2013-2014 Annual Report
University Career Center
For Work, Service, and Internships
May 1, 2013-April 30,2014
June 2014 Release
Submitted to Dr. Cynthia Wolf Johnson
By Denise Dwight Smith
9201 University City Blvd | Charlotte, NC 28223
150 Atkins | 704.687.0795 | career.uncc.edu
2013-2014 Annual Report
University Career Center
For Work, Service, and Internships
May 1, 2013-April 30,2014
Office Staff
Denise Dwight Smith, Director, Liaison to NC Campus Compact, MBA, CNS, MPA, DCCEAP Career Advisor
Sharon Thorpe, Associate Director Career Development, Health & Life Sciences Career Advisor
James Novak, Associate Director, Employer Connection Programs, Technical Career Advisor
Brooke Brown, Senior Assistant Director, Publicity & Outreach, Education Career Advisor
Rita Baker, Senior Assistant Director, Career Assessment, Recent Alumni Career Advisor
Megan Corkery, Assistant Director, Engineering, Physics & Architecture Career Advisor
Shannon Keith, Assistant Director, Arts, Humanities, Social Sciences Career Advisor
Jessica Cammarano, Assistant Director, Pre-transfer and Undeclared Transfer Career Advisor
Stephanie Saunders, Assistant Director, Freshman Career Planning
Tori Stevens, Assistant Director, Career Education
Neal Robinson, Assistant Director, Job Search Advisor
Tion Young, Assistant Director, Business Career Advisor
Cheryl Funderburk, Technology Systems Coordinator
Rachel Wages, Recruiting Program Specialist
Michelle Wann, JLD Program Coordinator & Outreach Assistant
Joshua Lancaster, Experiential Learning Program Specialist
Nancy Policastro, Operations Assistant
Debbie Rose, Business Services Office Manager
Pat Tabor, Customer Services Representative
Kim Corradi, Customer Services Representative
Jennifer Armour, Events & Information Assistant
Brandi Ledermann, Career Advisor
Holly Brantley, Career Services Assistant
Rebecca Cody, Special Projects Assistant
9201 University City Blvd | Charlotte, NC 28223
150 Atkins | 704.687.0795 | career.uncc.edu
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TABLE OF CONTENTS
GOALS, OBJECTIVES, ANNUAL ACTIVITIES, and OUTCOMES
Page
A. Highlights of the Year—University Career Center 2013-2014 ........................................................ 7
B. Major New Action Steps Planned to Achieve Goals in 2010-2015 Strategic Plan .............................. 9
C. Annual Evaluations by Unit ........................................................................................................ 9
D. Examples of Data-Based Improvements during the Year............................................................ 10
E. Assessment of Evaluation Methods........................................................................................... 11
F. Required Attachments to 2013-2014 Annual Report ................................................................... 12
Appendix A: Overall Contacts, Activities and Data for Programs, with 10-Year Comparison Chart........ 13
Appendix B: Experiential Learning Statistics and Learning Outcomes................................................ 77
Appendix C: Experiential Learning Student and Employer Evaluations .............................................. 89
Appendix D: Annual Progress on 2010-2015 Strategic Plan ........................................................... 109
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2013-2014 Annual Report May 2014
University Career Center for Work, Service, and Internships
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: see #5 re experiential learning
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: n/a
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: see #5 re experiential learning
I
To integrate at the graduate level quality teaching and mentoring with research to prepare the next
generation of leaders:
•
Provided opportunities for 3 graduate level administrative and research assistants
•
Partnered with Center for Graduate Life to develop and facilitate the first Beyond Academic Careers Conference
featuring PD sessions taught by UCC staff and an expert career panel
•
Launched dedicated PhD career resource pages
4.
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:
Experiential and Service Learning Growth Highlights:
•
95% undergraduate traditional students graduated with academically sanctioned EL course work
•
The University Professional Internship Program (UPIP) was implemented starting Fall 2013. 887 total applications
received from students represented 56 majors. 94 undergraduates were hired across 28 UNC Charlotte
departments which provided departments as well as students with mentoring opportunity (50% from CLAS)
•
7,272 Experiential Learning (49ership, co-op) applications -increased by 40% (non-duplicated 2,096)
•
Facilitated 6 NC Campus Compact meetings. University Team attended Civic Engagement Institute on Community
Development and Economic Engagement and PACE
•
University Service Learning course designations were utilized- 284 students, 20 sections offered (up 66%)
•
Increases in SL activity with 226 Service 49erships posted with 67 organizations and 1,913 Service 49ership
student applications
•
EL courses tracked for the university increased to 788; 40 are identified as probably service learning (8 official)
•
EL evaluation summaries indicated at a 4.56 (1-5 scale) level increasing student understanding of the connection
between their personal, academic, and career goals
•
Retention related: at 4.43 level: “as a result of the EL experience, I am more motivated to stay in school”
•
Financial assistance and experience- Average wages: 49ership: $18.18/hr., JLD $9.78, Co-op $16.50/hr., UPIP $10
•
Offered special programming during an Internship Week to increase student preparation and awareness
•
Granted 10 -$6,000 scholarships for The Washington Center internship and study program
•
56 unique 49erships were facilitated through the Bank of America Applied Technology program with UNC Charlotte
through the CCI and the Belk College of Business. Fourth class graduated in May 2014; 46 to date have been hired
full time. 17 students in 2014-2015 class.
6.
To promote student achievement and personal development by providing high quality advising,
academic services, curricular enrichment, and international experiences:
UCC Overall
•
Overall 16% increase in student contacts (not considering resume referral, which intentionally decreased due to
employer outreach strategy in an improved job market). Very high considering monthly vacancies
•
Participants of 13 select traceable services (non NJN) are widely distributed across all colleges with the top student
7
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•
•
•
•
•
•
•
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users being from : 1) CLAS, 2) BUS, 3) ENG, 4) CCI, and 5) UC
Reached out to a diverse group of students and offered special programming and promotions for freshmen,
sophomores, transfers, and target groups including visits to the UCC with career decision making activities, selfassessments, Minute Clinics, Non Profits Careers panel, veterans resume and teacher prep dream resume
workshops, JLD and UPIP engagement campaigns, graduate student career conference support
All the key consolidated UCC student measures stayed at high levels above 4.2
4.5 (4.4 with fairs) Measure for all major direct services collected on students increasing their understanding of the
connection between personal, academic, and career goals through UCC participation 90% agreed or strongly
agreed (98.4%, 3 and above)
3 Graduate student interns/GAs and were offered UCC experiences also with 18 student workers/PCAs/UPIP
TOP Engaging EMPLOYERS: Bank of America, TIAA-CREF, Duke Energy Corporation, Fastenal Company, Citco,
Chiquita Brands International, Premier, Inc. (Premier Healthcare Alliance), Schaeffler Group USA Inc. Wells Fargo
& Company, C5 Insight, Inc., UNC Charlotte departments, and Washington Center sites
PGS 2013 of note: 40% participated in service and 41% in experiential learning; “my major” was indicated as the
best part of UNCC experience, followed by the faculty/staff; 60% of those unemployed indicated the economy
affected them a good or great deal; average starting salaries: $42, 339 for undergraduates and $55,221 for
graduate level. Of those seeking, 75% were employed
Outreach/ Career content was provided through over 320 classes reaching over 9,400 students
Chancellor Dubois (Leo M. Lambert Engaged Leader) and Dr. James Cook (Robert L. Sigmon Service Learning)
received NC Campus Compact civic engagement awards
Served as judge in international photo contest for OIP, presented to students returning from study aboard on skills
Supported study abroad students through SKYPE OCI interviews, helped host Kingston visitors
Increased Individual Assistance and Self-Assessment Service:
•
Over 45,000 individual contacts for use of career counseling/career library/customer service
•
59% of career counseling appointments related to career decision making and career options, self-assessments,
and internships; feedback surveys indicated career counselors were knowledgeable, their expertise was valued,
and they were helpful and approachable at 4.3-4.55 levels. 10,309 individual assistance contacts offered through
career counseling, peer assistance, drop-in appointments (Atkins and in colleges), e-mail resume critiques, and
mock interviews. Conducted 1,174 Mock Interviews for in class grading and another 837 for Mock Interview Day
•
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.
•
43% of all undergraduates served through key career development programs were freshmen and sophomores.
•
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
Example High Performance/Success Indicators:
•
Of those who took a SII or MBTI assessments in Fall 2013, 93.4% returned
•
95% traditional undergraduates graduated with academic sanctioned career related/internship experience
•
NACE/CAS targeted workshop learning objectives rated 4.22-4.64 (out of 5) on skills gains related to an ability to
make career choices, utilize occupational and self-assessment information, present oneself, career planning
motivation, and to feeling more prepared to manage their careers after graduation
•
Workshops: 99% of participant respondents indicated sessions was helpful and would recommend them to others
•
Social media presence grew as we launched Instagram and Flickr accounts. Facebook page has been liked by
more than 1,000 people, a 25% increase over last year. For the second year in a row, our Twitter followers
increased by 50% (at 2,842 followers). We follow many of UNC Charlotte’s offices and student organizations, as
well as more than 1,200 companies (many recruit through NJN and fairs).
•
Our newest online tools, Going Global and Career Spots, continued to be very popular with students. Career Spots
videos were viewed 6,339 times and Going Global was used 799 times.
•
The JLD federally funded program increased both student registrants (1488) and 4280 employer postings, with
student earnings reported for part-time jobs topping $1,326,408.75.
•
NinerJobNet 17,363 registrants:
o 30.6% underclassmen, 22% seniors, 13.5% MS/PhD. BUS and LAS highest % registrants
•
National Career Services College and University Professional Standards were approved and workbook developed
for the Board under the NACE team chaired by the UCC director
•
Created and successfully filled 5 new positions and prepared website/materials for Internal Review Team
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:
UCC in Growing Support of Academic and External Partners:
•
Initiated campus wide UPIP to assist students and departments; created UPIP resource website
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•
•
•
•
•
•
•
•
•
•
•
•
•
Participated in QEP Steering Committee, SSWG, and carrying out of university-wide Prospect for Success. Utilized
proposals for optimal career activities course integration for AS participation; 1000 PFS student contacts
Supported Washington Center scholarship committee and internships admin processes
Participated in regular Bank of America ATP planning meetings and celebrations. Now in its 5th year has enrolled
56 students and hired on 46. Record applicants were recruited
Provided specialized programs/service for every college and the graduate school, and unique populations such as
athletes, F-1 Visa holders, and veterans
Upgraded website using Drupal 7, and created PhD website resources
Engaged key community partners in Employer Board meeting, PhD expert panel, and Non-profits Career Panel
Supported Urban Youth 49ership, Urban Civic Engagement Minor, Mock Interview BUS COMM (7 courses), CCI
partners programs, RISK Interviews in COB, Internship Week, NCDA Career Month, Health Careers Graduate
program event, Freshmen Seminar faculty, TWC and CCI and Belk credit internships, Levine Sustainability fair,
United Way initiative, NC alumni and PhD fairs, Study Abroad students, BBB, PRODUCE, UTOP
Site visits with student groups for Career Prospector and for employer outreach- total 20, in addition to 69
information sessions. Initiated new employer 30-20-10 sessions and In office Employer Hours—very successful
UCC members served on the university communicators group, SSWG, AART, AAIT, ODS Director search
committee, advised fraternity, presented to study abroad students returning, participated in NACE Advocacy and
Professional Standards committee, QEP Steering, SoACE planning, Lions Board and many active in the community
Supported Chamber efforts with data and consultation to attract new business to Charlotte
Provided media interviews related to the college job and internship market including local TV stations
On campus interviewing for graduating seniors has seen a slight decrease, but employer desire to engage in high
level partnerships, offer internships, attend career fairs, and engage with student groups has all increased greatly
2,663 Recruiters visited campus through a variety of UCC programs
8.
To support the success of faculty and staff through career development opportunities, mentoring, and
access to supportive infrastructure:
•
A second successful SL showcase engaged 78 student and faculty in sharing civic engagement activities
•
All UCC staff were provided in-house professional development training and/or through professional conferences.
Served on NACE national Advocacy Committee, chaired National Standards committee, served as NACE mentor.
Two staff serving on SoACE planning committees.
•
Attended SoACE, NCDA, NCCDA, NCACE, NACE Legal Mash-Up, Transfer Student Conference, Career Directors
national benchmarking. In addition, staff participated in 40 different seminars and HR courses. Eight staff
participated in intense online training for SII, MBTI, and/or Strength Quests assessments. Staff also participated in
periodic retreats, several focused on new team building and one hosted at Museum at the New South
•
UPIP and other new internship support provided such as the employer database pilot with COMM STUDIES
9.
To actively promote diversity among faculty, students, and staff and in the curriculum:
•
Of 9 target programs, 51.5% participants were ethnic minorities and international students, 31% transfers
•
Staff participated in SAFE Zone training
•
Assisted employers in reaching target populations, assisted NSBE and Black Accountants organization
•
Actively worked with Legal to ensure employer AA EO adherence
10. To create a flexible, responsive culture that uses effective review and assessment as the basis for
improvement:
•
Prepared for Internal Review, reviewed National Standards for self- study, recommended team members, provided
input on themes, prepared website, see 6
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.)
Review of NACE Professional Standards for Internal Review self- study prepared. Due to chapter 11 issues
with career service vendor, initiated planned earlier review of alternatives. Received new staff and programs
and related office renovations in 2013-2014. Several of these were not in the initial 5 year 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 UCC plans to revise some of assessments as written in the original plan after the Internal Review report is delivered,
and we already did incorporate new program assessments for initiatives such as UPIP and have special tracking for PFS
courses. We used Info Group to carry out our PGS 2013. We also gathered peer school data for the Internal Review.
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The released Career Outcomes standards from NACE were shared with and integrated into the system wide UNC GA Alumni
survey and are being used for our internal May 2014 study.
We continue to focus on analyzing learning outcomes and retention rates of the students who take self-assessments of
(SII, MBTI) through our services, shows trends yielding positive outcomes. We use pre-posttest with self-assessments.
The PGS 2013 study respondents indicated that 60% of the unemployed undergraduates said the recession affected their
job search, which was measure we added. 2013-2014 was the third year we added the broad learning outcome measure
for all services to support a specific Academic Services goal. Students were asked to respond to the degree to which their
participation in our service helped increase their understanding of the connection between their personal academic and
career goals. Tracking the number of students referred through GET CONNECTED and SOS, UTOP, BEST, PRODUCE, and
BBB, who use our services yields helpful information. Lastly, a student having the opt-out option of ethnicity designation
through Banner has affected our ability to gather reliable data on the use of underrepresented populations in our services,
though from what we have tracked, it is still significant. An Internal Review was conducted in 2013-2014 before new
programs and new staff had gone through a full semester or full academic cycle. Similarly, the planned study of other
career management systems needed to be compressed due to the connectEDU chapter 11 filing.
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.
1) CAREER FAIR LOGISTICS and TRACKING
With the increasing number of employers and students attending job fairs, managing day-of-event logistics presents a
challenge to Events Team members, so we implemented two key process improvements in Spring 2014. Process
Improvement 1: Overall employer feedback scores from 2012-13 fairs dipped slightly, and employer check-in lines
could get long. To maximize staff time, provide a personal touch to employers, handle the increasing number of
student inquiries, and give Events Team and Recruiting Team staff more of an opportunity to connect with employers,
we introduced information tables throughout the arena. With these information tables, we were able to more quickly
address employer and student requests and questions and expedite employer check-in. Employer ratings of the value
of the Spring Career Expo increased from 4.03 in 2013 to 4.23 in 2014. Process Improvement 2: The use of barcode
scanners and nametag printers has allowed us to manage student check-in with 50% fewer staff while decreasing the
amount of time it takes a student to check-in from an average of 2.5 minutes to 20 seconds per student. In addition,
the professionally printed nametags create a more professional image for the fair and our students.
2) IMPROVEMENT of DATA CLLECTION ON STUDENT CAREER NEXT STEPS: We used carbonless copies of a
worksheet to collect learning outcomes data from the students visiting the UCC with their UCOL or learning community
seminar. In the past students took their worksheets with them so we were not able to assess the learning outcomes.
By keeping a copy, we were able to track student responses to: (1) One thing I learned today and (2) the next step
toward my career planning. These data indicate to us (1) what stood out to the students and (2) in what
tasks/decisions they (and their peers) may need the most support, encouragement and additional information over the
next academic year. The QEP was implemented in late fall and continued through the spring resulting in the collection
of outcomes data from 139/136 students. Because we have individual names, targeted outreach can be established
with the reporting students and we have the possibility of conducting a longitudinal study in regard to achievement,
persistence, and retention in correlation to the implementation of their reported learning outcomes and next steps.
Comparison against a cohort that did not visit the UCC may provide additional helpful information about the impact of
early career development. Additionally, we can use the data collected to make continuous quality improvements in our
seminar presentations to future students; for example job shadowing can be a critical step in making a career decision.
Because only 6% of the students indicated this as a next step, job shadowing may require additional conversation
during the UCC services and career development presentations.
Most prevalent responses to “What is one thing I learned today?” (N=139)
27% reported that an internship/experience is important
13% reported that the UCC is a great resource on campus and offers a lot of assistance
11% reported that they learned about NinerJobNet
9% reported that they learned that they had a career advisor
Most prevalent responses to “What is the Next Step towards my Career Planning?” (N=136)
30% reported an internship as their next step toward their career planning
14% reported exploring or declaring a major
9% reported creating a resume
6% reported job shadowing
3) CAREER FAIR VENUE
The growth of the Part-time Job Fair and Experiential Learning & Part-time Job Fair combined with qualitative feedback
from 2012-13 employer and student fair evaluations about the tight space of the Lucas Room, led the Events Team to
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explore a new location for those events in 2013-14. The Student Activity Center Food Court gave us space to grow
these events (both in terms of student and employer numbers) and a better location for student traffic. Key outcomes
for those two events support the move to a new space:
•
Student attendance increased by 40% between those two events
•
Employers’ ratings of the value of the fair are very high for both of these events (2013 Part-time Job Fair: 4.71;
2014 Experiential Learning & Part-time Job Fair: 4.49).
•
Employer and student evaluations of these events showed positive qualitative feedback about the venue
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.
The UCC still continues to be dedicated, methodical, diligent, thoughtful, and intentional about how assessment is applied
to services. This past year we also needed to integrate new programs into other measures (like UPIP into EL). Some of the
challenges still exist in gathering data where we have few single cohort groups, and we have multiple service and delivery
options with varied touch points in a student’s academic career for engagement. We are still interested in showing how
student UCC service engagement impacts retention, as we know experientially and through the literature, that this is the
case. It is hard to control for other variables though. We continue to use pre-posttest and t-test survey analysis to look at
significance in learning outcome measures on select services. The best area for this analysis surrounds the selfassessments, which gives us sizable but manageable groups thus far to track. We have also looked at student engagement
in services for select target groups by ethnicity, transfer and visa status, and at risk groups in partnership with SOS , BEST,
SAFE , UTOP, PRODUCE, BBB, EASE, and GET CONNECTED efforts. We can demonstrate high percentages of use of our
services, and value of the use.
As we have begun to bring new staff on board, develop, and carry out new program initiatives, (as well as teach freshmen
seminar again) measuring outcomes has an added layer even though our intent is to simplify. With many new programs
and staff to train, we needed to redo our monthly tracking systems. We had hoped to use our online system “MARS” as
readied last year, but there was much to add. We have begun tracking Prospect for Success sections looking at selfassessment and career introduction outcomes. We wish some of the “commitment to success” measures were better able
to be used by colleges given all that we do have. We continue to measure individual and collective program satisfaction as
well as usage numbers and learning outcomes, and are continuing to look at longer-term impact on retention and
graduation, and being responsive to increasing employment/job/grad school driven outcome needs. There is also a desire
to cut some program based measures and instead use a few overarching measures.
We learned this past year that while we do ask about user feedback of NJN through select programs, it will be helpful to
have broader ways of capturing user experience data, especially as we launch into using a new vendor. While constantly
measuring increased user numbers becomes challenging, it does provide some analysis which is beneficial. For example,
even though we much lost much direct service time doing 9 searches and training new staff, we can still show a 16%
increase in student contacts. The university’s change to the Drupal website and the differing content management system
still presents a challenge to us as we have now have less control of backend databases, and noticed some website counting
differences. Given the consistency we have of positive results year after year and the time it takes to gather the
information, we also wish to explore select vs. all program measurement. We are hopeful for funds for a more expensive
vendor who can also give us easier reporting and tracking systems, integrated databases, and more information storage of
required forms online.
We benefit from the fact that we have a technical systems coordinator who can assist us with pulling information from
multiple databases, as our information is fairly complex. The 2013 PGS study was altered to include only key first
destination information and much time was dedicated to researching and pursuing alternative vendors. We went with Info
Group because of their call out capabilities, other data rich services, and their ability to update contact information on
alumni. However, given survey fatigue, the hoped for return rates are still not what is needed. Both internship and career
outcomes data needs to be tied to more university wide requirements and incentives. The UCC provided data input for the
Carnegie application, and served on the UNC GA system alumni survey committee. The SL course designation provided
more structure for tracking SL courses; to date 20 sections have been official recognized. In support of the strategic plan
in Academic Services, the UCC continues to report on improved understanding of the connection between personal,
academic, and career goals, which has yielded positive indicators of the value of our services for the fourth year now.
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F. REQUIRED ATTACHMENTS TO 2013-14 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. (See Appendix D)
2.
STUDENT LEARNING OUTCOMES ASSESSMENT DATA: Attach a 2013-14 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.
OUTCOMES DATA ON STUDENT LEARNING: Attached outcomes data on student learning outcome locations:
•
•
•
•
•
•
Four key outcomes on increased career motivation, employer use of our school as a good candidate
source, student career knowledge base increased, student understanding of the connectedness
between their personal, academic, and career goals (Appendix A)
10-year longitudinal trends and data (Appendix A and C)
Employer and student feedback on key Experiential Learning program outcomes (Appendix C)
Measures used for self-assessments (Appendix B)
All students are expected to complete a Learning Outcomes (3 expectations) contract with their
employer supervisor and Career Advisor for their 49ership/co-ops (example in Appendix B)
Learning outcomes from selected workshops (Appendix B)
SEPARATE 2013-2014 ANNUAL REPORT NOTEBOOK contains all surveys, assessments, and results.
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.
(ONLY APPLICABLE IF ATTACHED) INSTITUTIONAL EFFECTIVENESS REPORT ASSESSMENT FINDINGS:
Attach the 2013-14 Institutional Effectiveness Report templates with assessment findings. This report includes
assessment findings of units that directly support the institutional mission and goals. - CWJ
5.
(FOR DEANS AND ASSOCIATE PROVOSTS ONLY) OPTIONAL STRATEGIC PLAN SCORECARD
EVALUATIONS
Attach the optional 2013-14 Strategic Plan Scorecard evaluation of the annual report. The purpose of this selfevaluation is to strengthen the quality of the annual reports produced by each unit and to produce annual reports that
have a long-term impact on successful attainment of goals. - CWJ
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Appendix A
2013–2014 Annual Report
University Career Center
For Work, Service, and Internships
University Career Center Activities
9201 University City Blvd | Charlotte, NC 28223
150 Atkins | 704.687.0795 | career.uncc.edu
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2013-2014 Consolidated Goals Measurements
Fairs, Workshops, Experiential Learning, On Campus Interviews, Career Prospector,
UPIP and Individual Assistance
Employers:
UNCC Students are a good source of talents:
Strongly
Disagree
89.4% Answered Agree or Strongly Agree
99.2% Answered Neutral to Strongly Agree
0.2%
0.6%
Disagree
Mean = 4.2
9.8%
Neutral
53.6%
Agree
35.8%
Strongly
Agree
0% 10% 20% 30% 40% 50% 60%
Students:
Increased my career knowledge base:
Strongly
Disagree
0.7%
1.6%
Disagree
87.3% Answered Agree or Strongly Agree
10.5%
Neutral
35.7%
97.8% Answered Neutral to Strongly Agree
Agree
51.6%
Strongly
Agree
Mean = 4.4
0% 10% 20% 30% 40% 50% 60%
Feel more motivated to take career steps:
Strongly
Disagree
0.6%
1.0%
Disagree
89.4% Answered Agree or Strongly Agree
9.0%
Neutral
98.4% Answered Neutral to Strongly Agree
32.7%
Agree
56.7%
Strongly
Agree
Mean = 4.4
0% 10% 20% 30% 40% 50% 60%
Connection between career goals:
Strongly
Disagree
0.5%
1.5%
Disagree
86.6% Answered Agree or Strongly Agree
11.4%
Neutral
34.7%
98.0% Answered Neutral to Strongly Agree
Agree
Strongly
Agree
51.9%
Mean = 4.4
0% 10% 20% 30% 40% 50% 60%
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2013-2014 Consolidated Goals Measurements
Workshops, Experiential Learning, On Campus Interviews, Career Prospector, UPIP
and Individual Assistance
Employers:
UNCC Students are a good source of talents:
Strongly
Disagree
81.6% Answered Agree or Strongly Agree
100.0% Answered Neutral to Strongly Agree
0.0%
0.0%
Disagree
Mean =4.1
18.4%
Neutral
56.4%
Agree
25.1%
Strongly
Agree
0% 10% 20% 30% 40% 50% 60%
Students:
Increased my career knowledge base:
Strongly
Disagree
0.6%
1.2%
Disagree
8.1%
Neutral
90.1% Answered Agree or Strongly Agree
33.7%
98.2% Answered Neutral to Strongly Agree
Agree
56.3%
Strongly
Agree
Mean = 4.4
0% 10% 20% 30% 40% 50% 60%
Feel more motivated to take career steps:
Strongly
Disagree
Disagree
0.5%
0.9%
91.3% Answered Agree or Strongly Agree
7.4%
Neutral
98.6% Answered Neutral to Strongly Agree
30.2%
Agree
61.0%
Strongly
Agree
Mean = 4.5
0% 10% 20% 30% 40% 50% 60% 70%
Connection between career goals:
Strongly
Disagree
0.4%
1.1%
Disagree
8.4%
Neutral
90.0% Answered Agree or Strongly Agree
32.7%
98.4% Answered Neutral to Strongly Agree
Agree
Strongly
Agree
57.3%
Mean = 4.5
0% 10% 20% 30% 40% 50% 60%
16
17
*With the integration of a new vendor, registrants will be cleaned and they will need
to re-load resumes
*
18
19
When resume
referrals are taken
out, contacts
increased 16%
20
21
*
We also participated in the NC Alumni Career Day
22
Student/Customer Contact Through UCC Career Development
Programs, Services and Technology:
A 10 Year Comparison
Student Programs & Services
Workshops/Info Sessions & Tables
Classroom Contacts
Co-sponsored Events
Outreach/UPIP Outreach/Career Fairs
Individual Assistance (Scheduled Appts)
Career Library/Lab/Desk contacts
Block/Academic Bldg/Unsched. Drop-ins
Phone/Email Counseling
Counseling Intern/Practicum Supv.
Credential Service
Mock Interviews
NinerJobNet Registrants ytd
(Profiles incomplete)
Resume Referrals*
Career Prospector Registrants ytd
Total Student Registrants
Current Sponsors
Discover Individual Usage
Total Usage (includes multiple uses)
Focus2 Individual Usage
Total Usage
Bridges (began June 2007)
Other Assess (Kiersey & Strengths Quest)
Myers Briggs Type Indicator – January 08
Strong Interest Inventory – August 07
JLD (Part-time jobs) Registrants
EL/UPIP Applications
Subtotal
On-Campus Interviewing - Actual
Possible
Full-time, JLD, Fairs
EL - includes fairs
Subtotal
Technology
Vocational Biographies
Career Spots
E-Leads: Annual usage (Discont. 12/2013)
Total usage
Employer Page Hits
Faculty Hits
49er Express (My Future)
Homepage
NinerJobNet/Alumni Portal Hits
Optimal Resume / Optimal Interview
Interfolio Total Registrants
ReferenceUSA
Going Global
Facebook
Twitter
Subtotal
2013 2014
Session
Attendance
188
11,557
317
9,431
88
7,920
187
17,477
2,469
34,654
4,147
2,866
0
0
827
17,363
18,434
42,752
367
2,276
63
2012-2013
Session
Attendance
210
15,128
412
12,558
85
4,092
139
9,396
2,680
33,558
3,512
3,274
60
0
1,090
13,774
14,842
85,048
196
1,923
63
2011-2012
Session
Attendance
236
12,353
412
9,290
71
3,913
173
11,645
3,280
33,660
3,509
3,642
64
64
0
998
20,082
23,053
36,957
155
1,727
60
n/a
n/a
n/a
0
1,200
2,276
696
139
410
963
1,488
7,272
163,998
2,934
2,958
2,341
593
2,934
0
1,019
2,028
771
116
232
889
1,371
n/a
188,764
3,849
3,893
3,173
683
3,856
0
1,280
2,703
725
39
380
808
1,295
n/a
144,075
2,617
2,640
2,364
641
3,005
0
953
6,339
711
7,253
19,913
5,474
45,034
89,226
70,528
666
217
174
1983
396
1,602
243,216
0
1,483
6,357
218
6,542
31,782
5,408
54,951
121,054
71,923
876
185
234
1,484
n/a
n/a
267,553
0
n/a
n/a
724
6,324
32,363
11,627
28,785
154,645
64,302
675
87
n/a
n/a
n/a
n/a
293,208
780
846
956
Total = without interviewing
780
163,998
815
146,655
956
144,075
Total = with interviewing
166,932
150,277
147,080
Total = with technology
410,148
417,830
440,288
*Number dropped this year due to providing a more targeted resume selection for employers based on their feedback
23
Student/Customer Contact Through UCC Career Development
Programs, Services and Technology:
A 10 Year Comparison
Student Programs & Services
Workshops/Info Sessions & Tables
Classroom Contacts
Co-sponsored Events
Outreach/Career Fairs
Individual Assistance (Scheduled Appts)
Career Library/Lab/Desk contacts
Block/Academic Bldg/Unsched. Drop-ins
Phone/Email Counseling
Counseling Intern/Practicum Supv.
Credential Service
Mock Interviews
NinerJobNet Registrants ytd
(Profiles incomplete)
Resume Referrals
Career Prospector Registrants ytd
Total Student registrants
Current Sponsors
Discover Individual Usage
Total Usage (includes multiple uses)
Focus2 Individual Usage
Total Usage
Bridges (began June 2007)
Other Assessments (Kiersey & Strengths
Quest)
Myers Briggs Type Indicator – January 08
Strong Interest Inventory – August 07
JLD (Part-time jobs) Registrants
Subtotal
On-Campus Interviewing - Actual
Possible
Full-time
EL - includes fairs
Subtotal
Technology
Career Search (March 2003 - 2009)*
Career Spots
E-Leads: Annual usage
Total usage
Employer Page Hits
Faculty Hits
49er Express (My Future)
Homepage
NinerJobNet Hits
Optimal Resume
Interfolio Total Registrants
ReferenceUSA
Going Global
Subtotal
Total = without interviewing
Total = with interviewing
Total = with technology
2010-2011
Session
Attendance
204
10,915
424
11,086
77
3,345
179
15,070
3,465
30,770
3,510
3,681
48
48
2009-2010
Session
Attendance
239
10,115
400
9,236
74
3,282
185
15,378
3,486
30,169
3,318
2,415
54
54
1,025
16,954
19,914
42,135
137
1572
107
665
14,800
17,747
36,577
201
1,435
85
n/a
n/a
1,101
2,158
1,518
1,033
3,729
1,189
2008-2009
Session
Attendance
301
8,003
304
7,328
108
6,530
205
19,717
3,572
25,140
3,086
2,375
49
49
2
368
13,175
16,096
39,801
136
1,222
75
68
115
774
1,637
927
56
n/a
n/a
0
414
710
908
146,848
2,858
2,923
2,431
542
2,973
0
354
692
927
132,702
2,916
2,971
2,220
696
2,916
0
480
840
829
132,271
2,784
2,699
2,122
629
2,751
0
n/a
0
1,167
5,600
35,522
19,075
32,745
164,294
34,429
602
87
n/a
n/a
287,921
0
3
20
921
4,433
39,935
20,482
17,760
174,506
26,559
465
72
n/a
n/a
281,912
0
390
311
767
3,512
24,901
11,565
16,182
172,311
23,717
727
n/a
n/a
n/a
251,798
146,848
149,821
437,742
952
0
0
132,702
135,618
417,530
967
0
0
132,271
135,022
386,820
932
932
24
952
967
Student/Customer Contact Through UCC Career Development
Programs, Services and Technology:
A 10 Year Comparison
Student Programs & Services
Workshops/Info Sessions & Tables
Classroom Contacts
Co-sponsored Events
Outreach/Career Fairs
Individual Assistance (Scheduled Appts)
Career Library/Lab/Desk contacts
Block/Academic Bldg/Unsched. Drop-ins
Phone/Email Counseling
Counseling Intern/Practicum Supv.
Credential Service
Mock Interviews
NinerJobNet Registrants ytd
(Profiles incomplete)
Resume Referrals
Career Prospector Registrants ytd
Total Student registrants
Current Sponsors
Discover Individual Usage
Total Usage (includes multiple uses)
Focus2 Individual Usage
Total Usage
Bridges (began June 2007)
Other Assessments (Kiersey & Strengths
Quest)
Myers Briggs Type Indicator – January 08
Strong Interest Inventory – August 07
JLD (Part-time jobs) Registrants
Subtotal
On-Campus Interviewing - Actual
Possible
Full-time
EL
Subtotal
Technology
Career Search (March 2003 - 2009)*
Career Spots
E-Leads: Annual usage
Total usage
Employer Page Hits
Faculty Hits
49er Express (My Future)
Homepage
NinerJobNet Hits
Optimal Resume/Interview
Interfolio Total Registrants
ReferenceUSA
Going Global
Subtotal
Total = without interviewing
Total = with interviewing
Total = with technology
2007-2008
Session
Attendance
358
6,569
243
12,586
69
5,365
166
14,529
2,744
23,216
3,166
1,277
15
3
648
11,221
14,205
55,639
189
1,086
173
652
1,515
2006-2007
Session
Attendance
270
3,711
365
9,568
76
6,298
151
16,066
2,286
23,909
2,625
685
n/a
n/a
589
9,334
12,365
27,808
121
897
161
446
712
2005-2006
Session
Attendance
279
3,704
246
5,947
68
7,560
166
10,202
2,535
21,382
2,592
4,337
14
0
265
7,548
11,031
26,059
182
776
162
359
604
n/a
n/a
n/a
1,095
n/a
n/a
n/a
n/a
n/a
0
139
375
990
139,320
3,665
3,783
3,065
600
3,665
n/a
n/a
905
104,351
6,001
6,107
5,372
629
6,001
0
n/a
n/a
1,261
93,947
1,037
1,100
927
110
1,037
0
304
120
485
2,529
15,906
7,877
14,597
185,084
29,350
809
0
n/a
n/a
255,627
249
n/a
582
2,044
10,404
3,017
18,084
121,916
62,556
n/a
n/a
n/a
n/a
216,808
0
1,484
n/a
258
1,462
9,688
4,517
22,237
156,598
81,219
n/a
n/a
n/a
n/a
276,001
836
0
0
139,320
142,985
398,612
104,351
110,352
327,160
759
0
0
93,947
94,984
370,985
836
25
862
862
0
0
759
Student/Customer Contact Through UCC Career Development
Programs, Services and Technology:
A 10 Year Comparison
Student Programs & Services
Workshops/Info Sessions & tables
Classroom Contacts
Co-sponsored Events
Outreach/Career Fairs
Individual Assistance (Scheduled Appts)
Career Library/Lab/Desk contacts
Block/Academic Bldg/Unsched. Drop-ins
Phone/Email Counseling
Counseling Intern/Practicum Supv.
Credential Service
Mock Interviews
NinerJobNet Registrants ytd
(Profiles incomplete)
Resume Referrals
Career Prospector Registrants ytd
Total Student registrants
Current Sponsors
Discover Individual usage
Total Usage (includes multiple uses)
Focus2 Individual Usage
Total Usage
Bridges (began June 2007)
Other Assessments (Kiersey & Strengths
Quest)
Myers Briggs Type Indicator – January 08
Strong Interest Inventory – August 07
JLD (Part-time jobs) Registrants
Subtotal
On-Campus Interviewing – Actual
Possible
Full-time
EL
Subtotal
Technology
Career Search (Since March 2003)
Career Spots (began June 2007)
E-Leads: Annual usage
Total usage
Employer Page Hits
Faculty Hits
49er Express (My Future)
Homepage
NinerJobNet Hits
Optimal Resume/Interview
Interfolio Total Registrants
ReferenceUSA
Going Global
Subtotal
Total = without interviewing
Total = with interviewing
Total = with technology
2004-2005
Session
Attendance
279
3,777
230
5,472
70
4,351
90
7,455
2,514
24,840
2,066
1,243
n/a
2
464
9,372
6172
6,928
107
594
223
445
531
n/a
n/a
n/a
0
n/a
n/a
1,296
70,418
1,345
1,542
1,180
160
1,345
0
692
n/a
165
1,204
10,152
5,146
22,929
126,605
83,075
1,738
n/a
n/a
n/a
255,330
669
0
0
70,418
71,763
327,093
669
26
Programs by Ethnicity, F-1 Visa, Transfer and Class Status*
Career Prospector Student Registrants
Ethnicity
FR
SO
JR
SR
FY
GR
SP
Total
16
24
22
21
2
9
0
94
AMERICAN INDIAN
1
0
0
1
0
0
0
2
ANY 2 OR MORE RACES
5
3
2
4
0
4
0
18
ASIAN OR PACIFIC ISLANDER
5
5
5
6
0
1
0
22
83
26
32
20
3
13
0
177
HISPANIC
8
8
9
7
0
0
0
32
INTERNATIONAL
0
2
2
1
0
5
0
10
NOT SPECIFIED
2
4
2
4
0
0
1
12
120
72
74
63
5
32
1
367
AFRICAN AMERICAN
CAUCASIAN
TOTAL
F1 Visa
FR
SO
JR
SR
FY
GR
SP
TOTAL
0
2
2
1
0
3
0
8
Non-F1
120
70
72
62
5
29
1
359
TOTAL
120
72
74
63
5
32
1
367
F1
Transfer Status
FR
SO
JR
SR
FY
GR
SP
TOTAL
2
22
29
28
3
0
0
84
Non-Transfer
118
50
45
35
2
32
1
283
TOTAL
120
72
74
63
5
32
1
367
Transfer
JLD Program Student Registrants
Ethnicity
FR
SO
JR
SR
FY
GR
NS
Total
24
74
104
166
28
31
0
427
AMERICAN INDIAN
0
0
0
7
0
2
0
9
ANY 2 OR MORE RACES
3
11
10
15
0
3
0
42
ASIAN OR PACIFIC ISLANDER
10
19
29
41
4
3
0
106
CAUCASIAN
49
106
146
225
17
48
0
591
HISPANIC
15
18
33
48
2
5
0
121
INTERNATIONAL
0
0
0
7
2
3
0
12
NOT SPECIFIED
1
5
9
18
1
3
143
180
102
233
331
527
54
98
143
1,488
AFRICAN AMERICAN
TOTAL
Transfer Status
FR
SO
JR
SR
FY
GR
NS
TOTAL
Transfer
11
68
166
258
30
0
0
533
Non-Transfer
91
165
165
269
24
98
143
955
102
233
331
527
54
98
143
1,488
TOTAL
*Unduplicated in each section
27
Experiential Learning Working Students
Ethnicity
FR
SO
JR
SR
FY
GR
SP
Total
AFRICAN AMERICAN
0
4
6
16
1
4
0
31
AMERICAN INDIAN
0
0
0
0
0
0
0
0
ANY 2 OR MORE RACES
0
2
1
3
0
0
0
6
ASIAN OR PACIFIC ISLANDER
0
0
1
13
2
1
0
17
CAUCASIAN
5
14
21
83
3
7
0
133
HISPANIC
0
1
4
12
0
0
0
17
INTERNATIONAL
0
1
3
8
0
69
0
81
NOT SPECIFIED
0
0
3
1
1
0
0
5
TOTAL
5
22
39
136
7
81
0
290
F1 Visa
FR
SO
JR
SR
FY
GR
SP
TOTAL
F1
0
1
3
6
0
66
0
76
Non-F1
5
21
36
130
7
15
0
214
TOTAL
5
22
39
136
7
81
0
290
Transfer Status
FR
SO
JR
SR
FY
GR
SP
TOTAL
Transfer
0
7
17
44
6
0
0
74
Non-Transfer
5
15
22
92
1
81
0
216
TOTAL
5
22
39
136
7
81
0
290
Experiential Learning Student Applicants
Ethnicity
FR
SO
JR
SR
FY
GR
SP
Total
AFRICAN AMERICAN
8
61
102
195
15
18
0
399
AMERICAN INDIAN
0
0
0
5
0
1
0
6
ANY 2 OR MORE RACES
1
10
18
23
0
3
0
55
ASIAN OR PACIFIC ISLANDER
2
14
33
71
7
9
0
136
CAUCASIAN
9
77
183
528
28
58
0
883
HISPANIC
1
16
34
91
6
7
0
155
INTERNATIONAL
0
1
14
28
2
178
3
226
NOT SPECIFIED
0
9
9
34
1
3
0
56
21
188
393
975
59
277
3
1,916
TOTAL
F1 Visa
FR
SO
JR
SR
FY
GR
SP
TOTAL
0
1
13
19
0
166
0
199
Non-F1
21
187
380
956
59
111
3
1,717
TOTAL
21
188
393
975
59
277
3
1,916
F1
Transfer Status
FR
SO
JR
SR
FY
GR
SP
TOTAL
2
49
157
442
32
0
0
682
Non-Transfer
19
139
236
533
27
277
3
1,234
TOTAL
21
188
393
975
59
277
3
1,916
Transfer
28
Individual Counseling Assistance Participants
Ethnicity
FR
SO
JR
SR
FY
GR
SP
Total
81
192
179
292
24
45
1
814
1
4
2
7
0
0
0
14
ANY 2 OR MORE RACES
17
37
25
33
2
3
0
117
ASIAN OR PACIFIC ISLANDER
21
35
48
82
11
11
0
208
261
302
349
626
40
91
1
1,670
HISPANIC
39
59
75
108
6
7
0
294
INTERNATIONAL
13
10
27
49
5
190
5
299
NOT SPECIFIED
6
21
17
54
1
8
1
108
439
660
722
1,251
89
355
8
3,524
JR
SR
AFRICAN AMERICAN
AMERICAN INDIAN
CAUCASIAN
TOTAL
F1 Visa
FR
SO
FY
GR
SP
TOTAL
11
11
23
42
3
169
0
259
Non-F1
428
649
699
1,209
86
186
8
3,265
TOTAL
439
660
722
1,251
89
355
8
3,524
JR
SR
F1
Transfer Status
FR
SO
FY
GR
SP
TOTAL
27
196
325
593
55
0
0
1,196
Non-Transfer
412
464
397
658
34
355
8
2,328
TOTAL
439
660
722
1,251
89
355
8
3,524
SO
JR
Transfer
On Campus Interviewing Participants
Ethnicity
FR
SR
FY
GR
SP
Total
AFRICAN AMERICAN
1
6
17
57
5
11
0
97
AMERICAN INDIAN
0
0
0
1
0
0
0
1
ANY 2 OR MORE RACES
0
1
2
10
0
0
0
13
ASIAN OR PACIFIC ISLANDER
0
5
6
24
1
8
0
44
CAUCASIAN
8
11
37
154
9
47
0
266
HISPANIC
0
2
3
32
1
3
0
41
INTERNATIONAL
0
0
2
12
2
90
0
106
NOT SPECIFIED
2
0
1
13
0
3
1
20
11
25
68
303
18
162
1
588
TOTAL
F1 Visa
FR
SO
JR
SR
FY
GR
SP
TOTAL
0
0
2
7
0
79
0
88
Non-F1
11
25
66
296
18
83
1
500
TOTAL
11
25
68
303
18
162
1
588
F1
Transfer Status
FR
SO
JR
SR
FY
GR
SP
TOTAL
1
4
21
136
11
0
0
173
Non-Transfer
10
21
47
167
7
162
1
415
TOTAL
11
25
68
303
18
162
1
588
Transfer
29
Myers Briggs Type Indicator Participants
Ethnicity
FR
SO
JR
SR
FY
GR
Alum
NS
Total
23
14
7
9
0
0
0
0
53
2
1
0
0
0
0
0
0
3
ANY 2 OR MORE RACES
11
2
3
0
0
0
0
0
16
ASIAN OR PACIFIC ISLANDER
17
3
3
3
1
1
0
0
28
124
37
39
38
3
6
0
0
247
16
8
1
6
0
1
0
0
32
INTERNATIONAL
4
0
1
1
0
0
0
0
6
NOT SPECIFIED
6
1
2
2
0
0
14
0
25
203
66
56
59
4
8
1
0
410
AFRICAN AMERICAN
AMERICAN INDIAN
CAUCASIAN
HISPANIC
TOTAL
F1 Visa
FR
SO
JR
SR
FY
GR
Alum
NS
TOTAL
4
0
0
1
0
0
0
0
5
Non-F1
199
66
56
58
4
8
1
13
405
TOTAL
203
66
56
59
4
8
1
13
410
F1
Transfer Status
FR
SO
JR
SR
FY
GR
Alum
NS
TOTAL
4
25
27
25
3
0
0
0
84
Non-Transfer
199
41
29
34
1
8
1
14
326
TOTAL
203
66
56
59
4
8
1
0
410
Transfer
Strong Interest Inventory Participants
Ethnicity
AFRICAN AMERICAN
AMERICAN INDIAN
FR
112
SO
JR
49
SR
29
FY
14
2
GR
Alum
SP
NS
Total
1
0
0
0
0
0
0
2
0
0
0
0
43
0
0
0
0
49
205
ANY 2 OR MORE RACES
29
7
5
ASIAN OR PACIFIC ISLANDER
31
11
7
333
94
62
20
7
6
1
0
522
45
16
16
5
0
1
0
0
83
INTERNATIONAL
7
1
2
1
0
0
0
0
11
NOT SPECIFIED
16
5
2
2
0
1
0
1
21
48
575
183
123
44
8
8
1
1
21
963
FR
SO
JR
SR
CAUCASIAN
HISPANIC
TOTAL
F1 Visa
2
FY
GR
Alum
SP
NS
TOTAL
6
1
1
1
0
0
0
0
9
Non-F1
569
182
122
43
8
8
1
1
933
TOTAL
575
183
123
44
8
8
1
1
FR
SO
JR
SR
F1
Transfer Status
FY
GR
Alum
SP
21
NS
963
TOTAL
9
57
59
27
5
0
1
0
152
Non-Transfer
566
126
64
27
3
8
0
1
790
TOTAL
575
183
123
54
8
8
1
1
Transfer
30
21
963
UPIP Applicants
Ethnicity
FR
SO
JR
SR
FY
GR
SP
Total
AFRICAN AMERICAN
0
25
27
51
1
1
0
105
AMERICAN INDIAN
1
0
1
0
0
0
0
2
ANY 2 OR MORE RACES
0
4
6
10
0
0
0
20
ASIAN OR PACIFIC ISLANDER
0
3
3
10
0
0
0
16
CAUCASIAN
0
17
32
73
5
3
0
130
HISPANIC
0
0
3
15
0
0
0
18
INTERNATIONAL
0
0
4
5
0
4
0
13
NOT SPECIFIED
1
2
2
4
0
0
0
9
TOTAL
2
51
78
168
6
8
0
313
F1 Visa
FR
SO
JR
SR
FY
GR
SP
TOTAL
F1
0
0
2
5
0
4
0
11
Non-F1
2
51
76
163
6
4
0
302
TOTAL
2
51
78
168
6
8
0
313
Transfer Status
FR
SO
JR
SR
FY
GR
SP
TOTAL
Transfer
0
8
24
73
3
0
0
108
Non-Transfer
2
43
54
95
3
8
0
205
TOTAL
2
51
78
168
6
8
0
313
STUDENT CONTACTS
Standard University Career Center Workshops
Workshop Title
Sessions
Summer 2013
Attendance
13
57
How to Be an Interview "Pro"
1
4
How to Find a Job: Going Beyond the Internet
1
5
NinerJobNet Orientations
4
36
Resumes That Get You the Interview
4
8
Strong Interest Inventory
2
2
UNC in Washington Info Sessions
1
2
52
396
How to Be an Interview "Pro"
4
46
How to Find a Job: Going Beyond the Internet
2
6
How to Successfully Plan Your Career Path
2
1
How to Work a Job Fair
1
0
Myers Briggs Type Indicator (MBTI)
3
10
Networking in the Job Search
1
9
Niner Career Club Series, #1: University Career Center 101
1
0
NinerJobNet Orientations
8
33
Resumes That Get You the Interview
5
36
17
138
Fall 2013
Strong Interest Inventory
31
UNC in Washington Info Sessions
4
47
UPIP Orientation
1
29
UPIP PD
2
26
What Can I Do With An Arts & Sciences Major?
2
3
Work for America: Exploring Federal Government Careers
2
12
50
254
Graduate & Professional School Searches & Your Career
1
2
How to Be an Interview "Pro"
1
7
How to Find a Job: Going Beyond the Internet
1
3
How to Work a Job Fair
2
13
LinkedIn
1
7
LinkedIn Presentation
1
0
12
32
Networking in the Job Search
1
2
NinerJobNet Orientations
5
26
Resumes That Get You the Interview
4
60
StrengthsQuest with PCA's
1
5
Strong Interest Inventory
16
58
UPIP Orientation
1
32
UPIP PD
1
3
What Can I Do With An Arts & Sciences Major?
1
0
Work for America: Exploring Federal Government Careers
1
4
Spring 2014
Myers Briggs Type Indicator (MBTI)
Online
9,057
Alumni Portal Tutorial
308
Be An Interview Pro
185
How to Find a Job: Going Beyond the Internet
23
How to Work a Job Fair
1,227
Leaving College: How to Succeed at Work
16
NinerJobNet Web Tutorial
6,931
Plan Your Career Path
59
Resumes That Get You the Interview
233
University Career Center 101
75
Total
119
9,764
Classroom Presentations: EL Moments and UCC Services Overviews
Topic
Class & Section
Professor
Sessions
Attendance
Career Development Moment
SOCY 1101-Q01-Q04
Schmutz, Vaughn
1
41
Career Development Moment
SPED 2100-090
O'Brien, Christopher
1
50
Career Development Moment
SPED 2100-091
O'Brien, Christopher
1
17
Experiential Learning Moment
CUYC 3600-001
Harden, Susan
1
19
Experiential Learning Moment
FILM 2201-001
Davis, William
1
70
Experiential Learning Moment
FILM 3050-002
Davis, William
1
13
Experiential Learning Moment
GEOG 1101-001
John, Barbara
1
53
Experiential Learning Moment
GEOG 1105-001
John, Barbara
1
180
Experiential Learning Moment
GERM 3160-001
Davis, William
1
11
32
Experiential Learning Moment
GRNT 2100-002
Murray, Louise
1
17
Experiential Learning Moment
GRNT 4250-090
Murray, Louise
1
18
Experiential Learning Moment
GRNT 5250-090
Murray, Louise
1
4
Experiential Learning Moment
HGHR 3050-001
Deem, Lynette
1
24
Experiential Learning Moment
HIST 1121-090
Deem, Lynette
1
24
Experiential Learning Moment
HIST 2284-001
Deem, Lynette
1
40
Experiential Learning Moment
HIST 2297-A02
McKinley, Shepherd
1
35
Experiential Learning Moment
HIST 2600-A01
McKinley, Shepherd
1
18
Experiential Learning Moment
HONR 1100-H01
Hicks, Julie
1
17
Experiential Learning Moment
LBST 1101-541
Takiyah, Amin
1
125
Experiential Learning Moment
LBST 1102-245
Davis, William
1
117
Experiential Learning Moment
LBST 1102-H71
Hicks, Julie
1
19
Experiential Learning Moment
LBST 1104-560
Bloede, Jill
1
77
Experiential Learning Moment
LBST 1105-500
Love, Geoffrey
2
186
Experiential Learning Moment
LBST 1105-501
Love, Geoffrey
2
184
Experiential Learning Moment
LBST 1105-502
Love, Geoffrey
2
253
Experiential Learning Moment
LBST 1105-503
Love, Geoffrey
1
175
Experiential Learning Moment
LBST 1105-H72
Hicks, Julie
1
20
Experiential Learning Moment
LBST 1105-H73
Love, Geoffrey
1
13
Experiential Learning Moment
LBST 2101-201
David, John
1
97
Experiential Learning Moment
LBST 2101-202
Mixon, Gregory
1
56
Experiential Learning Moment
LBST 2101-206
Goldfield, David
1
107
Experiential Learning Moment
LBST 2101-208
Andres, Benny
1
50
Experiential Learning Moment
LBST 2101-213
Mims, LaShonda
1
108
Experiential Learning Moment
LBST 2101-214
Mims, LaShonda
1
38
Experiential Learning Moment
LBST 2101-245
Ghislain, Joachim
1
30
Experiential Learning Moment
LBST 2101-246
Ghislain, Joachim
1
28
Experiential Learning Moment
LBST 2101-335
Penkava, Francis
1
67
Experiential Learning Moment
LBST 2101-335
Penkava, Robert
1
28
Experiential Learning Moment
LBST 2101-336
Penkava, Robert
1
22
Experiential Learning Moment
LBST 2102-004
Hillard, Veronica
1
87
Experiential Learning Moment
LBST 2102-015
Katz, Peta
1
32
Experiential Learning Moment
LBST 2102-016
Katz, Peta
1
29
Experiential Learning Moment
LBST 2102-135
John, Barbara
1
137
Experiential Learning Moment
LBST 2102-136
John, Barbara
1
150
Experiential Learning Moment
LBST 2102-136
Strickland, Jamie
1
103
Experiential Learning Moment
LBST 2102-137
John, Barbara
1
112
Experiential Learning Moment
LBST 2102-201
Thorsheim, Peter
1
100
Experiential Learning Moment
LBST 2102-206
Deem, Lynette
1
47
Experiential Learning Moment
LBST 2102-245
Smith, Sylvia
1
32
Experiential Learning Moment
LBST 2102-335
Katsanos, Fotini
1
26
Experiential Learning Moment
LBST 2102-336
Katsanos, Fotini
1
29
Experiential Learning Moment
LBST 2102-338
Penkava, Francis
1
66
Experiential Learning Moment
LBST 2102-339
Penkava, Robert
1
43
Experiential Learning Moment
LBST 2102-341
Sinclair, Celia
1
25
Experiential Learning Moment
LBST 2102-342
McCorkle, William
1
38
Experiential Learning Moment
LBST 2211-260
Ritterskamp, Eleanor
2
67
Experiential Learning Moment
LBST 2211-261
Ritterskamp, Eleanor
2
80
33
Experiential Learning Moment
LBST 2212-110
Toscano, Aaron
1
58
Experiential Learning Moment
LBST 2212-111
Lunsford, Ronald
1
73
Experiential Learning Moment
LBST 2215-700
Harden, Susan
1
19
Experiential Learning Moment
POLS 2220-003
Giersch, Jason
1
16
Experiential Learning Moment
POLS 2220-004
Giersch, Jason
1
21
Experiential Learning Moment
POLS 2220-004
Kropf, Martha
1
19
Experiential Learning Moment
POLS 3010-C01
Giersch, Jason
1
15
Experiential Learning Moment
POLS 3030-A01
Weeks, Gregory
1
27
Experiential Learning Moment
POLS 3103-001
Kropf, Martha
1
33
Experiential Learning Moment
POLS 3143-001
Whitaker, Beth
1
32
Experiential Learning Moment
RELS 2000-002
Katsanos, Fotini
1
23
Experiential Learning Moment
SOCY 2100-002
Murray, Louise
1
12
Experiential Learning Moment
SOCY 3110-001
Steams, Elizabeth
1
37
UCC Services Overview
ARCH 1101-001, 002, 003, 004
Balmer, Jeff
1
54
UCC Services Overview
CJUS 3031-001
Coston, Charisse
1
22
UCC Services Overview
ENGL 1101-010
Muesing, Mary Ellen
1
25
UCC Services Overview
ENGL 1101-033
Muesing, Mary Ellen
1
24
UCC Services Overview
ENGR 0600-001
Harkins, Meg
1
175
UCC Services Overview
ENGR 1201-001-021
Blackmon, Don
7
59
UCC Services Overview
ETGR 3071-001
Juneja, Parminder
1
25
UCC Services Overview
ETGR 3071-001
Urbas, Joe
1
22
UCC Services Overview
ETGR 3071-001
Vasil, Linda
1
24
UCC Services Overview
ETGR 3071-002
Kim, Hynjoo
1
7
UCC Services Overview
ETGR 3071-004
Murphy, Dave
1
25
UCC Services Overview
ETGR 3071-080
Juneja, Parminder
1
2
UCC Services Overview
ETGR 3071-090
Kim, Hyunjoo
1
22
UCC Services Overview
GRNT 3600-001
Shenk, Dena
1
17
UCC Services Overview
GRNT 3600-002
Shenk, Dena
1
16
UCC Services Overview
LBST 1101-002
Amin, Takiyah
1
74
UCC Services Overview
LBST 2101-Q13-Q15
Wayland, Coral
1
26
UCC Services Overview
LBST 2213-Q01-Q08
Garcia, William
1
27
UCC Services Overview
SPED 2100-002
Galloway, Tara
1
51
UCC Services Overview
UCOL 1000-001
Seyter, Barbara
1
22
UCC Services Overview
UCOL 1000-040
Spalding, Sue
1
30
UCC Services Overview
UCOL 1000-041
Spalding, Sue
1
32
UCC Services Overview
UCOL 1300-005
Garvin, Shawnee
1
13
UCC Services Overview
UCOL 1300-013
Feimster, Ryan
1
20
105
4,853
Total
Classroom Presentations: Freshman Topical Content Sessions
Topic
Class & Section
Des
Computer Science Industry Panel
ITCS 1600
PFS
Different Jobs in Business
UCOL 1200-018
PFS
Focus2
Sessions
Attendance
Wilson, Dale-Marie
1
100
Quintero, Laiko
1
24
UCOL 1101-002
McGuire, Monica
1
19
Freshman Seminar
HONR 1100-004
Rohan, Joanne
1
14
Freshman Seminar
HONR 1100-H01
Hicks, Julie
0
18
Freshman Seminar
HONR 1100-H02
Rothwell, Constance
1
19
34
Professor
Freshman Seminar
HONR 1100-H03
Arnold, Robert
1
17
Freshman Seminar
HONR 1100-H05
Zablotsky, Diane
1
12
Freshman Seminar
PSYC 1000-001
Buch, Kim
1
20
Freshman Seminar
PSYC 1000-002
O'Reilly, Elaine
1
18
Freshman Seminar
UCOL 1000-002
Abel, Michael
1
18
Freshman Seminar
UCOL 1000-005
Bowen, LeeFrederick
1
20
Freshman Seminar
UCOL 1000-009
Langley, Sean
1
13
Freshman Seminar
UCOL 1000-011
Feemster, Ryan
1
7
Freshman Seminar
UCOL 1000-012
Jensen, Emily
1
10
Freshman Seminar
UCOL 1000-015
Lorden, Joan
1
16
Freshman Seminar
UCOL 1000-017
Seyter, Barbara
1
16
Freshman Seminar
UCOL 1000-031
Fries, Jared
1
22
Freshman Seminar
UCOL 1000-032
Verburg, Mark
1
21
Freshman Seminar
UCOL 1000-033
Ramey, Rachel
1
24
Freshman Seminar
UCOL 1000-040
Spalding, Sue
1
30
Freshman Seminar
UCOL 1000-041
Spalding, Sue
1
32
Freshman Seminar
UCOL 1000-050
Potts, Sara
1
19
Freshman Seminar
UCOL 1000-051
Padilla, Julie
1
25
Freshman Seminar
UCOL 1000-053
Swintal, Andrea
1
22
Freshman Seminar
UCOL 1011-001
Stubbs, Jillian
1
17
Freshman Seminar
UCOL 1011-002
McGuire, Monica
1
17
Freshman Seminar
UCOL 1011-003
Hibbs, Lisa
1
8
Freshman Seminar
UCOL 1200-001
Stewart, Stephanie
1
14
Freshman Seminar
UCOL 1200-002
Malcolm, Jeanne
1
9
Freshman Seminar
UCOL 1200-003
Gibson, Maureen
1
17
Freshman Seminar
UCOL 1200-006
Houghton, Andrea
1
9
Freshman Seminar
UCOL 1200-007
Holder, Sarah
1
15
Freshman Seminar
UCOL 1200-018
Quintero, Laiko
1
22
Freshman Seminar
UCOL 1200-019
Hester, Cheryl
1
18
Freshman Seminar
UCOL 1200-020
Fitzgerald, Elizabeth
1
16
Freshman Seminar
UCOL 1200-021
Stickle, Candice
1
17
Freshman Seminar
UCOL 1200-022
Siarzynski-Ferrer, Kristina
1
19
Freshman Seminar
UCOL 1200-023
Galloway, Kristen
1
20
Freshman Seminar
UCOL 1200-024
Harris, Carl
1
14
Freshman Seminar
UCOL 1200-025
Valvo, Sarah
1
12
Freshman Seminar
UCOL 1200-026
Hunt, Tanya
1
15
Freshman Seminar
UCOL 1200-027
Doran, Maureen
1
18
Freshman Seminar
UCOL 1200-030
Morin, Tiffany
1
10
Freshman Seminar
UCOL 1200-040
Lucas, Mary
1
11
Freshman Seminar
UCOL 1200-041
Richardson-Nowak, Pamela
1
12
Freshman Seminar
UCOL 1200-044
Simms, Howard
1
12
Freshman Seminar
UCOL 1200-060
Tullos, Kimberly
1
20
Freshman Seminar
UCOL 1300-001
Pasch, Anna
1
4
Freshman Seminar
UCOL 1300-001
Traynor, Dawn
1
22
35
Freshman Seminar
UCOL 1300-002
Pasch, Anna
1
16
Freshman Seminar
UCOL 1300-002
Traynor, Dawn
1
23
Freshman Seminar
UCOL 1300-003
Anna, Pasch
1
18
Freshman Seminar
UCOL 1300-003
Feemster, Ryan
1
15
Freshman Seminar
UCOL 1300-005
Means, Bill
1
14
Freshman Seminar
UCOL 1300-012
Myers, Bethany
1
14
Internships
UCOL 1000-040
Spalding, Sue
1
28
Internships
UCOL 1000-041
Spalding, Sue
1
33
Myers Briggs Type Indicator (MBTI)
ITCS 1600-F01
PFS
Wilson, Dale-Marie
1
21
Myers Briggs Type Indicator (MBTI)
ITCS 1600-F02
PFS
Wilson, Dale-Marie
1
21
Myers Briggs Type Indicator (MBTI)
ITCS 1600-F03
PFS
Wilson, Dale-Marie
1
19
Myers Briggs Type Indicator (MBTI)
ITCS 1600-F04
PFS
Wilson, Dale-Marie
1
21
Myers Briggs Type Indicator (MBTI)
ITCS 1600-F05
PFS
Wilson, Dale-Marie
1
19
Myers Briggs Type Indicator (MBTI)
ITCS 1600-LC1
PFS
Wilson, Dale-Marie
1
17
Myers Briggs Type Indicator (MBTI)
ITCS 1600-LC2
PFS
Wilson, Dale-Marie
1
18
Myers Briggs Type Indicator (MBTI)
UCOL 1000-010
Williams, Kimberly
1
19
Myers Briggs Type Indicator (MBTI)
UCOL 1000-022
Williams, Kimberly
1
20
Myers Briggs Type Indicator (MBTI)
UCOL 1200-001
Saunders, Stephanie
1
7
Myers Briggs Type Indicator (MBTI)
UCOL 1200-012
Douglas, Niesha
1
17
Myers Briggs Type Indicator (MBTI)
UCOL 1200-014
Douglas, Niesha
1
14
Myers Briggs Type Indicator (MBTI)
UCOL 1200-017
Coco, Jean
1
7
Myers Briggs Type Indicator (MBTI)
UCOL 1300-008
Carter, Adam
1
16
Myers Briggs Type Indicator (MBTI)
UCOL 1300-011
Blattner, Carolyn
2
12
Resumes and Cover Letters
PHYS 1000-001
Fried, Nate
1
30
Resumes and Cover Letters
UCOL 1010-001
Smith, Debbie
1
15
StrengthsQuest
UCOL 1200-001
Saunders, Stephanie
1
5
StrengthsQuest
UCOL 1300-001
Pasch, Anna
1
6
StrengthsQuest
UCOL 1300-001
Traynor, Dawn
1
25
StrengthsQuest
UCOL 1300-002
Pasch, Anna
1
19
StrengthsQuest
UCOL 1300-002
Traynor, Dawn
1
11
StrengthsQuest
UCOL 1300-004
Pasch, Anna
1
11
Strong Interest Inventory
BUSN 1101-B01
PFS
Riter, Amy
1
38
Strong Interest Inventory
BUSN 1101-H01
PFS
Riter, Amy
1
30
Strong Interest Inventory
ITCS 1600-F01
PFS
Wilson, Dale-Marie
1
21
Strong Interest Inventory
ITCS 1600-F02
PFS
Wilson, Dale-Marie
1
22
Strong Interest Inventory
ITCS 1600-F03
PFS
Wilson, Dale-Marie
1
26
Strong Interest Inventory
ITCS 1600-F04
PFS
Wilson, Dale-Marie
2
46
Strong Interest Inventory
ITCS 1600-F05
PFS
Wilson, Dale-Marie
1
24
Strong Interest Inventory
ITCS 1600-LC1
PFS
Wilson, Dale-Marie
1
20
Strong Interest Inventory
ITCS 1600-LC2
PFS
Wilson, Dale-Marie
1
22
Strong Interest Inventory
UCOL 1000-002
Abel, Michael
1
16
Strong Interest Inventory
UCOL 1000-017
Seyter, Barb
1
17
Strong Interest Inventory
UCOL 1000-031
Fries, Jared
1
19
Strong Interest Inventory
UCOL 1000-032
Verburg, Mark
1
19
36
Strong Interest Inventory
UCOL 1000-033
Ramey, Rachel
1
24
Strong Interest Inventory
UCOL 1000-052
Garvin, Shawnee
1
19
Strong Interest Inventory
UCOL 1011-003
Hibbs, Lisa
2
28
Strong Interest Inventory
UCOL 1200-001
Saunders, Stephanie
1
25
Strong Interest Inventory
UCOL 1200-008
Carter, Adam
1
16
Strong Interest Inventory
UCOL 1200-012
Douglas, Niesha
1
28
Strong Interest Inventory
UCOL 1200-016
Carter, Adam
1
12
Strong Interest Inventory
UCOL 1200-018
PFS
Quintero, Laiko
2
48
Strong Interest Inventory
UCOL 1200-019
PFS
Hester, Cheryl
1
24
Strong Interest Inventory
UCOL 1200-020
Fitzgerald, Liz
1
16
Strong Interest Inventory
UCOL 1200-022
Siarzynski-Ferrer, Kristina
2
40
Strong Interest Inventory
UCOL 1200-023
Galloway, Kristen
2
40
Strong Interest Inventory
UCOL 1200-024
Harris, JR
1
16
Strong Interest Inventory
UCOL 1200-025
Valvo, Sarah
1
13
Strong Interest Inventory
UCOL 1200-026
Hunt, Tanya
1
17
Strong Interest Inventory
UCOL 1200-027
Doran, Maureen
1
17
Strong Interest Inventory
UCOL 1200-041
Richardson-Nowak, Pamela
1
12
Strong Interest Inventory
UCOL 1200-044
Simms, Howard
1
15
Strong Interest Inventory
UCOL 1300-011
Douglas, Niesha
1
16
Strong Interest Inventory
UCOL 1300-012
Myers, Bethany
2
20
Strong Interest Inventory
UCOL 1600-021
Stickle, Candice
1
18
Strong Interest Inventory/MBTI
UCOL 1200-017
Coco, Jean
1
3
What Can I Do With A POLS Major?
POLS 1110-002
Atkinson, Mary
1
80
Work-Life Balance
UCOL 1011-001
Stubbs, Jillian
1
19
124
2,341
Sessions
Attendance
Lassiter, Pam
1
19
PFS
Total
Classroom Presentations: Topical Content Sessions
Topic
Class & Section
Career Counseling of Women
Professor
Career Planning
KNES 6120-001
Arthur, Susan
1
15
Employment Technology
Presentation
COMM 3160-004
Dixon- Brown,
Melody
1
100
Internships
ARTB 1206-001
Wallace, Jennifer
Marie
1
26
Internships
ARTB 1206-090
Wallace, Jennifer
Marie
1
22
Interviewing Techniques
COMM 3160-004
Dixon-Brown,
Melody
1
100
Interviewing Techniques
COMM 3160-004
Ordonez, Zoa
1
25
Interviewing Techniques
COMM 3160-005
Paddock, Craig
1
25
Interviewing Techniques
COMM 3160-008
Walton, Frances
1
26
Interviewing Techniques
COMM 3160-009
Ewing, Sharon
1
25
Interviewing Techniques
COMM 3160-009
Ordonez, Zoa
2
50
Interviewing Techniques
COMM 3160-010
Paddock, Jonathan
1
25
Interviewing Techniques
COMM 3160-010
Ritchie, Lisa
3
75
Interviewing Techniques
ENGR 3295-C01, E01, M01, S01
Thurman, Linda
1
150
37
Interviewing Techniques
ETGR 3071-001
Juneja, Parminder
1
20
Interviewing Techniques
ETGR 3071-002
Kim, Hyunjoo
1
20
Interviewing Techniques
ETGR 3071-080
Juneja, Parminder
1
2
Interviewing Techniques
ETGR 3071-090
Kim, Hyunjoo
1
18
Interviewing Techniques
HLTH 4400-001
Davis, Camina
1
24
Job Search and Interviewing
Techniques
ETGR 3071-003
Urbas, Joe
1
23
Job Search and Interviewing
Techniques
ETGR 3071-004
Murphy, Dave
1
21
Job Search and Interviewing
Techniques
SEGR 3670-001
Mayhorn, Jonathan
1
30
Mock Interview Preparation
COMM 3160-0010
Viana, Henrique
2
33
Mock Interview Preparation
COMM 3160-001-004
Dixon- Brown,
Melody
1
20
Mock Interview Preparation
COMM 3160-004
Dixon- Brown,
Melody
1
97
Mock Interview Preparation
COMM 3160-005
Paddock, Craig
1
25
Mock Interview Preparation
COMM 3160-009
Ordonez, Zoa
3
79
Mock Interview Preparation
COMM 3160-010
Paddock, Jonathan
6
25
Mock Interview Preparation
COMM 3160-010
Ritchie, Lisa
3
75
Mock Interview Preparation
COMM 3160-010
Viana, Henrique
1
9
Mock Interview Preparation
COMM 3160-011
Viana, Henrique
1
11
Mock Interview Preparation
COMM 3160-091
Ewing, Sharon
3
28
Mock Interview Preparation
COMM 3160-092
Walton, Frances
1
52
Mock Interview Preparation
HLTH 4400-001
Davis, Camina
3
50
Myers Briggs Type Indicator (MBTI)
COMM 2105-005
Dixon-Brown,
Melody
1
23
Myers Briggs Type Indicator (MBTI)
ITCS 2600-001
Wilson, Dale Marie
1
8
Myers Briggs Type Indicator (MBTI)
ITCS 2600-002
Wilson, Dale Marie
1
14
Myers Briggs Type Indicator (MBTI)
ITCS 2600-003
Wilson, Dale Marie
1
16
Myers Briggs Type Indicator (MBTI)
ITCS 2600-004
Wilson, Dale Marie
1
5
Myers Briggs Type Indicator (MBTI)
ITCS 2600-006
Wilson, Dale Marie
1
5
Myers Briggs Type Indicator (MBTI)
UCOL 2200-001
Galloway, Kristen
2
37
Myers Briggs Type Indicator (MBTI)
UCOL-BEST
Lucas, Terre
1
14
Setting Career Goals for PhDs
GRAD 8002/6002
Lee, Jo Ann
2
40
Resume Writing
ENGL 2116-006
Brockman, Sonya
1
25
Resume Writing
ENGR 3295-C01, E01, M01, S01
Thurman, Linda
1
184
Resume Writing
ETGR 3071-001
Juneja, Parminder
1
19
Resume Writing
ETGR 3071-001
Vasil, Linda
2
45
Resume Writing
ETGR 3071-002
Kim, Hyunjoo
1
7
Resume Writing
ETGR 3071-004
Murphy, Dave
1
24
Resume Writing
ETGR 3071-080
Juneja, Parminder
1
2
Resume Writing
ETGR 3071-090
Kim, Hyunjoo
1
22
Resume Writing
ITCS 2600001,002,003,004,005,006
Wilson, Dale-Marie
1
46
Resume Writing
LACS 4690-002
Kato, Fumie
1
9
38
Resumes and Cover Letters
COMM 3160-008
Walton, Frances
1
26
Resumes and Cover Letters
COMM 3160-092
Walton, Frances
1
26
Resumes and Cover Letters
EDUC 3600-003, 004-,005
Edwards, Misty
1
32
Resumes and Cover Letters
ENGL 2116-001
Schmitz, Christine
1
24
Resumes and Cover Letters
ENGL 2116-002
Schmitz, Christine
1
19
Resumes and Cover Letters
ENGL 2116-007
Schmitz, Christine
1
22
Resumes and Cover Letters
ETGR 3071-003
Urbas, Joe
1
25
Resumes and Cover Letters
HLTH 4600-001
Harver, Andrew
1
47
Resumes and Cover Letters
LACS 4690-002
Kato, Fumie
1
15
Resumes and Cover Letters
SOWK 3685-001
Douglas, Heather
1
12
Resumes and Cover Letters
SOWK 3685-002
Douglas, Heather
1
12
StrengthsQuest
COMM 2015-090
Ferguson, Yolanda
1
22
StrengthsQuest
HADM 6154-090
Laditka, Sarah
1
22
StrengthsQuest
UCOL 2200-011
Galloway, Kristen
1
21
Women's & Gender Studies Careers
WGST 2310-001
Byrd, Jennifer
1
22
88
2,237
Attendance Type
Attendance
Total
Co-sponsored Programs
# of
Sessions
Name of Event/Organization
Academic Advising PD – Career Concepts Session
1
Students
3
14
Students
2,396
Admitted Students Day - Student Success Panel
3
Students
300
B3 Minority Male Symposium
1
Students
16
Belk College Student Organization Recruiting Week
3
Students
72
Beyond Academic Conference
1
Students
44
CCI Employer Partners Recruiting Event
1
Students/Recruiters
College of Engineering Picnic
1
Recruiters
College of Engineering Picnic
1
Students
1,200
Counseling Education Conference Panel
1
Students
12
Disney Welcome Back/Interest Meeting
1
Students
22
Environmental Assistance Office
1
Students
12
EXPLORE Open House
1
Students
50
EXPLORE Resource Fair
3
Students
415
Freshman Picnic
1
Students
276
Gear Up
2
Students
70
GEAR UP Senior Day - Multicultural Admitted Students Day
3
Students
120
International Student Job Search Seminar
1
Students
32
Latino Support Services SOAR Presentation
1
Students
0
Lesbian, Gay, Bisexual, Transgender & Queer - Coming Out Day
1
Students
25
LinkedIn/UPIP
1
Students
3
MRC Through Karen Schaeffer – Spirituality and Career Decision
Making
1
Students
25
National Society of Collegiate Scholars
1
Students
5
OIP/Study Abroad – Assessing Skills From Your Experience
1
Students
12
Admitted Students Day
39
102
75
Operation College Jump Start Program
3
Students
72
Residence Life/UAC/UCC Sophomore Outreach
1
Students
14
Resume Boot Camp & Career Planning Tactics for Veterans
2
Students
3
SOAR Parents Presentation - Freshman
6
Students
597
SOAR Presentation - Transfer Students
5
Students
93
SOAR Resource Fair - Freshman
7
Students
991
SOAR Resource Fair - Transfer Students
4
Students
421
Sophomore Residence Hall Outreach -UAC
1
Students
18
Student Success Panel for High School Students
2
Students
75
Study Abroad Re-entry Party (Resume/Interviewing)
1
Students
28
Transfer Talk - CPCC (Central)
1
Students
30
Transfer Talk - CPCC (Levine)
1
Students
25
Transfer Talk - RCCC (South)
1
Students
20
Transfer Talks
2
Students
70
UCLAS Faculty/Student Meet & Greet
1
Students
64
Veterans Day Outreach
1
Students
50
What Can I Do with a Liberal Arts/Humanities Degree?
1
Students
22
WOW Student Success Fair
1
Students
27
Writing Resource Center
1
Students
13
Total
88
7,920
Outreach Programs
# of
Sessions
Name of Event/Organization
49er Focus
Attendance
Type
Attendance
14
Students
18
Accounting Department Picnic
1
Students
100
Alpha Delta Pi & Sigma Kappa
1
Students
125
Alpha Kappa Psi Professional Development Conference
1
Students
46
Alpha Omega Epsilon
1
Students
30
Alpha Phi Sigma
1
Students
4
Athletics Department
3
Students
31
Athletics Department - How To Find A Job In Sports
1
Students
8
Athletics Department - Resume Writing
3
Students
58
Athletics Presentation - LinkedIn/Job Search
1
Students
15
Bienvenidos 49ers - UCC Services and Programs
1
Students
9
Cap & Gown Event
3
Students
80
Career Expo - UCC Table
1
Students
121
Careers In Green Energy/Sustainability Panel
1
Students
26
Coalition of 100 Black Women
1
Students
50
College of Education Symposium
3
Students
8
Delta Zeta Presentation - Social Media/LinkedIn
1
Students
20
Disney
1
Students
3
Emerging Leaders - Leadership Department
1
Students
70
Enactus
1
Students
19
Flyers for Education Fair
4
Students
250
40
Geographical Information Systems Day Event
1
Students
30
Got Work? Get Hired!
1
Students
80
Greek Life - Chi Omega - Resume Writing
1
Students
10
Greek Life - New Member Orientation
1
Students
45
Greek Life - Sigma Phi Epsilon - Interview Skills
1
Students
30
Greek Life - Zeta Tau Alpha - Resume Writing
1
Students
20
Internship Pane l - Internship Week
1
Students
34
Internship Week
1
Students
200
JLD Got Work? Get Hired!
1
Students
147
JLD Outreach - Move In Day
1
Students/Parents
300
JLD Outreach - Kick Off Career Planning
1
Students
53
LGBTQ Presentation
1
Students
35
MACC Orientation - Fall Recruiting
1
Students
80
March Madness… Score a Job Through JLD
1
Students
100
Meet the Professionals - Accounting Department
1
Students
125
Moore Hall - Residence Life
2
Students
37
Moore Hall Presentation - Resume/Cover Letters
1
Students
15
Moore Hall Presentation - Resumes
2
Students
65
Move In Day
1
Students
0
National Society of Black Engineers - Resume Presentation/Booth
1
Students
45
NC State Government Application Workshop
2
Students
5
No Joke! Still Jobs Available in NJN
1
Students
300
Non-Profit Panel Outreach
1
Students
200
NSPE
1
Students
25
Optional Workshops for Freshmen in ENGR 1201
9
Students
181
Outreach for EL/JLD
1
Students
3,250
PCA Outreach - UCC Services Overview
4
Students
100
PCA Outreach - Posters and Flyers in Academic Buildings for Part-time
Job Fair, Sophomore Minute Clinic & Majors Day
3
Students
300
PCA Outreach - Posters in residence halls for Part-Time Job Fair,
Sophomore Minute Clinic & Majors Day
3
Students
414
PCA Training
1
Students
5
Phi Beta Sigma
1
Students
20
Preceptor Teaching Assistants
1
Staff
Psi Sigma Phi
1
Students
20
RA Training
2
Students
115
RA - Residence Life
3
Students
20
RN Cohort
1
Students
15
Scott Hall - Residence Life
1
Students
60
Senior Class Presentation - Resume/Cover Letters
1
Students
7
SHRM
1
Students
12
Society of Systems Engineers
1
Students
15
Sociology Club
1
Students
12
Sociology Club - Resume Writing
1
Students
3
Spring Break into Employment
1
Students
130
41
9
Spring Career Expo Outreach
1
Students
380
STARS
1
Students
14
STARS - Resume Critique Day
1
Students
15
Still Time to Find a Job
1
Students
125
Student-Teacher Orientation
1
Students
90
TA Presentation for UAC
1
Students
2
The United Black Professionals Association
1
Students
30
Theta Tau Engineering Fraternity
1
Students
5
Time for a Touchdown
1
Students
200
UCC Outreach - Residence Life - Scott Hall
1
Students
45
UCC Outreach - Student Union Table
5
Students
200
UCC Outreach - Table
5
Students
250
UCC Outreach - Graduate Fair Table
3
Students
200
UCC Resume Boot Camp
1
Students
60
United Black Professionals
2
Students
43
United Black Professionals - UNC Resource Panel
1
Students
27
UPIP Presentation
1
Students
15
Urban Youth in Schools Orientation
3
Students
20
Witherspoon Residence Hall
1
Students
10
Workshop for Student Nursing Association
1
Students
25
Total
142
9,516
UPIP Outreach
Name of Event/Session
Topic
Calendar of Events
Sessions
Attendance
1
84
1
6
1
300
2
4
Fliers
2
300
Internship Panel
1
34
Outreach Table
5
800
Campus Clean-up
Volunteer Service
EL Fair
F/S Info Session
UPIP Spring apps
Professional Development Calendar
Interested Student Activity
1
113
Professional Development Calendar
Interested Student Activity
1
330
UCC Table
1
100
UCC Table at the Union
1
100
UCOL Preceptor Program
0
29
UPIP Drop In Counseling
2
29
UPIP End of Semester Picnic
1
27
UPIP F/S Info Session
UPIP Information Session
2
0
UPIP Info Session F/S
UPIP applications
1
4
1
100
3
16
2
34
2
43
UPIP Information Table at Prospector
UPIP Information Workshop
UPIP Overview
UPIP Student Application Workshops
UPIP Student Information Session
How to apply
42
UPIP Student Information Session
UPIP Workshop
Social Media
UPIP-to-Student Outreach
1
14
1
4
1
350
34
2,821
Employer Information Tables
Employer
Tables
Attendance
AFL Global
1
25
AMP Security Info
1
75
Mercer Law School
1
10
Microsoft
1
40
Northwestern Mutual
1
15
Primerica
1
23
Reach Out Volunteers
1
15
Teach Fellows
1
24
US Marine Corps
3
45
Venture Pest Control
8
149
Wake Up Now
1
25
20
446
Total
Employer Information Sessions
Employer
Sessions
Attendance
AMP Security Info
4
108
Bank of America
2
80
Bank of America - ATP
4
147
Blackbaud, Inc.
1
4
Bobcats
1
17
Brailsford & Dunlavey
1
5
Corning Incorporated
1
2
Duke Energy
1
51
Evergreen South
1
5
FBI
1
102
Lake Norman Infiniti
1
18
Liberty Mutual
1
0
Lithko Contracting
2
20
Meridian Technologies
1
2
Microsoft
3
234
Office of the Comptroller
1
0
Oracle
1
113
Passport Parking
2
5
Peace Corp
1
30
Reach Out Volunteers
1
18
Siemens Corporation
2
41
T. Howard Foundation
1
7
43
Teach for America
1
22
TIAA-CREF
2
53
U.S. Secret Service
1
25
U.S. Department of State
1
24
27
49
3
49
46
1,231
Wells Fargo
Young Entrepreneurs Association
Total
JLD Recruiting Tables
Company Name
# of Tables
Attendance
Young Entrepreneurs Association
Company Name
1
17
1
17
# of Sessions
Attendance
Auto Bell
1
37
Auto Bell
1
27
Carowinds
1
35
3
99
Individual Assistance
Individual Counseling Appointments
Month
Total Appointments
No Shows
Actual Appointments
Drop Ins
May
116
8
89
109
June
79
2
66
95
July
102
5
74
121
August
142
14
112
294
September
250
33
167
465
October
396
30
287
463
November
334
22
222
426
December
111
3
77
177
January
211
28
150
500
February
203
30
138
493
March
275
31
199
27
April
250
34
180
507
2,469
240
1,761
3,677
Assistance Breakdown by Classification of Actual Appointments (non-duplicated)
Classification
AA
BU
CCI
ED
EN
HHS
LAS
UC
UN
Total
Freshman
5
10
4
1
17
14
40
91
0
182
Sophomore
6
35
5
3
19
36
70
50
0
224
Junior
4
63
21
13
34
11
100
10
0
256
Senior
6
96
42
5
54
34
227
1
0
465
POSTBAC
1
11
4
0
4
3
13
0
0
36
Graduate
1
19
27
20
29
9
18
0
5
128
Alumni
0
7
3
5
2
0
15
0
0
32
44
Special
0
0
0
0
0
0
0
0
4
4
TOTAL
23
241
106
47
159
107
483
152
9
1,327
Assistance Breakdown by Gender of Actual Appointments (non-duplicated)
Classification
AA
BU
CCI
ED
EN
HHS
LAS
UC
UN
Total
8
131
87
6
123
24
166
71
3
619
Female
15
110
19
41
36
83
317
81
6
708
TOTAL
23
241
106
47
159
107
483
152
9
1,327
UN
Total
Male
Assistance Breakdown by Actual Appointment Type
Classification
AA
BU
CCI
ED
EN
HHS
LAS
UC
Career Services/Intern/Work UCC
0
0
1
0
0
0
0
0
0
1
CD-Career Exp-Major
9
66
14
17
32
27
160
56
1
382
CD-MBTI
3
20
3
4
10
7
39
29
3
118
CD-Self Assessment
1
1
1
2
5
3
15
25
0
53
CD-Strong Interpretation
7
39
1
10
11
21
86
50
4
229
CEE-Internship/EL/Co-op
2
51
35
4
39
12
59
5
1
208
CEE-Job Shadowing
2
11
2
1
8
11
51
21
1
108
CEE-NinerJobNet Usage Questions
0
0
0
0
1
0
0
0
0
1
CEE-Part-time Job/JLD
0
0
1
1
0
0
0
0
0
2
CEE-Resume Crit/Cover Letter/EL
0
25
7
4
22
3
31
3
1
96
CEE-UPIP
0
3
2
0
2
1
10
0
0
18
ED-Grad School/Search/PurposeStmt
0
0
0
2
1
2
15
0
1
21
ED-Other Ed Programs
1
2
0
0
2
2
6
1
0
14
FTCS-Interviewing - General
1
6
1
0
6
1
2
0
0
17
FTCS-Job Search Strat & Research
5
45
20
9
25
7
87
4
1
203
FTCS-Job Search - INTL
0
2
0
0
1
0
2
0
0
5
FTCS-Mock Interview
0
39
22
7
13
29
32
2
2
146
FTCS-Resume Crit/Cover Letter
0
19
19
6
23
10
56
1
0
134
Job Search-Resume Assist-Critique
0
0
0
0
1
0
0
0
0
1
31
329
129
67
202
136
651
197
15
1,757
TOTAL
Assistance Breakdown by Classification of Drop-in Meetings (non-duplicated)
Classification
AA
BU
CCI
ED
EN
HHS
LAS
UC
UN
Total
5
24
5
3
74
27
97
107
1
343
Sophomore
16
80
19
17
76
71
191
108
0
578
Junior
12
150
47
17
70
43
227
34
0
600
Senior
13
242
55
7
132
33
492
3
0
977
POSTBAC
2
26
7
0
9
2
23
0
0
69
Graduate
0
45
80
25
59
20
47
0
11
287
Alumni
3
9
2
6
5
2
18
0
0
45
Special
0
0
0
0
0
0
0
0
5
5
TOTAL
51
576
215
75
425
198
1,095
252
17
2,904
Freshman
45
Assistance Breakdown by Gender of Drop-in Meetings (non-duplicated)
Classification
AA
BU
CCI
ED
EN
HHS
LAS
UC
UN
Total
8
317
160
12
357
46
408
151
6
1,465
Female
43
259
55
63
68
152
687
101
11
1,439
TOTAL
51
576
215
75
425
198
1,095
252
17
2,904
Male
Assistance Breakdown by Drop-in Meeting Type
Classification
AA
BU
CCI
ED
EN
HHS
LAS
UC
UN
Total
CD - Career Exp-Major
10
64
15
21
31
57
237
81
6
522
CD - Self Assessment
8
38
13
10
16
28
135
95
1
344
CD - Strong Interpretation
0
0
0
1
2
0
1
0
0
4
CEE - Internship/EL/Co-op
11
72
20
6
50
18
108
14
0
299
CEE - Job Shadowing
0
1
0
0
1
0
12
3
0
17
CEE - NinerJobNet Usage Questions
0
1
1
0
0
1
5
0
0
8
CEE - Part-time Job/JLD
0
1
0
1
0
1
3
1
1
8
10
148
51
17
121
26
206
19
1
599
CEE - UPIP
2
7
0
2
3
4
20
2
0
40
ED - Grad School/Search/PurposeStmt
2
1
0
0
0
0
17
1
1
22
ED - Other Ed Programs
1
0
0
0
0
2
2
1
0
6
FTCS - Interviewing - General
0
11
7
0
8
0
30
2
0
58
FTCS - Job Search Strat & Research
3
41
5
5
18
9
77
9
2
169
FTCS - Mock Interview
0
0
0
0
0
0
1
0
0
1
21
455
197
45
325
108
651
78
19
1,899
0
1
0
0
1
0
0
0
0
2
68
841
309
108
576
254
1,505
306
31
3,998
CEE - Resume Crit/Cover Letter/EL
FTCS - Resume Crit/Cover Letter
Job Search - Resume Assist-Critique
TOTAL
Customer Service Desk Contacts
Month
Alum
Computer Lab
Community
May
2
40
1
June
4
33
July
0
August
September
Phone
Desk Contacts
Voicemail
Library
Totals
699
961
39
45
1,787
0
618
782
27
33
1,497
30
0
631
575
47
98
1,381
172
2
0
1,099
1,615
85
27
3,000
161
3
0
1,393
2,295
61
124
4,037
October
0
83
3
1,250
2,342
92
93
3,863
November
1
88
0
1,230
2,022
40
108
3,489
December
0
36
0
544
810
20
36
1,446
January
3
116
0
1,273
2,437
70
112
4,011
February
0
136
0
1,227
2,085
48
99
3,595
March
4
59
0
1,124
1,885
45
87
3,204
April
4
84
2
1,294
1,789
60
111
3,344
351
710
6
12,382
19,598
634
973
34,654
Additional Contacts
Drop-ins
73
Mini-Lab Clinic Contacts
53
46
Email Assistance
2,598
Phone Assistance
186
Academic Building Drop-Ins
EN
76
UPIP Individual Assistance
For Who
Email /Phone
Number of Contacts
Student
Drop-In
27
Faculty
Email
400
Student
Email
449
Faculty
Phone
137
Student
Phone
50
Total
1,063
NinerJobNet Statistics
Resumes Mailed/Resume Referrals
42,752
Employer Requests for Resume Referrals
490
New Employers Requesting Resumes
67
Total Organizations
12,362
Web Book Employer Requests
59
Full-Time Job Postings (UCC Web)
2,571
JLD Part-Time Jobs Listed
3,748 (791 postings)
Experiential Learning
1,130
UCC Experience Postings
14,451
National Experience Postings
1,724,085
Online Activity
Annual
To Date
Homepage
89,226
1,301,895
Employer Page
19,913
195,918
Student Page
212,075
1,291,364
NinerJobNet
66,390
491,228
Faculty Page
5,474
87,243
49er Express
45,034
540,660
0
3,281
2,276
10,817
E-Leads
0
4,599
Career Search
0
93,203
6,339
6,803
Optimal Resume
639
3,956
Bridges
696
6,870
27
134
396
1,085
1,602
2,842
Discover
Focus2
Career Spots
Optimal Interview
Facebook
Twitter
47
Interfolio
217
235
Going Global
799
799
0
0
4,138
19,175
LinkedIn
Alumni Module
NinerJobNet Registrants By College
Class
FR
SO
JR
SR
FY
GR
PhD
AL
OT
Total
%
AA
20
34
47
76
13
27
1
141
4
363
2.09%
BU
377
486
518
959
74
497
12
1988
26
4937
28.43%
CCI
74
89
196
313
52
284
54
642
17
1721
9.91%
ED
26
51
68
57
3
84
7
125
73
494
2.85%
EN
182
199
344
746
56
261
64
1070
10
2932
16.89%
HHS
91
236
200
201
18
61
4
138
19
968
5.58%
LAS
203
519
884
1405
104
207
51
1935
73
5381
30.99%
UC
178
169
68
11
0
0
0
0
1
427
2.46%
UN
42
7
7
6
0
32
0
7
39
140
0.81%
1193
1790
2332
3774
320
1453
193
6046
262
17363
6.87%
10.31%
13.43%
21.74%
1.84%
8.37%
1.11%
34.82%
1.51%
TOTAL
%
Career Prospector Sponsor Information
Job Title
Company
Human Resources Manager
Atlas Copco Compressors, LLC
Civil Engineer
Alliance Consulting Engineers
Director of Transportation
JB Hunt Transport, Inc.
Career Prospector Student Enrollment
College3
FR
SO
JR
SR
FY
GR
SP
Total
AA
2
3
2
7
0
0
0
14
BU
4
10
10
13
0
7
0
44
CCI
0
1
1
1
0
1
0
4
EN
2
1
2
1
0
0
0
6
HHS
15
18
17
7
1
19
0
77
LAS
19
28
41
33
4
4
0
129
UC
78
11
1
1
0
0
0
91
UN
0
0
0
0
0
1
1
2
120
72
74
63
5
32
1
367
TOTAL
Career Prospector Site Visits
Organization Name
Contact Name
Attendance
Mint Museum
Collier, Kathleen
35
Addison Whitney
Brock, Lily
26
CMC University
Sellars, Kim
91
Cabarrus County Sherriff’s Office
Heggins, Laura
48
4
Total Quality Logistics
Stapleton, Stacy
11
Vanguard
Taylor, Rebecca
7
Blumenthal Performing Arts
Beck, Ralph
2
176
Strong Interest Inventory
Classification
AA
BU
CCI
ED
EN
HHS
LAS
UC
UN
Total
Freshman
1
64
88
2
16
52
156
168
28
575
Sophomore
3
24
17
3
8
34
53
41
0
183
Junior
4
22
23
5
7
9
43
10
0
123
Senior
3
12
7
0
0
1
20
1
0
44
Fifth Year
0
2
2
0
0
1
3
0
0
8
Graduate
0
1
0
3
0
0
3
0
1
8
Special
0
0
0
0
0
0
0
0
1
1
Not Specified
0
0
0
0
0
0
0
0
21
21
11
125
137
13
31
97
278
220
51
963
TOTAL
Myers Briggs Type Indicator
Classification
AA
BU
CCI
ED
EN
HHS
LAS
UC
UN
Total
Freshman
1
3
97
1
3
5
31
62
0
203
Sophomore
1
6
22
0
2
6
12
17
0
66
Junior
1
8
21
2
4
1
15
4
0
56
Senior
0
13
3
0
2
7
33
1
0
59
Fifth Year
0
1
1
0
0
1
1
0
0
4
Graduate
0
1
1
1
0
0
4
0
1
8
Not Specified
0
0
0
0
0
0
0
0
14
14
TOTAL
3
32
145
4
11
20
96
84
15
410
AA
BU
FOCUS-2
Classification
CCI
ED
EN
HHS
LAS
UC
Total
Freshman
4
16
1
73
16
29
110
236
485
Sophomore
6
42
7
11
17
38
75
71
267
Junior
2
57
3
9
12
23
88
20
214
Senior
0
39
2
5
3
3
110
5
167
Graduate
0
4
5
9
1
2
5
0
26
Alumni
1
2
3
1
1
1
12
0
21
Other
1
4
0
0
1
0
8
6
20
14
164
21
108
51
96
408
338
1200
TOTAL
StrengthsQuest
Classification
AA
BU
CCI
ED
EN
HHS
LAS
UC
UN
Total
Freshman
1
1
1
1
0
1
15
40
0
60
Sophomore
0
2
1
1
0
1
8
15
0
28
Junior
2
1
4
2
0
1
19
3
0
32
Graduate
0
1
0
0
0
18
0
0
0
19
49
TOTAL
3
5
6
4
0
21
42
58
0
139
UPIP Student Registrants
Classification
AA
BU
CCI
ED
EN
HHS
LAS
UC
UN
Total
Freshman
0
2
0
0
0
0
0
0
0
2
Sophomore
3
11
2
0
4
8
18
5
0
51
Junior
0
25
2
2
19
1
29
0
0
78
Senior
0
38
16
1
20
3
90
0
0
168
POSTBAC
0
0
1
0
2
1
2
0
0
6
Graduate
0
1
2
1
1
1
1
0
1
8
TOTAL
3
77
23
4
46
14
140
5
1
313
CCI
ED
HHS
LAS
UC
OCI Participants
Classification
AA
BU
EN
SP
Total
Freshman
0
6
0
0
3
0
1
1
0
11
Sophomore
0
12
0
0
5
2
3
3
0
25
Junior
0
32
11
0
10
1
14
0
0
68
Senior
0
182
34
0
38
4
44
1
0
303
Fifth Year
0
14
2
0
1
0
1
0
0
18
Graduate
0
78
54
3
17
3
6
0
1
162
Alumni
0
7
0
0
0
0
0
0
0
7
Special
0
0
0
0
0
0
0
0
1
1
TOTAL
0
331
101
3
74
10
69
0
2
595
50
On-Campus Interviewing
Companies Participating
Companies Cancelled
# of Actual Interview
Schedules (EL & FT)
# of Possible Interviews
(EL & FT)
# of Actual FT
Interviews+
# of Actual EL
Interviews+
% of Schedules Filled+
Resume Referrals
(EL & FT & Fairs)
Companies Referred
(EL & FT & Fairs)
Companies Participating
Companies Cancelled
# of Actual Interview
Schedules (EL & FT)
# of Possible Interviews
(EL & FT)
# of Actual FT
Interviews+
# of Actual EL
Interviews+
% of Schedules Filled+
Resume Referrals
(EL & FT & Fairs)+
Companies Referred
(EL & FT, & Fairs, also
includes summer)
Overall Interviews
Full-Time Conducted
EL Conducted
(includes EL Fair)
Career Expos
Total Possible*
Total Actual Interviews
Spring
2014
53
5
Spring
2013
50
3
Spring
2012
49
11
Spring
2011
38
12
Spring
2010
37
1
Spring
2009
38
8
Spring
2008
51
8
Spring
2007
60
7
72
68
51
66
68
59
80
64
496
578
358
391
502
393
505
545
189
284
225
187
302
195
311
358
300
266
114
183
191
144
140
129
98.6%
95.5%
94.7%
95.0%
98.0%
86.2%
89.3%
89.3%
13,766
29,486
10,552
22,053
17,004
11,112
25,372
17,184
260
246
342
283
236
277
591
492
Fall
2013
66
7
Fall
2012
72
4
Fall
2011
51
12
Fall
2010
47
5
Fall
2009
63
7
Fall
2008
75
15
Fall
2007
72
11
Fall
2006
63
16
110
123
99
105
90
102
121
103
807
1,298
623
745
762
706
948
764
544
865
443
504
446
548
743
698
246
417
176
197
270
127
86
18
97.9%
98.8%
97.8
80.5%
94.0%
96.0%
87.4%
93.7%
28,986
55,562
26,405
20,082
26,471
28,689
30,267
10,624
230
495
491
309
223
554
766
450
2013/
2014
733
2012/
2013
1,149
2011/
2012
658
2010/
2011
691
2009/
2010
748
2008/
2009
743
2007/
2008
1054
2006/
2007
1,056
593***
1,076***
641***
542***
696***
657**
600**
629**
1,608**
2,958**
2,017**
3,893**
1,659**
2,640**
1,625**
2,923**
1,299**
2,784**
1,956**
3,783**
4,314**
6,105**
2,934***
3,849***
2,617***
2,858***
1,472**
2,971**
2,916**
*
43,475
2,699**
3,610**
5,999**
Total Resume Referrals
42,752++
85,048
36,957
42,135
39,801
55,639
27,808
Total Companies receiving
490++
741
833
592
459
831
1,357
942
referrals
*Total Possible and Actual is calculated by EL, FT and Expo possible interviews.
**Includes interviews that took place at EL Fair/Career Expos booths based on employer reports on Fair Evaluations.
***Based upon actual interviews that took place after the fairs or the UCC office.
+Prior to the 2005-2006 reporting cycle, actual FT interview totals included actual EL interviews, which were separated for
highlight purpose. In this reporting cycle, the totals are separate, and have been added together for percent calculations.
++Based on employer feedback and the improving economy, we sent more targeted resume referrals to fewer companies.
51
Career Fairs
# of
Organizations
Fair
Alumni Career Fair
# of
Recruiters
# of Recruiter
Surveys
# of
Students
# of Student
Surveys
85
N/A
0
21
N/A
142
352
123
1,170
448
Education Career Fair
61
152
59
340
61
EL/JLD Fair
64
126
46
927
183
Health Graduate &
Professional Program Fair
45
64
44
77
43
Majors Day
40
94
24
550
314
515
N/A
0
271
0
NC Master's & PhD Fair
47
0
0
15
0
Part-Time Job Fair
42
93
39
632
30
Spring Career Expo
198
467
121
1,137
134
1,239
1,348
456
5,140
1,213
Career & Public Service Expo
NC State Engineering Career
Fair – Fall & Spring
Total
Mock Interview Day
Mock Interview Day
# of Students
# of Employers
# of Organizations
Engineering Mock Interview Day
185
41
32
Mock Interview Day
138
36
19
323
77
51
EXTERNAL CONTACTS & PROGRAMS
Individual Employer Meetings
Organization Name
Contact Name
Meetings
AAA Insurance
Treadaway, Devin
1
Adolescent Pregnancy Prevention Campaign of NC
Tucker, Kia
1
Allscripts
Owens, Nicole
1
Allscripts
Mello-Park, Ines
0
Allscripts
Owens, Nicole
0
ASHP Career Pharmaceutical Healthcare Network
Ward, Marco
1
Auto-Owners Insurance
Lane, Sarita
1
Babcock & Wilcox
Morton, Mark
1
Bank of America
Stamper, Megan
1
Bank of America
Blake, Joanna
1
Belk
McCullough, Nikki
1
Berean Collaborative Alliance
Simmons, Leann
1
Bobcats
Harrigan, Eliza
1
Bohler Engineering
Clements, Heather
1
C5 Insight
Jones, Tiffany
1
C5 Insight
Ables, Geoff
1
Cam Newton Foundation
Beal, Kim
0
Canal Insurance
Stone, Teresa
1
Candied Career Videos
Garrity, Neilye
1
52
Career Shift
Matta, Val
1
Carolina Refuge Resettlement Agency
Dubin, Ellen
1
Carpenter
Poovey, Karry
1
Chamber of Commerce
Will, Maggie
1
Clariant
Davis, Alan
1
Cognition Builders
Kufoff, Ilana
1
College of Osteopathic Medicine
Shanks, Erica
1
Colonial Life
Truluck, Debbie
1
Compass Group
Lilly, Chris
1
Compass Group
Lilly, Chris
1
Compass Group
Lilly, Chris
1
Conclusive Analytics
Wright, Sean
1
Conclusive Analytics
Wu, Dr. Leting
1
Connextions Inc
Smith, Lara
1
Conti
Finley, Kate
1
Cook Medical
Brown-Smith, Jana
1
Corning
Jarest, Sylvia
1
CREE
O'Connell, Chadwich
1
Disney
Joensen, Millie
1
Disney College Program
Bennett, Amy
1
Duke Energy
Jordan, Lisa
1
Duke Energy
Jordan, Lisa
1
Duke Energy
Whisenant, Marilyn
1
Duke Energy
Jordan, Lisa
1
Duke Energy
Whisenant, Marilyn
1
Duke Energy
Jordan, Lisa
1
Duke Eye Center
Smith, Deborah
1
Educational Housing Services, Inc
Entwistle, Karen
1
Edwin M. Rollins Co
Matic, Niko
1
Eicher Engineering
Lucas, Tammy
1
Electrolux
Tresseler, Adam
1
Engineered Sintered Components
Comer, Jan
1
EPA
Rhymer, Linda
1
EPA
Robinson, Caroline
1
Ettain Group
Carrol, Jenna
1
Experience Board Meeting
Sun, Janet
1
F&R
Miranda, Zavier
1
Fastenal
Sweeney, Josh
1
Fastenal
Sweeney, Josh
1
FBI
Price, John
3
FBI
Summerlin, Newsome
0
FBI
Summerlin, Newsome
0
Federal Government Presidential Management Fellow Program
Dorman, Rachel
1
First Investors Corporation
Krantz, Shannon
0
53
Foothills Consulting
Brown, Cindy
0
Frito Lay
Young, Casi
1
Georgetown University
Cabiness, Aureller
1
GKN Driveline
Taibe, Leigh
1
GoMetrics
Kverneland, Knut
1
Goodyear
Listoe, Kent
1
Harrell, Saltrick, Hopper
Carr, Jonathan
1
Healthgram
Ryan, Julie
1
High Point University
Kelsey, Carene
1
Honda R & D
Sotak, Jim
1
Hope Medical Institute
Salazar, Beatriz
1
HouseMaster
Upton, Butch
0
Husqvarna
Siebenthal, LuAnn
1
Husqvarna
Siebenthal, LuAnn
0
Infiniti Lake Norman
Vieau, Jason
1
JDH Contracting
McCoy, Ken
1
Kelloggs
Zimney, Carol
1
Kelloggs
Zimney, Carol
1
Kelloggs
Zimney, Carol
0
Kohls Corporate
Trotta, Erica
1
Lake Norman Infiniti
Vieau, Jason
1
Lean Teen Program
Martinez, Kalina
1
Lean Teen Program
Martinez, Kalina
1
Liberty Mutual Insurance
Lucas, Elizabeth
1
Mallard Creek Polymers
Derbyshire, Dan
0
Marques Anderson
Anderson, Marques
2
McGladrey
Lich, Rich
0
McKesson
Vincent, Natalie
1
Meridian Technologies
Fagan, Julie
0
Methodist University
Mish, Jennifer
1
Mutual of Omaha
Patterson, Aaron
1
Navex Global
Patel, Amit
1
NC Department of Revenue
Miller, Nick
1
NC Department of Transportation
Davis, Travis
1
NC Department of Transportation
Davis, Travis
1
NC State Government Internship Program
Nantz, Stephanie
3
NC State Government Internship Program
Nantz, Stephanie
0
NC State Government Internship Program
Nantz, Stephanie
0
New York Life
Kay, G. Mitchell
1
Northup Grumman Corporation
Clark, Matthew
1
Northwestern Mutual
Randall, Kevin
1
Northwestern Mutual
Stanec, Jennifer
1
Northwestern Mutual
Hunt, Sarah
1
Ohio State University
Folz, Rachel
1
54
Oracle
Garrell, Robert
1
Pebble Path
Potluri, Rambabu
1
Perficient
Wright, Sean
1
Perigon Engineering
Owens, Shannon
1
PHCNC
Voronina, Marina
1
PHT International, Inc
Edge, Lorie
1
PMG Research
Bryne, Jennifer
1
Poly Tech
Van Rooyen, Colin
0
Poly Tech
Cedrone, Daniel
0
Preformed Line Products
Dejac, John
1
Premier Yarns
Waldrop, Matt
1
Premier, Inc
Harrison, Amber
1
Product Quest MFG/Ei LLC
White, Dean
1
Project TAP
Gerzer, Sven
1
PSI
Asher, Megan
1
PSNC Energy
Green, Susan
1
Radio Disney of Charlotte
Kiger, Katy
1
RAI
Smith, Sheneeva
1
ReferenceUSA.com
Groen, Jeremy
1
Ronald McDonald House
Harris, Ari
1
Schaeffler Group USA
Barrel, Shanik
1
Schaeffler Group USA
Barel, Janique
1
Schaeffler Group USA
Zinchenko, Oksana
1
Schaeffler Group USA
Maxwell, Shelley
1
Schweitzer Engineering Labs
Wright, Larry
1
Sciversity/Devellocus
Greenbaum, Steve
1
Scott Safety
Copeland, Jim
1
Search Solution Group
Morabito, Angelique
1
Search Solution Group
Gnozzo, Jeremy
1
Selective
Battle, Princess
1
Shenandoah University
Wiggins, Haley
1
Sherman College of Chiropractic
Kersh, Jillian
1
Sherwin Williams
Holtzmeister, Katherine
1
Simplex Grinnell
Runett, Karin
1
Software Toolbox
Weber, John
1
Software Toolbox
Weber, John
1
Steritech
Musunuru, Raja
1
Stewart, Inc
Oden, Jeff
1
Student Action with Farmworkers
Anton, Pujol
1
Target
Hoover, Holly
1
Tax Management Associates, Inc
Cooke, Mark
1
Teach Charlotte
Mouradov, Anh-Thi
1
Teach for America
Liburd, Kimberly
1
The Steritech Group
Smith, Tina
1
55
The Steritech Group
Musunuru, Raja
1
The University of NC at Chapel Hill
Polk, Claudis
1
TIAA-CREF
Medrano, Pete
1
TIAA-CREF
Carr, Kusaan
1
TriStar Motorsports
Slawter, Jamey
1
TriStar Motorsports
Slawter, Jamey
1
TriStar Motorsports
Slawter, Jamey
1
Trupoint Partners
Langall, Lauren
1
Trupoint Partners
Langall, Lauren
1
Turbomeca Manufacturing
Harris, Lisa
1
Turbomeca Manufacturing
DePascale, Emily
1
Union University
Humphreys, Aven
1
University of Central Florida
Larkin, Rel
1
US Airways
Babcock, Seth
1
US Department of State
Ruterbories, Julie
1
US Department of State
Ruterbories, Julie
0
VanGuard
Taylor, Rebecca
1
Vericon Construction
Shipman, Darell
1
Verizon Wireless
Brookshire, Michelle
0
Verizon Wireless
Walker, Danielle
1
Virginia Commonwealth University
Ballentine, Ron
1
Vmware, Inc
Rendorff, Matt
1
Walgreens
Gladney, Ron
1
Wells Fargo
Lutz, Quanti
1
Weyerhauser
Perez, Diego
1
Wingate University
Golfus, Katie
1
Youth Villages
Hutchinson, Amanda
1
164
Corporate Site Visits
Organization Name
Contact Name
C5 Insight
Ables, Geoff
Charlotte Chamber of Commerce
Will, Maggie
Citco
Shehan, Kate
CKO Kickboxing
Leon, Amy
Continental Tire
Boswell, Justin
Duke Energy
Whisenant, Marilyn
Family Dollar
Horton, Keshama
Northrup Grumman
Nelson, Veronica
TQL
Jerad Poole
Vanguard
Rebecca Taylor
Yodle
Martin, Francine
56
Special Programming
Employer
Contact Name
# of
Sessions
Attendance
Bank of America
Hill, Johnathan
1
29
Bank of America
Woehkner, Jaclyn
1
55
Bank of America: ATP
Stamper, Megan
1
32
Bank of America: ATP
Stamper, Megan
1
19
Bank of America: Office Hours
Stamper, Meghan
1
24
C5 Insight
Ables, Geoff
1
64
C5 Insight
Ables, Geoff
1
29
Careers in the Non-Profit Sector: Panel Discussion &
Reception
Brooke, Angela
1
62
CTS
Reed, Chrissy
1
26
Department of State: Office Hours
Ruterbories, Julie
1
4
Department of State: Presentation
Ruterbories, Julie
1
24
Devellocus
O'Donnell, Bill
1
26
Duke Energy
Sell, Ben
1
51
Employer Advisory Board
Owens, Nickly
1
23
Lowes: Office Hours
Clark, Mark
1
16
Microsoft
Kilcup, Megan
1
115
Premier: 30-20-10 Presentation
Harrison, Amber
1
72
SCOR Global Life
Muller, Natalia
1
60
Sherwin Williams: 30-20-10 Presentation
Holzmeister, Katherine
1
13
SQL Sentry
Teeter, Ken
1
40
Steritech Group
Musunuru, Raja
1
9
Target: 30-20-10 Presentation
Hoover, Holly
1
25
Teach for America: 30-20-10 Presentation
Liburd, Kim
1
7
Teach for America: Office Hours
Liburd, Kim
1
15
The Steritech Group
Musunuru, Raja
1
16
The Washington Center: Information Session
Heberlig, Eric; Briggs,
Sara
4
53
TIAA-CREF: 30-20-10 Presentation
Medrano, Pete
1
36
Time Warner Cable
Hopkins, Kristine
1
16
Vanguard: 30-20-10 Presentation
Hundley, Joe Drew
1
26
Wells Fargo
Colvertson, Kathy
1
24
33
1,011
Media Interviews
Media
Interview Date
Contact Name
Topic
Niner Times
11/6/2013
Carson, Sara
NC State Government Internship Program
Niner Times
11/7/2013
Duke, Amanda
Cover Letters
Niner Times
1/14/2014
Wright, Sydney
Mock Interview Day
Charlotte Observer
2/7/2014
Thornton, Lisa
EL/JLD Career Fair
Niner Online
3/10/2014
Vera, Michelle
UCC Overview
Niner Times
3/24/2014
Wolf, David
Spring Career Expo-Preview
57
Professional Associations and Other Group Meetings
Group/Event
Location
Meetings
Book to Book Veterans Conference
Cone Center- UNCC
1
CASHRM
Charlotte, NC
1
CASHRM
Charlotte, NC
1
CASHRM
Charlotte, NC
1
Chamber of Commerce
Charlotte, NC
1
Chamber of Commerce Economic Development Breakfast
Charlotte, NC
1
Chamber of Commerce- South Park Chapter
Charlotte, NC
1
Chamber of Commerce-University Chapter
Charlotte, NC
1
Charlotte Business Journal Webinar on Hiring Practices
UCC
1
Charlotte Chamber Metro Chapter
Charlotte, NC
1
Charlotte Chamber of Commerce - Ballantyne
Charlotte, NC
1
Charlotte Chamber of Commerce - Ballantyne
Charlotte, NC
1
Charlotte Chamber of Commerce - Ballantyne
Charlotte, NC
1
Charlotte Chamber of Commerce - University
Charlotte, NC
1
Charlotte Chamber of Commerce - University
Charlotte, NC
1
Charlotte Chamber of Commerce - University
Charlotte, NC
1
Charlotte Chamber of Commerce - University
Charlotte, NC
1
Charlotte Chamber of Commerce - University
Charlotte, NC
1
Charlotte Chamber of Commerce Ballantyne Luncheon
Charlotte, NC
1
Charlotte Chamber of Commerce Ballantyne Luncheon
The Ballantyne Resort
1
Charlotte Chamber of Commerce Luncheon- University City Chapter
Charlotte, NC
1
Charlotte Chamber of Commerce South Park Luncheon
South Park Mall
1
Charlotte Chamber of Commerce South Park Luncheon
Charlotte, NC
1
Charlotte Chamber of Commerce Young Professionals Mixer
Charlotte, NC
1
Charlotte Chamber Uptown Luncheon
Charlotte, NC
1
College Recruiting Trends by Phil Gardner
Virtual
1
CRC Board Meeting
UNCC Student Health Center
1
CRC Board Meeting
UNCC Student Health Center
1
Ethics Education Session
Asheville, NC
1
NACE Conference
Orlando, FL
1
NACE Webinar
Virtual
1
NACE Webinar on Career Centers
UCC
1
NACE Webinar on Recruiting
UCC
1
NCACE Conference
Atlantic Beach, NC
1
NCACE Conference
Blowing Rock, NC
1
NCCA Conference
Pinehurst, NC
1
NCCC- Civic Engagement Institute
Wilmington, NC
1
NCCC Eastern Region Network Meeting
Raleigh, NC
1
NCCC Eastern Region Network Meeting
Hickory, NC
1
NCCDA Annual Conference
Elon University
1
NCCDA Annual Conference
Elon University
1
NCDA Annual Conference
Boston, MA
1
58
New Infrastructure for Career Services Offices
Virtual
1
SMA (SHRM)
Charlotte, NC
1
SMA Planning Call
Teleconference
1
SMA Planning Call
Teleconference
1
SoACE
Chantilly, VA
1
SoACE Technology Knowledge Group Webinar
Online
1
Social Media Webinar - NACE
UCC
1
Southern Association of Colleges & Employers Annual Conference
Chantilly, VA
1
Tech Talk Webinar - NACE
UCC
1
UCC Professional Development Retreat
Charlotte, NC
1
UCC Professional Development Retreat
Charlotte, NC
1
UCC Professional Development Retreat
Charlotte, NC
1
UCC Professional Development Retreat
Charlotte, NC
1
UCC Professional Development Retreat
Charlotte, NC
1
UCC Professional Development Retreat
Charlotte, NC
1
UCC Professional Development Retreat
Charlotte, NC
1
UCC Professional Development Retreat
Charlotte, NC
1
UCC Professional Development Retreat
Charlotte, NC
1
UCC Staff Development- LinkedIn
UCC
1
Yodle
Charlotte, NC
1
Young Professionals Network
Charlotte, NC
1
63
New Companies Recruiting Full Time
Company Name
1-800MD, LLC
3P Technology Staffing, LLC
Abercrombie Textiles, LLC
Agingo, Inc.
Algiers Charter School Association
Alliance Imaging
Alvarez & Marsal Taxand, LLC
Amazon, Inc.
American Quality Foods
Amnesty International
Ascendo Resources
Atlantic Bay Mortgage Group
Austin Group Executive Search, LP
AXA Advisors, LLC
BoxLogic, Inc.
CACI International, Inc.
Call Experts
Camp Canaan
Camp Cody
Canal Insurance Company
Capgemini Financial Services USA, Inc.
Capital Transportation Solutions
Carolina Stalite Company
Cedar Fair Entertainment
Centro La Comunidad
Charlotte Country Club
Cleveland County Abuse Prevention Council, Inc.
Coveris
David Boland, Inc.
Designs for Vision, Inc.
Digital Health Department
Dipoint Education Group
Discovery Summer Sales
Diva & Me Productions, Inc.
Drivenbrands, LLC
DWPractice LLC
Electrolux
eSite, Inc.
59
Fitness Connection USA
Fortline Waterworks
Fortress Investment Group
FranFinders, LLC
FSC Pediatrics
Gaston County Schools
Gavel & Dorn Engineering, PLLC
GE Capital
Gold Coast IT Solutions, LLC
Grant Thornton, LLP
Guthy Renker Fulfillment Services
Han Tek
Hanes Companies, Inc.
Hanesbrands, Inc.
Hatstand Consulting
Hearst Digital Media Services/Local Edge
Hendrix Properties
HFP Capital Markets
Houston Independent School District
Huber Engineered Woods, LLC
ICA
ID Images, LLC
Illinois Junior Golf Association
Imerge Insurance, LLC
In-Flight Crew Connections
Intelichart
IntelliPeople, Inc.
JCDPH
JMS Southeast, Inc.
K&L Gates, LLP
KDH Residential Designs
Lomax Tile & Marble, Inc.
LS3P Associates, LTD
Lutron
Lysium Labs
MAA- Mid America Apartment Communities
Management Recruiters of Jensen Beach
May Institute
McGuireWoods, LLP
McNeary, Inc.
Merchants United
Mom Corps
Movement Search & Delivery
NASCAR Racing Experience
Neuro Systems, Inc.
New Horizons Computer Learning Center
North Carolina Electrical Membership Corporation
Northrop Grumman Synoptics Corporation
Oakbrook Solutions
ochsnerEFS, p.c.
Okuma America Corporation
Oz Logisitcs & Consulting
POS Nation
Pridestaff
Prime Power Services, Inc.
Professional Specialty Publications
Professional Specialty Publications
promatrixcorp
Prosoft Group Technology Group, Inc.
PT Solutions
Qtego Auction Technology
Quanticate
Ramney Kemp & Associates, Inc.
Ranstad Professionals
Red Bridge Consulting Group
Robert W. Chapman & Co
Rockwell Development Center
Rx Express Marketing, Inc.
S&E Group, LLC
Saft Batteries
Sharp Business Systems
Sisco Fire & Safety
Southside Consulting Group
Stabilus, Inc.
Star Shield Solutions
TEAM Mechanical, LLC
The Hunoval Law Firm, PLLC
The Imaging Source
The Scott's Company
Tourism Trades USA
TradeKing
Trinity Manufacturing, Inc.
Turbocoating
UNC Charlotte Energy & Environmental Assistance Office
Unilife Corporation
Union County Community Action
US Green Fiber
VAS Group
60
Verbatim Americas, LLC
Vision Metering
Waterfront Land Fund Management
Weatherguard Roofing
Wescott Structures, PA
Wieland Copper Products, LLC
Zap Consulting
Zentra
Zurich NA
Total
135
New Experiential Learning Employers
Company Name
140 Buzz
Accelerant Research
Activate! Promotions & Marketing
Advanced Micro Devices
AFTERDISASTER-Metrolina
AM King Construction Company, LLC
Appalachian Sustainable Agriculture Project
Art of Laura Laire
Ashland Advertising
Avis Berg Consulting
Be The Match
Beautiful Day Wedding Coordination
Bella Tunno
Bi-Lo Holdings
Biotech Partners
BizQueue, Inc.
BPS Consulting
Brickstreet Mutual Insurance Company
Carolina Signature Events
Charlotte Engineers, LLP
Charlotte Ski & Snowboard Club
Cisco Systems, Inc.
City of Charlotte- Office of International Relations
Coal Ash Chronicles, LLC
Command Partners
Datalakes
Deutsche Beverage Technology
Diva & Me Productions, Inc.
Dollhouse Marketing
Duke University Athletics
Enroll America
Factory Cleaning Equipment, Inc.
Frederick + Frederick Architects
Fresh Start Transitions
Gavel & Dorn Engineering, PLLC
Gvest Partners, LLC
Hanesbrands, Inc.
Heafner Financial Solutions
Heavenly Child Party Entertainment
Historic Salisbury Foundation
I AM not the Media, Inc.
Intentional Signs
Internetwork Engineering
iQmetrix
JDPR
Joey Logano Racing
JournalBooks
Liberty Hardware/Masco
Lignon Commercial Real Estate
Lone Operator, Inc.
LSI
Lupus Foundation of America, NC Chapter
Manchester Sky, LLC
McCarty CPA, PLLC
McKee Foods Corp
Millenium Advisors, LLC
Momentive
Mountain Point
MWI Veterinary Supply
My School Publications, LLC
North Carolina Heroes Fund
Northern Texas PGA
NVR, Inc.
One Pixel World
One80 Vodka
Pope Counseling Center
Precision Components, Inc.
Premier Graphic Company
Press Ganey Associates, Inc.
Qeureka
61
Qmax Industries
Queen City Catering Company
Quicken Loans
Rev Racing
RingLocal
Rock Worship Center COGIC
Rolle-Johnson Oral Surgery
Sandra Marshall & Associates
SAS Institutes, Inc.
Schleich USA
Scholar Athletics
Schwartz Consulting Group, Inc.
Secure EDI Health Group
SFRH Charlotte Rental
Shawna Walker Photography
Shining Hope for Communities
Shur-Line, LLC
Sidekicks Mentoring, Inc.
SightTech
Spaugh Dameron Tenny
Speak Up Magazine
Stafford Cutting Dies, Inc.
Study Abroad Europe
Summit Athletic Media
Synergy Coverage Solutions
T2 International
TCG Events TCG Events
Terex USA, LLC
That Internet Talk Show, LLC
The Chronicle of Higher Education
The Fieldhouse
The Indie Chicks, Inc.
The Littlejohn Group
The National Institute of Leadership & Organizational
Development
The Penny Group
The Tipsy Paintbrush
The Woolmark Company
Third Millennium Alliance
Toshiba America Information Systems
TransNation Holdings, LLC
UNC Charlotte Department of Economics
UNC Charlotte Energy and Environmental Assistance
Office (EEAO)
UNC General Administration- Office of Federal Relations &
Military Affairs
University City Partners
UNPLUGGED Charlotte
Urban Sports and Entertainment Group
VantageSouth Bank
Wings of Eagles Ranch
Witt O'Brien's
Zappos.com, Inc.
Total
120
UPIP Sites
Site/Department
Proposal Job Title
#
Applicants
Academic Affairs
UPIP: (Sum/Fall/Spr) Research Associate for Academic
Planning and Analysis
16
ADVANCE Faculty Affairs and Diversity Office
UPIP: (Summer ONLY) Diversity Research Assistant
29
Advancement
UPIP: (Summer ONLY) Research Assist
21
Athletic Media Relations
UPIP: (Fall) Athletic Media Relations Student Assistant
16
Athletic Media Relations
UPIP: Athletic Media Relations Student Assistant
14
Athletic Media Relations
UPIP: Athletic Media Relations Student Assistant
12
Atkins Library
UPIP: Social Media Internship
19
Broadcast Communications
UPIP: (Summer ONLY) Media Programming Assistant
18
Budget Office
UPIP: Database Development Technician
Center for Graduate Life
UPIP: (Summer ONLY) CGL Special Projects Summer Intern
17
Center for Leadership Development
UPIP: (Fall) Special Projects/Communications Intern
25
Civil and Environmental Engineering
UPIP: (Sum/Fall) Solid Waste Materials Evaluator
62
9
2
College of Arts + Architecture
UPIP: Part Time Gallery Assistant
12
College of Liberal Arts and Sciences
UPIP: SNCURCS Event Planner
20
College of Liberal Arts and Sciences
Charlotte Teachers Institute
UPIP: Educational Technology Intern
College of Liberal Arts and Sciences
Diversity
UPIP: Assistant for the College of Liberal Arts and Sciences
Diversity Program
30
Communication Across the Curriculum
Program
UPIP: Communication Across the Curriculum Social Media
Intern
23
Constituent Relations
UPIP: Legislative Research Associate
10
Department of Africana Studies
UPIP: (Fall/Spr) Assistant Outreach Coordinator
17
7
Department of Civil and Environmental
Engineering
UPIP: (Summer ONLY) Environmental Engineering Intern
Department of Civil and Environmental
Engineering
UPIP: Environmental Engineering Intern
Department of Civil and Environmental
Engineering
UPIP: Civil and Environmental Engineering Communications
8
Department of Computer Science
UPIP: Interventionist Aid
2
Department of Computer Science
UPIP: Computer Science Curriculum Development Assistant
8
Department of Dance
UPIP: Social Media Strategy and Implementation Intern
16
Department of Electrical and Computer
Engineering
UPIP: Social Media Internship
10
Department of Electrical and Computer
Engineering
UPIP: Learning with Social Media
13
Department of Geography and Earth
Sciences
UPIP: Internship in Stream Ecology
8
Department of Geography and Earth
Sciences
UPIP: Soil Laboratory Assistant
5
Department of Philosophy
UPIP: (Fall ONLY) Ethics Bowl Assistant Coach
2
Department of Philosophy
UPIP: Ethics Bowl Assistant Coach
2
Department of Psychology
UPIP: Student Success Resource Specialist
9
Department of Social Work
UPIP: (Fall) Marketing Intern
8
Department of Social Work
UPIP: Marketing Intern
9
11
10
Department of Software and Information
Systems
UPIP: Instructional Innovation Analysis
9
Department of Software and Information
Systems
UPIP: Instructional Innovation Analysis
6
Facilities Management Communications
Area
UPIP: Communications Intern
16
Facilities Management Facilities Information
Systems
UPIP: Systems Analyst Intern
11
Graduate Academic Affairs/Graduate School
UPIP: Defining Requirements for Health-Related Graduate
Programs
3
Graduate Academic Affairs/Graduate School
UPIP: Defining Requirements for Health-Related Graduate
Programs
9
Honors College
UPIP: (Sum/Fall/Spr) Marketing and Recruitment Student
Intern
19
UPIP: Learning and Development Coordinator
19
Human Resources Learning and
Development
Information & Technology Services
UPIP: Technical Writing Facilitator
Infrastructure, Design, Environment, and
UPIP: Sustainability, Energy, and Environmental Internship 63
3
14
Sustainability (IDEAS) Center
Sustainability Focus
Infrastructure, Design, Environment, and
Sustainability (IDEAS) Center
UPIP: Regional Storm Water Partnership Intern
5
Infrastructure, Design, Environment, and
Sustainability (IDEAS) Center
UPIP: Sustainability, Energy, and Environmental Internship Public Outreach and Social Media
6
Infrastructure, Design, Environment, and
Sustainability (IDEAS) Center
UPIP: Sustainability, Energy, and Environmental Internship Sustainability Focus
9
Internal Audit
UPIP: (Fall) Internal Audit Intern
26
ITS Client Services
UPIP: Help Center Support Technician
11
ITS Information Security
UPIP: Information Security Technician
10
ITS Network Services
UPIP: Data Technician IV
Materials Management
UPIP: Spend Analytics Technician
Multicultural Academic Services
UPIP: (Summer ONLY) UTOP Magazine Editor
Office of Environmental Health and Safety
UPIP: (Fall) Safety and Health Intern
13
Office of Environmental Health and Safety
UPIP: Safety and Health Intern
11
Office of the Chancellor
UPIP: Special Projects Intern
27
Office of the Chancellor
UPIP: (Fall/Spring) Special Projects Intern
23
Parent and Family Services
UPIP: (Sum/Fall/Spr) Marketing Assistant
17
Student Activity Center & Venue
Management
UPIP: Program Implementation internship
21
Student Activity Center & Venue
Management
UPIP: Program Implementation Internship
19
Undergraduate Admissions
UPIP: Admissions Intern
40
Undergraduate Admissions
UPIP: Visit Experience Intern
22
University Career Center
UPIP: Human Resources and Marketing Intern
41
University Career Center
UPIP: (Summer ONLY) Graphic Design/Marketing Intern
University Career Center
UPIP: Marketing and Student Success Intern
38
University Center for Academic Excellence
UPIP: UCAE Assessment Intern
24
University Center for Academic Excellence
UPIP: (Spring 2015 ONLY) UCAE Assessment Intern
16
University Center for Academic Excellence
UPIP: (Fall/Spr) Supplemental Instruction Intern
21
University College
UPIP: Undergraduate Teaching Assistant
30
University College
UPIP: Undergraduate Teaching Assistant for Introduction to
Sociology 1101
19
University College
UPIP: Undergraduate Teaching Assistant for MATH 1241
11
University College
UPIP: Undergraduate Teaching Assistant for ENGR 1201
12
University College
UPIP: Undergraduate Teaching Assistant for Intro to Int'l
Relations POLS 1150
9
University College
UPIP: Undergraduate Teaching Assistant for MATH 1242
6
University College
UPIP: Undergraduate Teaching Assistant for Engineering
Technology and Construction 1222
1
University College
UPIP: Undergraduate Teaching Assistant for Comparative
Pols POLS 1130
14
University College
UPIP: Undergraduate Teaching Assistant for ENGR 1202 CE
3
University College
UPIP: Undergraduate Teaching Assistant for ENGR 1202 ECE
5
University College
UPIP: Undergraduate Teaching Assistant for ENGR 1202 ME
6
University College
UPIP: Undergraduate Teaching Assistant for Introduction to
Statistics 1222
8
64
9
10
5
9
University College
UPIP: Undergraduate Teaching Assistant for Mechanical
Engineering and Engineering Science 1112
2
University College
UPIP: Undergraduate Teaching Assistant for LBST 1101
14
University College
UPIP: Undergraduate Teaching Assistant for College
Algebra/Math 1100
14
Urban Institute
UPIP: Research Assistant
33
Urban Institute
UPIP: Research Assistant
25
Venture
UPIP: (Fall) Venture
22
Venture
UPIP: (Summer ONLY) Program Facilitator
40
Ventureprise
UPIP: Marketing Intern
28
Women + Girls Research Alliance
UPIP: Women + Girls Research Alliance Intern
14
Writing Resources Center
UPIP: (Fall) WRC Projects/Organization
17
Writing Resources Center
UPIP: WRC Projects/Organization
15
Total
1,328
New Resume Referral Employers
Company Name
ACI Worldwide
Alliance Imaging
American Basement & Crawl
Amko Software Solutions, Inc.
AXA Advisors, LLC
Boast Green Grass
Camp Cody
Charlotte Country Club
DW Practice, LLC
Fortress Investment Group
Gaston County Schools
GE Capital
Gold Coast IT Solutions
Grainda Builders, Inc.
Grant Thornton, LLP
Guthy Renker Fulfillment Services
Han Tek
Houston Independent School District
Humium Enterprise
Hydreco, Inc.
ID Images, LLC
Integrated Deicing Services
JournalBooks
Lake Norman Infiniti
LS3P Associates, LTD
Maersk Line
McNeary, Inc.
Northwestern Mutual Financial Network
NVR, Inc.
Professional Specialty Publications
Quanticate
Quicken Loans
Robert W. Chapman & Co.
ROLLE-JOHNSON ORAL SURGERY
Saft Batteries
That Internet Talk Show, LLC
The Indie Chicks, Inc.
TradeKing
US Green Fiber
Waterfront Land Fund Management
Wieland Copper Products, LLC
Total
41
65
VIP Employer Letters
Employer Name
Advantage Waste Recycling & Disposal
AEP Industries
Bonomi North America
Cardinal Innovations Healthcare Solutions
Cashklick Inc.
Charter One
Convergys
Denver Global Products Inc.
ESPN
Gildan Activewear
Huber+Suhner
Implan
Irongate Home Finance
Janney Montgomery Scott
Keer America Corp
MetLife
MSC Industrial Supply Co
Mueller Systems
NASCAR
Our Town America
Polygal
Red Ventures
Weber Screwdriving Systems
Total
23
Organizational Visits to Campus
Career Expo – (Fall and Spring)
Companies (C)
Recruiters (R)
Education Job Fair
Companies (C)
Recruiters (R)
EL/JLD Part-time Job Fair*
Companies (C)
Recruiters (R)
Employer Info Sessions and Tables
Employment Advisory Board
Health & Human Services Job Fair /
Health Career Expo
Individual Employer
Consultations/Luncheons
JLD Information Sessions and
Tables
Majors’ Day**
(formerly Career Choices Fair/
Career Exploration Day)
Mock Interview Day
Part-time Job Fair (formerly
Student Employment/Summer)
Recruiting Interviews
(Summer/Fall/Spring)
Total
20042005
20052006
20062007
20072008
20082009
20092010
20102011
20112012
20122013
20132014
153 C
332 R
228 C
494 R
290 C
606 R
322 C
749 R
232 C
618 R
149 C
353 R
180 C
383 R
236 C
567 R
289 C
722 R
340 C
819 R
78 C
152 R
86 C
155 R
74 C
149 R
93 C
160 R
72 C
163 R
44 C
92 R
37 C
79 R
40 C
89 R
54 C
116 R
61 C
152 R
36 C
62 R
42 C
88 R
67 C
161 R
73 C
126 R
42 C
105 R
39 C
93 R
40 C
95 R
48 C
126 R
39 C
95 R
64 C
126 R
36
42 C
43 C
36 C
33 C
31 C
36 C
41 C
48 C
36 C
14
19 C
31 R
21 R
12 C
13 C
12 C
11 C
27 C
--
--
--
--
--
31 C
23 C
48 C
51 R
40 C
48 C
71 R
32 C
45 C
64 R
91 C
149 C
205 C
231 C
435 C
476 C
354 C
267 C
197 C
140 C
74 C
52 C
36 C
14 C
11 C
3C
9C
11 C
2C
3C
26
Depts.
74
Faculty
29 C
39 R
23 C
40 R
36
Depts.
65
Faculty
42 C
51 R
33 C
57 R
38
Depts.
45
Faculty
44 C
55 R
45 C
82 R
45
Depts.
113
Faculty
190 C
206 R
49 C
101 R
48
Depts.
83
Faculty
40 C
59 R
42 C
105 R
18
Depts.
37
Faculty
25 C
43 R
20 C
44 R
19
Depts.
40
Faculty
10 C
14 R
14 C
29 R
32
Depts.
44
Faculty
21 C
34 R
22 C
54 R
38
Depts.
88
Faculty
36 C
12 R
35 C
76 R
40
Depts.
94
Faculty
19 C
36 R
42 C
93 R
102
94
123
1357
684
639
691
658
1,832
1,279
486 C
801 R
679 C
1,004 R
818 C
1,221 R
1052 C
2,812 R
956 C
1,817 R
813 C
1,301 R
738 C
1,291 R
767 C
1,579 R
826 C
3,012 R
822 C
2,663 R
Job Location Development Program
Month
New Student Registrants
New Employers Acquired
Students Hired
Dollar Value Permanent
June
61
9
6
$61,985.00
July
267
11
28
$143,032.50
August
120
26
12
$80,549.00
September
244
15
9
$55,715.00
October
102
19
40
$194,777.00
November
190
10
14
$63,665.00
December
54
5
2
$20,000.00
May
49
13
74
$565,216.25
66
January
93
16
2
$6,420.00
February
60
15
10
$16,422.00
171
22
3
$4,570.00
77
16
15
$1,326,408.75
1,488
177
215
$2,538,760.50
March
April
New JLD Employers
Company Name
10 Park Lanes
Agency Nannies Plus
Aldo Shoes
American Services
Apparo
Aviv Moon Productions
AZUSA International
bareMinerals
Barnes & Noble
Barringer & Smith Properties
BCY Healthcare
Beacon Hill Staffing Group
Better Bodies 4 Us, LLC
Blazing Point Solutions
Boquete Mountain Coffee
Burn Boot Camp
Cabarrus Country Club
Camp Bow Wow Concord
Camp Canaan
Camp Easter Seals UCP
Capstone ISG
Carolina Complete Services
Carolina Pool Tables
Charlotte Arrow, LLC
Charlotte Engineers, LLC
CHASE Professionals
Chuy's Tex Mex
Classic Cookie Fundraising
College Edge Charlotte
ComForcare Home Care
Consolidated Pipe & Supply Co, Inc.
Constance Lynch
Cox-Little & Company
D&L Parts Company
Dagny McDonald
Dandelion Market
Darden, Inc.
DefyGravity Charlotte
Dermatology Group of the Carolinas
Diamond Springs Water & Coffee
Dock Services
Dog as a Second Language
Eco Solutions
Elite Talent, Inc.
Ellis Jewelers
Engineering Manufacturing Services
Events Com
Faithful Companion
Fairfield Residential Company
Fiore Boutique at Southpark Mall
Fish N Chixx
Fitness Connection USA
Fortline Waterworks, Inc.
FreshPoint Charlotte
FSI Office
Game Truck Charlotte
Gene Haynes Agency
Gina & Greg Shell
Goodman-Gable-Gould/Adjusters International
GoPro Motorplex
Guitar Center
Hanna Andersson
HappyFeet Charlotte
Harvard Graduate School of Education
Helping Hands Beauty, Inc.
Hopeful Nannies
Hunter Investments
Ilana Kukoff
Impact Practices Now
Independent Beverage Company
In-Flight Crew Connections
Inner Peaks Climbing Center
67
J. Crew
Jared the Galleria of Jewelry
Jennifer Davis
Jennifer Morgan
Jill Vandaveer
Johnson & Nicholson Law Firm
JumpBunch
Karen Dash Consulting, LLC
Keyauwee Program Center
Khaki Blue Bones
Kidz Rock Childcare Development Center
Kindercare Learning Centers
Knowles Home Daycare
KYCK
Kyung Thorson
Labor Smart, Inc.
Lanier Parking Services
Lax Zone North, Inc.
Lean Teen Program
Levy Restaurants at Time Warner Cable Arena
Little Dreamer Productions
Little Otter Swim School
Luong-Hey Le, DDS LLC
M.D. Anderson CPA, PA
Matrix Merchandising
Maverick, LLC
Metro Fitness Club, LLC
Mountain Island Pediatric Dentistry
My Family's Homecare
Natalie Broadway
Nevalainen Family
No Limit Training Company
One Eared Cow Glass, Inc.
Our Lady of the Assumption Catholic School
Partnership Source
PH Pool Management
Phantom Consulting
Pidyon Controls
Piper, Jaffray, & Company
Planet Nutrition
PNC Music Pavilion
Polo Ralph Lauren Factory Store
Pottery Barn
PowerScore Test Preparation
Prestige Farms
Pure Body Fitness Studios
R&R Pedicab Company
Radio Disney Charlotte
Redi Carpet Sales of NC
Rick Hendrick Chevrolet
Romy Grundel Byne
RSG Building Solutions
Sabor Latin Street Grill
Samantha Baucom
Sam's Express Car Wash
SERVPRO of South Cabarrus County
Shat-R-Shield
Silver Shield Security
Sleep Inn Northlake
Smartlogix
Snyders Lance
Soccer Shots
Sports Connection
Starrmobile of Charlotte
Strategy Expeditors
Strike City
Student Painters
Subway
Sunglass Hut
Supportive Educational Services
Sutton Place Interior Design
SWEATFIRE, LLC
Sweet Frog Carowinds
Swuare Clover, Inc.
Terrier Vending and Distribution
The Chicken Fountain
The Exercise Coach
The Penny Group
The Tiny Life
Three Great Kids
Title Boxing Club
TM Restaurant Group
TMP Worldwide
Vinny Jindal
Volkswagen of South Charlotte
WINGS for Kids
Wolverine Worldwide
WordJack Media
68
Your Destiny
Total
161
New Companies Posting Full Time Jobs
Company Name
1-800MD, LLC
3P Technology Staffing, LLC
AdvancePierre Foods
Agingo, Inc.
AGSOFTCO
ai Design Group, Inc.
Air Products and Chemicals, Inc.
Algiers Charter School Association
Allegiance Merchant Services
Allgreen Grounds Management
Altman Initiative Group, Inc.
Altman Law Firm
American Basement & Crawl
American Engineering Associates
American Quality Foods
AmWINS Group, Inc.
Andew Davidson and Company, Inc.
Appleone Employment Agency
Aptar
Ascendo Resources
Associate Staffing, LLC
AstaCRS, Inc.
Athenahealth, Inc.
Atlantic Bay Mortgage Group
Atlas Copco Compressors, LLC
Austin Group Executive Search, LP
Avondale Elementary School District No 44
Babson Capital Management
Barnes Distribution (a Div. of MSC)
Boast Green Grass
BOSH Global Services
BoxLogic, Inc.
BPL Capital, LLC
Bragar Eagel & Squire, PC
Brixton Group
CACI International, Inc.
Camp Canaan
Camp Cody
Capital Transportation Solutions
Carolina Stalite Company
Carolina's Home Medical Equipment, Inc.
Cash America
CC Communications, Inc.
CCSI Smith
CDS Global Logistics, Inc.
Cedar Fair Entertainment
Centro La Comunidad
Charlotte Flooring, Inc.
Charlotte NC Based Company
Cherokee Broadband
Cisco Systems, Inc.
City of Archdale
City of Belmont
Cleveland County Abuse Prevention Council, Inc.
Cloudbilt
Columbus McKinnon Corp
Community Helps Network
Computer Packages, Inc.
Computer Services, Inc.
CoSaint Insurance
COSEN SAWS USA
Coveris
Crispin Corporation
CS Recruiting
Damco USA, Inc.
David Boland, Inc.
Deb USA, Inc.
DeHaven's Transfer & Storage
Designs of Vision, Inc.
Devellocus
Digital Health Department
Discovery Summer Sales
Drivenbrands, LLC
DSI Innovations
Duke University Fuqua School of Business
DWPractice, LLC
Educere, LLC
Ei, LLC
69
eSite, Inc.
Fahrenheit IT
Fansided.com
First Express
Fitness Connection USA
Flackman Goodman & Potter, PA
Fleetmatics
FleetNet America
Flowers of Charlotte
Fortline Waterworks
Franfinders, LLC
FSC Pediatrics
G&K Services
Gavel & Dorn Engineering, PLLC
Gazoozle
GE Capital
Grainda Builders, Inc.
Guangzhou World Cultural & Educational Consulting Services
Co., LTD
Han Tek
Hanesbrands, Inc.
Harvard University
Hastings Homes
Hearst Digital Media Services/LocalEdge
Heritage Fabrics, LLC
HFP Capital Markets
Historic Rural Hill
Housemaster
Houston Independent School District
ICA
Ilana Kukoff
Imerge Insurance, LLC
Impact Plus, Inc.
Indiana University Health
Industrial Compliance & Safety Net
Industrial Optical Measurement Systems
In-Flight Crew Connections
Informatic Concepts
Integrated Deicing Services
InteliChart
Intellect Resources
IntelliPeople, Inc.
International Montessori School
IPN Solutions
J.D. Goodrum Company, Inc.
James Hardie Building Products
JCDPH
JEMCO Insurance Services
Jideos
JMS Southeast, Inc.
K&L Gates, LLP
Keystone Business Services
KIND Healthy Snacks
Kloeckner Metals Corporation
Kompleks
LaBella Associates
Lake Norman Infiniti
Lean Sigma Professionals
Lennox International
Lewis James Professional
LH Bookkeeping Service
Literally Speaking Worldwide
Live Music Tutor
Living Saviour Lutheran Church
LOCKE Model Management
Lockers Unlimited
Lomax Tile & Marble, Inc.
Lozier Corporation
Lutron
Lysium Labs
MAA-Mid America Apartment Communities
Management Recruiters of Jensen Beach
Management Search, Inc.
Matlen Silver
May Institute
McGee Enterprises, Inc.
McGuireWoods, LLP
McNeary, Inc.
Merrified Patrick Vermillion
Milestone Advice Group
Mitchell Gold & Bob Williams
MMC Systems
Monster Worldwide
Mountain Khakis
Movement Mortgage, LLC
Movement Search & Delivery
NASCAR Racing Experience
70
National General Insurance
National PT
NCR
Neuro Systems, Inc.
New Planner Recruiting, LLC
North Carolina Electrical Membership Corporation
Nurse-Family Partnership
Oakbrook Solutions
Ochsner EFS, P.C.
Old Dominion Freight Line, Inc.
O'Neal Steel
OnSite Clinical Solutions, LLC
Outward Bound Costa Rica
Oz Logistics & Consulting
Peak Acquisitions
Pearl Meyer & Partners
Peoples United Equipment Finance Group
PeraHealth
Perficient
Piedmont Horse & Crane
Pike Enterprises, Inc.
Pinnacle Search Partners
Pit Entertainment
PMSI
POS Nation
Power Curbers
Precision Resource Company
Premier Transportation
Prime Power Services, Inc.
Prime Wire and Cable
Proctor & Gamble
Production Systems, Inc.
promatrixcorp
Prosoft Group Technology Group, Inc.
Providencia USA
PT Solutions
Pure Barre
QACi
Qtego Auction Technology
Quality Builders Warranty Corporation
Queen City Treatment Center
R2 Logistics, Inc.
Recruit Up, LLC
Red Bridge Consulting Group
Redline Contract Services, LLC
RepSouth
Rick Hendrick City Chevrolet
Rockwell Development Center
Roosevelt Institute
Ross Tax & Accounting Co.
RSG Building Solutions
Rx Express Marketing, Inc.
S & E Group, LLC
Safe Alliance
Saft Batteries
Sandhills Children’s Center
SAS Institutes, Inc.
Schletter, Inc.
Sebonic Financial
SERC Reliability Corporation
Sharp Business Solutions
Shopper Local
Signpost
Sisco Fire & Safety
Smoothwall, Inc.
Southside Consulting Group
Specialty Polymers
Stansource, Inc.
Star Shield Solutions
StarQuest Ventures
Startup China
Sterling Technology
Supportive Educational Services, Inc.
Supreme Virtual Services, LLC
TEAM Mechanical, LLC
Telemanagement, Inc.
Telescope Pictures
TeleSource, Inc.
The Chambers Group
The Glover Park Group
The Humane Society of the US
The Hunoval Law Firm, PLLC
The Imaging Source
The International School of Choueifat- United Arab Emirates,
Qatar, Oman and Bahrain
The Mann Group, Inc.
The Prysmian Group
71
The Scotts Company
The Variable
Title Boxing Club
Tourism Trades USA
Transamerica Agency Network
Treatment Centers, LLC (Rowan)
Trinity Manufacturing, Inc.
Trinity Road, LLC
Turbocoating
Turn 14
Unilife Corporation
Union County Community Action
US Green Fiber
VAS Group
Verbatim Americas LLC
vertical focus, Inc.
Village of Wesley Chapel
Virtually Better, Inc.
Vision Metering
Wastequip
Weatherguard Roofing
Weekday School at Myers Park Presbyterian Church
Wolf for Governor Campaign (PA-DEM)
Yelp
Zimmer Mid-Atlantic
Zurich NA
Total
276
Alumni Recruiters at Fairs
Fair/Name of Company
Education Job Fair
Recruiters
16
A.C.E. Academy Charter School
1
Cabarrus County Schools
1
Charlotte-Mecklenburg Schools
1
Cleveland County Schools
1
Guilford County Schools
1
Kannapolis City Schools
7
Moore County Schools
1
Savannah - Chatham County Schools
1
Teacher Education, Advising, Licensure, and Recruitment
1
United Community School
1
EL & PT Job Fair
59
Advantage Parking Services, LLC
1
Allegiance Merchant Services
1
AquaTech Pool Management
1
AREVA NP, Inc.
1
Auto Bell Car Wash, Inc.
2
Belk, Inc. (Belk Department Stores)
2
Blue Cross and Blue Shield of North Carolina
2
BMW
2
CCS Construction Staffing
1
CITI, LLC
1
Civic Minor in Urban Youth and Communities
2
Duke Energy Corporation
2
Fastenal Company
1
Life Systems International (LSI)
1
Little Otter Swim School
1
72
Mary Kay
1
Northwestern Mutual Financial Network
2
Park, Inc.
2
PH Pool Management
2
Piedmont Natural Gas Co., Inc.
3
Premier, Inc. (Premier Healthcare Alliance)
4
Ross Stores, Inc.
4
SABIC Innovative Plastics
2
Sperry Van Ness Commercial Real Estate Advisors
1
Swim Club Management Group
2
The Princeton Review
1
U.S. National Whitewater Center
3
UNC Charlotte
1
UNC Charlotte Camps on Campus
1
University Professional Internship Program
1
Uptown Cheapskate
2
Visit Lake Norman
4
YRC Freight
2
Fall Career Expo
27
Altec Industries
1
Belk, Inc. (Belk Department Stores)
1
Bosch Rexroth
1
Camden Property Trust
1
CCS Construction Staffing
1
Clemson MBA Program
1
Hendrick BMW
1
Hispanic Learning Center of Cabarrus County
2
Jacobsen, A Textron Company
2
Katalyst Network Group
1
Lane Construction Corporation
1
New York Life Insurance Company
1
Northwestern Mutual Financial Network
1
Office of the Comptroller of the Currency
1
Premier Healthcare Alliance
2
Round Point Mortgage Servicing Corporation
1
Sherman College of Straight Chiropractic
1
Stantec Consulting Services, Inc.
1
The Sherwin-Williams Company
1
Total Quality Logistics
1
Travelers Insurance
1
UNCC College of Education
1
UNCC Health Informatics PSM
1
Vergient
1
Part-time Job Fair
12
73
Action Plus Ideas
2
Advantage Parking Services, LLC
1
Auto Bell Car Wash, Inc.
1
Corestaff Services
1
Foodie Call, Inc.
1
Fuji Hibachi and Teriyaki Grill
1
GoPro Motorplex
1
LOFT Outlet
1
Staffmark
1
T-Mobile USA
2
Spring Career Expo
58
Allegiance Merchant Services
1
Alpha, Inc.
1
AMTdirect
1
ASCO Technologies
2
ATI Allvac
1
AXA US
1
Black and Veatch Corporation
2
Bosch Rexroth
1
Bridgestone Retail Operations
1
C.R. Onsrud, Inc.
1
Camden Property Trust
1
Carlisle & Gallagher
1
Cintas Corporation
3
Citco
1
CPI Security Systems
1
Diversant
1
Doosan Portable Power
1
Eaton Corporation
1
Fluor
2
Hajoca Corporation
1
Infiniti
1
Katalyst Network Group
1
Lowes Companies, Inc.
1
McNaughton-McKay Electric Company of NC
1
NAVAIR
1
New York Life Insurance Company
1
North Carolina State University MBA Program
1
Pass & Seymour/Legrand
1
Preferred Medical Marketing Corporation Preferred Medical Marketing Corporation
1
Prism Medical Products
1
R.E. Mason Company/Rem Services, Inc.
2
Round Point Mortgage Servicing Group
1
S&ME, Inc.
2
74
Storm Technologies, Inc.
1
Target
1
Tata Consultancy Services
1
The Hertz Corporation
1
The Sherwin-Williams Company
2
The Summit Companies
1
Townsquare Interactive
2
Truliant Federal Credit Union
1
UNC Charlotte Graduate School
2
UNCC Health Informatics Program
2
Unifi Manufacturing, Inc.
1
Waffle House
1
Walbridge
2
Total
172
OCI Alumni Recruiters
Company Name
Recruiters
Bank of America
3
BDO
1
Boatsman, Gillmore & Wagner
1
CLA
1
Deloitte
1
Duke Energy
1
FAIST
1
Grant Thornton
1
Greer Walker
1
LB&A
1
Stanley Black & Decker
1
Target
1
TCS
1
TIAA-CREF
2
TQL
1
Vanguard
1
Wells Fargo
5
Total
24
75
Appendix B
2013–2014 Annual Report
University Career Center
For Work, Service, and Internships
Experiential Learning Statistics and Learning Outcomes
9201 University City Blvd | Charlotte, NC 28223
150 Atkins | 704.687.0795 | career.uncc.edu
77
79
80
81
Five Year Analysis
Year
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
One year Change
Co-op*
Outcomes
Service
49ership**
49ership
52
56
65
43
72
296
262
268
208
145
-7.14%
+12.98%
TWC
UPIP***
Combined
21
38
47
16
5
11
N/A
N/A
N/A
N/A
94
N/A
N/A
N/A
N/A
474
356
380
267
222
-44.74%
N/A
N/A
+33.15%
*This column refers to students obtaining work experiences. Since cooperative education involves students completing
multiple work experiences, that number reflects new outcomes and returning students. Some students are counted two and
three times.
**The Academic Year 2009-2010 is the first year that we initiated tracking of the Service 49erships for this report. Service
49erships saw a 220% increase in the 2010-2011 academic year with a 20% increase overall
** 2012-2013 saw 24 less confirmed students working, TIAA-CREF reduced numbers contributed to this, as did conversions to
academic credit and less students confirming employment. 49er Democracy and TWC Scholarships added.
***2013-2014 - University Professional Internship Program establishes 94 career-related on-campus Experiential Learning
opportunities for students.
Year
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
One year Change
1,718
1,343
827
358
92
2,735
2,241
1,648
1,319
1,137
Applicants
Service
49ership**
1,913
1,581
1,002
542
424
+27.92%
+22.04%
21.00%
Co-op*
49ership
TWC
UPIP****
Combined***
16
N/A
N/A
N/A
N/A
890
N/A
N/A
N/A
N/A
7,272
5,165
3,477
2,219
1,653
N/A
N/A
+40.79%
****Applicants interested in finding UPIP opportunities represented 12.23% of the total Experiential Learning offerings,
demonstrating real popularity with students.
***Application numbers are duplicated as we have many students that apply to several semesters and several different
programs (i.e. Co-ops, 49erships and Service 49erships). We also have seen a significant increase in the number of students
applying for multiple semesters and programs as compared to previous years; possibly due to the economy.
***30% of the internship/49ership postings for the 2010-2011 academic year were unpaid and have historically not been as
sought after by many of our students who need financial assistance. We also saw an increase in the number of applicants
that applied for multiple semesters and multiple programs (i.e. Co-op, Service Learning 49erships and 49erships).
***Actual number of non-replicated applicants has continued to increase, totaling 1,637 in the 2012-2013 academic year.
This is a 50.2% increase from 816 in 2009-2010. Easier, on-line application process improvements and increased student
awareness of the importance of experiential learning and the correlation to their first job after college have contributed to the
increase.
82
Sample Workshop Learning Outcome Measures
SACS and NACE Outcomes
FRESHMAN SEMINAR PRESENTATIONS
This program has allowed me to obtain educational and occupational information to aid my career and educational planning.
Mean=4.58
BE AN INTERVIEW “PRO” WORKSHOP
As a result of attending this workshop, I have learned how to more effectively present myself as a candidate for employment.
Mean=4.64
RESUMES THAT GET YOU THE INTERVIEW WORKSHOP
I can construct a resume with a clear job objective and evidence of related knowledge, skills, and accomplishments.
Mean=4.42
HOW TO FIND A JOB: GOING BEYOND THE INTERNET WORKSHOP
I feel more motivated to take action steps to initiate my job search. Mean=4.45
NINERJOBNET ORIENTATIONS
As a result of attending this workshop, I have access to and can effectively utilize career and employer resources on the
internet. Mean=4.69
Summary of Learning Objectives
Service 49ership/49ership Experiences
Sophomore Student, Business Management Major
Charlotte 49ers Athletics, Marketing Intern
1.
2.
3.
To gain a better understanding of the game operations for all Charlotte 49er Athletic teams, also how the production
script is made
a. Attend as many games as possible and learn all of the jobs that help run the programs and events, as well
as work side-by-side with supervisor during events.
To interact with fans and the community appearances to help promote Charlotte 49ers Athletic programs.
a. Getting involved with off campus events, promoting the name and brand through passing out programs and
word of mouth.
To support the marketing department with projects such as preparing promotional materials, flyers, and game ticket
preparation
a. To not only spend time at games and events, but also in the office to help put together promotional
projects.
Senior, Management and Operations Major
Bank of America, Applied Technology Program Intern
1.
2.
3.
To develop better communication skills
a. Working with teammates both in the US and abroad to understand how to communicate with global teams.
To improve critical writing skills.
a. Work with a highly audited application which requires accurate documentation.
To improve time management skills.
a. Working on day-to-day activities that the team is responsible for on top of managing side projects and
application documentation to make sure to set and meet proper deadlines.
Graduate Student, Computer Science
Zillion Technologies, Intern
1. To learn in-depth concepts in Android.
a. Work on an application that involves usage of Android’s core resources.
2. To get acquainted with web technologies
a. Develop web application involving php, html, and javascript.
3. To learn how a project is implemented in a real time environment.
a. Work closely with the team and get acquainted with the real time process and project life cycle.
Senior, Software and Information Systems Major
CISCO Systems, Technology Undergraduate Student Work
83
1.
2.
3.
To utilize my job to help me pass the CISCO Certified Network associated exam.
a. Work with routers, such as 2921 and 3945. Also work with switches like 3750 and 2960.
To gain more knowledge about IOS-XR and Nexus Operating Systems.
a. Take good notes when working with ASR9k, CRS, and GSRIZK devices that use IOS-XR. Also do the same
for Nexis devices like N7R, NSk, and NZk devices.
To develop a healthy work relationship with co-workers.
a. Always be willing to help whenever help is needed.
Junior, Anthropology Major
The International House, YETP Tutor
1.
2.
3.
To create and utilize effect lesson plans
a. Meet with lead teachers who will help me write lesson plans
To learn effective classroom management skills
a. Attend weekly professional development meetings to learn techniques from experienced teachers.
To learn more about the diversity of the Charlotte community and how it impatcs education.
a. Attend weekly professional development meetings and talk with my students about their backgrounds.
Senior, Mechanical Engineering Major
Gray Motorsports
1. To become proficient in Engineering applications such as CAD and Solidworks
a. Working to design exhaust for fabrication
2. Developing greater knowledge of fabrication and fabrication techniques
a. Will develop a header project for Motorsports company
3. Learn techniques in CNC Machining and become familiar with machining process
a. Assist in machining port tooling
Senior, Civil Engineering Major
Power Plant Management Services, LLC
1. Enhance professional and interpersonal skills
a. Enhance my communication skills to effectively communicate with future colleagues, employers, and even
loved ones.
b. Identify conflicts immediately and to be able to search for solutions or alternatives effectively while
maintaining mutual understanding/respect and open communication.
c. Understand the components of working as a team to efficiently complete a common goal, which will be
utilized not only in education, but also in other employment opportunities that I may seek in the future.
2. Gain knowledge in the Environment, Health, and Safety aspect of the power industry
a. While obtaining information, to be able to sort relevant information that will assist me in completing projects.
b. Obtain a broad understanding of processes into producing energy.
c. Understand the benefits and risks of the production of energy within the plants.
d. Understand the steps needed to be taken to ensure the safety of the public welfare.
3. Gain confidence
a. To be aware of my weaknesses, and to not allow those weaknesses to interfere with my performance.
b. Take steps to stop comparing myself to others in order to measure my abilities/competency.
c. Have more faith in myself, which in turn will make me a better person, friend, daughter, and leader.
84
Strong Interest Inventory (SII) Workshop Pre-test/Post-test Summary
T-Test Analysis 2013-2014
Summary: Average Pre-test/Post-test Mean Difference for All Questions: +0.59. (9 out of 10 mean differences
were statistically significant, indicating individual mean increases from pre-test to post-test were due to the assessment and
not increased purely by chance). Below are the probability scores for the significant and insignificant findings.
Statistically Significant Mean Differences
(Pre-test & Post-test Means)
A significant p value (p<.05) indicates that the mean difference was not due to chance and that the treatment (the
assessment) had an effect.
Question #1: I am aware of how my interests, abilities, and values relate to academic majors.
Pre-test Mean: 4.12; Post-test Mean: 4.535; p=.000<.05 (0% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.000; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.000); correlation was .253, indicating that 6% of the variation in posttest scores was associated with pre-test scores.
Question #2: I am aware of how my interests, abilities, and values relate to career decision-making.
Pre-test Mean: 4.19; Post-test Mean: 4.53; p=.000<.05 (0% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.000; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.000); correlation was .246, indicating that 6% of the variation in posttest scores was associated with pre-test scores.
Question #3: I understand how to research various career fields.
Pre-test Mean: 3.65; Post-test Mean: 4.36; p=.000<.05 (0% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.000; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.000); correlation was .244, indicating that 6% of the variation in posttest scores was associated with pre-test scores.
Question #4: I know my Holland code and understand some occupations that are relevant to me.
Pre-test Mean: 2.20; Post-test Mean: 4.44; p=.000<.05 (0% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.250; there was not a significant correlation between
pre-test and post-test scores indicating that students’ pre-test scores were not necessarily associated with or did not
consistently predict their post-test score.
Question #5: I feel prepared to select a major that relates to my career goal.
Pre-test Mean: 3.83; Post-test Mean: 4.20; p=.000<.05 (0% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.000; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.000); correlation was .422, indicating that 18% of the variation in
post-test scores was associated with pre-test scores.
Question #6: I am aware of career paths related to some majors of interest.
Pre-test Mean: 3.89; Post-test Mean: 4.42; p=.000<.05 (0% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.000; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.000); correlation was .236, indicating that 6% of the variation in posttest scores was associated with pre-test scores.
Strong Interest Inventory T-Test Analysis
Question #7: I feel motivated to take action steps toward career planning and/or decision-making.
Pre-test Mean: 4.36; Post-test Mean: 4.51; p=.000<.05 (0% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.000; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.000); correlation was .274, indicating that 8% of the variation in posttest scores was associated with pre-test scores.
Question #9: I am familiar with UNC Charlotte resources and campus offices that can support my academic success.
Pre-test Mean: 3.73; Post-test Mean: 4.26; p=.000<.05 (0% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.000; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.000); correlation was .339; indicating that 11% of the variation in
post-test scores was associated with pre-test scores.
Question #10: I have a strong knowledge base about careers.
85
Pre-test Mean: 3.45; Post-test Mean: 4.12; p=.000<.05 (0% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.000; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.000); correlation was .316; indicating that 10% of the variation in
post-test scores was associated with pre-test scores.
NOT Statistically Significant Mean Differences
(Pre-test & Post-test Means)
There was a slight mean decrease between pre-test and post-test scores but the difference was not statistically significant
(p>0.5). In a review of raw scores, this item received the highest scores of any of the pre-test questions and
therefore had no room to significantly increase. If a mean was low and stayed low, it could mean the treatment (assessment)
was not effective in addressing the item. However, the fact that this measure addresses motivation could indicate a
predisposition for already highly motivated students to seek out assessment.
Question #8: I am motivated about completing my college degree.
Pre-test Mean: 4.72; Post-test Mean: 4.73; p=.490>.05 (49% chance results are by coincidence).
Pre-test/post-test mean differences were NOT statistically significant, 0.05<0.8133; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.000); correlation was .387, indicating that 15% of the variation in
post-test scores was associated with pre-test scores.
86
Myers-Briggs Type Indicator (MBTI) Workshop Pre-test/Post-test Summary
T-Test Analysis 2013-14
Summary: Average Pre-test/Post-test Mean Difference for All Questions: +0.31. (7 out of 9 mean differences
were statistically significant, indicating individual mean increases from pre-test to post-test were due to the assessment and
not increased purely by chance). Below are the probability scores for the significant and insignificant findings.
Statistically Significant Mean Differences
(Pre-test & Post-test Means)
A significant p value (p<.05) indicates that the mean difference was not due to chance and that the treatment (the
assessment) had an effect.
Question #1: I am aware of how my interests, abilities, and values relate to academic majors.
Pre-test Mean: 4.17; Post-test Mean: 4.46; p=.000<.05 (0% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.000; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.000), correlation was .317, indicating that 10% of the variation in
post-test scores was associated with pre-test scores.
Question #2: I am aware of how my interests, abilities, and values relate to career decision-making.
Pre-test Mean: 4.19; Post-test Mean: 4.42; p=.000<.05 (0% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.003; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.002); correlation was .179, indicating that 3% of the variation in posttest scores was associated with pre-test scores.
Question #3: I understand how to research various career fields.
Pre-test Mean: 3.67; Post-test Mean: 4.16; p=.000<.05 (0% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.000; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.000); correlation was .263, indicating that 7% of the variation in posttest scores was associated with pre-test scores.
Question #4: [This question intentionally left blank as it does not pertain to the MBTI.]
Question #5: I feel prepared to select a major that relates to my career goal.
Pre-test Mean: 3.96; Post-test Mean: 4.22; p=.000<.05 (0% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.004; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.000); correlation was .355, indicating that 13% of the variation in
post-test scores was associated with pre-test scores.
Question #6: I am aware of career paths related to some majors of interest.
Pre-test Mean: 3.98; Post-test Mean: 4.39; p=.000<.05 (0% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.000; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.002); correlation was .180, indicating that 3% of the variation in posttest scores was associated with pre-test scores.
Myers-Briggs Type Indicator T-Test Analysis
Question #9: I am familiar with UNC Charlotte resources and campus offices that can support my academic success.
Pre-test Mean: 3.71; Post-test Mean: 4.20; p=.000<.05 (0.1% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.000; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.000); correlation was .227, indicating that 5% of the variation in posttest scores was associated with pre-test scores.
Question #10: I have a strong knowledge base about careers.
Pre-test Mean: 3.50; Post-test Mean: 4.05; p=.000<.05 (0% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05>0.000; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.000); correlation was .316, indicating that 10% of the variation in
post-test scores was associated with pre-test scores.
NOT Statistically Significant Mean Differences
(Pre-test & Post-test Means)
87
There were slight mean differences between pre-test and post-test scores but the differences were not statistically significant
(p>0.5). In a review of raw scores, these item s received the highest scores of any of the pre-test questions and
therefore were not significantly increased. If a mean was low and stayed low, it could mean the treatment (assessment) was
not effective in addressing the item. However, the fact that these measures address motivation could indicate a predisposition
for already highly motivated students to seek out assessment.
Question #7: I feel motivated to take action steps toward career planning and/or decision-making.
Pre-test Mean: 4.32; Post-test Mean: 4.37; p=.346>.05 (34.4% chance results are by coincidence).
Pre-test/post-test mean differences were statistically significant, 0.05<0.112; there was a significant positive correlation
between pre-test and post-test scores (sig level 0.05>0.000); correlation was .306, indicating that 9% of the variation in posttest scores was associated with pre-test scores.
Question #8: I am motivated about completing my college degree.
Pre-test Mean: 4.73; Post-test Mean: 4.67; p=.126>.05 (12.6% chance results are by coincidence).
Pre-test/post-test mean differences were not statistically significant, 0.05<0.137.
Since scores decreased slightly from the pre-test to the post-test, there was no positive correlation.
88
Appendix C
2013–2014 Annual Report
University Career Center
For Work, Service, and Internships
Experiential Learning Evaluations
9201 University City Blvd | Charlotte, NC 28223
150 Atkins | 704.687.0795 | career.uncc.edu
89
91
Analysis of Student and Employer Experiential Learning
Evaluation Feedback 10 year Trends
Student Evaluation Feedback Trends
•
The percentage of students indicating that they would accept a full-time offer if available was 87.43% this year. A
7% increase over last year, this figure is consistent with an increasing trend which first saw the percentage rise over
80% in 2009-2010. The percentage was 69 % in 2004-2005. This may continue to mean that the quality of the
internships and co-ops has improved or that students are more informed about the importance of experiential
learning and the correlation to their first job after college.
•
The Experiential Learning Program has had a significant impact on the student’s motivation toward their career goals,
understanding of career fields and their motivation to stay in school (4.76 this year and consistently ranking above a
4.0 out of 5pt scale for the last ten years). Additionally, all of these scale factors have increased slightly in the last
ten years (from as low as 4.22 in 2004-2005). This indicates that over the last ten years more students are
motivated toward completing their career goals, have a better understanding of career fields and are generally more
motivated to stay in school as a result of participating in an Experiential Learning experience (49erships or Co-ops).
•
Students’ overall rating of the Experiential Learning Program and recommendation of the program to peers has
remained consistently high (remaining above a 4.0 on a 5pt scale for the last ten years). Students, who would
recommend the program, gave it an average rating of 4.53 out of a 5 point scale in the ten year period from 20042005 to 2013-2014, which indicates that the quality of the program and experience for students has been very
reliable.
•
The average hourly salary is closely tied to economic factors such as recessions and fluctuates depending on these
conditions. (The current average hourly salary of $17.64 for 2013-2014 is an indicator of a strengthening economy,
as it has crept up, after a brief downturn since the $14.88 average earned during 2008-2009 academic year at the
height of the economic growth of the late 2000s).
Employer Evaluation Trends: Feedback on Students
•
Overall employer evaluation of our students has stayed consistently above a 4.10 out of a 5 point scale
for the last ten years (4.19 in 2013-2014). This indicates that we are still making significant strides in
preparing students for the workforce skills that they need to be successful.
Improvements have been seen in most all professional skill areas and academic preparation including:
o Education/academic preparedness (3.94 in 13-14 as compared to 3.85 in 12-13)
o Technical/computer skills (4.31 in 13-14 as compared to 3.88 in 12-13)
o Oral communication skills (4.13 in 13-14 as compared to 3.72 in 12-13)
o Written communication skills (4.13 in 13-14 as compared to 3.48 in 12-13)
o Understanding/adhering to org. systems (4.38 in 13-14 as compared to 3.84 in 12-13)
o Career direction/goals (4.13 in 13-14 as compared to 3.72 in 12-13)
o Interpersonal skills (4.69 in 13-14 as compared to 3.92 in 12-13)
o Initiative (4.06 in 13-14 as compared to 4.02 in 12-13)
The overall rating of our students for 13-14 is 4.19 which is equal to the overall rating in 04-05. This rating fluctuates
depending on the academic year, so is difficult to assess if an overall rating of our students has increased over the last 10
years.
92
93
94
Experiential Learning Evaluations
Experiential Learning Student Evaluation Summary
Overall Average GPA
Avg GPA
Min GPA
Max GPA
3.31
0
4
Avg GPA
Min GPA
Max GPA
3.19
0
4
Avg
Min
Max
3.61
2.86
4
Avg Rate
Min Rate
Max Rate
$17.64
$5.25
$43.27
Avg Rate
Min Rate
Max Rate
$15.45
$5.25
$26.40
Avg Rate
Min Rate
Max Rate
$21.83
$8.00
$43.27
Undergrad Average GPA
Grad Average GPA
Overall Average Hourly Rate
Undergrad Average Hourly Rate
Grad Average Hourly Rate
Evaluation of Work Experience
Statement
Average
My co-workers were approachable.
4
I was able to apply my education to work assigned.
4.41
I was academically prepared for my experience.
4.41
My overall rating of the experience was excellent.
4.7
The quality of work assigned was challenging.
4.35
The quantity of work assigned was challenging.
4.22
I received adequate and timely feedback.
4.6
I received adequate on-the-job training.
4
My supervisor was approachable.
4
This position matched my expectations.
4
The work environment was conducive to learning.
4.67
95
Accept Full Time Position
Accept?
Total
BU
CCI
ED
EN
HHS
LAS
Yes
153
36
53
11
39
1
13
No
3
0
1
1
0
0
1
Uncertain
19
6
3
1
5
0
4
Personal Career Direction
Statement
Overall
BU
CCI
ED
EN
HHS
LAS
As a result of participating in this program, I have a better
understanding of the connection between my personal, academic, and
career goals.
4.65
4.64
4.6
4.77
4.68
5
4.61
As a result of this EL participation and knowledge gained about myself
and career options, I am more motivated to complete my college
degree.
4.7
4.79
4.63
4.77
4.75
5
4.5
As a result of this experience, I am more motivated to stay in school.
4.43
4.52
4.18
4.77
4.59
5
4.39
I have a better understanding of this career field as a result of this
experience.
4.76
4.81
4.7
4.77
4.86
5
4.56
My career goals have been clarified as a result of this experience.
4.55
4.57
4.46
4.77
4.61
5
4.5
My participation in this program has enabled me to increase my
knowledge base, influencing my career planning and/or decision
making.
4.71
4.69
4.72
4.77
4.75
5
4.61
Overall
BU
CCI
ED
EN
HHS
LAS
I found NinerJobNet to be an easy to use, valuable tool.
3.98
4.21
4.12
3.54
3.77
5
3.72
I would recommend NinerJobNet to other students.
4.29
4.52
4.39
4.38
4.05
5
3.89
I would recommend UNC Charlotte's Experiential Learning Program to
other students.
4.41
4.52
4.42
4.31
4.5
5
3.94
My University Career Center Advisor was accessible by phone,
or/email, and/or drop in times.
4.18
4.31
4.3
4.08
4.07
5
3.78
My University Career Center Advisor was helpful and interested.
4.19
4.31
4.21
4.15
4.23
5
3.72
The application process for the Experiential Learning Program was
easy to follow and understand.
4.06
4.17
4.18
4.08
3.95
5
3.67
Overall
BU
CCI
ED
EN
HHS
LAS
As a result of participating in the EL program, I have expanded my
professional network and understanding of organizational structures
and cultures.
4.66
4.76
4.7
4.31
4.75
5
4.33
As a result of this experience, I have developed an understanding of
how leadership is mentored and developed within this organization.
4.61
4.67
4.65
4.23
4.61
5
4.61
As a result of this experience, I have further developed and expanded
my written and verbal communication skills.
4.55
4.52
4.63
4
4.68
5
4.44
I have a better understanding of how to manage my time.
4.54
4.71
4.49
4.31
4.55
5
4.44
I have a better understanding of my own personal work values and
how it influences my decision-making.
4.58
4.64
4.61
4.31
4.59
5
4.44
I have a better understanding of this organization's culture and work
environment.
4.72
4.83
4.77
4.23
4.75
5
4.56
My participation in this program has challenged me to accept and
respect differences and similarities in others.
4.59
4.67
4.54
4.38
4.64
5
4.61
Experiential Learning Program
Statement
Learning and Developmental Outcomes
Statement
96
This experience has allowed me to further expand my critical thinking
and problem solving skills.
4.61
4.74
4.67
4.15
4.59
5
4.44
This experience has encouraged me to seek positive and constructive
feedback and implement these suggestions to improve my professional
skill base.
4.63
4.76
4.65
4.23
4.64
5
4.56
This experience has helped me to develop an accurate understanding
of my professional strengths and weaknesses.
4.56
4.71
4.53
4.31
4.57
5
4.44
This experience has helped me to feel more comfortable to
appropriately challenge the unfair, unjust or uncivil behavior of other
individuals or groups.
4.39
4.55
4.35
4.31
4.32
5
4.39
Co-op Student Evaluations
Co-op GPA by College
College
Avg GPA
Min GPA
Max GPA
Overall
3.2
2.26
4
BU
3.11
2.3
3.79
CCI
3.35
2.26
4
ED
3.18
2.86
3.5
EN
3.21
2.6
4
HHS
2.54
2.54
2.54
LAS
3.21
2.76
4
Avg Rate
Min Rate
Max Rate
Overall
$16.50
$7.61
$25.00
BU
$12.32
$8.00
$20.00
CCI
$16.80
$13.00
$21.00
ED
$7.90
$7.80
$8.00
EN
$18.87
$11.00
$25.00
LAS
$7.73
$7.61
$7.80
Co-op Hourly Rate by College
College
Co-op Evaluation of Work Experience
Statement
Overall
BU
CCI
ED
EN
HHS
LAS
4
4
4
4
4
5
5
I was able to apply my education to work assigned.
4.41
4.57
3.57
4.5
4.3
5
5
I was academically prepared for my experience.
4.41
3.86
3.57
4.5
4.57
5
4.67
My overall rating of the experience was excellent.
4.7
4.71
4.71
4.5
4.73
5
4.67
The quality of work assigned was challenging.
4.35
4.57
4.86
4
4.23
4
3.33
The quantity of work assigned was challenging.
4.22
4.43
4.57
4
4.07
5
3
I received adequate and timely feedback.
4.6
4.71
4.86
4
4.5
5
4.33
I received adequate on-the-job training.
4
5
4
5
4
5
4
My supervisor was approachable.
4
4
4
4
4
5
4
This position matched my expectations.
4
4
4
4
4
5
4
4.67
4.86
4.71
4.5
4.67
5
4
My co-workers were approachable.
The work environment was conducive to learning.
97
Co-op Personal Career Direction
Statement
Overall
BU
CCI
ED
EN
HHS
LAS
As a result of participating in this program, I have a better
understanding of the connection between my personal, academic, and
career goals.
4.65
4.57
4.86
4.5
4.63
5
5
As a result of this EL participation and knowledge gained about myself
and career options, I am more motivated to complete my college
degree.
4.7
5
5
4.5
4.67
5
5
As a result of this experience, I am more motivated to stay in school.
4.43
4.57
4.71
4.5
4.57
5
4.33
I have a better understanding of this career field as a result of this
experience.
4.76
4.86
5
4.5
4.83
5
4.33
My career goals have been clarified as a result of this experience.
4.55
4.43
4.57
4.5
4.6
5
4.33
My participation in this program has enabled me to increase my
knowledge base, influencing my career planning and/or decision
making.
4.71
4.57
5
4.5
4.67
5
5
Co-op Accept Full-time Position
Accept?
Total
BU
CCI
ED
EN
HHS
LAS
Yes
41
5
6
2
25
1
2
No
0
0
0
0
0
0
0
Uncertain
9
2
1
0
5
0
1
Co-op Competencies Self Evaluation
Statement
Overall
BU
CCI
ED
EN
HHS
LAS
Acquiring and Integrating information
4.43
4.57
4.71
4.5
4.3
5
4.33
Career direction/goals
4.51
4.29
4.43
4.5
4.5
5
4.67
Computer/Technical skills
4.47
4.43
4.71
4.5
4.37
5
4.33
Experience
4.6
4.57
4.57
5
4.53
5
4.67
Initiative
4.55
4.43
4.43
4.5
4.37
5
4.33
Integrity
4.69
4.57
4.57
4.5
4.67
5
4.33
Interpersonal Skills
4.5
4.43
4.71
4.5
4.53
5
4.33
Listening skills
4.54
4.86
4.71
5
4.43
5
4.33
Oral Communication
4.44
4.57
4.29
4.5
4.43
5
4.33
Professionalism
4.62
4.57
4.29
4.5
4.63
5
4.67
Realistic Expectations
4.47
4.14
4.57
4.5
4.23
5
4.33
Time management
4.41
4.43
4.57
4.5
4.27
5
4.33
Traditional work ethic
4.58
4.57
4.57
4.5
4.53
5
4.33
Understanding and adhering to organizational systems
4.57
4.14
4.86
4.5
4.57
5
4.67
Written Communication
4.44
4.57
4.43
4.5
4.17
5
4.33
Co-op Experiential Learning Program
Statement
Overall
BU
CCI
ED
EN
HHS
LAS
I found NinerJobNet to be an easy to use, valuable tool.
3.98
4.14
4
3
3.77
5
3.67
I would recommend NinerJobNet to other students.
4.29
4.29
4.43
3
4
5
3.67
I would recommend UNC Charlotte's Experiential Learning Program to
other students.
4.41
4.57
4.57
4
4.43
5
4.67
My University Career Center Advisor was accessible by phone, or/email,
4.18
4.14
4.71
4
4.27
5
4
98
and/or drop in times.
My University Career Center Advisor was helpful and interested.
4.19
4.14
4.86
4.5
4.17
5
4
The application process for the Experiential Learning Program was easy
to follow and understand.
4.06
4.43
4.29
4.5
3.77
5
3.67
Co-op GPA by Gender
Gender
Avg GPA
Min GPA
Max GPA
Overall
3.2
2.26
4
Female
3.33
2.86
4
Male
3.16
2.26
4
Co-op Hourly Rate by Gender
Gender
Avg Rate
Min Rate
Max Rate
Overall
$16.50
$7.61
$25.00
Female
$13.08
$7.79
$25.00
Male
$17.54
$7.61
$23.00
Co-op Evaluation of Work Experience by Gender
Statement
Overall
Female
Male
4
4
4
I was able to apply my education to work assigned.
4.41
4.54
4.22
I was academically prepared for my experience.
4.41
4
4.46
My overall rating of the experience was excellent.
4.7
4.69
4.73
The quality of work assigned was challenging.
4.35
4.46
4.24
The quantity of work assigned was challenging.
4.22
4.38
4.05
I received adequate and timely feedback.
4.6
4.62
4.54
I received adequate on-the-job training.
4
4
4
My supervisor was approachable.
4
4
4
This position matched my expectations.
4
4
4
4.67
4.69
4.65
My co-workers were approachable.
The work environment was conducive to learning.
49ership Student Evaluations
49ership GPA by College
College
Avg GPA
Min GPA
Max GPA
Overall
3.36
0
4
BU
3.42
2.35
4
CCI
3.6
3
4
ED
2.51
0
4
EN
3.42
2.97
3.96
LAS
2.96
2
3.85
Avg Rate
Min Rate
Max Rate
$18.18
$5.25
$43.27
49ership Hourly Rate by College
College
Overall
99
BU
$15.12
$5.25
$36.05
CCI
$21.73
$8.00
$43.27
ED
$8.50
$6.00
$15.00
EN
$20.23
$12.00
$36.05
LAS
$9.55
$6.25
$15.00
49ership Evaluation of Work Experience
Statement
Overall
BU
CCI
ED
EN
HHS
LAS
4
4
4
4
4
0
4
I was able to apply my education to work assigned.
4.41
4.47
4.34
4.73
4.57
0
4.43
I was academically prepared for my experience.
4.41
4.41
4.44
4.55
4.36
0
4.5
My overall rating of the experience was excellent.
4.7
4.76
4.68
4.73
4.79
0
4.36
The quality of work assigned was challenging.
4.35
4.38
4.54
4.18
4.64
0
3.64
The quantity of work assigned was challenging.
4.22
4.32
4.34
4.18
4.43
0
3.57
I received adequate and timely feedback.
4.6
4.71
4.58
4.36
4.79
0
4.64
I received adequate on-the-job training.
4
4
4
4
4
0
4
My supervisor was approachable.
4
4
4
4
4
0
4
This position matched my expectations
4
4
4
4
4
0
4
4.67
4.82
4.64
4.55
4.64
0
4.57
My co-workers were approachable.
The work environment was conducive to learning.
49ership Career Direction by College
Statement
Overall
BU
CCI
ED
EN
HHS
LAS
As a result of participating in this program, I have a better
understanding of the connection between my personal, academic, and
career goals.
4.65
4.68
4.56
4.82
4.79
0
4.5
As a result of this EL participation and knowledge gained about myself
and career options, I am more motivated to complete my college
degree.
4.7
4.74
4.58
4.82
4.93
0
4.43
As a result of this experience, I am more motivated to stay in school.
4.43
4.53
4.1
4.82
4.64
0
4.43
I have a better understanding of this career field as a result of this
experience.
4.76
4.82
4.66
4.82
4.93
0
4.57
My career goals have been clarified as a result of this experience.
4.55
4.62
4.44
4.82
4.64
0
4.5
My participation in this program has enabled me to increase my
knowledge base, influencing my career planning and/or decision
making.
4.71
4.74
4.68
4.82
4.93
0
4.5
49ership Accept Full-time Job
Accept?
Total
BU
CCI
ED
EN
HHS
LAS
Yes
110
30
47
9
14
0
10
No
3
0
1
1
0
0
1
Uncertain
10
4
2
1
0
0
3
49ership Competencies
Statement
Overall
BU
CCI
ED
EN
HHS
LAS
Acquiring and Integrating information
4.43
4.5
4.44
4.27
4.5
0
4.29
Career direction/goals
4.51
4.53
4.58
4.27
4.57
0
4.5
Computer/Technical skills
4.47
4.47
4.62
4
4.71
0
4.29
100
Experience
4.6
4.59
4.6
4.73
4.64
0
4.5
Initiative
4.55
4.71
4.54
4.36
4.86
0
4.57
Integrity
4.69
4.79
4.7
4.36
4.93
0
4.64
Interpersonal Skills
4.5
4.47
4.5
4.27
4.71
0
4.29
Listening skills
4.54
4.62
4.56
4.27
4.64
0
4.36
Oral Communication
4.44
4.5
4.44
4.36
4.43
0
4.43
Professionalism
4.62
4.65
4.6
4.55
4.86
0
4.5
Realistic Expectations
4.47
4.65
4.48
4.27
4.64
0
4.57
Time management
4.41
4.53
4.5
4.18
4.43
0
4.14
Traditional work ethic
4.58
4.65
4.58
4.27
4.79
0
4.5
Understanding and adhering to organizational systems
4.57
4.71
4.58
4.45
4.71
0
4.29
Written Communication
4.44
4.53
4.5
4.36
4.64
0
4.29
49ership Experiential Learning Program
Statement
Overall
BU
CCI
ED
EN
HHS
LAS
I found NinerJobNet to be an easy to use, valuable tool.
3.98
4.21
4.14
3.64
3.79
0
3.79
I would recommend NinerJobNet to other students.
4.29
4.56
4.38
4.64
4.14
0
4
I would recommend UNC Charlotte's Experiential Learning Program to
other students.
4.41
4.5
4.4
4.36
4.64
0
3.79
My University Career Center Advisor was accessible by phone,
or/email, and/or drop in times.
4.18
4.32
4.24
4.09
3.64
0
3.79
My University Career Center Advisor was helpful and interested.
4.19
4.32
4.12
4.09
4.36
0
3.71
The application process for the Experiential Learning Program was
easy to follow and understand.
4.06
4.12
4.16
4
4.36
0
3.79
49ership GPA by Gender
Gender
Avg GPA
Min GPA
Max GPA
Overall
3.36
0
4
Female
3.21
0
4
Male
3.45
2.4
4
49ership Hourly Rate by Gender
Gender
Avg Rate
Min Rate
Max Rate
Overall
$18.18
$5.25
$43.27
Female
$15.50
$5.25
$36.05
Male
$19.64
$6.25
$43.27
49ership GPA by Ethnicity
Ethnicity
Avg GPA
Min GPA
Max GPA
Overall
3.36
0
4
Not Specified
3.12
0
4
African American or Black
2.98
2.5
3.3
Asian
3.63
3
4
Asian Including from Indian sub-continent
3.57
3.14
4
Caucasian
3.2
0
4
Hispanic or Latino
3.43
3.3
3.69
101
I would rather not say
3.64
2.69
4
Multi-ethnic
3.6
3.25
3.77
49ership Hourly Rate by Ethnicity
Ethnicity
Avg Rate
Min Rate
Max Rate
Overall
$18.18
$5.25
$43.27
Not Specified
$13.02
$6.25
$18.00
African American or Black
$12.46
$6.30
$23.00
Asian
$20.93
$8.00
$39.00
Asian Including from Indian sub-continent
$26.06
$13.50
$43.27
Caucasian
$15.14
$5.25
$26.40
Hispanic or Latino
$18.80
$15.00
$26.40
I would rather not say
$16.16
$6.25
$26.40
Multi-ethnic
$10.25
$10.25
$10.25
Experiential Learning Program Employer Evaluation Summary
Employer Evaluation of Student by College
Statement
Overall
BU
EN
LAS
Acquiring and Integrating information
4.06
4
4.18
3.67
Career/direction goals
4.13
4
4.27
3.67
Educational/academic preparedness
3.94
4.5
3.91
3.67
Experience
3.88
4.5
3.91
3.33
Initiative
4.06
3.5
4.09
4.33
Integrity
4.56
4
4.73
4.33
4
4
4.09
3.67
Oral communication skills
4.13
4
4.27
3.67
Overall rating of performance
4.31
4
4.45
4
Professionalism
4.31
3.5
4.73
3.33
Punctuality/attendance
4.38
3
4.64
4.33
Quality of students work
3.94
4
4.09
3.33
Quantity of work produced by student
4.06
4
4.27
3.33
Realistic expectations
4.06
3.5
4.36
3.33
Interpersonal skills
4.69
5
4.64
4.67
Technical/Computer skills
4.31
4
4.45
4
Time management
4.19
4
4.36
3.67
Traditional work ethic
4.31
4
4.55
3.67
Understanding and adhering to organizational systems
4.38
4
4.45
4.33
Writing communication skills
4.13
4.5
4.27
3.33
Listening skills
Employer Recommends Students by College
Recommend?
Total
BU
EN
LAS
Yes
11
1
9
1
No
1
1
0
0
Uncertain
4
0
2
2
102
Employer Evaluation of UCC by College
Statement
Overall
BU
EN
LAS
I found Web Job Listings to be an easy to use, valuable tool in posing my position(s).
3.44
4
3.18
4
I found Web Resume Book (online resumes) an easy to use, valuable tool in searching for
student candidates.
3.25
3.5
3.18
3.33
4
4
3.82
4.67
The University Career Center staff was easy to reach by phone and/or email.
3.38
3
3.18
4.33
The University Career Center staff was helpful and interested in assisting me with this
position.
3.38
3
3.27
4
UNC Charlotte students are a good source of talent for my organization.
4.13
4
4.09
4.33
I would recommend UNC Charlotte's Experiential Learning Programs to peers and/or
supervisors both in and out of my organization.
Co-op Employer Evaluations
Co-op Employer Evaluation of Students by College
Statement
Overall
BU
EN
LAS
Acquiring and Integrating information
4.06
5
4.2
0
Career/direction goals
4.13
5
4.3
0
Educational/academic preparedness
3.94
5
3.9
0
Experience
3.88
5
3.9
0
Initiative
4.06
5
4.1
0
Integrity
4.56
5
4.8
0
4
5
4.1
0
Oral communication skills
4.13
5
4.3
0
Overall rating of performance
4.31
5
4.5
0
Professionalism
4.31
5
4.8
0
Punctuality/attendance
4.38
5
4.7
0
Quality of students work
3.94
5
4.1
0
Quantity of work produced by student
4.06
5
4.3
0
Realistic expectations
4.06
5
4.4
0
Interpersonal skills
4.69
5
4.7
0
Technical/Computer skills
4.31
5
4.5
0
Time management
4.19
5
4.4
0
Traditional work ethic
4.31
5
4.6
0
Understanding and adhering to organizational systems
4.38
5
4.5
0
Writing communication skills
4.13
5
4.3
0
Listening skills
Co-op Employer Evaluation of Students by Gender
Statement
Overall
Female
Male
Acquiring and Integrating information
4.06
4
4.33
Career/direction goals
4.13
5
4.22
Educational/academic preparedness
3.94
4.5
3.89
Experience
3.88
4
4
Initiative
4.06
4
4.22
Integrity
4.56
5
4.78
4
4
4.22
Listening skills
103
Oral communication skills
4.13
5
4.22
Overall rating of performance
4.31
4.5
4.56
Professionalism
4.31
5
4.78
Punctuality/attendance
4.38
5
4.67
Quality of students work
3.94
4.5
4.11
Quantity of work produced by student
4.06
4.5
4.33
Realistic expectations
4.06
4
4.56
Interpersonal skills
4.69
4.5
4.78
Technical/Computer skills
4.31
5
4.44
Time management
4.19
4
4.56
Traditional work ethic
4.31
4.5
4.67
Understanding and adhering to organizational systems
4.38
4.5
4.56
Writing communication skills
4.13
4.5
4.33
49ership Employer Evaluations
49ership Employer Evaluation of Students
Statement
Overall
BU
EN
LAS
Acquiring and Integrating information
4.06
3
4
3.67
Career/direction goals
4.13
3
4
3.67
Educational/academic preparedness
3.94
4
4
3.67
Experience
3.88
4
4
3.33
Initiative
4.06
2
4
4.33
Integrity
4.56
3
4
4.33
4
3
4
3.67
Oral communication skills
4.13
3
4
3.67
Overall rating of performance
4.31
3
4
4
Professionalism
4.31
2
4
3.33
Punctuality/attendance
4.38
1
4
4.33
Quality of students work
3.94
3
4
3.33
Quantity of work produced by student
4.06
3
4
3.33
Realistic expectations
4.06
2
4
3.33
Interpersonal skills
4.69
5
4
4.67
Technical/Computer skills
4.31
3
4
4
Time management
4.19
3
4
3.67
Traditional work ethic
4.31
3
4
3.67
Understanding and adhering to organizational systems
4.38
3
4
4.33
Writing communication skills
4.13
4
4
3.33
Listening skills
49ership Employer Recommends Students for Employment
Recommend?
Total
BU
EN
LAS
Yes
2
0
1
1
No
1
1
0
0
Uncertain
2
0
0
2
104
49ership Employer Evaluation of UCC by College
Statement
Overall
BU
EN
LAS
I found Web Job Listings to be an easy to use, valuable tool in posing my position(s).
3.44
5
3
4
I found Web Resume Book (online resumes) an easy to use, valuable tool in searching for
student candidates.
3.25
4
3
3.33
4
4
3
4.67
The University Career Center staff was easy to reach by phone and/or email.
3.38
3
3
4.33
The University Career Center staff was helpful and interested in assisting me with this position.
3.38
3
3
4
UNC Charlotte students are a good source of talent for my organization.
4.13
4
4
4.33
I would recommend UNC Charlotte's Experiential Learning Programs to peers and/or
supervisors both in and out of my organization.
49ership Employer Evaluation of Students by Gender
Statement
Overall
Female
Male
Acquiring and Integrating information
4.06
4
3.33
Career/direction goals
4.13
3.5
3.67
Educational/academic preparedness
3.94
4
3.67
Experience
3.88
3.5
3.67
Initiative
4.06
4
3.67
Integrity
4.56
4
4
4
3.5
3.67
Oral communication skills
4.13
3.5
3.67
Overall rating of performance
4.31
4.5
3.33
Professionalism
4.31
3.5
3
Punctuality/attendance
4.38
4.5
3
Quality of students work
3.94
3.5
3.33
Quantity of work produced by student
4.06
3.5
3.33
Realistic expectations
4.06
3.5
3
Interpersonal skills
4.69
4.5
4.67
Technical/Computer skills
4.31
4
3.67
Time management
4.19
3.5
3.67
Traditional work ethic
4.31
3.5
3.67
Understanding and adhering to organizational systems
4.38
4
4
Writing communication skills
4.13
3.5
3.67
Listening skills
UPIP Student Evaluations
UPIP Evaluation of Work Experience
Statement
Overall
BU
CCI
ED
EN
HHS
LAS
I found NinerJobNet easy to use and navigate.
4.13
4
4
0
5
0
4
I received valuable and timely feedback from mentor.
4.38
3.33
4.33
0
4.5
0
4.75
My mentor was approachable.
4.63
4
4.67
0
5
0
4.75
My overall rating of the experience.
4.13
3
4
0
5
0
4.38
The application process for UPIP was easy to follow and understand.
4.31
4
4
0
5
0
4.38
The work environment was conducive to learning.
4.44
3.33
4.33
0
5
0
4.75
105
UPIP Professional Development Skill Growth
Statement
Count
Analytical
10
Communication
11
Cultural Awareness
5
Initiative
9
Inquiry, Curiosity
8
Interpersonal
8
Leadership
4
Professionalism, Work Ethic
10
Self-Awareness
11
Teamwork
5
Technical
6
UPIP Learning Outcomes
Statement
Overall
BU
CCI
ED
EN
HHS
LAS
I feel more motivated to take more steps to help me prepare for my
career.
4.5
3.67
4.33
0
5
0
4.75
I have a better understanding of the connection between my personal,
academic, and career goals.
4.38
3.33
4.33
0
5
0
4.63
This experience has helped me to develop an accurate understanding of
my professional strengths and weaknesses.
4.06
3.33
4
0
3.5
0
4.5
This internship increased my career knowledge base (and therefore
helping me in career planning and/or decision making).
4.5
4
4.67
0
5
0
4.5
UPIP GPA by College
College
Avg GPA
Min GPA
Max GPA
Overall
3.24
2
4
BU
3.7
3.1
4
CCI
2.9
2
3.8
EN
3.54
3.4
3.68
LAS
3.12
2.1
3.91
Gender
Avg GPA
Min GPA
Max GPA
Overall
3.24
2
4
Female
3.41
2.47
4
Male
2.88
2
4
UPIP GPA by Gender
UPIP Would Continue As Intern
Continue?
Total
BU
CCI
ED
EN
HHS
LAS
Yes
13
1
3
0
2
0
7
No
2
1
0
0
0
0
1
Uncertain
1
1
0
0
0
0
0
106
Recommend UPIP to Peers
Recommend UPIP?
Count
Yes
15
No
1
Total
16
UPIP Employer Evaluations
UPIP Evaluation of Student
Statement
Average
Quality of students work
4.38
Student's display of communication skills
4.46
Student's display of professionalism
4.85
Student's educational/academic preparedness for this internship
4.08
Your overall rating of student's performance
4.54
UPIP Professional Skill Development Goals
Statement
Count
Analytical
6
Communication
9
Cultural Awareness
2
Initiative
7
Inquiry, Curiosity
3
Interpersonal
5
Leadership
2
Professionalism, Work Ethic
10
Self-Awareness
3
Teamwork
7
Technical
6
UPIP Intern Goal Growth
Growth?
Count
Yes, in certain areas
1
Yes, to some extent in all areas
7
Yes, very much for all areas
4
Total
12
UPIP Would Continue With Student
Recommend Continuing?
Total
BU
CCI
ED
EN
HHS
LAS
Yes
13
1
3
0
1
0
8
No
0
0
0
0
0
0
0
Uncertain
0
0
0
0
0
0
0
107
UPIP Evaluation of UCC
Statement
Average
I found NinerJobNet to be an easy-to-use, valuable tool in posing my position(s).
3.77
I would recommend UNC Charlotte's UPIP to peers and/or supervisors both in and out of my organization.
4.54
The University Career Center staff was helpful and interested in assisting me with this position.
4.92
The University Career Center staff was easy to reach by phone and/or email.
4.92
UNC Charlotte students are a good source of talent for my department.
4.38
108
Appendix D
2013–2014 Annual Report
University Career Center
For Work, Service, and Internships
Annual Progress 2010-2015 Strategic Plan and Follow-Up Plans
9201 University City Blvd | Charlotte, NC 28223
150 Atkins | 704.687.0795 | career.uncc.edu
109
2010-2015 Strategic Plan Template: 2013-2014
University Career Center for Work, Service, and Internships
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:
C. Summary of major
goals in strategic plan:
D. Summary of new
resources required to
achieve new 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.
Goals compared to AS plan. Last UCC draft reviewed with Director Team.
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.
111
•
•
•
•
•
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. 2012-2013
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.
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
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 were 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 area coordinated with faculty 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
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geographic related moves.
B. Environmental
scan/updates of
challenges, opportunities,
and obstacles since last
strategic plan:
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
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.
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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:
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 #1, 4, 6.
1.
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).
2. To assist students in gaining a better understanding of the connection between their
personal, academic, and career goals.
3. 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.
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•
•
•
H. Resources Required:
•
•
•
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,
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
(73.5% of undergraduates and 48.6% of graduate students- which also are using our
services more)
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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.
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
116
•
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
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.
•
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
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•
•
•
•
•
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
•
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
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J. Follow-up plan to make
changes as a result of
assessment findings:
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.
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
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.
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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?
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.
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:
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 #1, 5, 6.
1.
To explore additional job search tools use (i.e., NJN, Optimal Resume, online content)
and integration into courses.
2. To enhance the quality of student and employer interactions through career fairs.
3. To explore expansion of Job Search career counseling groups beyond 2 annually.
4. To improve student engagement and job search behavior feedback through on-campus
interviewing program.
5. To re-evaluate the Career Prospector model while exploring the development of an
Alumni Mentoring program and expand group career job shadowing site visits.
6. To explore administrative option for the Post Graduation Survey (PGS) as well as
additional ways to share data (i.e. institutional research oversight).
7. To expand tracking of Career Success Certificate, self-assessment, career course
participants and improve post-graduation survey outcomes.
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Report on expanded use of software and job search tools.
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Review and report on student and employer feedback on career fairs, on-campus
interviewing, and job search groups.
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Review post-graduation survey effective administration and report on deliverables.
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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.
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Use of job search related software integration into courses/ online offerings.
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Development and increased use of Career Prospector and /or mentoring programs.
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Student numbers utilizing and completing Career Success Certificate program, group job
shadowing site visits, on-campus interviewing.
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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).
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Effectiveness of self-assessment and career course participation in relation to graduation
and retention rates (i.e., participants yield higher rates).
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Overall participation in OCI (higher #s of employers and students) and percentage
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schedules filled.
H. Resources Required:
Additional funding for career software, space for career counseling groups, staffing to support
Alumni Mentoring program, and outsourced support for Post-Graduation Survey.
Annual Report
I. Annual progress
assessment of
performance outcomes:
2010-2011
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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.
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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
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.
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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.
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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.
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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
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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).
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
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PGS 2012 (overall employment rate of 80%-17% part time) still indicating a slow
economic turn- around.
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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.
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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.
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
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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
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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.
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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) 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
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J. Follow-up plan to make
changes as a result of
assessment findings:
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.
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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.
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Across all fairs, 89% of employers agreed or strongly agreed that the event was
worthwhile for their organization to attend.
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Employer attendance increased at 5 career fairs-up 18% (1,190 recruiters)
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Overall Job fair attendance was 6,256.
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Excellent self- assessment and career course measures reported in Goal 1.
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2,934 Interviews were conducted overall, without fairs 1,279 by 99 companies.
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98.4% OCI schedules were filled in Fall 2013 and in Spring 2014 98.9%.
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Resume referrals decreased intentionally to provide more strategic service.
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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.
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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.
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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.
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A job search course outline was developed, targeted for CLAS student this next year
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The new AD positions helped us expand student service options
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
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.
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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.
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:
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 #1, 2, 3, 5, 6.
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).
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Report on new ways the 49ership model has been explored or utilized.
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Review, report, and act on Employer evaluations of student participants.
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Review, report and act on student EL evaluations, and identification of skills as part of the
learning objectives.
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Track expanded internship opportunities with nonprofits and federal agencies.
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Successful development and offering of EL online course by 2014.
•
Expanded number of EL employers on advisory board and engagement with this
subgroup.
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Overall student involvement in university sanctioned EL maintained above 70%.
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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).
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Increase exploration and utilization of the 49ership model; increase student usage.
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Increased student follow-through on applications and participation in Experiential
Learning through office and the university; above 70% and 550 courses.
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Increased student involvement in Service 49erships.
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Further opportunities developed/publicized for the federal sector.
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VISTA worker hired and development of service outreach awareness by 2012/13.
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Expanded number of staff qualifying as federal career counselors/recruiters in 2011.
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EL participants report improved understanding of connection between personal,
academic, and career goals (3.9 and above on 1-5 scale).
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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.
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H. Resources Required:
Annual Report
I. Annual progress
assessment of
performance outcomes:
2010-2011
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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.
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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.
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EL applications increased by 43% to 2,219 (non duplicated1351); more students applied
for multiple programs, including service 49erships. 2,356 with Career Prospector.
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The 49ership was used for the CCI specialty projects; 50 students participated.
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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.
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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.
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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.
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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.
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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.
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Disney hired 13 co-op students
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We applied, for the 2nd time, to be a training site for the federal career counselors.
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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
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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.
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The College of Education applied for a 49ership course EDUC 3400.
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Sixteen 16- 49erships were differed for course credit.
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EL Moments in the classroom reached 2,144 students
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15 students to date selected for the DNC/ Host Committee internships/scholarships
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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.
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To Date, 42 students have participated in the Bank of America ATP 49erships.
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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.
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More UCC Employer Board members are offering or reinstating internship programs.
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EL courses increased to 673; we have identified 32 of these as Service Learning.
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92% undergrad traditional students graduated academically sanctioned EL course work.
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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
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
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•
•
•
J. Follow-up plan to make
changes as a result of
assessment findings:
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
•
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
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
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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
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.
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:
C. Action plans to
achieve goal:
Supports Academic Services goals #1, 2, 3, 5, 6.
1.
2.
3.
4.
5.
6.
D. Effectiveness
measures/methods to
assess outcomes/goal
•
•
•
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.
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).
To increase alumni sponsor engagement in the Career Prospector program.
To explore training models (workshops, online tools, Cont. Ed GDFI course) and provide
more career information to support UCC, faculty, and professional advisors.
To explore further opportunities for employers to engage with University constituents
(i.e., pre fair panel; Host Summer Institute; biotech, federal, green careers panels).
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.
129
attainment:
E. Assessment schedule
to assess goal:
F. Person/group
responsible:
G. Performance
outcomes for goal:
H. Resources Required:
•
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
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
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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
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%).
131
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
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 online 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
132
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•
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
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
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,
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•
•
•
•
•
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
•
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.
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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
•
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
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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
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J. Follow-up plan to make
changes as a result of
assessment findings:
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
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 members 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.
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:
Supports Academic Services goals #2, 3, 5, 6.
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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 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
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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.
•
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.
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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
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•
•
•
•
•
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
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 administrartive needs and job description, and provided names for
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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.
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.
•
Served as judge for OIP student photo contest
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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
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.
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:
Supports Academic Services goal #3.
1.
2.
3.
4.
5.
To study, redesign the discipline alignment and resulting Career Advisor and administrative
workload, and recommend additional positions needed.
To explore further collaboration with University Community Relations regarding Campus
Compact annual reports and Community Engagement web content.
To provide faculty tools /Web resources for civic engagement course integration-2011.
To increase student tracking capabilities (i.e., Swipe card technology) and on line
streamlining of registration processes (i.e., Experiential Learning, self-assessment).
To study, reevaluate, and recommend major administrative package (Experience,
NACELink/Symplicity, C3M, etc.) by 2013.
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6.
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:
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
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;
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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
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.
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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
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
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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.
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Urban civic engagement minor course grant was renewed.
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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.
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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
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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
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)
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Provided UCC and Director Leadership Team building- including MBTI
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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
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NACE Professional standards- UCC leadership team reviewed these; prepared for self-study
•
PGS 2013 was contracted with Info Group-to be delivered summer 2014
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Responded rapidly to emergency situation with connectEDU chapter 11 filing
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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
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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
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5 Major conferences (NACE, SoACE, NCDA, NCACE, NCCDA) 40 webinars, assessments
training, national benchmark
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Internal Review requested before reorg went through year cycle- prepared study
document, recommended names, timeline, and materials for the website
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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
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New fair venues and registration automation was very successful
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Document imaging made UCC priority for AS ITS list
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QEP and UPIP budget analysis- supported some additional program needs
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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
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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
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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
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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
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
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.
•
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J. Follow-up plan to
make changes as a result
of assessment findings:
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.
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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.
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