. Performance
outcomes for goal:
H. Resources Required:
Annual Report
I. Annual progress
assessment of
performance outcomes:
2010-2011

The revamped Career Success Certificate program has 42 active participants.

A Post Graduation Survey was created for the May 2010 graduates and conducted as a
pilot utilizing Student Voice. One of the most helpful features added was asking
individuals if they were willing to share the names of their supervisors for internship leads
for current students; over 35% give us contact information. We received valuable
information regarding student response to the current economy.

Due to the low “n” in the career courses, significant retention data is not produced.

Excellent self-assessment measures reported in goal one; 4.3 average mean.

Employer feedback on student preparedness for the career fair was rated at excellent or
very good by 79% for the second year in a row, 100% gave good ratings to students’
academic backgrounds.

Student participation rate in OCI was up 2% to 2973 even with state unemployment still
above 10%. 80% of the Fall interviewing schedules were filled and 95% in the Spring.
The actual number of resumes referred decreased because of increased employer
selectivity, but number of employers requesting these increased by 29% to 592.

Faculty were surveyed about giving a presentation on career web tools ; this yielded
a
low response, but NinerJobNet and Experiential Learning online registrations were
featured in many courses, and again we saw a dramatic increase in students viewing
online workshops (6362 online viewings), and strong response to the new “How to Work
a Job Fair”. Feedback on student preparedness was more positive, as a result.

Career Prospector program database was cleaned up, and student registrations remained
21





relatively constant. The successful model that has been emerging is group site visits
which were attended by 62 students this year and included the Charlotte Convention
Center and the new Vanguard mentoring program.
Despite continued economic uncertainty, both Fall and Spring Career Expo posted gains in
employer attendance (Fall by 47%). Additionally, across all fairs, 64% of employers
reported having more job openings in their organization than last year, and recruiters
collected over 43% more resumes than during 2009-2010 career fairs.
79% of employers rated UNC Charlotte students’ preparation for job fairs as excellent or
very good (an improvement over last year), and impressively, for the second year in a
row, 100% gave good ratings to students’ academic background.
UNC Charlotte’s first ever NC Health Career Expo Tour meet-and-greet was an
outstanding success. The event attracted the largest number of students of any meetand-greet on the tour, and 100% of program representatives rated students well on their
preparation, academic background, communication skills, and professional demeanor, as
well as indicating they are a good talent source for their organization.
Job fair attendance rose among students in the College of Arts and Architecture, College
of Computing and Informatics, and College of Health and Human Services. Belk College
of Business student attendance also rose at both Career Expos and the Experiential
Learning and Part-Time Job Fair. The College of Engineering had a slight decrease due to
a college picnic for employers.
Overall UCC workshop participation increased 33% over 2010-2011, and a new online
version of “How to Work a Job Fair” received over 1,050 viewings in its first 8
months. Freshman, sophomore, senior, graduate student, and alumni attendance rose at
in-person workshops, with graduate student attendance posting a 44%
increase. Additionally, over 99% of students evaluated found the workshops helpful and
would recommend them to others.
2011-2012

PGS 2011 (overall placement rate of 86%) indicates 67.1% employment and 19%
attending graduate school; the May 2010 survey indicates 62% Full time and 18% part
time employment and 16.06% in graduate school. All of these numbers, while low are
higher than national reports in this down economy, and are close to the UNC GA senior
survey showing anticipated 67% employment and 23% graduate school.

The CD Team purchased clicker technology to begin using in presentations in-house with
freshman seminar classes.

In collaboration with OIP, we purchased Going Global software for students and faculty.
Enhanced Career Spots purchased as well to embed in our workshops and website.

Across all career fairs, 79% of students evaluated rated the fairs as excellent or very good
(mean of 4.03) (up from 70% and 3.84). 94% of employers agreed or strongly agreed
our students are a good source of talent for their organization (mean 4.36).

Across all career fairs, employers evaluated rated 1) students’ preparation as excellent or
very good at a rate of 82% (mean of 4.13), 2) students’ communication skills as excellent
or very good at a rate of 83% (mean of 4.11), and 3) students’ professional demeanor as
excellent or very good at a rate of 85% (mean of 4.16). Each measure represents a slight
increase from last year’s fair evaluations.

Employer attendance increased at 5 career fairs. Expo attendance was up 30% and
across all fairs, only 9% of employers reported fewer job openings in their organization, a
dramatic improvement over the 26% of 2010-11 and 42% of 2009-10 who reported job
decreases. 59% reported increased openings. For the first time since before the
recession, both Expos received employer sponsorships (3).
22












Job fair attendance rose among students in the Colleges of Liberal Arts & Sciences,
Business, Education, Health & Human Services, Computing & Informatics, and University
College. Student attendance increased at 6 of our fairs with 89% for Majors Day. The
College of Engineering picnic with tech managers impacts our Expo attendance.
The University Career Center awarded its first Career Success Certificate this year.
86% of SOS, UTOP, BEST, PRODUCE, BBB, SAFE participant contact used one service
Review of the 2011 PGS CPCC Research Center administered report is underway and
Denise met with Cathy Sanders to discuss QEP and college needs going forward.
Due to the low “n” in the career courses, significant retention data is not produced.
10 students signed up for the job search groups but only 3 followed through this year.
Excellent self-assessment and career course measures reported in Goal 1.
On-Campus Interviewing (Full-time and EL) without Expo saw a 47.5% increase over last
year in the number of participating employers (100 conducting interviews in 2011-2012
vs. 68 in 2010-2011), but selective employers allowed only 948 interview slots in 20112012 vs. 1,071 in 2010-2011), meaning 11.5% fewer interview slots.
Student participation rate in OCI was up 34.7% (even with 9.7% NC unemployment)
96.6% OCI schedules were filled in Fall 2011 (97.8%) and in Spring 2012 (94.7%).
The number of employers receiving resume referrals increased by 40.7% (833 in 20112012 vs. 592 the previous year). The number of resumes referred for full-time and
experiential learning opportunities decreased by 12.29% to 36,957 in 2011-2012 (from
42,135 referred in 2010-2011) possibly due to selectivity and staff coverage.
Career Prospector program Student registrations increased 13% to 155 . We added 8
sponsors (not including 20 Vanguard mentors,) and reduced from 87 to about 60 total
sponsors). Fifty-eight students attended 5 site visits: CMC-University, Visit Lake Norman,
Coca-Cola, United Family Services, and Alexander Youth Network. Feedback from
students and site visit sponsors was very positive.
Overall UCC workshop participation increased again this year, largely due to a 110%
increase in online NinerJobNet / alumni NJN orientation views and a 100% increase in
online “How to Work a Job Fair” views. Although in-person workshops represented only
7.6% of all workshop contacts, attendance increased 10%. 99% of students evaluated
found workshops helpful and would recommend them to others.
2012-2013

PGS 2012 (overall employment rate of 80%-17% part time) still indicating a slow
economic turn- around.

Two new online resources were introduced to students: Going Global and Career Spots.
Going Global, which provides resources for students seeking international EL and postgrad opportunities and houses a robust H1-B visa database, received 1,484 hits
(introduced June 2012). Career Spots videos (introduced July 2012) were accessed 6,357
times, making it our most popular online resource after NinerJobNet and links to
WCIDWAMI. The UCC’s use of Career Spots was highlighted in a Career Spots newsletter.

REFERENCE USA and Interfolio both saw increased usage.

Across all career fairs, as last year, 78% of students evaluated rated the fairs as excellent
or very good (mean of 4.05), and indicated an increase in motivation to take career
planning/ decision-making actions (mean of 4.2). 93% of employers agreed or strongly
agreed our students are a good source of talent for their organization (mean 4.33).

Across all career fairs, employers rated 1) students’ preparation as excellent or very good
at a rate of 80% (mean of 4.1), 2) students’ communication skills as excellent or very
good at 92% (mean of 4.27), and 3) students’ professional demeanor as excellent or very
good at a rate of 80% (mean of 4.12). Venue layouts improved quality interactions.
23











100% of employers evaluated at the Education Career Fair rated students well on
preparation (mean of 4.22), professional demeanor (mean of 4.39), and communication
skills (mean of 4.49).
Employers and students rated the Part-time Job Fair better this year than in 2011-12,
which was the goal of moving the event from August to October. 80% up -from 73% last
-of students rated the event very good or excellent, and employers’ evaluation of the fair
increased from a mean of 4.35 in 2011-12 to 4.55 for 2012-13.
Employer attendance increased at 4 career fairs. Expo attendance was up 29% (1,080
recruiters) and across all fairs, only 8% of employers reported fewer job openings in their
organization. 52% reported increased openings.
Overall Job fair attendance was 4,171 students-up 12%. Student attendance increased at
6 of our fairs with 89% for Majors Day. The College of Engineering picnic with tech
managers impacts our Expo attendance. JLD fair student attendance up 20%
2013 PGS Contract was negotiated with Info Group, due to their phone capabilities.
Excellent self- assessment and career course measures reported in Goal 1.
3,849 Interviews were conducted overall, 1149 without fairs by 122 companies.
98.8% OCI schedules were filled in Fall 2012 and in Spring 2012 95.5%.
The number of resume referrals increased greatly – 85,048 to 741 employers.
Career Prospector program Student registrations increased 26% to 196. 153 students
attended 8 site visits: CMC-University, Addison Whitney, Blumenthal Performing Arts
Center, and Charlotte Business journal, Charlotte Observer, CMPD Crime Lab, Charlotte
Convention Center and the Mint Museum. Feedback from all was very positive.
Provided in-person and online workshops to more than 13,598 students. 99% of students
who complete the NinerJobNet orientations do so online, which indicates students’ strong
preference for online content delivery. In-person workshops represented less than 5% of
all workshop contacts (646). Ninety-nine percent (99%) of students evaluated found the
workshops helpful, and 99% would recommend them to others.
2013-2014

PGS 2013 was contracted out to InfoGroup. A more succinct report with college sections
resulted; showed overall 75.4% employed at time they were surveyed-15.9% part time

New NACE Outcomes standards were used for the May 2014 survey and as part of the
UNC GA system wide alumni survey

E-Leads was discontinued by UNC, but we did have high activity until that time and are
researching other options and will launch Candid Careers next year (with an added
opportunity to videotape alumni)

UCC staff are looking at more robust vendors to expand NJN student and employer
services and admin capabilities

Interfolio, Facebook, and Twitter all saw increased student usage

Career fairs total attendance of 4,204 students and alumni; Majors Day attendance was
at 550 students, and 138 students participated in Mock Interview Day.

Across all career fairs, students evaluated reported a better understanding of the
connection between personal, academic, and career goals at a mean of 4.02- is
consistent with last year- and reported an increase in career knowledge base at a mean
of 3.99

82% (up from 78% last year) of students across all fairs evaluated rated the fairs as
excellent or very good (mean of 4.13). 92% (vs. 83% last year) of attendees planned to
follow-up with at least one employer.

Across all career fairs, 91% of employers agreed or strongly agreed that UNC Charlotte
students are a good source of talent for their organization (mean of 4.32).
24














Across all career fairs, employers evaluated rated 1) students’ preparation as excellent or
very good at a rate of 83% (mean of 4.11); 2) students’ communication skills as excellent
or very good at a rate of 80% (mean of 4.08), and ; 3) students’ professional demeanor
as excellent or very good at a rate of 80% (mean of 4.07). All measures of the events
and students were above 4.0.
Employers attending job fairs reported collecting a total of 12,260 resumes and
conducting 1,620 interviews, and reported having 31,353 vacancies in the past year.
Across all fairs, 89% of employers agreed or strongly agreed that the event was
worthwhile for their organization to attend.
Employer attendance increased at 5 career fairs-up 18% (1,190 recruiters)
Overall Job fair attendance was 6,256.
Excellent self- assessment and career course measures reported in Goal 1.
2,934 Interviews were conducted overall, without fairs 1,279 by 99 companies.
98.4% OCI schedules were filled in Fall 2013 and in Spring 2014 98.9%.
Resume referrals decreased intentionally to provide more strategic service.
Career Prospector program Student registrations increased to 367. 91 attended 7
successful sites visits: CMC-University, Mint Museum, Addison Whitney, The Cabarrus
County Sheriff’s Office, Total Quality Logistics, Vanguard, and the Blumenthal Performing
Arts Center.
UCC provided in-person and online workshops to 8,870 students (a 35% decrease from
last year’s numbers, primarily due to a large decrease in NJN orientations as more were
done in classes). We offered 101 in-person workshops to 609 students; Resume and
Interview workshops remain the most popular. Online workshops represent 93% of total
workshop contacts, an even higher percentage than last year, which shows students’
increasing interest in online content delivery.
New employer info session were provided for students- 30-20-10 info sessions, in office
employer hours, the Nonprofit Careers Panel, and the PhD non Academic Careers
program with CGL.
A job search course outline was developed, targeted for CLAS student this next year
The new AD positions helped us expand student service options
2014-2015
Online Tool Usage and Course Integration
 A total of 3,978 students uploaded resumes in Hire-A-Niner during the 2015-2016
academic year, of those 78.73% were Undergraduates, 21% Graduate level, 57% were
male, 42% were female. Seniors, Juniors, and Graduate students made up 78% of the
students by class.
 Engineering/Arts+Architecture liaison incorporated Hire-A-Niner and formally NinerJobNet
training/overview into all class presentations.
Job Shadowing Program Development and Usage
 The Career Prospector program was revamped and rebranded to the “Job Shadowing
Program”, utilizing the new Hire-A-Niner career management system. The new Job
Shadowing Program launched in January 2015 and had 49 student registrants during the
Spring semester. 41 contacts were made to Sponsors.
 Student Feedback: 13 registered students have provided feedback on their experience:
100% of students reported they either agreed or strongly agreed that the experience
increased their knowledge base about careers. 100% of students reported they either
agreed or strongly agreed that the experience motivated them to take action steps in
their career planning and/or decision making. 100% of students reported that the
25



experience influenced their academic and/or career goals.
Sponsors: 84 Sponsors with 34 of those sponsors being UNC Charlotte alumni. This is a
33% increase from last year’s Sponsor database.
Sponsor Feedback: 11 Sponsors have provided feedback on their experience hosting
students: 91% of Sponsors reported they agreed or strongly agreed that the student was
prepared to shadow. 100% of Sponsors reported they agreed or strongly agreed that the
student asked relevant questions. 55% of Sponsors rated the experience as “Excellent”
and 45% of Sponsors rated the experience as “Good”. 100% of Sponsors were willing to
host another student.
Site Visits: 180 students attended 9 Group Site Visits as part of the Job Shadowing
Program: Addison Whitney, Safe Alliance (twice), Yodle, Nolan Transportation Group,
CMC-University, LearningRX, Bank of America, and IMG-College. This is a 97% increase
in attendance.
OCI Participation
 On-Campus Interviewing (Full-time, Internship, Seasonal) saw a 28% increase over last
year in the number of interview sessions conducted (233 in 2014-2015 vs. 182 in 20132014), allowing 1,579 slots filled. This is a 23% increase in interview slots over last year
(1,279 interview slots were filled in 2013-2014).
 50% of On Campus Interviewing Participants applicants were from an “At Risk” student
group (Transfer, Black, American Indian/Alaskan Native or Hispanic ethnic background).
Measure of Student Career Knowledge Base from Fair Participation
 Across all career fairs, students evaluated reported an increase in career knowledge base
at a mean of 3.95 (mean for 2014-15 was 3.99).
J. Follow-up plan to make
changes as a result of
assessment findings:
Employer Feedback about Student Preparedness for Fairs
 Across all career fairs, 91% of employers agreed or strongly agreed that UNC Charlotte
students are a good source of talent for their organization (mean of 4.32).
 Across all career fairs, employers evaluated rated 1) candidates’ event preparation as
excellent or very good at a rate of 88% (mean of 4.32); 2) candidates’ communication
skills as excellent or very good at a rate of 79% (mean of 4.08), and ; 3) candidates’
professional demeanor as excellent or very good at a rate of 84% (mean of 4.19). All
measures of students were above 4.0.
2010-2011
Follow-up with internship leads provided by the May 2010 survey and utilization of Student
Voice on even-numbered years; the survey is limited to do annually because of the significant
accreditation data gathered for colleges on the other contracted out PGS study we do. We will
continue to do retention analysis on assessments but not on career courses due to the low
“N” and our inability to teach multiple sections every year because of the loss of staff and
budget. We will continue group based site tours as a means of exploration and job search
groups, with one summer offering.
2011-2012
As a result of the low PGS 2011 return rates and the QEP, we will look at other vehicles to
capture outcomes such as adding questions to the UNC GA senior survey and getting input
again from colleges about what they still need/use. Follow-up with internship leads provided
by the May 2010 survey was not realized due to staffing but will occur in 2012; the survey is
limited to do annually because of the significant accreditation data gathered for colleges on
26
the other contracted-out PGS study we do. We will continue to do retention analysis on
assessments but not on career courses due to the low “N” and our inability to teach multiple
sections every year. We will continue group based site tours as a means of exploration and
job search groups. However, as QEP demands roll out, the Career Prospector is still the
program that gets the least attention. We will look at capturing data on total participation
rates for OCI (not just those who interviewed), but regarding resume submission to look at
variables represented by student selection overall because we believe employers are getting
more selective re GPA and other measures.
2012-2013
Our online workshops and software tools continue to grow in popularity and usage, as we
introduce many of them in the classes. We plan to grow more online educational pieces and
links for students. The PGS 2013 contract was changed to work with Info Group in an effort to
increase return rates, and the questions were cut to base first destination information. Will
continue to monitor survey progress with this vendor and watch House Bill 964 regarding the
state gathering of first destination information as well as the developments at the federal level
(HE Act and The White House Scorecard). With the staffing increases, upgrading of both the
Career Prospector and Career Certificate programs will ensue. There have been a few
instances of employer inappropriate postings and F-1 screening we will continue to monitor.
As the economy gets stronger, we anticipate higher employer demands. While we brought on
4 Grad Counseling interns, none were full year interns we needed for the counseling groups;
our efforts focused more on in class sessions tailored to department needs and requests.
2013-2014
We continue to explore retention self-assessment measures and can show that those who
take SIIs have higher retention rates (92%), but this could be due to a myriad of factors. The
use of InfoGroup for the PGS produced a trimmed down report, but return rates still remain
low at 15/16%, partially due to student survey fatigue. We will be looking at how the new NJN
vendor tool may integrate these outcomes/first destination surveys for us, but we still need
campus wide collaboration to capture better outcomes data.
2014-2015

Low Post-Graduation Survey response rates – need to take more ownership over the
survey, possibly conducting the survey in-house.

Increase in Job Shadowing program participation – need to continue growing Job
Shadowing program by adding more sponsors, particularly alumni sponsors and sponsors
from diverse industries. Need to be more intentional during conversations with
employers about encouraging alumni involvement.

No job search courses – need to revisit Job Search Course for Juniors/Seniors, especially
in CLAS.
III. New Strategic Goals, Action Plans and Performance Outcomes for 2010-2015
A. University Career Center Goal #3: To utilize quality Experiential Learning (EL) programs for the purpose
of increasing student engagement in career and professional skills below response.
B. Relationship of goal
to next higher reporting
unit goal:
Supports Academic Services goals #1, 2, 3, 5, 6.
27
C. Action plans to
achieve goal:
D. Effectiveness
measures/methods to
assess outcomes/goal
attainment:
E. Assessment schedule
to assess goal:
F. Person/group
responsible:
G. Performance
outcomes for goal:
H. Resources Required:
1.
To explore ways the 49ership model can support college and university initiatives (oncampus department 49erships, College of Ed Literacy Center, CCI partnerships Levine
internships, Crossroads, etc.).
2. To expand student awareness and opportunities for nonprofit and federal career
experiences and their overall involvement in EL.
3. To increase faculty and employer Experiential and Service Learning advisory activity
(i.e. through NC Campus Compact meetings, Employer Advisory board, intern supervisors
communications) and recognition for their involvement.
4. To propose and pilot an online seminar course for 49ership and co-op students.
5. To increase communications with EL applicants for the purpose of increasing applicant to
employment ratios and integration of skills development as part of their learning
objectives.
6. To assist students in gaining a better understanding of the connection between their
personal academic and career goals through EL.
7. To explore the development of a VISTA position to help collaboratively promote
leadership in service and NC ACTS internship stipends (i.e., to increase the culture of
Service Learning).

Report on new ways the 49ership model has been explored or utilized.

Review, report, and act on Employer evaluations of student participants.

Review, report and act on student EL evaluations, and identification of skills as part of the
learning objectives.

Track expanded internship opportunities with nonprofits and federal agencies.

Successful development and offering of EL online course by 2014.

Expanded number of EL employers on advisory board and engagement with this
subgroup.

Overall student involvement in university sanctioned EL maintained above 70%.

Provide internship and employer features for Community Engagement website (1-2).
Annual report documentation (Appendices B –D).
Post-Graduation Survey data 2009 reported in 2010 and 2011, 2013, 2015 studies.
Annual graduating student and EL course analysis.
PRIMARY: Experiential Learning (EL) team; Career Advisors, Director
Liberal Arts and Sciences Career Advisor (VISTA).

Increase exploration and utilization of the 49ership model; increase student usage.

Increased student follow-through on applications and participation in Experiential
Learning through office and the university; above 70% and 550 courses.

Increased student involvement in Service 49erships.

Further opportunities developed/publicized for the federal sector.

VISTA worker hired and development of service outreach awareness by 2012/13.

Expanded number of staff qualifying as federal career counselors/recruiters in 2011.

EL participants report improved understanding of connection between personal,
academic, and career goals (3.9 and above on 1-5 scale).

Featured internships and employers as part of Community Engagement website (1-2).
Funds to support VISTA worker and GA assistance (2011-2012) to promote service
opportunities; stipends to help students who need remuneration for internships; conference
travel and registration funds for NSEE (2010 in Charlotte) CEIA, and internship sites;
depending on the scale of the 49ership model expansion, a Graduate Assistant or Career
Counselor would be needed; our campus being awarded as federal training site.
28
Annual Report
I. Annual progress
assessment of
performance outcomes:
2010-2011

A GA was hired to support EL outreach efforts, and to increase student's awareness of
the service 49ership; due to another job offer the fall GA received, a different person was
hired for the spring; she reached 2,334 students through 43 sophomore level classes.

The 49ership was used as a vehicle to post opportunities in conjunction with Volunteer
Services, and will be utilized this summer in conjunction with the new “Charlotte Engage”
Service Learning course.

EL applications increased by 43% to 2,219 (non duplicated1351); more students applied
for multiple programs, including service 49erships. 2,356 with Career Prospector.

The 49ership was used for the CCI specialty projects; 50 students participated.

EL courses increased to 649; we have identified 28 of these as Service Learning. 93% of
all undergraduate traditional students graduated with academically sanctioned EL course
work. An (SL) Service Learning course designation proposal was passed by Faculty
Council and will now be reviewed by FAPSE.

Number of Service 49erships generated: 237 opportunities with 66 organizations;
542 Service 49er applicants in 2010-2011 (vs. 424 in 09-10) - a 27.8% increase.

The UCC effectively partnered with PR to publicize internships and key events on the
University website. Over 40 potential employers viewed our new recruiting links.

Student EL evaluation summaries indicated at a 4.76 level that students felt they had a
better understanding of the connection between their personal, academic, and career
goals as a result of the experience.

200 students attended sessions hosted by the FBI, US Marshals, State Department, and
the Peace Corps. 20 new organizations were added as potential community engagement
opportunities in collaboration with the Public Service Career Fair.

Disney hired 13 co-op students

We applied, for the 2nd time, to be a training site for the federal career counselors.

Employers continue to rate EL participants highly; all skills categories were evaluated
above 4.33. Increases were seen in education/academic preparedness and initiative.
2011-2012

EL employers rated students overall performance as 4.46 (out of 5) and rated our school
as a good source of talent (4.39). Students are rated highly in these areas: integrity
(4.60), traditional work ethic (4.89), listening skills (4.34), initiative (4.48), quality of work
(4.40), and professionalism (4.59). Lowest on oral communication skills and experience.

The College of Education applied for a 49ership course EDUC 3400.

Sixteen 16- 49erships were differed for course credit.

EL Moments in the classroom reached 2,144 students

15 students to date selected for the DNC/ Host Committee internships/scholarships

The 49ership was used as a vehicle to post opportunities in conjunction with the Urban
Youth Tutoring Program, the 49er Democracy Host Committee Internships, the 49er
Democracy Scholarships, Charlotte Engage, Volunteer Services, and exploration for the
graduate level MHA was begun.

To Date, 42 students have participated in the Bank of America ATP 49erships.

EL applications increased by significantly from 2,219 to 3,477 (non duplicated 1323);
more students applied for multiple programs. 3,632 with Career Prospector.

More UCC Employer Board members are offering or reinstating internship programs.

EL courses increased to 673; we have identified 32 of these as Service Learning.

92% undergrad traditional students graduated academically sanctioned EL course work.
29












PGS 2011 indicates 65.6% respondents participated in at least one EL activity.
92.3% of Experiential Learning employers surveyed indicated that they would recommend
their UNC Charlotte student for hire within the organization, if one were available and
87.3% of the student indicated they would accept a full time position if offered one.
Service Learning course designation was passed by Faculty Council and FAPSE to begin
fall 2012 for the first approved courses.
Number of Service 49erships generated: 193 opportunities with 46 organizations.
766 Service49ership applicants (vs. 524 in 10-11 and 424 in 09-10) - a 46.2% increase.
The university main webpage was utilized to advertise the EL fair; UCC effectively
partnered with PR to publicize internships and key events on the University website.
Over 795 (potential) employer hit views from our new recruiting and internship links.
Students indicated that they developed a better understanding of this career field and
clarified their career goals as result of their 49ership or Co-op experience (Mean: 4.65
and 4.72 respectively). EL evaluations indicated at a 4.58 level that students felt they had
a better understanding of their personal, academic, and career goals connection as a
result of the experience and at a 4.67 level, they were more motivated to stay in school.
The National Security Agency (NSA) held 2 information sessions attracting 125 students.
Co-op program developed with U. S. Immigration and Customs Enforcement (ICE); CSCEP
program similar to one offered with U.S. Marshals and U.S. Department of State. We
applied twice to be training site for Federal Career Counselors- not selected.
96 students attended sessions hosted by the Peace Corps and the FBI.
Employers continue to rate EL participants highly; all skills categories were evaluated
above 4.23. Increases were seen in education/academic preparedness and initiative.
We collaborated with, though did not house in our office, two university VISTA workers.
2012-2013

A well-received appreciation reception was held in recognition of key faculty partners.

10 students participated in 49er Democracy short internships with the DNC convention.

Contracted with The Washington Center, received City of Charlotte and UNCC funds for
ten $6,000 scholarships. Faculty committee formed. 3 info sessions; 5 selected to date.

EL employers rating of student performance went down in a few areas this year likely due
to inability to yield a high evaluation return, with an overall score of 4.16 (out of 5) and
rated our school as a good source of talent at 3.58. Students are rated above 4.0 in
these areas: initiative, attendance, quality and quantity of work and lowest in: written
communication skills and professionalism. 1,151 - 49ershipp positions were posted, and
1,000 more internships were offered through fairs and our networks.

The College of Education utilized the 49ership course EDUC 3400 for Urban Youth Tutors.

17 - 49erships were positions differed for course internship credit.

EL Moments in 74 classrooms increased 51%, reaching 3,967 students.

The 49ership was used as a vehicle to post opportunities in conjunction with the Urban
Youth Tutoring Program, the 49er Democracy Host Committee Internships, the 49er
Democracy Scholarships, Charlotte Engage, and Volunteer Services.

In its 4th year, 42 students have participated in the Bank of America ATP 49erships.

EL applications increased by significantly by 48% to 5165 (non-duplicated 1637);

UCC Employer Board members are offering more or reinstating internship programs.

EL courses increased to 673; we have identified 32 of these as Service Learning.

95% undergrad traditional students graduated academically sanctioned EL course work.

PGS 2012 indicates 47% respondents participated in EL activities, 43% in service.

78% of Experiential Learning employers surveyed indicated that they would recommend
their UNC Charlotte student for hire within the organization, if one were available and
30









82% of the student indicated they would accept a full time position if offered one.
The first Service Learning course designations were utilized- 208 students, 12 sections.
Number of Service 49erships generated: 207 opportunities with 52 organizations.
1581 Service 49ership applicants (vs. 424 in 09-10) increased again.
Partnered with PR to publicize internships and all key events on the University website.
Over 1,222 (up from 795) employer hit views from our new recruiting and internship
links.
Students indicated that they developed a better understanding of this career field and
clarified their career goals as result of their 49ership or Co-op experience (Mean: 4.68
and 4.28 respectively). EL evaluations indicated at a 4.56 level that students felt they had
a better understanding of their personal, academic, and career goals connection as a
result of the experience and at a 4.51 level, they were more motivated to stay in school.
The National Security Agency (NSA) held one information session attracting 60 students.
U.S. Department of State Dept. 2 info session- 94 students. Peace Corps: 59.
Employers rated EL participants overall over 4; a few areas were down this year (goal 2).
We collaborated with, though did not house in our office, one university VISTA worker.
2013-2014

The UPIP program was implemented starting Fall 2013. 887 total applications received
from students represented 56 majors. 84 undergraduate students were hired across 28
UNC Charlotte departments in UPIP’s inaugural academic year and
16 students continued internships that began in fall 2013

31 spring 2014 interns were part of the PFS undergraduate teaching assistant initiative
through a collaboration with University College

About 30% of UPIP interns had financial needs not met by financial aid prior to joining
UPIP and UPIP opportunities represented 23% of the total EL offerings

Overall, EL applicants increased over 40% (7,272 vs. 5,165 last year). Applications for all
EL programs saw increases, for the third year in a row.

Non duplicate applicants are 2,096 with 474 verified outcomes

Washington Center scholarships drew over 18 initial applicants, with 10 receiving $6,000
each and 3 more taking TWC internships. NJN was used for the Washington Center
scholarship applicants for the faculty committee to access and view

EL courses increased to 788, with 40 service learning oriented

UCC supported SL Showcase attended by 78 undergrad, graduate students and faculty

EL employer rated UNC Charlotte students overall performance as 4.31 out of 5point
scale. Our students are rated highly in the following skill areas: initiative (4.06), integrity
(4.56), interpersonal (4.69), skills, professionalism (4.31), punctuality/attendance (4.38),
technical/computer skills (4.31), quality of work produced by students (4.06), and
understanding and adhering to organizational systems (4.38)

The COMM department approached the UCC to utilize our database to house their
internships for positions/employer information; has been working well.

74 EL moments in the classroom engaged 3975 students

Further opportunities were developed for government opportunities through info
sessions/office hours with the Dept. of State, FBI, Peace Corps, and Secret Service

UCC Director was appointed to the NC State Internship Council which pre-selected
students for 82 statewide internships

Both Chancellor Dubois and Dr. James Cook were recognized by NC Campus Compact for
civic engagement awards

TWC students were featured in several publicity avenues

We used social media to also showcase internship opportunities
31








Ed tutors utilized the 49ership program for the second year
CCI and Belk utilizing NJN for all key internship postings
4th successful year for B of A ATP program completed
Employers continue to grow internship programs
NCCC interest group is looking at possibly use of UPIP for an on campus “food pantry”
The VISTA program has been cut back
The AD Job Search Advisor position helped us launch some new employer outreach
programs for students
95% of all undergraduates graduated with academically sanctioned EL experience
2014-2015
49ership Participation and Co-op Participation

Experiential Learning opportunities have increased 13% in the 2014-2015 academic year.
424 students confirmed employment in Experiential Learning opportunities (Co-ops,
49erships, Service 49erships and Internships combined), as opposed to 375 in the 20132014 academic year. 72 students worked in Co-ops in 2014-2015 a 39% increase over
last year. 86% of working Co-op students were enrolled in the College of Engineering.

Experiential Learning Program Employers evaluations rated 49ership and Co-op students
an average 4.35 out of 5.00 points overall for performance; including highest marks for
integrity (4.70 49erships/4.38 Co-ops), traditional work ethic (4.54 49erships/4.30 Coops) interpersonal skills (4.63 49erships/4.38 Co-ops), and professionalism (4.60
49erships/4.32 Co-ops). Both 49ership and Co-op employers said they would
recommend UNC Charlotte’s 49ership and Co-op programs to others (4.33 and 4.03 out
of 5.0, respectively).

49ership & Co-op Evaluation
 87% of working 49ership and Co-op students agreed that their ”classes prepared
them for this work experience.”
 81% agreed they would “accept a full-time job with this organization.”
University-wide Participation in EL
 Registered 49ership and Co-op employment outcomes increased 13% over last year (425
total). This increase can be partially credited to an intentional increase in employer
follow-up. 46 JLD opportunities converted to EL opportunities.
Federal Sector Opportunities
 56 students attended NC State Government Internship Program Executive Director’s
student information session and drop-in office hours: 15 faculty/staff members attended
the Faculty & Staff Information Session.
 108 students attended Peace Corps Career Panel, Recruiter Office Hours, and Information
Table, a 260 percent increase over last year’s number of attendees to Peace Corps
events.
 96 students attended U.S. State Department Diplomat in Residence Employer Office
Hours and new programming, “Coffee with a Diplomat.”
 98 students attended informational sessions regarding The Washington Center
internship/scholarship program; 44 applied, representing a 41% increase over previous
year.
 15 UNC Charlotte students attended The Washington Center program in Washington, DC,
gaining valuable internship experience in their area of interest while also benefiting from
a merit-based scholarship. Internship sites for UNC Charlotte students included: the
32


White House, US Department of Justice Office of International Affairs, Capital
Management, Ready for Hillary, and the National Hispanic Medical Association.
First events hosted for The Washington Center alumni on campus, with 23 attendees
across two events.
UNC Charlotte received “Best New Affiliate” award from The Washington Center.
EL Measures of Connection Between Academic, Personal, and Career Goals
 87% of 49ership and Cooperative Education students said, “Yes, (their) class prepared
them for the work experience.”
 81% of 49ership and Cooperative Education students said, “Yes, (they) would accept a
full-time job with their 49ership/Co-op employer.
 49ership and Co-op students evaluations concerning their improved understanding of the
connection between personal, academic, and career goals dipped below the hoped for
3.9 out of a 5.0 scale metric. 49ership students’ “increase in knowledge,” “motivation to
complete my degree,” and “connection between personal, academic, and career goals”
was 3.64, 3.51, and 3.57 out of a 5.0 point scale. Co-ops fared better with “increase
knowledge” - 3.89, “motivation” - 3.60, and “connection,” - 3.77.
J. Follow-up plan to make
changes as a result of
assessment findings:
UPIP Participation and Outreach
 173 undergraduates (representing more than 56 majors) interned through the University
Professional Internship Program (UPIP) with departments across campus to gain
academically and professionally relevant experience.
 UPIP forged a relationship with University College to support 81 undergraduate teaching
assistant internships and 11 Communications Across the Curriculum Disciplinary
Communications Consultants for the 2014/2015 academic year.
 Applications for UPIP positions increased to 1,017, representing an 88% increase over
previous year, due to a range of factors including increased word-of-mouth advertising,
enhanced website, social media, more publicity tables on campus, and better utilization
of Internship Fair.
2010-2011
Due to the new federal stipulations regarding VISTA workers and their decreased
administrative association with NC-ACTS, the UCC will not be pursuing a separate VISTA at
this time. However, we have supported the VISTA worker and rehire to the Crossroads
program; she participates in Campus Compact meetings on campus.
November 4 has been set as a day to conduct a service learning combination showcase
/poster session geared to increase awareness among faculty. We will continue to more
aggressively follow-up with students who start but do not complete the EL application
process, and even though we have increased we will continue to do so, the number of EL
employers on the board.
2011-2012
We will continue to support the VISTA workers through our on campus NC Campus Compact
efforts, but did not apply for a dedicated position in our office due to changes in NC
allotments. The College of Business plans to utilize our services for all initial employer
contacts for internships- both for credit internships and the 49ership. We will need more
resources to support this and the overall growing number for EL applicants to better develop
opportunities, guide employers, track placements, and convert applications matched through
further proactive hands on with students. We will continue to support the College of Ed
initiatives and others wishing to use the 49ership as feasible. We will further make available
33
resources showing students the value of service as related to career and citizenship and QEP
goals. More can be done to showcase student success now that we have the new website.
2012-2013
While our online application processes greatly increased student s applying for EL, it remains
difficult without major requirements to get the evaluations and feedback needed to track
applicant to employment rates (now close to 22%); the EL team has several plans in place to
address this such as more regular follow up and partnering with colleges to assist with this
goal. Employer evaluations were low this year as well as we focused more on getting students
feedback and completion of LOs. The development of the new UPIP may affect the 49ership,
especially if there is no further admin support for processing applications. Another unknown
to follow is the changing processes COB uses for having students pay and employers post
through us but returning to the dept. for credit. The absence of the SR AD affected our
publicity efforts but Pinterest was used to promote opportunities. However, significant
publicity was realized for the 49er Democracy interns we helped support. TWC Scholarship
recipients will be featured soon as well.
2013-2014
The College of Ed is interested in adding an Education fair to the fall. Given employer interest
and federal government positions still not growing across the board, we are looking at
offering a combined fair next year to expose students to more service learning through this
and an expanded region wide SL showcase. With redoing /upgrading our website through
Drupal 7, we will be updating our student success stories, and using Candid Videos to obtain
more. With a new NJN vendor, there will be more opportunities to offer faculty access to the
database and support internships for credit modeled after our partnership with COMM, which
will be explored. There is still growing concern about the 49ership program and tracking
outcomes; we wish to- following the Internal Review- bring in more stakeholders for problem
solving and collaboration. The hybrid/online course will be looked at for next year; we had
decided that the JS CLAS course was best suited in class.
2014-2015

Increase in number of students involved in federal sector programming – continue
promoting federal sector opportunities, expanding the job function areas represented.

Number of University Professional Internship Program (UPIP) positions is uneven
between colleges – need to balance out UPIP opportunities within colleges across
campus.

49ership/Co-op program continues to have low numbers – need to evaluate structure of
program by focusing more on quality of 49erships; have more intentional conversations
with colleges and employers about the program; more assessment of students doing
49erships.
III. New Strategic Goals, Action Plans and Performance Outcomes for 2010-2015
A. University Career Center Goal #4: To increase outreach programming and diverse partnerships with
college and administrative entities.
B. Relationship of goal
to next higher reporting
unit goal:
Supports Academic Services goals #1, 2, 3, 5, 6.
34
C. Action plans to
achieve goal:
D. Effectiveness
measures/methods to
assess outcomes/goal
attainment:
E. Assessment schedule
to assess goal:
F. Person/group
responsible:
G. Performance
outcomes for goal:
H. Resources Required:
1.
To research models and explore expansion of career information and career staff
presence in college facilities and sharing of the UCC resume and employer database.
2. To support an increasing number of college student professional development and
employer relationship initiatives (i.e., CCI Partners, Literacy volunteers, Crossroads, Belk
Mock Interview program, Belk College required course).
3. To increase alumni sponsor engagement in the Career Prospector program.
4. To explore training models (workshops, online tools, Cont. Ed GDFI course) and provide
more career information to support UCC, faculty, and professional advisors.
5. To explore further opportunities for employers to engage with University constituents
(i.e., pre fair panel; Host Summer Institute; biotech, federal, green careers panels).
6. To maintain and explore further partnerships with Alumni Affairs to support alumni career
development needs, especially during periods of high unemployment.

Report on number, breadth, and depth of partnerships.

Report on increased presence, service need, and collaboration with colleges.

Report on employer and alumni engagement.

Report on more information and materials offered for advisors and faculty.

Report on classroom presentation activity.
Annual report activity.
One satellite or shared model benchmark study conducted by 2015.
PRIMARY: Director, Career Advisors/college or academic department liaisons,
Sr ADs, PCAs.

Expanded information resources for faculty on website.

Satellite center need study conducted and implementation plan developed.

CCI shared resume service model needs addressed.

Proposed and delivered career training modules or programs for advisors.

Increased presence and activities in colleges.

One new career panel, career information piece developed each semester.
Two Career Advisors for technology and business; resources for technology- increase funding
for software; increased number of PCA/GA’s (one assigned to each advisor).
Annual Report
I. Annual progress
assessment of
performance outcomes:
2010-2011

CCI and Belk College partnership with Bank of America ATP program most significant-25
students (9 Pilot Stage), participating in 17 month internship and study program.

CCI and Wells Fargo Innovation project- 6 students presented to CIOs on the “Bank of
the Future”. Results may impact how all customers experience banking.

Faculty resources were expanded to include more follow-up study information results.

Maintained outreach for individual assistance successfully in 2 colleges and UAC.

Provided training on Solution Focused Counseling for UCC career advisors; met with Janet
Daniel to discuss expansion of career training for Strong certified staff.

Conducted MBTI workshop for OIP professional staff retreat.

Offered new initiatives and partnered on program delivery for every college.

Supported Crossroads VISTA student, SL course designation proposal, Charlotte Engage.

Increased participation in the mock interview program for business communication
students in collaboration with 5 professors; trained and graded 1,191 students.

Provided administrative support for the 2 Belk College RMA (Risk Management Ins)
Career Days (19 employers and 125 students).

Over 12,050 students were reached through classroom presentations.

Helped support new city of Charlotte Environmental Assistance Office Fellowship and
35



served as advisor to Engineering Fraternity (Triangle). 5 UNCC Fellows.
Collaborated with over 157 faculty and presented topical sessions in 242 courses.
Sophomore Career Week resulted in several new panel areas including Finding An
Internship, Choosing A Major, How To Work A Job Fair, Support For The COE Co-Op
Panel, Spanish-Speaking Media Careers ,Green Energy And Sustainability Careers, Social
Workers Panel, Medical School Q&A, Biotech Careers Information Session, and Charlotte
Business Journal Hidden Job Market valuable career presentations.
Collaboration with Honors College/pre-health advising, NC State and HHS resulted in the
first successful NC Health Careers Expo Tour; 100% of the 35 representatives evaluated
our students well on preparation. 102 students attended to learn more about graduation
in professional school options. Our event rated best on the circuit.
2011-2012

Provided specialized programs and service for every college and the graduate school.
Meetings with faculty and departments, including two with Deans, increased greatly: 18%
(300 meetings), which also meant less time for students and employers.

CCI and Belk College partnership with Bank of America Applied Technology Program
(ATP) now 33 students (9 Pilot Stage graduated), participating in 17-month internship
/49ership and study program. High conversion rate to full time positions.

Worked closely with Development Teams and Steering Committee representatives as well
as individual faculty in development of the university-wide SACS QEP.

Over 12,050 students were reached through classroom presentations.

Reviewed Belk grant proposal and meet with Assoc. Dean and new SCPD Director to
review a collaborative role which will have a great impact on the business student
engagement in our services and professional development

Assisted College of Business Advising Center by taking on the approval and administrative
processes for INFO 3401 and OPER 3401 for credit internship classes

Belk: Increased participation for mock interview program by working with 6 professors
this spring (535 vs.630 students in the fall) having 1,165 student contacts through the
program; collaborated with leadership of Belk College student organizations which
included Beta Alpha Psi, Gamma Iota Sigma, Alpha Kappa Psi, United Black Professionals,
Financial Management Association, American Marketing Association, Society of Human
Resource Management and presented at each group.

Engineering: 1,413 students reached through classroom presentations and student
organization presentations, on a range of topics, from an introduction to the UCC, resume
and cover letters, to interviewing. In partnership with NSPE, 33 students participated in
site visits to EPRI, Colfax Fluid Handling and Performance Friction Brakes.

Jim Novak was initiated in and co-advised, with Dr. Barry Burks, the Triangle Engineering
fraternity, providing professional development, and community service with brothers.

Original publications developed include 4 new Quick Tip cards, including one on “military
to civilian resumes” for veteran students.

Learning Community presentations included 16 overviews of UCC services, 7 Strong
Inventory presentations, and 3 Focus2 presentations. A total of 27 presentations

96 UCOL presentations (freshman seminar, college transition for first year students,
enrichment seminar, and first year seminar) to 1,502 students. 98% of students strongly
agreed to agree that the UCC presentation enabled them to increase their knowledge
base about careers, 99% felt likewise regarding their motivation to take action steps
toward their career planning/decision-making, 98% regarding a better understanding of
the connection between their personal/academic/career goals

AD for Career Development continued to serve as board member for the Office of
36


















Disability Service’s Lions Fund of the Piedmont Foundation.
Collaborated with Pre-Health Advisor and HHS for 2nd NC Health Careers Expo Tour.
Associate Director collaborated with OASES Assistant Director to deliver 2 UCC orientation
sessions emphasizing resources for major and career selection.
Liberal Arts & Sciences, College of HHS, Bio, Chem, Math: Presented to 67 classes and
student groups (up from 42) to 1,568 students up from 874.
AD spoke at College of Arts and Architecture Fall Convocation.
Maintained outreach for individual assistance successfully in 2 colleges and UAC.
Provided support for the College of Education development of the 49ership course and
student enrollment in a 49ership for the Urban Youth tutoring program.
Provided in class presentation, MBTI and SII assessments, and referral assistance for the
CCI and Belk pilot QEP sections.
Coordinated key employer meetings with faculty for several colleges, including session
with TIAA CREF, Zenonmics, NSA.
Provided self- assessments for programs in collaboration with 49er Rebound,UCAE, UCOL,
BEST PRODUCE,SOS, UTOP, BBB, and MAS.
Conducted MBTI workshop for OIP professional staff retreat.
Supported Crossroads VISTA worker, SL course designation proposal, Charlotte Engage,
Urban Youth Tutors, MHA internship development.
Faculty website info added for post grad surveys and SL, but revamp is in process due to
attention needed to convert to new university template.
Provided administrative support for the 2 Belk College RMA (Risk Management Ins)
Career Days (35 employers and 84 students).
Alumni- worked with Board President to organize regional receptions (later cancelled) for
November Raleigh and Greensboro chapter meetings; participated on career panel for the
Student Alumni Ambassadors; Alumni office staff visited Career Expos. 381 alumni
attended fairs and workshops. 46 recruiters were alumni. Provided over 300 individual
appointments and self-assessments.
Collaborated with 170 faculty; presented topical sessions in 258 courses (up 7%).
We were invited to the Dissertation defense for a CNS ED PhD student and
supported/supervised 4 Graduate Interns, and five GAS.
Sophomore week included 12 career panels and 5 Career Prospector site visits Programs
included ReferenceUSA, Non-Profit Management Careers Panel, Sustainability Careers
Panel, CMC Hospital Site Visit, and Health Professionals Panel.
Over 1,579 recruiter visits were made to campus this year (up 22%).
2012-2013

Provided specialized programs and service for every college and the graduate school. CCI
and Belk College partnership with Bank of America Applied Technology Program (ATP)
now 42 students participating in 17-month internship /49ership and study program. High
conversion rate to full time positions (34 hires to date).

Worked closely with Steering Committee representatives as well as individual faculty in
development of SACS QEP; meet with onsite team; we passed the QEP.

Over 12,558 students were reached through classroom presentations.
Belk College of Business:

Assisted College of Business Advising Center by taking on the approval and
administrative processes for credit internship classes.

Continued collaborations with college by supporting Accounting Department annual
functions; the annual picnic and Meet the Professionals Career Fair; collaborated with RMI
37






for two successful RMI Career Days in November 2012 (24 employers, 96 students, and
March 2013 (10 employers, 62 students).
Administered and interpreted 50 Strong Interest Inventory assessments for Business
Learning Community and Academic Success Seminar.
Presented to Business 200 course on Career Prospector and Job Shadowing opportunities
for 27 sophomore students across all business majors.
Collaborated with the Masters of Mathematical Finance class Finance 6203 to complete
and critique resumes for 34 students and complete a NJN resume book.
Presented NinerJobNet orientations to 277 students in Business 1101
Increased participation for the mock interview program to 1124 and 24 in class
presentations by working with 7 professors; collaborated with leadership of Belk College
student organizations which included Beta Alpha Psi, Gamma Iota Sigma, Alpha Kappa
Psi, United Black Professionals, American Marketing Association, Society of Human
Resource Management, Lambda Pi Eta and presented at each group; continued
communication with student leadership of organizations; Bank of America ATP program
extended to include Belk College majors; supported ATP.
Presented to MBA class for resume writing; international students- assisted on panel
regarding US job search practices and considerations
Lee College of Engineering:

Visible in all college locations, especially in the new EPIC building, which provided
individual career advising to 66 students until Feb.

Over 1,000 students were reached through classroom presentations, on a range of topics,
from an introduction to the UCC, resume and cover letters, to interviewing. New
workshop on career/major exploration was created and presented to Engineering 1201
courses in 5 optional sessions to 76 freshmen. An additional presentation on Leadership
was included in the series of career development workshops for ETGR 3071 Professional
Seminars, extending the series from 3 to4.

Outreach to student organizations was consistently maintained through presentations to
National Society of Black Engineer, Society of Hispanic Engineers, National Society of
Professional Engineers and Society of Women Engineers. Other College events cosponsored, volunteered or attended included: Lee College of Engineering Picnic, 2
Professional Mock Interview Days, and Discover Engineering Open House.

Associate Director for Employer Relations was initiated in and advised the Triangle
Engineering fraternity, providing professional development, attending ritual events, and
engaging in community service with the brothers.
College of Computing and Informatics:

Continued student, employer, and 49ership support of ATP

Worked with the Undergraduate Student Career Manager to maintain the relationship with
the CCI Freshman Seminar program orienting the group to the UCC and conducting a
resume writing workshop to 166 students. Administrated and interpreted 62 MBTI on-line
assessments for ITCS 1600 classes.

Reached out to all 15 Student Professional Organizations with in CCI. Meet with 7 leaders
to plan and organize collaborative programming for the remainder of the 2012-2013
academic year and for the coming year. Four student leaders had their UCC Liaison
address their student meetings within the semester, the STARS group has committed to a
resume critique and mock interview program for fall 2013.

Provided CCI Executive-in-Residence with a list of 342 employers with interest in CCI
students to assist in the recruitment of Employer Partners participants resulting in
38

increased interest and securing seven employers (Conclusive Analytics, Inc., Integration
Point, Inc., Pittenger Company, Preferred Medical Marketing - PMMC , Premier, Inc, TIAACREF, and Tekelec,) and financial support to the college.
Coordinated key faculty meetings and assisted company representatives from Bank of
America, Crossview, Microsoft, National Security Agency, Software Tool Box, TIAA-CREF,
Vanguard, and Wells Fargo strength relations with CCI; conducting presentations which
reached 452 students and securing 67 Experiential Learning opportunities, as well as fulltime employment postings.
College of Liberal Arts and Sciences

Math Actuarial Club presentation on UCC orientation and resume writing.

35 students in MATH 3688 presentation on “What Can I To Do With A Math Major”

Experiential Learning Moments, especially Service49erships, targeted sophomores and
CLAS. Presented career content sessions to 15 Classes and 4 Student Groups connecting
with 450 students. Conducted Mock Interviews for Theater classes and MBTI workshop
for Gerontology Minor grant class

“What can I do with a Liberal Arts Major: Tip Card”

Developed Career Development Weekly to encourage weekly engagement and
information to student and faculty liaisons in regards to internships and UCC events and
opportunities offered. First edition was sent February 27th.

Provided Info table on careers in geography and GIS for GIS Day in the Geography
department. Presented on resumes to Geography club and to Physics students, half of
which were freshman.

and UCOL collaboration –see Goal 1 and 2

ODS-Served as board member for the Lions Fund of the Piedmont Foundation. Honors
College Pre-Health Advisor for NC Health Careers Expo

OASES to deliver 2 UCC orientation sessions emphasizing resources for major and career
selection

1, 171 A & S, bio, chem student contacts through classroom/club presentations not
including freshman or learning community seminars

EL Moments conducted = 74 (51% increase) to 3,967 students (103% increase)in
primarily 2000 level sophomore saturated classes in the CLAS.

We made 113 (+24.2%) freshman seminar (UCOL 1000, 1200, HONR 1100), academic
success (UCOL 1300), college transition transfer (UCOL 1011), enrichment (UCOL 1206),
PSY 1000, and BUSN 1101 presentations to 1, 931(+28.6%) students. Learning
outcomes= 4.46 on motivation; 4.54 on education and career planning measures,
knowledge 4.43; connection 4.42.

Learning Community presentations = 38 to 12 of 16 learning communities, including 684
students. 40.7% increase in presentations; 39.0% increase in students reached. Top
presentations were 20 UCC overviews and 9 Strong presentations.

JLD student breakdown: Fr. 129, So. 188, Jr. 309, Sr. 439, Graduate 115

489 students participated in Career Development Month Career Wish outreach, including
104 freshmen; 111 sophomores.

WOW Open House Career Carnival: 208 students; 36.4% freshmen and sophomores

Classroom Collaborations: Conducted individual mock interviews with students from
Public Health course in conjunction with class assignment, with public health instructor
regarding simulated networking event with subsequent in class processing and
informational tips, presented to dance class on performing arts resumes, addressed senior
seminar classes for chemistry and biology , presented to citizenship class on government
and nonprofit careers, conducted career development presentations for social work field
39











placement, presented on refugee careers to a class of 49 refugees, resume workshop for
A & S Associate Dean’s CLAS group
New information pieces drafted/in process: HTGAJI in Allied Health, Liberal Arts Majors
WCIDWAMI Quick Tip Card, and WCIDWAMI for Neurodiagnostics
Provided support for the College of Education development of the 49ership course and
student enrollment in a 49ership for the Urban Youth tutoring program.
$4,000 grant for civic minor renewed; assisted.
Provided self -assessments for programs in collaboration with 49er Rebound, UCAE,
UCOL, BEST PRODUCE, SOS, UTOP, BBB, and MAS.
Faculty website info added for post grad surveys and SL
Alumni- worked with Board President to organize regional receptions (later cancelled) for
November Raleigh and Greensboro chapter meetings; participated on career panel for the
Student Alumni Ambassadors; Alumni office staff visited Career Expos. 381 alumni
attended fairs and workshops. 46 recruiters were alumni. Provided over 300 individual
appointments and self- assessments.
Collaborated with 195 faculty; presented topical sessions in 329 courses (up 27%).
New panels: Green Energy and Sustainability; Career Opportunities in the Field of
Biotechnology – 22 and 9 students. Co-presented session on preparation for the job
search to PHDs for CGL Academic Career Workshops for 44 students
The UCC continued to serve alumni through appointments (128) and drop-ins (106). 265
alumni attended our 6 job fairs, a slight decrease from 2011-12 that might be indicative
of a more favorable job market. More alumni recruiters were present. Since the Alumni
Affairs hired a new Director, Jenny Jones, last Fall, we met with her and discussed ways
we could partner in the future. Forwarded career expo and related career announcements
to alumni via LinkedIn.
Met with writing center and other advisors to discuss career course integration
Held successful faculty and staff appreciation summer open house/reception
2013-2014

UCC programs and services engaged all colleges

Participants of 13 select services (non NJN) we can track are widely distributed across all
colleges with the top student users being from
1) CLAS, 2) BUS, 3) ENG, 4) CCI, and 5) UC

Collaborative programs with CGL, VS, OIP/Study Abroad, MAS, UCAE, MRC, UAC, CTL

Peer benchmark data was gathered in preparation for the Internal Review and for vendor
research. Among peer institutions, 72% of career centers are centralized and among
research institutions, 66% are. As we are exploring further, several share employer and
student databases, salary and space support

UPIP supported multiple units across campus including Internal audit and the Chancellor’s
office, HR, Provost’s Office, Athletics, Res Life, Student affairs, Business Affairs, Portal ,
PFS preceptors
Ex programs:
College of Arts & Architecture

Outreach to Freshmen Architecture course on UCC services and importance of
experiential learning in the field of Architecture.

Hosted 2 Architects on the “Careers in Green Energy” Panel

Collaborate regularly with Academic Advisor for the School of Architecture
Belk College of Business
40



Supported Accounting Department annual functions; the annual picnic and Meet the
Professionals Career Fair; collaborated with RMI for two successful RMI Career Days -37
employers, 218 students
SII interpretations for Business UCOL 1200 and presented Career Prospector and Job
Shadowing opportunities for 24 sophomore students across all business majors.
Presented NinerJobNet orientations to over 277 students in 1101 Freshmen Seminar

Increased participation for the mock interview program by working with 7 professors
this spring having student contacts through the program; collaborated with
leadership of Belk College student organizations which included Beta Alpha Psi,
Gamma Iota Sigma, Alpha Kappa Psi, United Black Professionals, American Marketing
Association, Society of Human Resource Management, Lambda Pi Eta, Enactus and
presented at each group; continued communication with student leadership of
organizations; Bank of America ATP program extended to include Belk College
majors; support BofA ATP program.

Facilitated course Mock Interview program reaching 1,174 students, 78 Mock
Interview Sessions, and 48 class presentations
College of Computing and Informatics

Bank of America Applied Technology Program in CCI and COB participation; regular team
meetings and executing four BOA-ATP info sessions attracting 147students.

CCI Freshman Seminar program orienting the group to the UCC, interpreting MBTI (115)
and Strong Interest Inventory (181) assessments, and conducting a resume writing (46)
workshop to 342 students in fall and spring .STARS- Resume Critiques

Provided the CCI Executive-in-Residence with a lists of employers and lists of EL and fulltime job postings with interest in CCI students to assist in the recruitment of Employer
Partners participants resulting in increased interest and securing seven employers in
2012-2013, now the program enjoys 26. Assisted with CCI Employer Partners Recruiting
Events attracting 102 students and recruiters.
Lee College of Engineering

Visibility in EPIC building, individual career advising to 59 students

Over 1,300 students were reached through classroom presentations, on a range of
topics, from an introduction to the UCC, resume and cover letters, to interviewing.
Continued the new workshops on career/major exploration for the Prospect for Success
Engineering 1201 courses growing the workshop numbers from five optional sessions last
year to 16 optional sessions in Fall 2013 & Spring 2014; reaching 240 freshmen in
comparison to 76 freshman last year. Career development 3 workshop series of given to
each section of ETGR 3071 Prof Seminar course.

Outreach to student organizations maintained through participation in the National
Society of Black Engineers fall regional conference in Charlotte, presentations to the
National Society of Professional Engineers, and Theta Tau Engineering Fraternity.

Liaison co-sponsored/ attended: Engineering Picnic, Professional Mock Interview Day (Fall
and Spring), Senior Design Breakfast (fall) and Senior Design Expo (spring), and Honda
R&D Presentation to Mechanical Engineering Department.
Education and HHS- class presentations, mock interviews, counseling and dedicated career
fairs, tutor 49erships, health career options resources, met new Dean, CNS ED student
conference panel
College of Liberal Arts and Sciences
41


Academic and Career Connections: Job Search Strategies for Liberal Arts Students 15week job search syllabus and assessment plan is in place
Supported the SCOR Information Session attended by 60 mathematics and actuarial
science majors. Developed a resume book featuring 18 math and actuarial science
students. Presented to four criminal justice students in Alpha Phi Sigma regarding
preparing for the career fair (1/27).
Cross College Initiatives and College of Liberal Arts and Sciences and UC

Supported UCOL- majority freshman seminars and learning communities, and 56 PFS
presentations

15-week job search syllabus and assessment plan is in place to offer- Academic and
Career Connections: Job Search Strategies for Liberal Arts Students

Physical Sciences for GIS Day info table. Presented on resume preparation and UCC
resources were given to 30 Physics students, mostly freshmen students.

Includes programs such as Disability Opportunity Internships, TWC scholarships, UPIP
and hosted its first Careers in the Non-Profit Sector Panel and Reception, featuring eight
leaders in the Charlotte Non-Profit community.

Beyond Academia Career Conference and expert panel- 44 PhD

International Student Job Search Seminar served 32students.

AD for Career Development continued to serve as board member for the Office of
Disability Service’s Lions Fund of the Piedmont Foundation.

Collaborated with Honors College Pre-Health Advisor for NC Health Careers Expo

EL Moments and freshmen seminar outreach

392 JLD employers, including 161 new employers up 8.8%. student breakdown: Fr. 101,
So. 221, Jr. 311, Sr. 494 , Graduate 93 (all up),

293 students participated in Career Development Month Career Wish outreach

WOW Open House Career Carnival: 246 students (61 freshmen, 26 sophomores )

Classroom Collaborations: English classes on resume writing, WCIDWAMI in political
science, individual mock interviews with students from Public Health courses in
conjunction with class assignments. Topical sessions to courses such chemistry, dance,
sociology, theater, nursing students, criminal justice, LBST 2215, Art History Japanese
major, social work class, gerontology ,kinesiology, SNCURS/NC-LSAMP on WCIDWAMI
liberal arts/humanities, math, actuarial science (see App A)

CLASS ACT on resumes, Careers to English & social work students

Collaborated with over 190 faculty; presented sessions in over 316 courses

Discussed plans with Alumni affairs to offer career session through Young Alumni club.
Alumni engaged in NinerJobNet (6443) career fairs (341), drop-ins and counseling, and
alumni recruiters were recognized with pins- 196 recruited on campus

Began study of other collaborative college models
2014-2015
Online Faculty Resources
 Overhauled the faculty/staff section of the UCC website to provide easier navigation and
more relevant resources (one result is that the bounce rate for the faculty/staff landing
page has decreased by 33%). Highlighted the presentation request form on the
faculty/staff landing page: visits to the form have increased by 150%.
 Created extended Mentor Resources section of UPIP website to provide resources and
guidance for faculty mentoring undergraduate interns.
Career Programs for Academic Advisors
42

Initiated and collaborated with Academic Advising on first annual Career & Academic
Advising Seminar with 47 advisors in attendance.
New Career Panels/Programming
 Organized and hosted Lateral-Entry Teaching Career Panel for Career Development
Month.
 Developed and hosted Graduate School Information Career Panel in collaboration with
the Center for Graduate Life and the Graduate School.
 Hosted panel of internship supervisors for UPIP interns (25 attendees).
Alumni Engagement
 Collaborated with Alumni Affairs to increase alumni engagement in the rebranded Job
Shadowing Program, resulting in 34 alumni Sponsors out of 84 total Sponsors.
Development activities included presenting to the Alumni Board and recruiting Sponsors
at the Alumni Football Tailgate.
 Collaborated with Alumni Association and the Senior Class Council on first annual Alumni
Speaker Series, addressing topics around deciding on a career path, networking, finance,
and engaging with the Alumni Association.
 Expanded services to include alumni up to 5 years after graduation (from up to 3 years
after graduation).
 Promoted services to alumni by creating an Alumni Services brochure and creating a link
on the Alumni Affairs webpage with information about the UCC.
 120 alumni came in for individual appointments, a 275% increase from last year. 88
alumni came in for drop-in meetings, a 96% increase from last year.
 304 alumni attended the Fall Expo 2014, Spring Expo 2015, and Education Career Fair
2015, a 29.9% increase from last year. 133 of the alumni attendees graduated in 2014,
46 graduated in 2013, and 16 graduated in 2012.
Presence and Activities in Colleges
College of Arts & Architecture
 Met with constituents in the College about future collaboration (Elena Payne-Wiens, Mary
Walsh, Tom Burch).
 Collaborated with Tom Burch’s Theatre Professional Development class to host their
mandatory mock interviews one-on-one.
Belk College of Business

The Assistant Director, Business Career Advisor continued collaborations with college by
participating several annual functions to include: the annual freshman picnic for
approximately 280 students. Meet the Professionals Career Fair and Accounting Picnic
with approximately 22 employers and over 156 students; collaborated with RMI for two
successful RMI Career Days in November 2014 (17 employers, 193 students, and March
2015 18 employers, 215 students). Administered and interpreted 18 Strong Interest
Inventory and MBTI assessments for Cheryl Kane’s Managerial Communication 3160
course and Management Organization and Behavior course 3140 and 6 Strong Interest
Inventory assessments for Peter Popovich Management Organization and Behavior
course 3140.

In 2014-15, 7 faculty members teaching the Business Communication 1101 course was
supported by the Business Career Advisor and graduate assistant in the UCC in
conducting live mock interviews for 766 students in the Fall and Spring semester.
43

Business Career Advisor, collaborated with leadership of Belk College student
organizations which included Beta Alpha Psi, Gamma Iota Sigma, Alpha Kappa Psi, United
Black Professionals, American Marketing Association, Society of Human Resource
Management, Lambda Pi Eta, Enactus and presented at each group; continued
communication with student leadership of organizations; Bank of America ATP program
extended to include Belk College majors; support BofA ATP program.
College of Computing and Informatics

The Associate Director, Employer Connections Programs and the Assistant
Director/Career Advisor for the COB continued the relationship building and follow up
with the Bank of America Applied Technology Program in CCI and COB; attending
organizational meetings and executing three BOA-ATP information sessions and two
Employer Office Hour sessions attracting 199 students. These efforts combined with
classroom presentation in CCI and COB resulted in 133 applicants to the program, a 47%
increase in applicants from the previous year. The Bank has realized a 92% retention
rate of ATP participants since 2010.

Associate Director, Employer Connections Programs and College Liaison, has worked
closely with UCC staff and the Undergraduate Student Career Manager to maintain the
relationship with the CCI Freshman Seminar and Transfer student programs orienting the
group to the UCC (349), interpreting MBTI (55), and assisting a mock interview (24)
workshop to a total of 428 students in fall 2014 and spring 2015.

Coordinated with the CCI Business Partners Director to attend and promote Hire-A-Niner
registration in 28 Employer Information Sessions for 1,403 student attendees.

In 2014-2015, the UCC continued to provide the CCI Executive-in-Residence and the
Business Partners Director with a lists of employers and lists of EL and full-time job
postings with interest in UNC Charlotte College of Computing and Informatics students to
assist in the recruitment of Employer Partners participants resulting in increased
interest. The CCI Employers Partners Program, to-date, boasts 48
employers: (Application To Go, AvidXchange, Bank of America, BAE Systems, C-5
Insight, Cadrillion Capital, Carolina's Healthcare , Christian Steven Software, Cisco, City of
Charlotte, Conclusive Analytics, CRTec, CTS, Data Chambers, Devellocus , Domtar, Duke
Energy, Ettain Group, Fibrant , GOOGLE, HP, IBM, Integration Point, Lowes, North
Carolina DoT, Northrup Grumman, Oracle, Pactera, Peak 10, PMMC, Perficient, Premier,
Quaero , City of Salisbury, Signature Consulting, SQL Sentry, T-1 Visions, TATA
Consulting Services (TCS), The Ideal People, TIAA-CREF, Torus Sphere, Tresata, TruPoint
Partners, UNCC Research & Economic Development, Vanguard, Wells Fargo).
Lee College of Engineering
 2,000+ students were reached through classroom presentations and outreach to student
organizations (up from 1,300 last year), on a range of topics, from an introduction to the
UCC, resume and cover letters, to interviewing.
 Outreach to student organizations increased through participation in a variety of
presentations to the National Society of Professional Engineers, Society of Women
Engineers including first time presentations to the Society of Systems Engineers, Society
of Hispanic Engineers, Alpha Omega Epsilon honors STEM sorority, Energy &
Environmental Assistance Office student employees, and Engineering Field Day.
 Coordinated 7 Engineering company info sessions the week of the Engineering Fall Picnic
10/8/14-10/13/14 and attended the Duke Energy end of year co-op report outs.
 Coordinated 2 company site visits for students in Engineering: one plant tour to Duke
Energy’s Allen Steam Station (32 students) and a “Dinner and Learn” to Fontaine
44
Modification manufacturing facility (28 students).
Education
 Hosted the Spring Education Career Fair, serving 252 Education students (plus other
students and public). Supported the Fall Education Career Fair with plans to run this fair
beginning in 2015-16.
 Delivered self-assessment class presentations for 136 Education students; presented
Teacher Toolbox session with Education Learning Community.
College of Health & Human Services; Honors College (Pre-Health Advising)
 Began planning with Pre-health advisor (Honors College) to pursue extended job
shadowing opportunities for pre-health majors.
 Continued collaborations with public health sciences faculty to design and implement
individual and group mock interview assignments.
 Student Contacts: 3,947 duplicated, most frequently used services: Individual
Appointments (197), Drop-in Appointments (209), Fair attendance (304), Hire-A-Niner
Logins (2,781).
College of Liberal Arts and Sciences
 Developed bi-monthly e-newsletter for CLAS undergraduate students on programming,
events and opportunities specific to liberal arts and science students. Newsletter sent to
all CLAS department chairs, advisors and select faculty members.
 Served the Communication Studies Department by providing mock-interviews to 224
Communication Studies students enrolled in required internship program.
 Shifted CLAS career advising load to three advisors instead of one effective January 2015
resulting in 36% more individual student appointments from 2013-2014.
 CLAS student fair attendance increased 11% from 2013-2014.
 Career advisors were involved with MPA NASPAA Accreditation process, MPA
Alumni/Student Conference, Alpha Phi Sigma Career Fairs, CLAS Undergraduate
Coordinators, CLAS Administrative Council, LASER Task Force, and Campus
Internationalization Roundtable Discussion.
 Increased focus on promoting students' pursuit of global career opportunities and crosscultural engagement through 3 career advisors collaborating with Office Of International
Programs to offer resume critiques and international job search information & resources
at International Careers Panel & Networking Event.
University College

Met with University Advising Center staff to discuss future collaborations and provide
updates on UCC services, programs, and events.

Developed newsletter for UCOL students to introduce them to their career advisor and
provide information on UCC services, programs, and events.

There was a 34% increase in individual appointments for UCOL students from 20132014; MBTI and Strong Interest Inventory interpretation appointments increased 57%,
from 59 in 2013-2014 to 93 in 2014-2015.

271 UCOL students attended Majors Day in 2014, a 40% increase in attendance from
2013.

UPIP forged a relationship with University College to support 81 undergraduate teaching
assistant internships and 11 Communications Across the Curriculum Disciplinary
Communications Consultants for the 2014/2015 academic year.
45
J. Follow-up plan to make
changes as a result of
assessment findings:
2010-2011
The SHARE eRecruiting software was purchased from Experience. Introductory overview
meetings were established. However, next steps were delayed due to the vacancy of the UCC
Associate Director and the impending retirement of the CCI Associate Dean, who would both
be key players in the administration of the product. Additional presence in the colleges and
outreach was limited because additional staffing was not available, but Peer Career Assistants
did reach 4408 contacts through emphasis on residence hall and student organization
outreach.
2011-2012
The SHARE eRecruiting software was purchased from Experience but now they require
another separate purchase so this will be put on hold. QEP College templates are being
reviewed for UCC support and resource needs. Staffing is a significant issue for CCI and Belk
as theirs apply to 4 year plans and also involve support of external relations components.
Outreach to Belk COB and Engineering was affected somewhat by staff turnover, but liaisons
will remain active with colleges. College liaison loads need to be re-evaluated as does the
need for part-time career counselors. Given high direct service needs, we will limit outreach
for CD moments to sophomore classes and EL, and limit marketing to alumni.
2012-2013
Prospect for Success will shape how we pursue expanding course integration with the
colleges, and we anticipate there will be new opportunities following the summer Faculty
workshops. Engineering and Education were effected somewhat by UCC staff turnover, and
many of the great plans discussed with the alumni office were delayed due to their and our
staffing and football, so we hope to revisit a collaborative career info fair with the Young
Alumni club. We also view all the searches and new staff boarding as opportunities for new
collaborations. We will continue our successful appreciation reception to key faculty and staffperhaps in the fall. Liaison loads will be reviewed as we bring on new staff/positions and take
on new programs. The shared database was put on hold due to the technology needs though
select faculty are given access by us. There is concern about individual colleges hosting
student resumes/portfolios and what the impact might be for how these are accessed long
term, how employer relations may change and the impact following federal and state hiring
regulations is adhered to. Two colleges have space conducive to drop-in career advising in
their facilities and several self-assessment workshops are held in UAC/UCOL.
2013-2014
While we had not had the full integration into PFS courses we had hoped for, we were able to
provide considerable support, and our programs and services do span all colleges and
numerous departments across campus. We are still hoping for more alumni office
collaborations with the Young Alumni club, at least one annual event, and assistance with
identifying alumni for CP. Several of the colleges have provided space for our staff to see
students, with the most effective being with Engineering. The new NJN vender will help us
provide even deeper partnerships for colleges to access student and employer data online.
We hope the Internal Review preparation and process, and subsequent report, will assist us in
exploring further collaborations as well.
2014-2015

Gap in need for shadowing options for pre-health students - explore longer-term
shadowing opportunities for pre-health students.

Increase in number of CLAS appointments - continue dedicating 3 career advisors to work
46
with CLAS.
Large number of non-profit postings on Hire-A-Niner – increase programming about
nonprofit careers (e.g. non-profit career panel); develop more resources for non-profit
employers (as well as all employers).

Low number of mock interviews – implement InterviewStream, an on-line tool, using it as
a way to meet student and alumni need for interview preparation and as a way to
increase partnerships with colleges/faculty.

Employer and college feedback about Education Career Fair – hold Fair in the Fall, as well
as the Spring.

Increase in alumni engagement – need to continue to strengthen relations with Alumni
Affairs.
III. New Strategic Goals, Action Plans and Performance Outcomes for 2010-2015

A. University Career Center Goal #5: To assist the University in the expansion of strategic external
initiatives and partnerships (especially those which build employer relationships).
B. Relationship of goal
to next higher reporting
unit goal:
C. Action plans to
achieve goal:
D. Effectiveness
measures/methods to
assess outcomes/goal
attainment:
E. Assessment schedule
to assess goal:
F. Person/group
responsible:
G. Performance
outcomes for goal:
Supports Academic Services goals #2, 3, 5, 6.
1.
To provide support for the student selection and program monitoring for the pilot and
ongoing Bank of America Applied Technology Program at UNC Charlotte.
2. Provide input for the development of and ongoing content for the university Community
Engagement website.
3. To participate in the university’s application process for renewed Carnegie Community
Service status and Corporate Relations Task Force.
4. To inform and engage university constituents regarding North Carolina Campus Compact
opportunities, VISTA and NC ACTS, benchmarking, and reporting.
5. To further explore a UCC Executive-in-Residence appointment (i.e., corporate, federal
recruiting, career coach, or education counseling designee).
6. To expand opportunities for staff to interact with employers at local meetings, site visits,
and through professional organizations.
7. To support Continuing Education workforce development initiatives.

Report on Bank of America Applied Technology program student selection and activity.

North Carolina Campus Compact report on number of meetings, information exchange,
conference engagement.

Development of community engagement website and track content shared.

Appointment of VISTA intern by 2013, and reported activities.

Company Reports shared with Corporate Relations Task Force.

Report on Continuing Education career module and individual consultation offerings.

Increased staff presence at Chamber, SHRM, and other community meetings.

Identification of community volunteers/executive-in-residence.
Annual report activity
Carnegie application up for resubmission 2012
PRIMARY: Director, Associate Director for Employer Connection Programs, Recruiting team
Assistant Director

Feedback obtained on CCI program collaborations and effectiveness.

Proposal submitted January 2011; Active VISTA person brought on board 2012 through
2015), campus given NC ACTS scholarships (target 2013/2014).

Campus continued engagement in NC 2012 Campus Compact with improved service
learning tracking measures.
47

H. Resources Required:




Executive-in-residence appointed and integrated into current career
counseling/coaching/utilizing service offerings.
Increase staff presence (Chamber, SHRM) results in more employer leads/contacts.
Conference and local site visitation travel funds
Space and support for executive-in-residence
VISTA stipend, housing on campus, space and office support (2011-13)
Annual Report
I. Annual progress
assessment of
performance outcomes:
2010-2011

Conducted 41 learning community presentations and 82 Freshman Seminar presentations.

Participated in University wide external relations task force group with meeting focus on
Bank of America and Wells Fargo relationships.

Supported frequent Chancellor /upper-level requests for activity and company reports.

Information was compiled for colleges to complete the Campus Compact Annual Survey;
the grid formally developed was utilized; SL course designation proposal approved by
Faculty Council and is in the next stages of development for spring 12.

The Cone interviewing suite was established and became popular quickly among
employers; we saw increased ratings on our interviewing facilities.

A volunteer interested in recruiting assisted us, working out of the GA lab on multiple
projects, but we have yet to pursue an executive in residence.

While staff continued presence at Chamber and SMA meetings, broader coverage was not
available due to the resignation of 3 recruiting team members.

Both the bank and the colleges have been very complimentary of our engagement and
support of the ATP program, and a NACE proposal for presentation was accepted.

All but one of the ATP students from the first group were hired on permanently, and the
initial program survey yielded very high marks.

Regular review of chamber announcements in the Charlotte Business Journal were
considered in developing a VIP intro-letter sent to 61 new and expanding businesses.

Staff supported chamber initiatives to attract new organization such as Capgemini and
Cisco Alexis to the region
2011-2012

Supported the 49er Democracy initiatives for the internship and scholarship portion of the
DNC and RNC related opportunities for students; held 6 info sessions; (80 attended), set
up special 49ership program and application procedures. 27 students from 11 different
majors were selected and referred. 15 selected confirmed to date through spring

New University community engagement website links to recruiting and internships, yielded
795 hits/referrals.

Facilitated 6 NC Campus Compact meetings, and participated in planning meetings for the
SL Institute, and the Urban Civic Minor (served on the Board). The first annual Service
Learning showcase was begun and panelists also were asked to share at the 2012 Faculty
Diversity Institute.

Service Learning course designation was approved by Faculty Council and FAPSE with first
course to be held fall 2012.

Participated in QEP Steering Committee and Development Team, SSWG, and development
of university-wide QEP three key learning outcomes- inquiry, commitment to success, and
self and cultural awareness. The latter two we are supporting, in particular.

UCOL: Conducted 32 learning community presentations and 91 freshman seminar
presentations. 100% respondent faculty agreed to strongly agreed that the presentation
48








was helpful to students and they would recommend it to their colleagues.
Participated in University wide external relations Community Engagement group and biweekly Bank of America ATP planning meetings.
Supported frequent Chancellor /upper-level requests for activity and company reports
Cone interviewing suite was established and remained popular among employers; we saw
increased ratings on our interviewing facilities, but had some limitations due to turnover in
the Recruiting Coordinator and employers needed more space than Cone provides.
Formally not pursued an executive- in-residence due to budget and space limitations.
Both the Bank and the colleges have been very complimentary of our engagement and
support of the ATP program, and a NACE presentation given with college and bank reps at
the Annual Conference was highly rated.
Continuing ED project management ended but we continued to assist some referrals
Regular review of chamber announcements in the Charlotte Business Journal were
considered in developing a VIP intro-letter sent to 27 new and expanding businesses.
Staff supported Chamber initiatives to attract new organizations such as Chitiqua and
Chobani Greek Yogurt to the region; attended area Charlotte Chamber and SMA meetings.
2012-2013

Participated in regular Bank of America ATP planning meetings and celebrations. Now in its
4th year has enrolled 42 students. Supported recent class selections through the 49ership;
a record 70 applicants were recruited through 3 information sessions and college outreach.

Participated in QEP Steering Committee and Development Team, SSWG, and development
of university-wide QEP three key learning outcomes- inquiry, commitment to success, and
cultural awareness. Developed proposals for optimal career activities course integration
for AS participation. Participated in QEP SACS visiting team meetings; contributed to
university gaining SACS QEP approval.

Supported the 49er Democracy initiatives for the internship and scholarship portion of the
DNC and RNC related opportunities for students; 10 intern scholarship recipients
participated with over 20 volunteers.

Met with the Director and researched The Washington Center Internship and Study
program prior to university signing the contract and acquired funding from the City of
Charlotte for five $6,000 scholarship matched with 5 by the university. Recommended
operations needs and faculty members and worked with Eric Heberlig, Cindy Wolf Johnson,
and the committee to make our first 5 selections.

Facilitated 5 NC Campus Compact meetings. Provided input for the NC Campus Compact
report and will be assisting with Carnegie proposal. Team attended Feb Institute.

Service Learning courses delivered in Fall-4 courses, 12 sections.

Requested by Chancellor and Provost to research Clemson’s University Professional
Internship program model. Presented to Chancellor's cabinet and Student Affairs Division
leaders. Prepared for administrative needs and job description, and provided names for
and information for organizing committee.

Supported frequent Chancellor /upper-level requests for activity and company reports

Cone interviewing suite remained popular among employers; we saw increased ratings on
our interviewing facilities. Planned for interview needs as a result of obtaining other staff
positions, programs, and growing intervening requests.

Formally did not pursue an executive- in-residence due to budget and space limitations,
but recruiter from Lowe’s was in transition to TIAA CREF and volunteered with us.

Continuing ED project management ended but we continued to assist some referrals

Regular review of chamber announcements in the Charlotte Business Journal were
considered in developing a VIP intro-letter sent to 63 new and expanding businesses.
49




Staff supported Chamber initiatives and 3 major relocation consultant meetings to attract
new organizations such as MetLife to the region; attended area Charlotte Chamber and
SMA meetings.
Interacted with employers at NACE, SOACE, and CEIA.
Tracked over 700 leads from university community engagement website.
Supported PR request for 15 media interviews including The Business Journal, WBTV,
WSOC-TV.
2013-2014

Participated in regular Bank of America ATP planning meetings and celebrations. Have
hired 98% of the interns. Bank of America hosted 4 information sessions attended by 147
students which yielded 64 applicants; 30 interviews resulted with 17 CCI and COB students
bring selected to participate in 2015 ATP group

Continued QEP/PFS Steering Committee and SSWG engagement. Met with individual
faculty, presented in 56 courses, participated in PFS faculty Workshops and resource fairs

Recommended appointments to TWC faculty committee in response to being given UNC
Charlotte and City of Charlotte $6,000 scholarships. Successfully granted 10

Responded to Provost and Chancellor interest in launching UPIP programs summer 2013,
and ramped up for Fall; helped appoint faculty /stakeholder committee and developed
Program Manager position, program foundations, website, resources. Successful first year
yielded high student interest, financial aid, and 94 internship mentoring opportunities
across campus

Facilitated 6 NC Campus Compact meetings. Provided input for the NC Campus Compact
report and assisted with Carnegie proposal. Team attended Feb Institute, and PACE where
the Chancellor and Jim Cook received civic engagement awards.

Service Learning courses delivered in Fall-8 courses, 20 sections.

Supported frequent Chancellor /University Advancement upper-level requests for activity
and company reports, a participated in key high level visits with Premier, Duke, MetLife
reception and others

Supported OIP Kingston Visitation

Cone interviewing suite remained popular among employers; we saw increased ratings on
our interviewing facilities. Planned for interview needs using Library study space on loan

Utilized Employer Drop in hours- new initiatives vs. a single executive- in-residence due to
budget and space limitations; top ratings from students and employers received. In its
pilot year, the program engaged five employers and 100 percent of the 15-minute meeting
timeslots were filled by a total of 76 students. Employer participants included Teach for
America, The Steritech Group, Lowes, Bank of America, and the Department of State.
Student feedback was overwhelmingly positive, 100 percent of survey respondents said
they recommend the session to other students and that we should offer additional
Employer Office Hours sessions. All of the employers expressed an interest in participating
in the program next year.

Regular review of chamber announcements in the Charlotte Business Journal were
considered in developing a VIP intro-letter sent to new and expanding businesses.

Staff supported Chamber initiatives and major relocation consultant meetings to attract
new organizations to the region; attended area Charlotte Chamber and SMA meetings.
Attended 18 Chamber luncheon meetings for opportunity cultivation

Interacted with employers at NACE, SOACE, and NCACE

Tracked over 480 leads from university community engagement website.

Supported PR request for media interviews including The Business Journal, WBTV, WSOCTV, student paper, EconoPlay.
50





Served as judge for OIP student photo contest
Hosted 41 employer information sessions/ tables attended by 1,589 students.
Worked with EAB rep to host first very successful Non Profit Careers Panel and reception
New 30-20-10 information and topical sessions engaged 179 Students who learned about
topics such as impressing recruiters, navigating a career fair, business etiquette, building a
career, interviewing, and starting a career in international affairs. Employer presenters
included Target, TIAA-CREF, Teach For America, Vanguard, Sherwin Williams, Premier
Healthcare Alliance, and the Department of State.
Held successful Employer Advisory board, recommended employers to serve on Internal
Review Team
2014-2015
ATP Activity
 Bank of America hosted four information sessions reaching 112 students, and two
Employer Office Hour schedules informing 63 students in fall 2014 and spring 2015. The
Fall 2014 sessions attracted 133 applicants, 45 interviews were conducted, and 17 CCI and
COB students were selected to participate in 2015 ATP group. Since 2010, Bank of
America Applied Technology Program has seen a 94% placement rate and 92% retention
rate of participating UNC Charlotte students: the Associate Director for Employer
Connections Programs and Assistant Director, College of Business Advisor continue to
participate in bi-weekly calls to support program objectives. BOA and UNC Charlotte CCI
has regarded the program as such a success they expanded the program to other areas in
the Bank (Accounting and Finance) – with the 2013-2014 academic year seeing its first
College of Business students.
NC Campus Compact Involvement
 2 career advisers participate in monthly meetings.
 UPIP program manager presented at the 2015 UNC Charlotte NC Campus Compact
Symposium for regional faculty and staff; additional career advising staff attended
symposium programs.
Employer Outreach
 Participated in monthly Chamber of Commerce meetings.
 AD Liberal Arts attended Charlotte Public Service Open House to form partnerships and
learn more about internship and career opportunities for students with CMPD, The
Charlotte Fire Department, and MEDIC.
 AD Liberal Arts attended the Arts & Science Council Cultural Education Expo to learn more
about internship and career opportunities with Charlotte-area cultural organizations and to
identify areas for partnership.
 The Recruiting Team continued to offer two engagement initiatives that provided
employers with the opportunity to connect with students and provided students with the
opportunity to learn about professional development topics directly from recruiters.
 Employer 30-20-10 presentations provided employers with an opportunity to present on a
professional development topic of interest, provide an overview of the organization and a
discuss internship/full-time opportunities, and lead a question and answer session. The
program engaged eight employers, (AMP Security 18, CapGemini 8, Duke Energy 78,
Quaero, LLC., Kohl’s Department Stores, Liberty Mutual 13 & 21, Target 15 & 5, and TQL Total Quality Logistics) and 198 students. Students learned about topics such as careers
in consulting, careers in retail, resume writing, interviewing, and how to impress
51
recruiters.
Employer Office Hours provided students with a chance to meet individually with a
recruiter to receive a resume critique, discuss interviewing strategies, learn internship/job
search best practices, and hear about available internship and full-time opportunities. In
2014-2015, the second year of the program, 15 employers were engaged, and the 15minute to one hour meeting time-slots were filled by a total of 297 students (109 students
over last year’s inaugural offering of five employers and 76 student
participants). Employer participants included Antea Group, Bank of America, Enterprise
Rent-A-Car, Fastenal, HF Financial, Hillcrest Foods (Waffle House), Kohl’s Department
Store, Liberty Mutual Insurance, Peace Corps, Target, Teach for America, The Remi Group,
LLC, U.S. State Department, Wells Fargo and Wells Fargo Home Mortgage. All of the
employers expressed an interest in participating in the program next year.
2010-2011
VISTA position not realized in the Career Center due to budget. Chamber and SMA functions
have definitely yielded mostly internship and part-time job leads (which are increasing
gradually as a result of the economy making some gains), but we will be strategizing to target
more select employers. Direct and personal contacts are much more effective than the VIP
letters. The Post-Graduation Survey intern supervisor leads will be utilized.

J. Follow-up plan to
make changes as a result
of assessment findings:
2011-2012
VISTA workers we will collaborate with and support programmatically, but they are housed by
other offices. Chamber and SMA functions have definitely yielded mostly internship and parttime job leads (which are increasing gradually as a result of the economy making some gains),
but we will be strategizing to target more select employers. Direct and personal contacts are
much more effective than the VIP letters. The 2012 Post Graduation Survey via Campus Labs
intern supervisor leads will be utilized. We will be looking at effective ways the UCC can
continue to support large QEP needs for each college, some already started Fall 2011.
2012-2013
While Campus Labs gave us interim year data, we will continue to monitor the outcomes of the
PGS 2013 Info Group survey project. Updates of alumni addresses will be shared with the
alumni office. With more staff, we will be looking at broader employer visits and Chamber
meeting coverage. We will also seek to gather more student outcome stories. NC Campus
Compact meetings will be looking at Carnegie application steps as well as the impact of new
UNC GA measures. We will continue to provide best facility and recruiting experiences for our
OCI employers possible even prior to a dedicated facility, and need to use Cone swing space.
2013-2014
UCC will continue to help the colleges market ATP, with new needs expressed to reach transfer
students. VISTA positions have been decreased but the university is expanding in NC Campus
Compact activities in many ways and was mentioned in their year-end highlight report- will
continue on campus meetings and expand the SL showcase. UCC will strive to ensure no data
lost in transferring to a new vendor as University Advancement need for corporate histories is
even more essential moving into a major campaign. The three new successful ways we have
engaged volunteers and organizational reps and Chamber collaborations will continue to grow.
2014-2015

Popularity of Employer Office Hours with employers and students – increase the number of
Employer Office Hours (as space permits).

Low number of job postings from health employers – increase outreach to health-related
52


employers.
Data showing an average of >7 applications per posting in Hire-A-Niner, but low number
of hire reports, as well as informal feedback from employers – address student skill gap
(which may be evident in resumes or interviews); survey employers about UNC Charlotte
students; cultivate more quality employer relationships (employers who prefer UNC
Charlotte students to others).
Industry data show some areas are low – share data with colleges, and others, to see
where gaps can be filled and where employers may be cultivated.
III. New Strategic Goals, Action Plans and Performance Outcomes for 2010-2015
A. University Career Center Goal #6: To identify and maximize University Career Center resources.
B. Relationship of goal
to next higher reporting
unit goal:
C. Action plans to
achieve goal:
D. Effectiveness
measures/methods to
assess outcomes/goal
attainment:
E. Assessment schedule
to assess goal:
Supports Academic Services goal #3.
1.
To study, redesign the discipline alignment and resulting Career Advisor and administrative
workload, and recommend additional positions needed.
2. To explore further collaboration with University Community Relations regarding Campus
Compact annual reports and Community Engagement web content.
3. To provide faculty tools /Web resources for civic engagement course integration-2011.
4. To increase student tracking capabilities (i.e., Swipe card technology) and on line
streamlining of registration processes (i.e., Experiential Learning, self-assessment).
5. To study, reevaluate, and recommend major administrative package (Experience,
NACELink/Symplicity, C3M, etc.) by 2013.
6. To design and maximize usage of Cone Annex and continue to research options for overall
office space needs (12,000-18,000 sq. ft.) 2010-2011.
7. To explore the use of shared basic databases and satellite operations by 2015.
8. To expand the Peer Career Assistants and Counseling Ed intern program; if feasible
support the development of a higher education track.
9. To provide expanded services for graduate students.
10. To migrate the UCC website to the university Drupal standards (2010-2012).
11. To explore outside funding opportunities through sponsorships, grants, collaborative
efforts, stimulus dollars, and career fair fee reassessment.
12. To provide for the ongoing development of staff and opportunities to participate in training
and conferences.

Report on student access to Career Advisors.

Report on student satisfaction with services.

Increased capabilities in tracking students using the office and useful online registrations
(experiential learning, NJN, self-assessment).

Report on outside funding activity.

Report on status training and professional development activities.

Report on staff member professional development activity.

Selection made on main administrative software package

Annual report activity

Individual assistance feedback activity (consider by semester)

Post-Graduation Survey - every other year

Every other year UNC GA studies
53
F. Person/group
responsible:
G. Performance
outcomes for goal:
H. Resources Required:
Strategy team which includes Director and Technology Systems Coordinator,
Business Services Coordinator

Shared offerings each year for Community Engagement website.

Faculty awareness and feedback on civic engagement course tools and NC Campus
Compact information.

Robust state-of-the-art career service administrative software being utilized.

Space sufficient to carry out programs

PCA outreach numbers, GAs, and Intern student advisee positive feedback.

Outside funding resource identified annually.

UCC website meets University template and content management standards.

Each staff member has a least one training opportunity a year.
Increase funding for administrative software, funding for 8 PCAs, space and operations need
for PCAs and counseling interns, and office need for satellite operations. Additional counseling
staff needed for undeclared majors (reinstated position), technology, and business students.
Higher-level senior associate director needed for graduate students and grant management as
well as an additional budget admin support. 4 GAs needed to support expanded partnerships.
12,000 -18,000 ft.² needed for Career Center space. Training funds. GA to support Annex.
Annual Report
I. Annual progress
assessment of
performance outcomes:
2010-2011

We provided information for two University website banners, and worked to establish
recruiting and internship links for the business partnership and community involvement
University website sections.

Significant activity with campus compact discussions led to the SL course proposal
designation and the planning for an SL showcase in the fall 2011.

Experience continues to be a valuable software tool for our administration but we are
looking forward to their integration of card swipe technology and social media integration
as well as our implementation of Share eRecruiting.

Space /insufficient facilities continues to be major issue, but the Cone interview Annex
provided timely and more professional for employers. While there was positive feedback, a
minimum of six rooms really need to be configured at that level and integrated into our
office space so that they can be maximized 40 hours a week.

PCA outreach (4) increased 13% with an emphasis placed on residence halls/ student
organizations; they also managed our social media which yields 573 fans on Facebook and
780 followers on twitter; initiated 6 issues of the “Career Courier” for RA's.

A one-time Graduate Assistant position was set up for Experiential Learning outreach;
through 43 sophomore level classes, she reached over 2334 students to educate them
about internship programs; a permanent GA position provided support for the assessment
programs and outreach to undeclared majors.

PhD Counselor Education student continued research on sense of purpose.

Several highly qualified temps were utilized in providing career advising services.

A Masters Counseling student from NC Central interned in the office, as well as a UNC
Charlotte returning PH D intern.

Career fair revenues were slightly up this year, we also received a donation from Areva,
and a continuing education career module stipend was carried into this year.

Planning activities and communications have begun regarding web migration; we have
concern about keeping our functionality of our current content management system, which
includes tracking, and rich career information (500 pages)

Individual assistance surveys for PCAs and interns yielded high marks (4-5.0)indicating the
54

students were approachable, helpful motivated customers and help students make
connections between their personal academic and career goals. Likewise, overall results for
professional staff yielded 4.13 and up on measures of being approachable and helpful,
listening, knowledge, motivation, optimism, valued expertise, and help them increase
understanding connections between their personal career and academic goals.
All staff were provided in-house professional development training or through professional
conferences, including NACE, SoACE and NSEE (where we presented), NOSC, NCACE,
Career Directors benchmark, StrengthsQuest CareerLeader training academic services
retreats solution-based counseling and NC Campus Compact Multicultural Leadership
Center's transgender student training, LEAD for supervisors , P-Card, Purchasing, and
Experience, NACE, SAEE, and federal employment webinars.
2011-2012

Input and suggestions were provided regarding Career Center facility needs and
benchmarks though overall QEP needs still being considered to make full proposal.

We utilized the university new website banner opportunities for publishing major events.

Most significantly this year, we converted our website to the Drupal university template,
including extensive revisions of forms and newsletter formats. We established recruiting
and internship links for the business partnership and community involvement University
website sections and were able to keep much but not all of our prior content management
system functionality including tracking, and rich career information (500 pgs.).

Added visibility on the new website has led to a much higher profile for our social media.
Facebook fans and Twitter followers increased almost 47% to 689 and 1,295 respectively,
and employers, NACE, career centers at other universities, and other UNC Charlotte offices
continue to be frequent re-tweeters of our content. PCA-produced UCC blog received
nearly 7,000 hits this year, an increase of over 320%.

Provided input through Community Engagement group as NC Campus Compact Annual
Report responsibility moved to Metropolitan Studies area.

Served on urban civic engagement minor course development advisory board and
supported presentation to FAPSE.

Legal approved putting student EL applications online to go live for 2012-13.

Student access to advisors growing concern as some have 2-4 weeks waiting time. This
year, 6 out of 12 months topped 3,000-to near 4,000 monthly contacts in customer
services vs. same indicator for only three months last year.

Experience continues to be a valuable software tool for our administration, the new
LINKED IN feature and admin look were utilized. We are still looking forward to their
integration of card swipe technology; we learned more at a user conference held at Duke.

Throughout our 2011-2012 reporting year, Experience Inc. implemented key software
updates that the Recruiting and EL Teams frequently utilize such as an updated user
interface (UI) of the Admin Center, providing a modern and up-to-date look and feel.

Study of the main alternative software admin platforms will be postponed until a recent
FBI investigation re allegations of the Symplicity (NACELink) company is resolved.

Staffing for Cone is as much of a challenge as employers needing more than the three
rooms. Space /insufficient facilities continues to be major issue, but the Cone interview
Annex provided timely and more professional space for employers. While there was
positive feedback, a minimum of six rooms really need to be configured at that level and
integrated into our office space so that they can be maximized 40 hours a week.

PhD Counselor Education student passed her Dissertation on the sense of purpose study.

Several highly qualified temps were utilized in providing career advising services.

Three PHD Counseling Ed interns and five Masters level students in COMM, CNS or MPA
55




assisted as Grad Interns; one PHD Comp Sci tech GA.
Career fair revenues were up this year; enabling us to purchase some technology and hire
more temps/students over the summer to help with growing EL applications and
anticipated vacancies; we received three donations for sponsorship for the fairs. Also,
given that the 49ership was used for programs like the Urban Youth Experience,
unanticipated EL fees were generated.
Individual assistance surveys for PCAs and interns yielded high marks (3.88-5.0) indicating
they were approachable, helpful, motivated customers and helped students make
connections between their personal, academic, and career goals. Overall results for
professional staff yielded 4.11-4.55 on measures of being approachable and helpful,
listening, knowledge, and valued expertise.
All staff were provided in-house professional development training or through professional
conferences, including NACE (where we presented) SoACE and NCDA, NCAA, NCACE,
Career Directors national benchmarking, the new Experience user conference, and the SE
Coastal Wind Conference. In addition, staff participated in 18 different seminars and HR
courses including LEAD for the Associate Director and the Leaderships Conference in
campus. One was a weeklong Career Service on line conference sponsored by Intern
Bridge. Two staff participated in intense week-long online training for SII assessments.
Hosted an Employer Advisory Board meeting, served on the Crossroads Board, the NACE
Advocacy Committee, and QEP Steering Committee. The SR AD served on the SSWG and
the NACE Emerging Leaders group. A presentation for NACE 2012 was accepted.
2012-2013

Career counselor position and higher levels positions (Associate Director and Program
director for UPIP) were recommended and written. One position for undeclared students
was reinstated under trust funds along with two other Assist. Directors and one QEP AD.

Searches were conducted early in the year to fill the AD for Business and those in progress
late spring are for the SR ADs- one leaving for career advancement and the other for
family transitions post med and maternity leave. AD for Engineering search also underway.

Proposed ways to present the growth and expansion to candidates and staff.

Several configurations of space needs were researched and provided with consideration for
2 year planned expansion and temp use of offices in Winningham, the Library, or Cone.

Staffing for Cone is still a challenge as employers need more than the three rooms. Space
/insufficient facilities continues to be major issue, but the Cone interview Annex provided
timely and more professional space for employers. While there was positive feedback, a
minimum of six rooms really need to be configured at that level and integrated into our
office space so that they can be maximized 40 hours a week. We did increase use of 366
outside of OCI for student projects-over 75% occupancy.

Utilized the university website banner opportunities for publishing major events, but still
need university option to fill the loss of customized newsletters when we went to Drupal.

UCC social media presence continued to grow, and we launched a Pintrest account, which
has 64 followers. Facebook fans increased 26% to 869, Twitter followers increased 49%
to 1,902. The PCA-produced UCC blog received nearly 5,500 hits

Two new online resources were introduced to students: Going Global and Career Spots.
Going Global, which provides resources for students seeking international EL and post-grad
opportunities and houses a robust H1-B visa database, received 1,484 hits (introduced
June 2012). Career Spots videos (introduced July 2012) were accessed 6,357 times,
making it our most popular online resource after NinerJobNet. The UCC’s use of Career
Spots was highlighted in a Career Spots newsletter.

Urban civic engagement minor course grant was renewed.
56













EL applications online yielded significant increase to 5,165.
Student access to advisors was still a concern as some have 2-4 weeks waiting time this
year and we lost 10 months of counselor availability with turnover.
Experience continues to be a valuable software tool for our administration. Throughout our
the reporting year, Experience Inc. implemented key software updates that the Recruiting
Teams frequently utilize such “declined offer” link access, and expanded support hours.
Study of the main alternative software admin platforms will be postponed until a recent
FBI investigation re allegations of the Symplicity (NACELink) company is resolved, and the
long term effects of the Experience Connect edu merger are better known.
Several highly qualified temps were utilized in providing career advising services.
One PHD Counseling Ed interns and one PHD prior GA, six Masters level students in
COMM, CNS or MPA assisted as Grad Interns; one PHD Comp Sci tech GA.
Career fair revenues were up this year due to the economy but not as much as prior years
due to the Engineering picnic. Trust funds enable us to increase technology and hire more
temps/students over the summer to help with growing EL applications and anticipated
vacancies; we received three donations for sponsorship for the fairs. 49ership fee revenue
was down due to TIAA CREF summer program cuts.
We supported university grants, federal funds of $178,000 (civic minor, JLD, TWC,
49erDemocracy, youth tutors) with university $200,000 and $200,000 department
matching wages planned for UPIP, in addition to BEST, PRODUCE. COB supported on staff
person attending NACE and part of the BUNS COMM GA position ($8500).
Individual assistance surveys for PCAs and interns yielded high marks (4.11-4.4) indicating
they were approachable, helpful, motivated customers and helped students make
connections between their personal, academic, and career goals. Overall results for
professional staff yielded 4.02-4.46 on measures of being approachable and helpful,
listening, knowledge, and valued expertise.
All UCC staff were provided in-house professional development training and/or through
professional conferences. Staff trainings include webinars, on campus instruction, and
office PDs including Turning Technologies Clickers, SMART Podium, liberal arts student
transferable skills, Safe Zone, Charlotte Meck Library resources, Writing LinkedIn Profiles,
Ten steps to Federal job Certification. Professional Memberships include NASEA, SASEA,
NCDA, CRMA, NAAHP, NCCDA, and NCCA. Attended SoACE, NCDA, CEIA, NCCDA,
NCACE, NSEA, Transfer Student Conference, Career Directors national benchmarking. In
addition, staff participated in 15 different seminars and HR courses. Four staff participated
in intense week-long online training for SII, MBTI, and Strength Quests assessments. Our
NACE presentation was well received - Key Career Services Roles in University QEPs and
Retention.
Hosted an Employer Advisory Board meeting, chaired NACE Professional Standards review
Team, the NACE Advocacy Committee, and QEP Steering Committee. Served on the SSWG
and the NACE Emerging Leaders group.
Presented for NACE Conference (Smith and Cody): Key Roles in University-wide QEP and
Retention. Received high ratings.
Materials for graduate students were increased and presented at Academic Career
Workshop. PhD fair with Duke, Chapel Hill and others reached highest employer
participation since inception.
2013-2014

Developed 5 new positions to support new programs and growing service demands.
Provided onboarding, orientations, mentor matching, supervisor support, individual
coaching, and team building

Worked with FM in compressed timeframe to convert Atkins interviewing and partial lab
57




























space into offices to accommodate new staff. Worked with others to obtain loaner space
for OCI in library. As secondary benefit, students in the library learned more about UCC
Conducted 9 searches- in addition to new positions, there were several vacancies re
family/child care/relocation/career mobility, and internal promotions (needed to carry out
much of this during Busn Manager leaves)
Provided UCC and Director Leadership Team building- including MBTI
Meet with teams in fall and early spring to address expectations and how things were
going in addition to more counseling team PDs
New positions were used well to fill prior gaps and needs identified re students affairs
outreach, senior and grad students’ assistance, PFS courses, social media expansion, new
employer programs, and undeclared student services as well as UPIP program startup and
TWC internships.
Prepared Case Statement for ideal UNC Charlotte Career Center 2020 campaign
NACE Professional standards- UCC leadership team reviewed these; prepared for self-study
PGS 2013 was contracted with Info Group-to be delivered summer 2014
Responded rapidly to emergency situation with connectEDU chapter 11 filing
Vendor explorations- set up internal team and 4 sessions with staff and stakeholders to
review for transitions in coming year
Benchmarking conducted for staff positions, vendors, and the Internal Review
Eight staff participated in intense training for SII, MBTI, or Strength Quests assessments
Chaired NACE Professional Standards review to finalize notebook for practitioners
Graduate student website developed
Attended key NACE Legal issues forum in DC and worked on NACE Advocacy committee
which approved national Career Outcomes survey standards
5 Major conferences (NACE, SoACE, NCDA, NCACE, NCCDA) 40 webinars, assessments
training, national benchmark
Internal Review requested before reorg went through year cycle- prepared study
document, recommended names, timeline, and materials for the website
Website- Drupal 7 upgrade will be ready to go live in July; will consider new NJN name
Renewed relationships with key employers and hosted EAB meeting, attended also by
several staff, and chancellor office representatives
New fair venues and registration automation was very successful
Document imaging made UCC priority for AS ITS list
QEP and UPIP budget analysis- supported some additional program needs
Financial management practice of carrying over reserves helped protect us to support
expenses even during potential fair revenue loss due to vendor chapter 11 filing
Use of PCAs continues to be valuable for outreach, PFS sections, social media, drop-in core
questions and marketing .Expand use of PCAs and UPIP interns
Not able to take CNS ED interns due to loss of space, but hope to reinstate in near future
Largest year for career fair fee spring registration revenue- still hope to get back
With 16% increase in student contacts, counselor access for several majors was improved
TWC and UPIP interns featured in university website/publications/EAB highlights
Reported in prior goals, high student satisfaction with select and overall services
2014-2015
Career Management System Utilization
 Transitioned to Hire-A-Niner, a new career management system, that provides expanded
tools for students and alumni (including the Resume Creator), removes some barriers to
access, and moves some processes online.
 The process in which students enroll in the 49ership and Co-op programs was restructured
58
and moved completely online through Hire-A-Niner in order to facilitate an easier
enrollment process. This improvement also realized an electronic approval workflow
between the UCC and the ISSO to remove the process of requiring international students
to have two separate paper forms signed and approved by the ISSO in order to initiate
Curricular Practical Training through the 49ership program.
Space Utilization
 The three rooms in Cone 366 and staff offices in 150 Atkins were used regularly for oncampus interviews and employer office hours. The number of OCI sessions increased by
28% in the 2014-2015 academic year, 233 vs. 182 in 2013-2014. This meant 1,579
interview slots vs. 1,279 last year. To accommodate the increase in interviews without
adequate space, interview sessions were held earlier and later in the semester than what
employer prefer. To accommodate the current level of interviews and employer
involvement, 8 interview rooms are needed (including the 3 rooms in Cone 366).
PCA/GA Utilization
 Use of PCAs continues to be valuable for outreach, Prospect for Success/Freshman
Seminar presentations, social media, drop-in coverage, and marketing.
Website
 Completed a major overhaul of the UCC website to streamline pages, improve quality of
content, provide easier website navigation, and modernize the visual design. Comparing
website use during January - March of 2014 (before overhaul) and January - March 2015
(after overhaul), there has been a 62% reduction in bounce rate (visitors who leave the
homepage without visiting other pages) and 19% increase in the average time on page for
the website as a whole.
 Upgraded to Drupal 7; reorganized the website and streamlined pages to improve the user
experience.
J. Follow-up plan to
make changes as a result
of assessment findings:
Professional Development
 Career advisors served in leadership roles on NCACE 2015 Conference Planning Committee
and as SoACE Marketing Chair.
 AD Transfer Career Programs attended Inaugural NCACE Leadership Institute.
 AD Liberal Arts & Sciences participated in 3-part series, Partnership for Public Service
Virtual Federal Advisor Training.
 AD Liberal Arts attended Writing Your Federal Resume and Who Is Hiring in the U.S.
Government webinars.
 Six staff attended the Recruiting Trends Conference sponsored by UNC Chapel Hill.
 The following conferences were attended: NCACE, CEIA, NCCDA, NCCA, NCDA, SoACE,
AAEE, NSEA, Transfer Student Conference, Leadership NCACE. 8 professional
development webinars.
 The following memberships were held: NACE, NCACE, CEIA, NSEE, SoACE, NCDA, EACE,
NAAHP, NACADA, NSEA, SASEA.
 The Associate Director for Employer Connections Programs attended "From Preferences to
Successes: Using the MBTI Type for student and employee success" webinar.
2010-2011
As we continue to grow in the number students we serve (10% over the last year and 36%
over the last five years), the increasing number of administrative resource intensive college
collaborations we support, and the University-wide initiatives we also support, limited staffing
59
and space continues to be a major concern for maintaining high quality. As much as we can,
cross training, online career content delivery, PCAs, Academic Advisor support, and graduate
interns/GAs need to be maximized. Graduate student service has been limited due to the lack
of staffing, even though we've seen a definite increase in usage, especially among PhD's.
2011-2012
As we continue to grow in the number of students (though this year does suggest a possible
maximum plateau) we serve (35% over the last five years), the increasing number of
administrative resource intensive college collaborations we support, in the University-wide
initiatives we also support, and in employer and academic demands for internships, limited
staffing and space continues to be a major concern for maintaining high quality. As much as
we can, cross training, online career content delivery, PCAs, Academic Advisor support, and
graduate interns/GAs needs will continue to be maximized. Graduate student and alumni
service has been limited due to the lack of staffing, even though we've seen a definite increase
in usage, especially among PhD's. The increasing focus on freshmen as well draws needed
attention from juniors seeking internships and seniors seeking full time jobs. We will work
diligently to look at how we can support these and QEP needs. In addition to requesting
permanent full time position lines, we also need to plan immediately for temp wages for part
time career counselors because of immediate incoming freshmen numbers and college QEP
needs. Alternative vehicles for the freshmen seminar introduction to our office will be explored.
2012-2013
We will be looking at other venue and workload sharing model for the PhD fair, and supporting
the GSL nonacademic careers program in the fall. Plans for temp, longer term, and renovated
facility recommendations will be implemented in phases. As a result of the searches and new
programs, counselor liaison loads will be adjusted. University Professional Internship Program
startup will need much administrative attention and operations support to create, coordinate,
and manage well. A manager/program director will be recruited over the summer. With the
increased use of our software tools, we will be looking at other online options to create or
purchase valuable tools as trust one-time funds permit. Faculty career course tools are being
increased as a result of Prospect for Success. We will be looking at different onboarding
formats for new staff and changing more full staff meetings to training sessions for all
counselors.
2013-2014
There are some areas not fully realized with new staff still learning their positions to be
explored- career module development, revamping of Career Prospector, expansion of career
panels and 30-20-10 sessions, alumni career programming for undergraduates. We are looking
to use the new vendor and website look upgrade as an opportunity for new branding. We will
have plans in place to address some Internal Review themes such as use of assessments,
improvement of our key platform tools and user experience, college collaborations, staff
training and team rebuilding focus. With plans to move into CTL vacated space after spring
2015, this will give us opportunities for new programming. We have also been asked to
develop a conceptual layout for state of the art center-will engage staff and do more
benchmarking and visits to other centers. We are hopeful that the ITS AS priorities will allow
us to pursue document imaging. We will also explore use of Portal and CTL space for some
employer info sessions.
2014-2015

Moderate ratings of new career database management system (CSO Research), known as
60

Hire-A-Niner, by students and employers; mixed informal feedback about CSO –
reevaluate CSO as a product; survey constituents for feedback.
High number of resume critique drop-ins and informal feedback about resumes in Hire-ANiner – devise strategies to address high need for resume reviews (e.g. hire more GAs or
PCAs, increase employer resume reviews).
61
BASELINE MEASURES
University Career Center
2014-2015
Baseline Measures
UNC Charlotte enrollment data for use as a baseline when comparing usage counts with the overall population (excluding
alumni) Baseline measures include any students who was enrolled during Summer Session 1 2014, Summer Session 2 2014,
Fall 2014, or Spring 2015, which means these numbers are higher than the university’s reported annual enrollment numbers.
Student level or ethnicity values were blank for some students causing variances in totals represented by baseline charts.
2014-2015 Enrollment by College
Listing of enrollment in each college for the 2014-2015 academic year
2014-2015 Enrollment by Student Level
Listing of enrollment by student level (excludes alumni)
62
2014-2015 Enrollment by Ethnicity
Veteran Students
Includes students utilizing VA benefits and students with prior US military service
63
APPENDIX A
Learning Outcomes
University Career Center
2014-2015
Appendix A: Learning Outcomes
Student Measures
Student learning outcomes are measured after career fairs, workshops, class presentations, assessment interpretations,
49ership internships, and co-ops using paper or electronic surveys.
This experience has increased my career knowledge base.
As a result of this experience, I feel more motivated to take career steps.
64
As a result of participation in this program, I have a better understanding of the connection
between my personal, academic, and career goals.
Employer Measure
UNC Charlotte students are a good source of talent
65
Combined Outcome Measure Means
Outcome Means
“Goals” – As a result of participation in this program, I have a better understanding of the connection between my personal,
academic, and career goals.
“Knowledge” - This experience has increased my career knowledge base.
“Motivated” - As a result of this experience, I feel more motivated to take career steps.
“Talent” – UNC Charlotte students are a good source of talent for my organization.
66
APPENDIX B
Combined Contacts
University Career Center
2014-2015
Appendix B: Combined Contacts
The charts and tables in this section display individual student and alumni contact counts. A contact is a single unit of
interaction between a constituent and the University Career Center. Contact counts are a quantifiable measure through which
we can gauge our engagement with our constituents and determine how many individual students we reach as a department
or through our individual service areas.
Total Student and Alumni Contacts
Total Number of Students and Alumni
Reached
Combined count of all career fair attendance, Hire-A-Niner
logins, Job Shadowing participants and other areas where
individual students and alumni are tracked
Total number of unique students and alumni who have
made contact with the University Career Center through
our programs and services in which individual students
and alumni are identifiable
Total Veteran Students Reached
Unduplicated veteran student contacts
67
Combined Contacts by Type
Total number of students and alumni utilizing each service area, unduplicated inside service areas
Combined Contacts by Student Level
Count of all student and alumni contacts, grouped by service area (see Hire-A-Niner section for HAN Logins data)
68
Combined Contacts by Gender
Count of all student and alumni contacts, grouped by service area (see Hire-A-Niner section for HAN Logins data)
Combined Contacts by Ethnicity
Count of all student and alumni contacts across all service areas grouped by ethnicity
69
Combined Contacts by College
Count of all student and alumni contacts across all service areas grouped by college
Combined Contacts by Class
Count of all student and alumni contacts across all service areas grouped by classification
70
Combined Contacts for New Freshmen
Combined contacts for freshmen students admitted during the 2014-2015 academic year
Combined Contacts for New Transfer Students
Combined contacts for transfer students who were admitted during the 2014-2015 academic year
71
Veteran Student Contacts
Unduplicated count of veteran student contacts by service area
Average Number of Services Used per Student/Alumni
For students and alumni utilizing UCC services (appointments, drop-ins, career fairs, assessments, Hire-A-Niner, Job
Shadowing, 49ership, and UPIP), average number of services used per student or alumnus/a
Assistance Breakdown by Classification of Appointments (non-duplicated)
Classification
AA
BU
CCI
ED
EN
GS
HHS
LAS
UC
UN
Total
Freshman
1
12
4
1
9
0
13
55
83
2
180
Sophomore
4
26
7
7
18
0
32
74
42
0
210
Junior
3
78
13
7
24
0
19
142
21
0
307
Senior
10
143
25
6
51
0
55
284
3
0
577
POSTBAC
0
8
8
0
8
0
2
7
0
0
33
Graduate
0
21
51
22
38
3
19
34
0
9
197
Alumni
0
13
5
5
2
0
2
37
0
1
65
Special
0
0
0
0
0
0
0
0
0
3
3
TOTAL
18
301
113
48
150
3
142
633
149
15
1,572
72
Assistance Breakdown by Gender of Appointments (non-duplicated)
Classification
AA
BU
CCI
ED
EN
GS
HHS
LAS
UC
UN
Total
4
154
80
4
131
2
32
221
73
7
708
Female
14
147
33
44
19
1
110
412
76
8
864
TOTAL
18
301
113
48
150
3
142
633
149
15
1,572
Male
Assistance Breakdown by Classification of Drop-in Meetings (non-duplicated)
Classification
AA
BU
CCI
ED
EN
GS
HHS
LAS
UC
UN
Total
Freshman
2
22
8
8
49
0
28
79
133
3
332
Sophomore
4
37
18
12
56
0
41
106
65
0
339
Junior
4
145
42
14
68
0
36
208
33
0
550
Senior
12
219
31
9
86
0
46
390
2
0
795
POSTBAC
0
14
9
0
2
0
3
5
0
0
33
Graduate
2
24
105
17
70
4
17
23
0
5
267
Alumni
0
12
1
4
4
0
2
23
0
0
46
Special
0
0
0
0
0
0
0
0
0
3
3
TOTAL
24
473
214
64
335
4
173
834
233
11
2,365
Assistance Breakdown by Gender of Drop-in Meetings (non-duplicated)
Classification
AA
BU
CCI
ED
EN
GS
HHS
LAS
UC
UN
Total
5
265
163
5
293
0
39
303
132
3
1,208
Female
19
208
51
59
42
4
134
531
101
8
1,157
TOTAL
24
473
214
64
335
4
173
834
233
11
2,365
Male
Assistance Breakdown by Appointment Type
Type
AA
BU
CCI
ED
EN
GS
HHS
LAS
UC
UN
Total
Career Exploration/Career Opportunities
4
144
14
8
18
1
24
204
86
2
505
Change of Major
0
7
0
5
4
0
6
22
5
0
49
Cover Letter
0
2
3
3
4
0
3
12
0
1
28
Curriculum Vitae
0
0
0
0
0
0
1
3
0
2
6
Experiential Learning/Internship/49ership
5
27
26
2
35
1
5
53
7
1
162
Full Time Job Search
1
8
2
3
1
0
4
54
1
0
74
Graduate School Info
0
3
3
1
2
0
1
21
0
0
31
Hire-A-Niner Usage Questions
0
0
3
0
0
0
1
3
0
0
7
Interview Questions
0
6
0
1
6
0
1
5
0
0
19
Job Search
1
23
16
11
12
1
11
90
3
2
170
Job Shadowing
0
11
1
0
5
0
9
56
12
0
94
Learning Objectives
0
1
0
1
0
0
0
0
0
0
2
MBTI Interpretation
2
31
3
4
5
0
10
61
31
2
149
Mock Interview
4
60
12
3
15
0
71
75
5
4
249
73
Resume Critique
4
27
40
12
56
0
22
71
10
1
243
Resume/CL (EL)
0
16
2
0
9
0
2
7
1
0
37
Self-Assessment
0
18
1
4
6
0
6
21
8
0
64
Strong Interest Interpretation
3
32
6
7
3
0
12
94
60
2
219
UPIP
0
10
2
0
1
0
2
15
0
1
31
Total
24
426
134
65
182
3
191
867
229
18
2,139
74
APPENDIX C
Student Contacts
University Career Center
2014-2015
Appendix C: Student Contacts
Total advising appointments by college and student level
Students and alumni who met with a career advisor through a scheduled appointment, grouped by student level
Total advising appointments by student level
Level
Count
Undergraduate
Percentage
1,890
Graduate
274
Total
87.258 %
12.65 %
2,164
Total advising appointments by college
College
Count
Arts + Architecture
Percentage
24
1.108 %
Business
430
19.852 %
Computing and Informatics
134
6.187 %
65
3.001 %
183
8.449 %
3
0.139 %
Health and Human Services
197
9.095 %
Liberal Arts & Sciences
880
40.628 %
18
0.831 %
230
10.619 %
Education
Engineering
Graduate School
Undesignated
University College
Total
2,164
75
Average number of appointments per student or alumnus
Average number of appointments per student, excluding one-time appointments
Total drop-ins by college and student level
Students and alumni who met with a career advisor through a drop-in meeting during open drop-in hours, grouped by student
level
Total drop-ins by student level
Level
Count
Undergraduate
Graduate
Total
Percentage
2,838
88.771 %
355
11.104 %
3,193
76
Total drop-ins by college
College
Count
Percentage
Arts + Architecture
29
0.907 %
Business
678
21.207 %
Computing and Informatics
293
9.165 %
75
2.346 %
439
13.732 %
Education
Engineering
Graduate School
Health and Human Services
Liberal Arts & Sciences
5
0.156 %
209
6.537 %
1,174
Undesignated
University College
Total
36.722 %
14
0.438 %
277
8.664 %
3,193
Average number of drop-ins per student or alumnus
Average number of drop-ins per student, excluding one-time drop-ins
Student and Alumni Contacts by College by Type
Unduplicated service utilization listed by college and service type
Service
AA
BU
CCI
ED
EN
GS
HHS
LAS
UC
UN
Total
3
51
60
2
25
0
0
7
1
0
149
18
302
113
48
151
3
145
637
149
15
1,581
1
2
4
0
50
0
0
3
0
0
60
Drop-In
24
475
214
64
336
4
173
835
233
11
2,369
Fair Check-in
51
950
565
319
785
22
270
1,156
369
34
4,521
Focus2
22
96
27
71
28
3
64
350
101
6
768
232
2,768
1,462
375
1,569
66
772
3,748
566
92
11,650
JLD Participant
63
1,011
298
90
329
14
202
1,203
121
7
3,338
Job Shadowing
5
40
1
3
3
1
38
66
11
1
169
MBTI
9
43
228
6
19
4
53
146
77
4
589
StrengthsQuest
5
11
4
44
4
0
12
55
48
1
184
Strong
9
51
13
21
33
0
65
259
323
16
790
12
18
2
1
19
0
7
35
0
1
95
454
5,818
2,991
1,044
3,351
117
1,801
8,500
1,999
188
26,263
49ership
Appointment
Co-op
HAN Login
UPIP Working
Total
77
Assistance Breakdown by Drop-in Meeting Type
Type
AA
BU
CCI
ED
EN
GS
HHS
Career Exploration/Career Opportunities
4
66
6
12
17
0
27
Change of Major
0
13
0
3
5
0
Cover Letter
4
72
18
2
37
Curriculum Vitae
0
1
0
0
Experiential Learning/Internship/49ership
1
33
22
Full Time Job Search
0
2
Graduate School Info
0
Hire-A-Niner Usage Questions
UC
UN
Total
172
48
1
353
10
29
17
0
77
0
11
56
4
3
207
1
0
0
13
0
0
15
1
19
0
7
56
9
1
149
2
0
1
0
1
15
0
0
21
2
0
2
1
0
1
14
0
1
21
0
9
3
1
5
0
0
6
1
0
25
Interview Questions
0
11
4
1
6
0
1
11
2
0
36
Job Search
0
14
9
4
7
0
7
35
6
0
82
Job Shadowing
0
7
2
0
0
0
2
12
3
1
27
Learning Objectives
0
0
0
0
0
0
0
1
0
0
1
MBTI Interpretation
0
1
0
0
0
0
0
0
2
0
3
Mock Interview
0
3
0
0
2
0
2
4
0
1
12
Resume Critique
10
355
209
38
307
5
105
619
129
5
1,782
Resume/CL (EL)
0
23
9
0
11
0
7
27
2
0
79
Self-Assessment
10
59
7
11
15
0
26
99
53
1
281
Strong Interest Interpretation
0
1
0
0
1
0
0
0
0
0
2
UPIP
0
3
1
0
2
0
1
3
1
0
11
Total
29
675
292
75
437
5
208
1,172
277
14
3,184
78
LAS
APPENDIX D
Alumni Contacts
University Career Center
2014-2015
Appendix D: Alumni Contacts
Advising Appointments
Alumni appointments grouped by appointment topic
Alumni Combined Contacts by College
Unduplicated service utilization of alumni listed by college and service type
Service
AA
BU
CCI
ED
EN
GS
HHS
LAS
UN
Total
Appointment
0
13
5
5
2
0
2
39
1
67
Drop-In
0
12
1
4
4
0
2
23
0
46
Fair Check-in
3
27
13
8
17
0
2
41
0
111
Focus2
0
2
0
4
0
0
2
7
0
15
HAN Login
7
142
46
13
51
0
6
189
9
463
MBTI
0
1
0
0
0
0
0
2
0
3
Strong
0
0
0
0
0
0
0
2
0
2
Total
10
197
65
34
74
0
14
303
10
707
79
Advising Drop-Ins
Alumni drop-ins grouped by drop-in topic
80
APPENDIX E
Hire-A-Niner
University Career Center
2014-2015
Appendix E: Hire-A-Niner (HAN)
Hire-A-Niner Logins by Month
Total number of logins per month
*Hire-A-Niner was soft launched in July 2014 and hard launched in August 2014
Active Hire-A-Niner Logins
Unduplicated students who have logged into Hire-A-Niner, grouped by college
81
Active Hire-A-Niner Users by Level
Active Hire-A-Niner users determined by non-duplicated login counts
Hire-A-Niner Logins by College and by Class
Unduplicated logins to Hire-A-Niner, grouped by college and class
College
FR
SO
JR
SR
FY
GR
Alum
Total
36
37
56
78
6
13
7
233
371
346
627
927
54
305
142
2,772
Computing and Informatics
94
121
237
361
55
554
45
1,467
Education
47
58
83
45
0
132
13
378
Engineering
98
179
306
596
41
304
52
1,576
0
0
0
0
0
67
0
67
Health and Human Services
138
205
195
144
16
75
6
779
Liberal Arts & Sciences
293
505
984
1,551
53
189
191
3,766
23
0
0
0
0
36
10
69
292
183
87
8
0
0
0
570
1,392
1,634
2,575
3,710
225
1,675
466
11,677
Arts + Architecture
Business
Graduate School
Undesignated
University College
Total
Average Number of Hire-A-Niner Logins per Student and Alumnus
Average number of Hire-A-Niner logins per student and alumnus for all students and alumni who logged in more than once
82
Number of Job Postings per Position Type
Jobs posted to Hire-A-Niner by employers, grouped by position type
Job Postings per Month
Number of jobs posted to Hire-A-Niner each month
83
Job Postings by Industry
Count of job postings grouped by industry.
Job Posting Views by Position Type
Count of number of times students have viewed job postings, grouped by position type
84
Total Applicants
Average Applicants per Posting
Total number of job applications submitted for positions
accepting applications through Hire-A-Niner
Average number of applicants per job posting for jobs
accepting applications through Hire-A-Niner
Total Resume Views
Total number of views to student and alumni resumes in Hire-A-Niner
Students and Alumni with Viewed Resume
Number of students and alumni (level at the time of graduation) who have had their resumes viewed, grouped by student level
85
Students and Alumni with Viewed Resume
Unique students and alumni with resumes that have been viewed by employers in Hire-A-Niner, counted by classification and
college
Classification
AA
BU
CCI
ED
EN
GS
HHS
LAS
UC
UN
Total
Freshman
3
21
5
3
5
0
8
17
13
6
81
Sophomore
4
55
31
3
29
0
15
63
18
0
218
Junior
8
292
88
6
131
0
28
199
13
0
765
Senior
23
505
178
2
264
0
31
443
1
0
1,447
POSTBAC
0
35
21
0
16
0
4
12
0
0
88
Graduate
3
166
316
15
107
26
16
34
0
3
686
Alumni
1
47
16
3
18
0
2
56
0
2
145
Special
0
0
0
0
0
0
0
0
0
2
2
TOTAL
42
1,121
655
32
570
26
104
824
45
13
3,432
Top Majors for Resume Views
Top 10 majors for resume view in Hire-A-Niner
86
Resumes Uploaded
Students and alumni who uploaded resumes into Hire-A-Niner
Reg.
FR
SO
JR
SR
FY
GR
Alum
SP
Total
AA
4
5
9
23
0
3
3
0
47
BU
25
71
308
549
35
190
56
0
1,234
CCI
9
41
92
196
28
357
22
0
745
ED
4
4
12
9
0
25
2
0
56
EN
8
52
133
284
21
142
23
0
663
GS
0
0
0
0
0
34
0
0
34
HHS
10
25
32
29
7
19
2
0
124
LAS
29
95
212
513
14
50
76
0
989
UC
20
27
11
1
0
0
0
0
59
UN
14
0
0
0
0
7
3
3
27
123
320
809
1,604
105
827
187
3
3,978
TOTAL
Resumes by College
Students and alumni who have uploaded resumes to Hire-A-Niner, grouped by primary college of enrollment
87
Resumes by Class
Students and alumni who have uploaded resumes into Hire-A-Niner, grouped by classification (hours earned)
Resumes by Student Level
Students and alumni (level at the time of graduation) who have uploaded a resume into Hire-A-Niner, grouped by student level
88
APPENDIX F
Career Development
University Career Center
2014-2015
Appendix F: Career Development
Classroom Presentations
Classroom Presentations by Topic
Classroom Presentations by College
89
Classroom Presentations by Topic and College
Topic
AA
BU
CCI
ED
EN
HHS
LAS
UC
Total
Career Development Moment
0
0
0
0
0
0
1
1
2
Career Fair Etiquette
0
0
0
0
1
0
0
0
1
Career Research
0
0
0
0
0
0
0
1
1
CD EL Moment Combo
0
0
0
0
0
0
1
0
1
EL Moments
0
0
0
0
0
0
1
0
1
Experiential Learning
0
0
0
0
0
0
0
6
6
Finding A Job in Today's Market
0
0
0
0
0
0
2
0
2
Freshman Seminar
0
0
0
0
0
0
0
1
1
Hire-A-Niner Orientation
0
0
2
0
0
0
0
0
2
Interviewing and Resume Techniques
0
0
0
0
1
1
1
0
3
Interviewing Techniques
0
0
0
0
1
0
1
0
2
Job Search and Interviewing Techniques
0
0
0
0
2
0
0
0
2
Job Shadowing
0
0
0
0
0
0
0
1
1
LinkedIn & Job Shadowing
0
0
0
0
0
0
0
2
2
Mock Interview Preparation
0
0
1
0
0
0
0
0
1
Myers Briggs Type Indicator (MBTI)
0
0
23
0
2
4
3
6
38
Resume Writing
0
0
0
0
1
1
2
0
4
Resume Writing & LinkedIn
0
0
0
0
1
0
0
0
1
Resume Writing and Cover Letters for Religious Studies Majors
0
0
0
0
0
0
1
0
1
Resumes and Cover Letters
0
0
0
0
4
1
4
5
14
Resumes and Cover Letters and Interviewing for Nursing
Students
0
0
0
0
0
1
0
0
1
StrengthsQuest
0
2
0
3
0
0
0
7
12
Strong Interest Inventory
0
0
1
0
0
0
3
65
69
UCC Services Overview
0
0
3
0
16
0
1
53
73
UCC Services, HAN, LinkedIn, Resumes
1
0
0
0
0
0
0
0
1
WCIDWAMIs, HAN, UCC services, EL
0
0
0
0
0
0
0
1
1
What Can I Do With a Major In
0
0
0
0
0
0
5
0
5
Total
1
2
30
3
29
8
26
149
248
90
Online Tools
Online Tool Usage
Hit/usage counts for our various online resources for students, alumni, employers and faculty.
Mock Interview Day
Mock Interview Day Attendance by Classification
91
Mock Interview Day Attendance by College
Mock Interview Day Attendance by Major
92
Mock Interview Day Employers by Industry
Total Mock Interviews Conducted
Mock interviews conducted through group mock interview in courses, individual mock interview appointments in the UCC, and
Mock Interview Day.
ITCS 2600: Computing Professionals
HLTH 4400: Internship
COMM 4410: Professional Internship
COMM 3160: Business Communications
93
Job Shadowing
Job Shadowing Registrants by Major
Job Shadowing Registrants by Classification
94
Job Shadowing Sponsors
Group Site Visits
Group Site Visit Attendance by Organization
Organization
Attendance
Addison Whitney
22
Bank of America
14
Carolinas Medical Center -University
63
IMG
12
LearningRx
35
Nolan Transportation Group, Inc.
12
Safe Alliance
14
Yodle
10
Total
182
Group Site Visit Attendance by College
95
Group Site Visit Attendance by Classification
Career Carnival
Career Carnival Attendance by Classification
Students who attended the Week of Welcome Career Carnival hosted by the University Career Center. Grouped by Student
Classification (hours earned)
96
Career Carnival Attendance by College
Students who attended the Week of Welcome Career Carnival hosted by the University Career Center. Grouped by primary
college of enrollment.
97
APPENDIX G
Career Self-Assessment
University Career Center
2014-2015
Appendix G: Career Self-Assessment
Self-Assessments Completed
Number of self-assessments taken by students and alumni
Strong Interest Inventory Assessments Completed
College
FR
SO
JR
SR
FY
GR
Alum
Total
Arts + Architecture
4
2
1
2
0
0
0
9
Business
7
12
12
18
1
1
0
51
Computing and Informatics
5
4
3
1
0
0
0
13
Education
8
8
3
0
0
2
0
21
Engineering
12
10
7
4
0
0
0
33
Health and Human Services
38
11
11
5
0
0
0
65
127
50
38
38
1
3
2
259
15
0
0
0
0
1
0
16
University College
247
53
22
1
0
0
0
323
Total
463
150
97
69
2
7
2
790
Liberal Arts & Sciences
Undesignated
98
Myers-Briggs Interpretation Assessments Completed
College
FR
SO
JR
SR
FY
GR
Alum
Total
Arts + Architecture
3
2
0
3
1
0
0
9
Business
2
3
6
29
0
2
1
43
102
42
52
26
5
1
0
228
Education
1
2
1
0
0
2
0
6
Engineering
3
6
3
6
0
1
0
19
Graduate School
0
0
0
0
0
4
0
4
Health and Human Services
11
6
6
6
0
24
0
53
Liberal Arts & Sciences
51
20
29
38
0
6
2
146
1
0
0
0
0
2
0
3
42
22
11
2
0
0
0
77
216
103
108
110
6
42
3
588
HHS
LAS
Computing and Informatics
Undesignated
University College
Total
Self-Assessment Workshop Attendance
Students who attended a self-assessment workshop
Strong Interest Inventory Interpretation Appointments
Classification
AA
BU
CCI
ED
EN
GS
UC
UN
Total
Freshman
1
2
3
1
0
0
2
14
33
1
57
Sophomore
0
9
3
1
1
0
7
17
14
0
52
Junior
0
7
0
2
1
0
1
22
10
0
43
Senior
2
13
0
0
2
0
2
31
0
0
50
Graduate
0
1
0
3
0
0
0
2
0
1
7
Alumni
0
0
0
0
0
0
0
2
0
0
2
TOTAL
3
32
6
7
4
0
12
88
57
2
211
99
Myers-Briggs Interpretation Appointments
Classification
AA
BU
CCI
ED
EN
GS
HHS
LAS
UC
UN
Total
Freshman
0
0
0
0
1
0
3
6
15
1
26
Sophomore
0
2
1
1
1
0
4
10
10
0
29
Junior
0
6
1
1
0
0
1
20
6
0
35
Senior
2
20
0
0
2
0
1
19
0
0
44
Graduate
0
1
1
2
1
0
1
2
0
1
9
Alumni
0
1
0
0
0
0
0
2
0
0
3
TOTAL
2
30
3
4
5
0
10
59
31
2
146
Students with Follow-up Appointments after Interpretation
Students who met with a career advisor for a matter other than a self-assessment after having a one-on-one assessment
interpretation with a career advisor.
100
APPENDIX H
Career Advising
University Career Center
2014-2015
Appendix H: Career Advising
Advising Appointments by Month
Advising Appointments by College
Students and alumni who met with a career advisor through a scheduled appointment, grouped by college
101
Advising Appointments by Classification
Appointments by College and Type
Some appointments were excluded from the table because of missing appointment types causing a variance in the total.
Type
AA
BU
CCI
ED
EN
GS
HHS
LAS
UC
UN
Total
Career Exploration/Career Opportunities
4
144
14
8
18
1
24
204
86
2
505
Change of Major
0
7
0
5
4
0
6
22
5
0
49
Cover Letter
0
2
3
3
4
0
3
12
0
1
28
Curriculum Vitae
0
0
0
0
0
0
1
3
0
2
6
Experiential Learning/Internship/49ership
5
27
26
2
35
1
5
53
7
1
162
Full Time Job Search
1
8
2
3
1
0
4
54
1
0
74
Graduate School Info
0
3
3
1
2
0
1
21
0
0
31
Hire-A-Niner Usage Questions
0
0
3
0
0
0
1
3
0
0
7
Interview Questions
0
6
0
1
6
0
1
5
0
0
19
Job Search
1
23
16
11
12
1
11
90
3
2
170
Job Shadowing
0
11
1
0
5
0
9
56
12
0
94
Learning Objectives
0
1
0
1
0
0
0
0
0
0
2
MBTI Interpretation
2
31
3
4
5
0
10
61
31
2
149
Mock Interview
4
60
12
3
15
0
71
75
5
4
249
Resume Critique
4
27
40
12
56
0
22
71
10
1
243
Resume/CL (EL)
0
16
2
0
9
0
2
7
1
0
37
Self-Assessment
0
18
1
4
6
0
6
21
8
0
64
Strong Interest Interpretation
3
32
6
7
3
0
12
94
60
2
219
UPIP
0
10
2
0
1
0
2
15
0
1
31
Total
24
426
134
65
182
3
191
867
229
18
2,139
102
Advising Drop-Ins per Month
Drop-Ins by College
Students and alumni who met with a career advisor through a drop-in meeting during open drop in hours, grouped by college
103
Drop-Ins by Classification
Drop-ins by College and Type
Some drop-ins were excluded from the table because of missing drop-in types causing a variance in the total.
Type
AA
BU
CCI
ED
EN
GS
HHS
Career Exploration/Career Opportunities
4
66
6
12
17
0
27
Change of Major
0
13
0
3
5
0
Cover Letter
4
72
18
2
37
Curriculum Vitae
0
1
0
0
Experiential Learning/Internship/49ership
1
33
22
Full Time Job Search
0
2
Graduate School Info
0
Hire-A-Niner Usage Questions
UC
UN
Total
172
48
1
353
10
29
17
0
77
0
11
56
4
3
207
1
0
0
13
0
0
15
1
19
0
7
56
9
1
149
2
0
1
0
1
15
0
0
21
2
0
2
1
0
1
14
0
1
21
0
9
3
1
5
0
0
6
1
0
25
Interview Questions
0
11
4
1
6
0
1
11
2
0
36
Job Search
0
14
9
4
7
0
7
35
6
0
82
Job Shadowing
0
7
2
0
0
0
2
12
3
1
27
Learning Objectives
0
0
0
0
0
0
0
1
0
0
1
MBTI Interpretation
0
1
0
0
0
0
0
0
2
0
3
Mock Interview
0
3
0
0
2
0
2
4
0
1
12
Resume Critique
10
355
209
38
307
5
105
619
129
5
1,782
Resume/CL (EL)
0
23
9
0
11
0
7
27
2
0
79
Self-Assessment
10
59
7
11
15
0
26
99
53
1
281
Strong Interest Interpretation
0
1
0
0
1
0
0
0
0
0
2
UPIP
0
3
1
0
2
0
1
3
1
0
11
Total
29
675
292
75
437
5
208
1,172
277
14
3,184
104
LAS
Advising Activity by Month
105
APPENDIX I
University Professional Internship Program
University Career Center
2014-2015
Appendix I: University Professional Internship Program (UPIP)
UPIP Interns by College of Enrollment
UPIP Interns by Classification
106
UPIP Applicants per Year
UPIP Student Evaluation: I would recommend UPIP to my peers
107
UPIP Student Evaluation: Overall rating of the experience
108
APPENDIX J
Experiential Learning
University Career Center
2014-2015
Appendix J: Experiential Learning
49ership Program
49erships are career-related academic internships where students work one (or more) semester(s) to gain professional
experience. Students participating in the 49ership Program receive transcription notation.
49erships per Year
49ership Students by College of Enrollment
109
49ership Students by Level
49ership Students by Classification
110
49ership Students by Major
49ership Students by Citizenship
111
49ership Average Salary by College of Enrollment and Level
49ership Average Salary by Major - Undergraduate
112
49ership Average Salary by Major - Graduate
49ership Student Evaluation: Evaluation of the Work Experience
Average student responses to an evaluation of their work experience.
113
49ership Student Evaluation: Evaluation of Personal Career Direction
Average student responses to the affect participating in the program had on their personal career direction.
49ership Student Evaluation: Evaluation of Skills
Average student responses to the affect participating in the program had on their skills.
114
49ership Student Evaluation: Evaluation of Learning and Developmental Outcomes
Average student responses to the affect participating in the program had on their learning and developmental outcomes.
49ership Student Evaluation: Evaluation of the Program
Average student responses to their overall evaluation of participating the program.
115
49ership Student Evaluation: Did your classes prepare you for this work experience?
49ership Student Evaluation: Would you accept a full-time job with this organization?
116
49ership Employer Evaluation: Evaluation of the Student
49ership Employer Evaluation: Evaluation of the UCC
117
Co-op Program
Co-ops per Year
Co-op Students by College of Enrollment
118
Co-op Students by Classification
Co-op Students by Major
Co-op Average Salary by College of Enrollment
119
Co-op Average Salary by Gender
Co-op Average Salary by Major - Undergraduate
Co-op Student Evaluation: Did your classes prepare you for this work experience?
120
Co-op Student Evaluation: Evaluation of the Work Experience
Average student responses to an evaluation of their work experience.
Co-op Student Evaluation: Evaluation of Personal Career Direction
Average student responses to the affect participating in the program had on their personal career direction.
121
Co-op Student Evaluation: Evaluation of Skills
Average student responses to the affect participating in the program had on their skills.
Co-op Student Evaluation: Evaluation of Learning and Developmental Outcomes
Average student responses to the affect participating in the program had on their learning and developmental outcomes.
122
Co-op Student Evaluation: Evaluation of the Program
Average student responses to their overall evaluation of participating the program.
Co-op Student Evaluation: Would you accept a full-time job with this organization?
123
Co-op Employer Evaluation: Evaluation of the Student
Co-op Employer Evaluation: Evaluation of the UCC
124
APPENDIX K
Career Fairs
University Career Center
2014-2015
Appendix K: Career Fairs
Career Fair Attendance Comparison
Three-year comparison of student and alumni attendance at career fairs
Career Fairs Summary
Fair
Organizations
Recruiters
Students/Alumni
Career & Public Service Expo (Fall)
166
372
1,215
Off-campus Job & Internship Fair (Fall)
103
214
788
Majors Day (Fall)
39
0
661
North Carolina Master's & PhD Career Fair (Fall)
50
0
28
111
240
1,405
71
169
293
211
460
1,091
Health Graduate & Professional Program Fair (Fall)
52
53
75
Mock Interview Day (Spring)
35
55
262
838
1,563
5,818
Off-campus Job & Internship Fair (Spring)
Education Career Fair (Fall)
Career Expo (Spring)
Total
125
Career Fair Attendance
Count of students and alumni who attended each career fair
Career Fair Attendance by College
Participation in career fairs, grouped by student and alumni primary college
126
Employers Recruiting at Career Fairs
Majors Day Attendance by College and Classification
College
FR
SO
JR
SR
FY
GR
Total
4
3
2
1
0
0
10
10
7
8
2
0
0
27
Computing and Informatics
9
4
5
3
1
2
24
Education
5
3
0
0
0
0
8
Engineering
8
5
2
2
0
0
17
90
12
9
1
0
0
112
Liberal Arts & Sciences
114
37
24
13
1
1
190
University College
226
33
10
2
0
0
271
Total
466
104
60
24
2
3
659
Arts + Architecture
Business
Health and Human Services
Selected Student Fair Comments
Comment
It is a great initiative for 49ers. It brings a glimpse of a real world scenario to the academic students and creates excitement.
~Off-campus Job & Internship Fair (Spring 2015)
The variety and number of employers at this fair was amazing. It is great to know the college is putting in the hours to bring
all of these employers to us. ~Spring Career Expo (Spring 2015)
The representatives were all very friendly, some were recent graduates and that made me feel much more comfortable. [...]
My best one thus far. I would recommend that new students be advised that practice makes perfect and attending multiple
career fairs a few semesters prior to their anticipated graduation date will give them an advantage over other students.
~Career & Public Service Expo (Fall 2014)
I liked that they (employers) took the time to listen to what I was interested in, as far as a career, and they were enthusiastic
about following up with me. Also, they were open to answering the multiple questions that I had for them. [...] I think having
more non-profit or liberal arts based employers out would be great! ~Career & Public Service Expo (Fall 2014)
I absolutely loved the variety of the Career Expo at UNC Charlotte! I have been to one other career fair hosted by Central
Piedmont Community College in the Spring, and this Career Expo was more organized and very well presented! The one
thing that I had difficulty with this event was finding a company that specifically looked for a Communication Studies major.
~Career & Public Service Expo (Fall 2014)
127
This was a great opportunity to start looking for summer jobs as well as a way of getting to know what employers are
looking for to better understand what things you may want to work on as you get closer to graduation. ~Off-campus Job &
Internship Fair (Spring 2015)
The fair was great for students like myself that are graduating soon. My only problem was that there were many students
who did not look professional or prepared for the fair. This makes the rest of us look bad. In the future, I think that
professional or business casual should be a minimum requirement to be granted entry. ~Off-campus Job & Internship Fair
(Spring 2015)
Not many civil engineering-related companies. Big turnout, though, and I understand that it is a career fair for the whole
university. ~Spring Career Expo (Spring 2015)
Selected Employer Fair Comments
Comment
I thought the Spring Career Expo event was great this year. I hosted a table for our Graduate School programs, but I also
asked many of the other recruiters/representatives their impressions, and they were all positive. Many said this was one of
the largest such events they had attended. I have been to Clemson, A&T, Pembroke, Appalachian, Johnson C. Smith and
others, and ours is by far the largest of those. ~Spring Career Expo (Spring 2015)
I was impressed with the professionality (sic) of the students and met with many students who would make excellent
candidates for the Program. ~Career & Public Service Expo (Fall 2014)
Overall we saw some very well put together potential candidates; however, there were some lacking communication and
presentation [skills]. ~Off-campus Job & Internship Fair (Fall 2014)
Preparation is an issues...Resumes are not consistent and most need improvement. Also, students could work on
professional attire. ~~Career & Public Service Expo (Fall 2014)
Large portions of the student attendees need assistance with presentation and preparation of what they are looking for.
~Off-campus Job & Internship Fair (Spring 2015)
Great students! Best I have seen from a college campus fair! ~Career & Public Service Expo (Fall 2014)
Fair was very organized and customer service was excellent. Students were well-prepared and handled themselves
professionally. We will continue to attend this career fair. ~Spring Career Expo (Spring 2015)
Students were a little shy in the beginning. Some knew which organizations they wanted to see and did not want to stop. I
encouraged a variety of students to stop at a variety of the tables for the experience, not just job/career (learning is
important). ~Off-campus Job & Internship Fair (Spring 2015)
It is evident that the upcoming [Education] graduates have had many valuable clinical experiences and were willing to
share. ~Education Career Fair (Spring 2015)
128
Career Fair Student Evaluation Measures
“Fair Rating” – “Please rate the fair.”
“Goals” – “As a result of participation in this program, I have a better understanding of the connection between my personal,
academic, and career goals.”
“Knowledge” – “This experience has increased my career knowledge base.”
“Prepared” – “I felt prepared for today’s event.”
“Motivated” – “As a result of this experience, I feel more motivated to take career steps.”
Career Fair Employer Evaluation Measures
“Talent” – “UNC Charlotte students are a good source of talent for my organization.”
“Worthwhile” – “This job fair was worthwhile for my organization to attend.”
All other measures were listed as titled in the chart above.
129
APPENDIX L
Employer Connections
University Career Center
2014-2015
Appendix L: Employer Connections
New Employers
New employers recruiting through Hire-A-Niner for the 2014-2015 school year
New Employers by Industry
New employers recruiting through Hire-A-Niner by industry.
Employers Reporting the Most Hires
130
Employers with the Most Postings in Hire-A-Niner
Students Using Employer Office Hours by Employer
During Employer Office Hours, employers hold brief one-on-one meetings with students to discuss job and internship
opportunities, give resume feedback, and offer career coaching.
131
Employer 30-20-10 Sessions
Employer 30-20-10 sessions involve an employer speaking for 30 minutes on a career-related topic (such as “Impressing the
Recruiter”), talking about career opportunities with their organization for 20 minutes, and answering student questions for 10
minutes.
Employer
Amp Security
Capgemini Financial Services USA, Inc.
Duke Energy Corporation
Kohl's Department Stores
Liberty Mutual Insurance
Quaero, LLC
Target
Total Quality Logistics (TQL)
Employer Information Sessions
Employers host information sessions on campus to talk with students and alumni about their organization and job and
internship opportunities.
Employer Information Sessions per Month
132
Employer Information Sessions by Industry
On Campus Interviewing
Interview Sessions by Semester
Each interview session represents a schedule of interviews conducted by an employer over a partial or full day.
133
Interview Sessions by Position Type
233 interview sessions were conducted in 2014-205 allowing 1,579 interviews--a 28.02% increase in sessions and a 23.45%
increase in interviews over 2013-2014.
Interviews by Semester and College Enrollment
134
Interviews per Month
Interview Participants by Citizenship
135
Interview Employers by Industry
136
APPENDIX M
Job Location and Development Program
University Career Center
2014-2015
Appendix M: Job Location and Development (JLD) Program
The Job Location and Development (JLD) Program is a federally funded program that seeks to provide students, regardless of
financial need, with off-campus employment opportunities. Job Location and Development postings include part-time,
temporary, seasonal, and full-time (non-degree) positions. Currently enrolled students, who are U.S. Citizens or Permanent
Residents of the United States, are eligible to participate in this federal program.
JLD Participants College by Class
College
FR
SO
JR
SR
FY
GR
Total
7
14
22
15
2
3
63
166
127
295
331
23
69
1,011
19
42
90
115
26
6
298
9
15
28
11
0
27
90
14
57
85
154
8
11
329
0
0
0
0
0
14
14
Health and Human Services
28
51
58
37
8
20
202
Liberal Arts & Sciences
77
177
371
520
19
39
1,203
0
0
0
0
0
7
7
54
43
23
1
0
0
121
374
526
972
1,184
86
196
3,338
Arts + Architecture
Business
Computing and Informatics
Education
Engineering
Graduate School
Undesignated
University College
Total
JLD Participants by Gender
137
JLD Job Postings Comparison
Job Location and Development postings in Hire-A-Niner include part-time, temporary, seasonal, and full-time (non-degree)
positions.
JLD Postings per Month
138
JLD Employers by Industry
Job Location Development Program Summary
Since the JLD Program receives federal funding, UNC Charlotte is required to report the number of students hired by
employers, as well as student estimated earnings from those jobs. These numbers are verified student hires and earnings
from data received by employers and/or students.
Month
New Employers
Acquired
Verified Student
Hires
Dollar Value
Permanent
Total Employers
Posting
May
14
95
$770,968.50
39
June
15
4
$39,067.50
45
July
11
8
$41,140.00
38
August
26
4
$38,447.00
55
September
23
7
$43,060.00
59
October
24
16
$66,076.00
74
November
18
28
$128,810.00
50
December
16
7
$37,522.00
49
January
23
14
$40,660.60
62
February
32
17
$64,280.25
87
March
33
13
$17,825.00
97
April
21
11
$8,675.00
81
256
224
$1,296,531.85
736
139
APPENDIX N
Prospect for Success
University Career Center
2014-2015
Appendix N: Prospect for Success
Total Presentations in Prospect for Success Classes
Total Presentations in Prospect for Success Classes by College
140
Presentations in Prospect for Success Classes by Topic
Presentations in Prospect for Success Classes by Semester
141
APPENDIX O
Publicity and Outreach
University Career Center
2014-2015
Appendix O: Publicity and Outreach
Outreach Sessions
Event
Sessions
Type
Attendance
Admitted Students Day
2
Students
50
EXPLORE Resource Fair
2
Students
70
SOAR Presentation - Transfer Students
11
Students/Parents
490
SOAR Parents Presentation - Freshman
15
Parents
2,014
SOAR Resource Fair - Freshman
11
Students/Parents
1,665
SOAR Resource Fair - Transfer Students
5
Students
471
Transfer Talk
4
Students
110
Total
50
4,870
Partnership Programs
Co-sponsored programming between the UCC and various other collaborating departments on campus.
Event
Sessions
Type
Attendance
49er Focus
5
Students
39
Admissions Conference - UCC Presentation
1
Staff
25
Alumni Speaker Series: Deciding on your Career Path
1
Students
50
Alumni Speaker Series: Finance 101
1
Students
27
Alumni Speaker Series: Networking 101
1
Students
16
Athletics - Life Skill
3
Students
22
Athletics - Life Skill - Transferrable Skills
1
Students
23
Athletics -Life Skill - Interviewing
1
Students
16
Belk College Transfer Student Event
1
Students
20
Business Honors Org.
1
Students
91
Career and Academic Advising Seminar
1
Staff
47
Careers in Teaching
1
Students
70
CCI Career Fair
1
Students
206
CCI Career Fair
1
Employers
Chat with an Advisor
7
Students
4
Coffee with a Diplomat
1
Students
96
Communication Studies Internship Mock Interviews
3
Students
9
Creating a Good Impression
1
Students
15
Criminal Justice Career Fair
1
Students
15
Emerging Leaders
1
Students
60
Emerging Leaders - Creating a good impression
1
Students
65
Enactus Student Org.
1
Students
18
Graduate Assistantship Fair
2
Students
212
Graduate School Bioinformatics Resume Workshop
1
Students
25
142
12
Graduate School Information Session
1
Students
16
48
Students
717
Greek Life - "Grad/Professional School Searches"
1
Students
35
Hidden Job Market
1
Students
29
International Career Panel & Networking Event
3
Students
120
International Students and Scholars Office CPT Orientation
2
Students
28
Internship Panel: Part of the Ins and Outs of Internships Series
1
Students
24
New Faculty Orientation Booth
1
Staff
85
OASES LinkedIn Workshop
1
Students
8
OASES Resume Workshop
1
Students
12
Office of Education Abroad
1
Students
6
Office of Education Abroad Career Fair
1
Students
65
Peace Corps Alumni Career Panel
1
Students
89
PRODUCE - Networking
1
Students
10
Professional Development Seminar Career & Academic Advisors
1
Staff
50
Resident Student Association
1
Students
31
Sophomore Celebration
1
Students
52
Sophomore Class Resume workshop
1
Students
15
Sophomore Internship Panel (Ins and Outs of Internships Co-Presented with
Sophomore Class Council)
1
Students
24
Spanish Legal Panel
1
Students
80
Stem-focused High School Group
1
Students
18
Student Organization
1
Students
22
Student Teacher - Education Job Search Prep
1
Students
12
UPIP Yoga
1
Students
12
VSSO Leveraging LinkedIn for Your Military Transition
1
Students
2
VSSO Veteran Employer Job Search Panel
1
Students
12
VSSO Writing a Military-to-Civilian Resume
1
Students
5
Graduate Student Orientation
Total
116
143
2,762
Social Media Followers
Number of social media followers. The UCC Instagram account was launched in August 2014
144
APPENDIX P
Staff Professional Development
University Career Center
2014-2015
Appendix P: Staff Professional Development
Professional Association Memberships
Conference Attendance
145
Committee Participation
146
APPENDIX Q
Evaluation of 2014-2015 Departmental Goals
University Career Center
2014-2015
Appendix Q: Evaluation of 2014-2015 Departmental Goals
Based on Internal Review and 2013-2014 Annual Report
IR = related to Internal Review
C = completed
PC = partially completed/in progress
NC = not completed
IR
2014-2015 Departmental Goals
Status
To have all career advisors certified in career self-assessments.
PC/C by August
PC
IR
To readjust individual responsibilities and caseloads.
To strengthen campus collaboration and partnerships; strengthen relationships (too many
duplicated programs).
To empower UCC staff to build stronger relationships with colleges and employers.
IR
To create a program to strengthen alumni relationships.
NC
IR
To streamline office processes (e.g., annual reports, teams).
PC
IR
To promote effective data gathering and management.
C
IR
To leverage data to better highlight engagement and inform program/service development.
PC
IR
To assess effectiveness of current programs and events.
To streamline processes for student participation in programs and services (e.g., simplify,
modernize).
To be intentional about reaching specific student populations and offer services tailored to their
needs (ex: transitioning, transfer, military, disability, non-traditional).
To increase integration of career development within Prospect for Success courses.
To use technology to maximize ways to connect resources/information to serve students
(academic and career advising).
To improve the quality of the experiential learning opportunities.
PC
To add programming to increase student/employer engagement.
C
IR
To establish university-wide plan for employer relations.
NC
IR
To streamline processes for employers, allowing for a more quality experience.
PC
IR
To improve on-line resources (ex: website).
C
IR
To move toward a more paper-free environment.
PC
IR
To increase/enhance office space for both staff and on-campus interviewing.
PC
IR
To improve organizational culture by becoming more open, flexible, transparent.
C
IR
IR
IR
IR
IR
147
PC
C
C
C
C
PC
NC