Graduate Career Proposal
Running head: GRADUATE CAREER SERVICES PROPOSAL
U590: Independent Study Career Development:
Graduate Career Services Proposal
Lindsay Smith
Indiana University
May 7, 2009
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Graduate Career Proposal
Table of Contents
1. Project Overview…………………………………………….……….…….…... 3
2. Background Information…………………………………………….………..… 4
a. The University of Chicago Career Advising and Planning Services
b. The University of Texas at Austin Career Exploration Center
c. University of California Berkeley Career Center
d. Statement of the Problem
3. Project Detail……………………………………….…………………….……. 9
a. Goals and Objectives
b. Clientele
c. Methods
d. Staff / Administration
4. Available Resources………………………………….………………………... 13
5. Needed Resources……………………………………………………………... 14
a. Personnel
b. Facilities
c. Equipment / Supplies / Communication
d. Budget
6. Evaluation Plan………………………………………………..…………….… 16
a. Formative Evaluation
b. Summative Evaluation
c. Council for the Advancement of Standards (CAS) in Higher Education Evaluation
7. References……………………………………………………………………... 18
8. Appendices……………………………………………………………………. 20
a. Timeline
b. Dissemination Plan
c. Expenses
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Graduate Career Proposal
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Graduate Career Center Proposal
Project Overview
According to fall 2007 enrollment statistics, IUPUI, “Master’s level enrollments have
more than doubled over the last decade. Enrollments in both first professional and doctoral
programs have also increased in recent years” (Institutional Portfolio: IUPUI, 2009, student
enrollment section). In fact, as of 2007, “IUPUI educates more graduate/professional students
than any Indiana campus” (Institutional Portfolio: IUPUI, 2009, Graduate Enrollment at Indiana
Universities with More than 7,500 section). However, as graduate student statistics continue to
improve, IUPUI does not have a centralized career services office dedicated to the needs of
graduate students. Many processes at IUPUI are decentralized; therefore, in order for a graduate
student to obtain all of the services available to them, one would have to know that there are at
least 6 different career services office on campus, an IUPUI Graduate Office, and faculty
advisors for graduate students in schools that do not have designated career services.
According to the 2008 IUPUI Student Satisfaction and Priorities Survey, 62 percent of
undergraduate students who replied said they expected to enroll for a more advanced degree
upon graduation (2009), and five years after completing a master’s degree at IUPUI, one-third of
alumni that chose to continue their education did so at IUPUI (Information Management and
Institutional Research at IUPUI, 2006). These statistics reflect both a strong desire from IUPUI
alumni to attend IUPUI for advanced degrees, and a strong need for the university to create more
career resources in order to ensure that our students are aware of the career exploration process at
all levels of their education.
Currently the Graduate Office at IUPUI has a very well organized website that can serve
as a starting point for a discussion on services for graduate students on the IUPUI campus. Links
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to financial aid, admissions, schools at IUPUI, as well as information on preparing a personal
statement, GRE, and preparing for graduate school are listed on the office’s website. In addition
the IUPUI Career Services Council is in the process of creating a centralized website for career
related information for students, employers, staff, faculty, as well as career events.
Creating a Graduate Career Services Office will centralize all of the efforts of several
offices and staff within the institution, and will also create a common ground for graduate
students, regardless of their school, to come to an office to speak with a career counselor about
career exploration within one’s major, assessment, job search, and resume development; all of
the same services offered to undergraduate students, but at a graduate level, because often times
graduate students are unaware that career services are available to them.
Creating the Graduate Career Services Office will also entail updating the University
College website, as well as the IUPUI Career Services Council website to reflect graduate career
resources, as well as marketing to current students and alumni to inform them that career services
exist. Although many resources currently exist for graduate students, much of the university’s
efforts are disjointed and need to be organized so that students can either assist themselves or no
where to go to receive guidance in the career development process.
Background Information / Statement of the Problem
In order to propose a graduate career center to best meet the needs of IUPUI students, I
have provided a brief review of three university career centers that focus on graduate students to
varying degrees. Each of these universities have characteristics similar to IUPUI or its students,
whether it be institution size or location, the distribution of undergraduate to graduate students,
or the type of students the institution serves .
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The University of Chicago, Career Advising and Planning Services. With 4,900
undergraduate and 9,800 graduate, professional, and other students, the Carnegie Foundation
classifies The University of Chicago as a private, residential, research institution with a focus on
the arts and sciences. Within the Career Advising and Planning Services office is a Graduate
Services Team consisting of seventeen career counselors with a variety of backgrounds in
academic fields. These graduate career counselors assist students, “in determining which career
path best suits your [sic] interests and provides resources to help focus your [sic] career pursuits
both during and after graduate school” (The University of Chicago, Career Advising and
Planning Services, 2009, Welcome to CAPS section).
A major strength of the Career Advising and Planning Services, Graduate Services Team
is the number of career counselors dedicated exclusively to graduate, professional, and doctoral
students, as well as alumni of the university who volunteer to meet with students. “A group of
more than 60 University of Chicago alumni on faculty at a range of institutions, who have
volunteered to speak with students, post-docs, and alumni, and to provide feedback on
application materials. They can provide an inside perspective on a small liberal arts college, a
large state institution, or an urban commuter school, as well as other research universities” (The
University of Chicago, Career Advising and Planning Services, 2009, Professors on Call
section).
The Graduate Services Team also has a five-session career exploration seminar and
programs created for graduate students and postdoc individuals on topics such as careers in
writing, consulting, government, financial services, and others. Much of the Career Advising and
Planning Services programs for students pursing advanced degrees are, “designed to support
your [sic] professional development in academia” (2009, Academic Job Market Program Series
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section). In turn, the majority of online resources found on the Career Advising and Planning
Services website are for preparation for academic job searches and careers in academia. The
website notes that, “Graduate Services provides a supplement to, rather than a substitute for, the
help and information you should get from your department and faculty advisors” (The University
of Chicago, 2009, Academic Job Search section), indicating that for those with the intention of
finding academic jobs, faculty advisors should not be ignored.
The University of Texas at Austin Career Exploration Center. According to the Carnegie
Foundation for the Advancement of Teaching’s classification, the University of Texas at Austin
is a primarily nonresidential, public institution (2009) with approximately 39,000 undergraduate
and 11,000 graduate students. The University of Texas at Austin is classified as a research
institution with a focus on the arts and sciences and has a comprehensive doctoral program but
lacks doctoral programs for veterinary and medicine.
The main focus of the Career Exploration Center is to provide resources for
undergraduate students to connect with a meaningful career related to their chosen major.
Graduate school is addressed on the Career Exploration Center website as another option for
students completing their bachelor’s degree. Therefore, information is provided for students with
an interest in pursing graduate or professional school, but there are few resources devoted solely
to students in the process of pursing advanced degrees.
The University of Texas at Austin utilizes career counseling, assessments, mock
interviews, personal statement review, the Career Exploration Center Resource Library, and
handouts to assist students in preparing for graduate school. Handout topics include researching
graduate programs, timetables for graduate school planning, interview preparation, and graduate
degrees at the University of Texas. Career Exploration Center also has a workshop entitled,
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“How to Plan for Graduate School,” that they offer to University of Texas student organizations,
groups, classes or departments.
The University of Texas at Austin Career Exploration Center excels at marketing career
services to graduate students through their website without actually providing resources
exclusively for graduate students. Graduate students, or those considering graduate school, are
able to see any career counselor in the Career Exploration Center, and students working on their
personal statements, resume or curriculum vitae (CV) may visit the Graduate Student Writing
Service for additional assistance.
University of California Berkeley, Career Center. The University of California Berkeley
is a public, residential, research institution comprised of approximately 35,000 undergraduate
and 10,000 graduate students. The institution has both undergraduate and graduate degrees
concentrating on the arts ands sciences and a comprehensive doctoral program, but no veterinary
or medical programs (Carnegie Foundation for the Advancement of Teaching, 2009). According
to the Career Destination Survey of graduating students, “about 20% of Cal grads enter directly
into advanced degree programs and over 50% expect to do so within 5 years of graduation”
(University of California Berkeley, Career Center, 2009, Graduate & Professional School
section).
The Career Center at the University of California Berkeley greatest strength is their
utilization of the internet to distribute career and graduate school related information to graduate
and PhD students regarding career exploration, workshops, graduate school fairs, application
deadlines, and career counseling information. The Career Center website has extensive
information on graduate school, law school and health professional schools. Within each of these
resources, information can be found on topics such as: preparation, application, options for
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obtaining your goals, and advising/counseling and resources. The University of California
Berkeley has two designated career counselors for students looking for guidance after grad
school, but the majority of information can be found online and allows for the student to do one’s
own research 24 hours a day.
Statement of the Problem. Currently, IUPUI operates under a decentralized career
services model, which means unless a student knows what graduate school they are preparing
for, there is no designated office for students to go to for graduate career services. Career
counselors in the Office of Academic and Career Development, within University College, make
appointments with students interested in pursing advanced degrees; however, career services for
graduate students are not advertised on their website (http://uc.iupui.edu) or on the IUPUI main
website (http://www.iupui.edu).
Within each school at IUPUI, career services are offered for masters, professional and
doctoral students, but services vary greatly by school; in some cases, where the student will be
best served varies greatly too. For example, the Kelley School of Business, Graduate Career
Services Office, “serves the professional and career development needs of MBA (Masters of
Business Administration) students in all of Kelley’s graduate programs” (2009, Career Resources
section), including those on the Indianapolis campus. The Kelley School of Business
Indianapolis, Career Planning Office assists students on the Indianapolis pursing a Masters of
Professional Accountancy (MPA), Master of Science in Accounting (MSA), or undergraduate
business degree.
Career services offered for graduate, professional, and doctoral students at IUPUI can be
focused by creating a graduate career services branch of the Office of Academic and Career
Development within University College. Although IUPUI provides its students with most
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services offered at a Graduate Career Services office, IUPUI lacks a centralized place for
undergraduate students interested in graduate school, and current graduate students to go to
receive career services regardless of their chosen major or career goals.
Project Detail
Goals and objectives. There are currently three major goals for the Graduate Career
Center and specific objectives within each of these goals.
Goal #1: To increase awareness of graduate school options in undergraduate students
Objective #1.1: Create graduate school resources for IUPUI undergraduate
Objective #1.2: Utilize IUPUI Career Services Council career development
website and/or University College website to include Grad School component
Objective #1.3: Include information about graduate programs during Career Week
Goal #2: To introduce career services to graduate/doctoral/professional students at IUPUI
Objective #2.1: Create career resources for current graduate and doctoral students
Objective #2.2: Utilize IUPUI Career Services Council career development
website and/or University College website to include a component for Graduate/
Professional and Doctoral Student Services
Objective #2.3: Include information about graduate career services during
graduate student’s orientation to IUPUI and in marketing brochures
Objective #2.4: Inform graduate students in each school of services available in
University College through visits in class and email notification.
Objective #2.5: Assess needs of students pursing advanced degree at IUPUI to
discover what attributes they would like in a graduate career center
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Goal #3: To create a Graduate Career Service branch of Academic and Career
Development, University College
Objective #3.1: Create Steering Committee in order to enlist support from
University College and across the institution, and to link to resources
Objective #3.2: Determine number of full-time and part-time career counselors
will be needed for department, as well as graduate assistants, internship, and
practicum students
Objective #3.3: Generate awareness across campus for Graduate Career Services
office and the services provides by office.
Objective #3.4: Complete CAS Evaluation at year 1 of operations for
accreditation, as well as formative at 6 month and 1 year, and summative at 1
year.
Clientele. IUPUI is a public, non-residential, research institution with a total enrollment
of approximately 30,000 with a distribution of approximately 21,000 undergraduate and 8,600
graduate / professional / doctoral students (Institutional Portfolio: IUPUI, 2009, Student
Enrollment section).
Of the two clientele groups, the first is undergraduate students at IUPUI who may be
interested in pursing a graduate or professional degree. According to the results of the 2008
Continuing Student Satisfaction and Priorities Survey, only 45.3 percent of IUPUI undergraduate
students are either satisfied or very satisfied with the, “information about graduate and
professional programs” (Office of Information and Management and Institutional Research,
2009, p. 4), they have received. However, in the same study, 74.3 percent of students ranked this
information as being either important or very important to them (Office of Information and
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Management and Institutional Research, 2009). In addition, 62 percent of those who responded
said they, expect to enroll for a more advanced degree”, upon graduation (p. 18).
The second clientele is masters, professional, and doctoral students at IUPUI who are
looking for guidance in career exploration, job search, writing a curriculum vitae (CV), resumes
and cover letters, or any other additional resources that may be specific to one pursing an
advanced degree.
Both clientele groups are equally important and essential components to this proposal.
Neither group is currently being served to full capacity by IUPUI career services and can benefit
from a Graduate Career Services department.
Methods. The primary methods for achieving the goals and objectives will be to:
1. Meet with the IUPUI Career Services Council to find out what steps I can take to get resources
on their website for graduate students. They are currently in the process of creating a career
services website for IUPUI (http://www.iupui.edu/career/dev) that is currently not linked to the
main website, nor advertised to any IUPUI constituents.
2. Marketing campaign will be created to alumni of IUPUI introducing them to the Graduate
Career Services Offices, the services offered, and asking them to go to either mail in a portion of
the letter, or go to our website and submit their email address if they are interested in receiving
more information in the future.
3. Targeted email campaign will be created and sent to junior and senior undergraduates
students. After the first year, it will only be sent to juniors in the spring of their junior year or
summer prior to their senior year before they would begin applying to graduate schools. We will
utilize students in the School of Informatics to create an email marketing campaign. We will
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hopefully be able to hire one or two students through work-study employment, part-time, in one
semester increments.
3. Work with Jen Schott, Assistant Director of Career Counseling at the Office of Academic and
Career Development, University College to confirm: 1) resources that currently exist for
graduate students, and 2) resources that need to be created to improve the quality of career
services for IUPUI graduate students.
4. A Documentation/Dissemination Plan will be developed in order to distribute information
regarding the progress of the Graduate Career Services office to university administrators and
other relevant constituents of the institution and higher education community.
Staff/Administration. In order to get the Graduate Career Services office started, a
Graduate Career Services Committee will be created within the Office of Academic and Career
Development and will remain for one year after the office has been created. Once the office is in
full operation, it will be staffed by one full-time staff, two full-time joint staff members, one
graduate assistant, and potentially one graduate practicum student or graduate/undergraduate
internship student each semester. In the future, we may also be able to employ a graduate student
under work-study employment.
Graduate Career Services Steering Committee: Made up of university staff, faculty
advisors, administrators, and graduate students. Responsible for organization of Graduate Career
Services office, providing feedback to Graduate Career Services Coordinator, assessing office
when necessary. Committee will play a prominent role until the end of the second year of
operations.
Graduate Career Services Coordinator (full time): Will serve as a major contributor on
Graduate Career Services Committee. Responsible for carrying out decisions made jointly with
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committee and assists Director of Career Counseling in hiring joint Career Counselors.
Responsible for hiring Graduate Assistants, work study, practicum, or internship students.
Joint Graduate Career Counselors (2) (50%): Responsible for working 50 percent of work
time in Graduate Career Services office as a career counselor, and remaining 50% as
undergraduate career counselor
Graduate Assistant, Graduate Career Counselor (1) (part time): This would be a second
year graduate student with first year experience as an academic advisor and an interest in career
counseling. Responsible for career counseling in Graduate Career Services office for duration of
work schedule.
Graduate Practicum Student / Undergraduate/Graduate Internship Student (1) (part time):
Student will work in semester increments and responsibilities will depend on student interests
and departmental needs. Position will be unpaid. Possible duties may include some supervised
career counseling, creation of web resources, handouts, and presentations. Students may have
graphic arts, marketing, higher education, counseling or other relevant backgrounds to position.
Available Resources
Building: The third floor of Taylor Hall is dedicated to University College, Office of
Academic and Career Development.
Office Space: There is currently one office open that could be used for the Graduate
Career Services Coordinator. There is also an office that is open 50 percent of the time that can
be used for the Graduate Assistant, Graduate Career Counselor. Both of these offices are fully
furnished with desk, chairs, computers, telephone, printer, and all essential necessities
Meeting Space/Training Room: There is sufficient space within Taylor Hall that can be
reserved for training purposes, if reserved in advanced.
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Assessment Specialist: University College has an appointed Assessment Specialist that
can be utilized the Graduate Career Services office (Banta, 2009, p.6).
Needed Resources
Personnel. One full time staff at 100% salary, two part time joint staff at 50% salary, one
graduate student at 100% of negotiated graduate assistantship salary.
Facilities. None (office will be on 3rd floor of Taylor Hall, within the Office of Academic
and Career Development, University College).
Equipment/Supplies/Communication.
Letterhead and Envelopes
Adobe Professional: Illustrator, Photoshop, InDesign software on three computers
Training/Workshop for University College advisors and career counselors
Training for Graduate Career Services Staff
Targeted email marketing campaign to alumni and graduating seniors at IUPUI
Professional Development/Travel: to University of California Berkeley and/or
University of Chicago to gain additional experience and knowledge from career centers
benchmarked for proposal
Budget. See Appendix B for Graph of Year 1, 2, and 3 Expenses.
The first year budget includes development of the Graduate Career Services Office,
development of graduate resources on the University College website and/or the IUPUI career
services website, and recruitment/training of staff within the Graduate Career Services office.
Expenses are also included for the creation of professional development workshops. These
workshops will be held for academic advisors in order to introduce them to the resources
available to students through the Graduate Career Services office.
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Expenses have also been allocated in order to market the services of the Graduate Career
Services office to alumni and undergraduate students soon to graduate. An email campaign will
be created and sent to seniors in the fall semester before graduation and to juniors the spring
semester before their last summer vacation. This email campaign will introduce IUPUI graduate
degrees to undergraduates who, 1) may not have considered IUPUI as an option for pursing their
advanced degree, or 2) may not have considered pursing an advanced degree. The email
marketing campaign material will be created by a practicum or internship student and will be
overseen and approved by the Graduate Career Services Committee. If we do not have an
internship or practicum student who is able to create email campaign, money is included in
Email Marketing Campaign expense to include possibility of hiring one or two graphic arts
student through work-study to complete project.
Year two expenses reflect the first full year of operations for the Graduate Career
Services office, as well as continuation of the email marketing campaign to juniors and seniors at
IUPUI. The alumni mailing will be cutback in year two because the first mailing will ask for the
email address of those interested in receiving more information; as much communication as
possible will be done through email. Staff training and workshops budget will be cutback
substantially in year two, and professional development/travel will decrease only slightly. An
assumption of 3 percent increase in salaries was also made in the year two budget.
Year three budget remains much the same as the year two budget. Salaries are all
increased by 3 percent, with the exception of the graduate assistant position, who will be a new
student each year. The Graduate Career Services office will be well into the maintenance phase
by this time expenses should remain rather consistent by this point.
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Revenues for the Graduate Career Services office will come from a special student fee
charged to graduate, professional, and doctoral students at IUPUI. Graduate students will be
charged a flat fee of $15 per graduate student during the fall and spring semesters, and will not
be charged during summer sessions at this time. Details will have to be established for students
in the School of Business because of the extensive attention they already receive in their
graduate career services office. This graduate career services fee will be in addition to any other
fee that graduate students currently pay including technology fees, tuition fees, and any school
specific fees.
As of 2007, there were approximately 8,600 graduate students1 enrolled at IUPUI. If this
enrollment remains constant, it will produce revenues of $258,000 to the Graduate Career
Services office per year.
Evaluation Plan
Creation and distribution of evaluations will be the responsibility of the committee and
will be done on both a formative and summative basis. Formative evaluations will be completed
at 6 months and annually thereafter. Summative evaluations will be completed annually to
evaluate whether the goals and objectives of the proposal have been met.
Formative Evaluation. Formative evaluation will be of qualitative nature and will be
conducted through a questionnaire with both open and closed questions, and interviews with
students who visit the Graduate Career Services office. After students meet with a career
counselor they will be asked to fill out a questionnaire about: 1) the quality of information they
receive during the session; 2) whether the information was helpful to them; 3) if they would be
willing to do a follow up interview to improve the services of the new office; 4) whether they
1
According to 2008 enrollment reports (Information Management & Institutional Research, 2009), 200 graduate
students were enrolled in the Kelley School of Business Indianapolis program. Deducting this revenue would result
in $6,000 less per year, or a $252,000 revenue per year.
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had visited the website (Career Services or University College); 5) how they had heard about the
Graduate Services Office; 6) Multiple choice with an open-ended option asking the student what
topics were discussed during the session; 7) Undergraduates: Do they intend on attending IUPUI
for graduate school? 8) Additional Comments/Areas of Improvement; and 9) Contact
information and level of education. The questionnaire will be completed in either a separate
room or in the waiting area so that the student does not feel pressured to put down positive
responses in the presence of the career counselor. It will also be explained to the student that this
has no bearing on the career counselor and that it is only going to improve the services for the
student in the future.
Interviews will be conducted as a follow up to the questionnaires and will ask more in
depth questions of the students once we have received a substantial number of responses from
students and have a general feel for the additional questions we need to ask.
Summative Evaluation. Summative evaluations will be mostly quantitative in nature.
Initial data will include establishing a baseline in order to understand the awareness that students
have about: 1) graduate career services on the IUPUI campus; 2) where to find graduate career
resources; 3) their own interests in pursing advanced degrees; 4) where they currently go to
receive graduate career information; and 5) what graduate career resources they have
encountered thus far. These same questions will be used annually to assess whether the Graduate
Career Services office is improving access to information for students on graduate school and
career related resources for graduate students.
Council for the Advancement of Standards (CAS) in Higher Education Evaluation. In
order to achieve accreditation, a CAS evaluation will be conducted by the University College,
Office of Academic and Career Development, Graduate Career Services Committee after the
Graduate Career Proposal
office has been in operation for one year. Other members of the IUPUI community, as well as
members of other colleges are often invited to participate in this process in order to ensure an
objective view is attained when reviewing the office for accreditation.
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References
Banta, T.W. (2009). Administering an assessment program: Prepared for higher education
administration students April 22, 2009. Unpublished manuscript, Indiana UniversityPurdue University Indianapolis.
College and University Professional Association for Human Resources. (2007-08). Mid-level
administrative & professional salary survey positions. Retrieved May 1, 2009, from
http://www.cupahr.org/surveys/files/salary0708/MidLevelExecutiveSummary.pdf
College and University Professional Association for Human Resources. (2007-08).
Administrative compensation survey. Retrieved May 1, 2009, from
http://www.cupahr.org/surveys/files/salary0708/AdComp08ExecutiveSummary.pdf
Indiana University-Purdue University Indianapolis (IUPUI), Kelley School of Business
Indianapolis. (2009). Career planning office. Retrieved April 30, 2009, from
http://www.kelley.iupui.edu/cpo/index.cfm
Indiana University-Purdue University Indianapolis (IUPUI), Kelley School of Business
Indianapolis (2009). Evening MBA program: Career services: Career resources.
Retrieved April 30, 2009, from
http://kelley.iupui.edu/evemba/GraduateCareerServices/index.cfm
Information Management & Institutional Research. (2009). Profile of applicants and admitted
students- Graduate programs. Retrieved May 1, 2009, from
http://imir.iupui.edu/picx/reports/default.aspx/3/IUPUI
Information Management and Institutional Research at Indiana University-Purdue University
Indianapolis. (July 2006). Research brief: IUPUI master’s degree recipients-Five years
after graduation. 11(4). Retrieved May 5, 2009, from
http://www.imir.iupui.edu/newsite/Surveys/Reports/Details/MAFiveOut/2005/pdf/researc
hbrief.pdf
Institutional Portfolio: Indiana University-Purdue University Indianapolis. (2009) IUPUI profile
of progress: Teaching and learning. Retrieved May 5, 2009, from
http://iport.iupui.edu/statportrait/data.aspx
Office of Information Management and Institutional Research. (2009). Results of the 2008
continuing student satisfaction and priorities survey for IUPUI: Student profile and
comparative analysis. Indiana University-Purdue University Indianapolis Retrieved
April 29, 2009, from
http://planning.iupui.edu/infosupport/surveys/reports/student/2008/pdf/campusReport.pdf
The Carnegie Foundation for the Advancement of Teaching. (2009). Carnegie classifications.
Retrieved May 2, 2009, from http://www.carnegiefoundation.org/classifications/
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The University of Chicago, Career Advising and Planning Services (2009). Grad Students.
Retrieved April 30, 2009, from http://caps.uchicago.edu/grads/
The University of Texas at Austin, Career Exploration Center. (2009). Retrieved April 30, 2009,
from http://www.utexas.edu/student/cec/gradschool/
University of California, Berkeley, Career Center. (January 17, 2009). Graduate Students &
PhDs. Retrieved April 30, 2009, from http://career.berkeley.edu/Phds/PhDs.stm
Graduate Career Proposal
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Appendix A: Timeline
Month One
Create Graduate Career Services Steering Committee
Advertising for staff, graduate assistant and internship and/or practicum positions
Weekly meetings with committee and university administrators
Begin creation of training program for new staff members
Month Two
Continue creation of training program
Interview candidates for all available positions
Continue meetings with committee
Outline resources needed, available, and on file for graduate students
Meet with Career Services Council and Assistant Director of Career Counseling, Office
of Academic and Career Development, University College regarding website additions
Month Three
Committee work: creation of formative evaluations
Final selection/hiring of all positions
Internship/Practicum student(s) begins work on email campaign and alumni campaign
Month Four (Month 1 Operation)
Training for new staff
Coordinator begins to see students; University College begins shifting students to
Graduate Career Services Office Hire staff
Distributing formative evaluation to students counseled in office
Month Five (Month 2 Operation)
Collect baseline Summative evaluation data
Graduate Career Services Office fully operational
Month Six (Month 3 Operation)
Completion of email marketing campaign
Completion of alumni marketing campaign
Month Seven - Eleven (Month 4 - 8 Operation)
Conduct regular operations of office and formative evaluations
Begin CAS evaluation accreditation
Complete 6 month formative evaluation report
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Appendix A: Timeline (Continued)
Year 1 (Month 9-11 Operation)
Committee: Create workshop to introduce Graduate Career Services Office
Conduct workshop for academic advisors and other relevant university staff to introduce
Graduate Career Services Office
(Month 12-15 Operation)
Complete annual formative evaluation report
Complete annual summative evaluation report
Completion of email marketing campaign
Begin Interview/Selection process for graduate assistant position
Begin interview/selection process for any open internship/practicum positions
Year 2 (Month 22-26 Operation)
Disband Graduate Career Services Steering committee
Complete annual formative evaluation report
Complete annual summative evaluation report
Begin Interview/Selection process for graduate assistant position
Begin interview/selection process for any open internship/practicum positions (if needed)
Report results at National Career Development Conference (NCDA)
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Appendix B: Dissemination Plan
1. Internal Reports:
The purpose of the internal reports will be to fully disclose all results of data collected
throughout the time frame given to the proposal (i.e. the first 3 years). Results of questionnaires,
summary results from interviews, as well as demographics of users of the Graduate Career
Services Office will all be included in the internal reporting of the Graduate Career Services
office. Some examples include, but are not limited to:
a. Annual formative/qualitative evaluation report
b. Annual summative/quantitative evaluation report
c. CAS Evaluation for accreditation report
2. Conferences:
Conferences will create interest in the creation of the Graduate Career Services office and
will allow us to reach a wide variety of audience members. In addition, attending and presenting
at conferences allows for instantaneous feedback and discussion of ideas and opinions from
professionals who are detached from the project.
Our proposal and presentation will be relevant to many local, regional, national, and
international conferences; however, our goal is to present at 6 regional and 9 national
conferences by the end of year 3. A few examples of national conferences include:
a. National Career Development Association (NCDA)
b. National Academic Advising Association (NACADA)
c. Council of Graduate Schools
d. National Society for Experiential Education
e. National Association of Colleges and Employers (NACE)
Graduate Career Proposal
24
Appendix B: Dissemination Plan (Continued)
3. Workshops:
Workshops will give us the opportunity to present the information and results we have
gathered in order to show university constituents how the Graduate Career Services Office has
benefited the university as a whole. Workshops will also encourage discussion among
institutional stakeholders as well as feedback from the higher education community. Workshops
will also give us the opportunity to educate staff on the services we can offer to students, as well
as give us the opportunity to collaborate with other schools to improve the services the university
offers to graduate students as a whole. Examples of workshop guests include:
a. Academic advisors, career counselors from designated schools at IUPUI, and the
Career Services Council in order to introduce services across campus, and to
collaborate with other schools
b. Administrators and stakeholders from the institution
c. Other higher education institutions interested in creating a Graduate Career
Services office
d. Higher education institutions who have already established a Graduate Career
Service office interested in visiting our campus to see how we deliver our services
4. Publications/Journal Articles:
Publications and journal articles will be an excellent way to disseminate the results of our
proposal both nationwide and internationally. Journal articles will be created to reflect both
the qualitative data and quantitative data results in order to reach a wide audience of higher
education professionals, counselors, stakeholders and career services professionals.
Graduate Career Proposal
Appendix C: Expenses
Graduate Career Services Coordinator*:
Full Time (12 month)
Compensation:
Benefits:
Retirement:
$ 59,282
$ 12,400
$ 1,778
$ 61,060
$ 12,400
$ 1,831
$ 62,891
$ 12,400
$ 1,886
$ 21,744
$ 6,200
$
650
$ 22,400
$ 6,200
$
675
$ 23,520
$ 6,200
$
705
$ 21,744
$ 6,200
$
650
$ 22,400
$ 6,200
$
675
$ 23,520
$ 6,200
$
705
$ 9,000
$ 7,000
N/A
$ 9,000
$ 7,000
N/A
$ 9,000
$ 7,000
N/A
Staff Training / Workshops
$ 2,000
$ 500
$ 500
Travel / Professional Development
$ 6000
$ 6000
$ 6000
Communication Services:
(only listing services that will have to be
paid out of office directly)
Postage:
Letterhead/Envelopes:
Adobe Professional Software (3 licenses):
Email Marketing Campaign:
Targeted Newsletter Mailing:
$ 5,000
$ 5,000
$ 5,500
$ 3,600
$10,000
$ 2,000
$ 2,000
N/A
$ 3,600
N/A
$ 2,000
$ 2,000
N/A
$ 2,000
N/A
Joint- Graduate Career Counselor*:
50% (12 month)
Compensation:
Benefits:
Retirement:
Joint- Graduate Career Counselor*:
50% (12 month)
Compensation:
Benefits:
Retirement:
Graduate Assistant Career Counselor:
Part Time (10 month)
Compensation:
Benefits:
Retirement:
TOTAL
*Salaries from CUPA-HR, 2007-08
YEAR 1
YEAR 2
YEAR 3
$ 183,748
$ 163,941
$ 152,127
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