1. New Models for Partnerships between Co ‐ curricular Programs and Career Services

2. 11% of business leaders strongly agree that college prepares students for success in the workplace. 14% of the general public strongly agree that college prepares students for success in the workplace

3. What is lacking?

5. “ More than 15 years after student affairs leaders proposed this shift in perspective (referring to the Student Learning Imperative, 1996) student affairs professionals are still met with skepticism or indifference when discussing their contributions to student learning. Benjamin and Hamrick "Contested Issues in Student Affairs," p.24

6. CHANGING MINDSETS Referring to our experiences as “extra” curricular implies that it is supplemental to our learning experiences. Referring to these experiences as co-curricular suggests that these are valuable learning experiences in and of themselves. From extra-curricular to co-curricular Adapted from Brownell and Swaner 2009

7. “For those in student affairs, it’s time to stop saying that our programs complement the teaching and learning that occurs in the classroom when at too many campuses student affairs has no relationship with the faculty and no idea about what the student’s experience is in the classroom.” Gwen Dungy Inside Higher Ed December 23, 2011

8. Curriculum Co- Curriculum Soft Skills Bridging the Gap: Bringing the Curriculum and Co-Curriculum Together

9. Verbal Communication Planning, organizing & prioritizing work Decision making/ Problem solving Computer skills Teamwork Selling or influencing Obtaining & processing information Writing & editing Analyzing quantitative data Quantitative Reasoning Intellectual Growth Effective Communication Enhanced Self-Esteem Realistic Self-Appraisal Clarified Values Career Development Leadership Development Health Behavior Meaningful Interpersonal Relationships Independence Collaboration Social Responsibility Satisfying & Productive Lifestyle Appreciating Diversity Spiritual Awareness Personal and Educational Goals Career Specific Information

10. N=17,ClassesInternshipsCocurricularOn-campus Job Off-campus Job Have Not Developed in College Teamwork 65.520.347.918.429.44.6 Verbal Communication 70.425.345.821.435.44.9 Decision-making 60.026.441.219.135.110.1 Solve Problems 70.426.839.720.536.16.2 Obtain and Process Information 84.124.830.217.128.44.2 Plan, Organize and Prioritize 78.725.940.119.934.25.8 Quantitative data 81.617.314.610.217.37.6 Career-specific knowledge 80.332.726.211.119.75.8 Computer skill 64.919.211.712.817.519.1 Writing/Editing 85.116.812.89.211.66.8 Influence/Sell 37.519.628.411.732.520.4 Career Development by Experience

14. Leadership Program Curriculum Model Curriculum Theoretical Base Projects

15. High Impact Practices They demand that students devote considerable amounts of time and effort to purposeful tasks. The nature of these high-impact activities puts students in circumstances that essentially demand they interact with faculty and peers about substantive matters. Participating in one or more of these activities increases the likelihood that students will experience diversity through contact with people who are different than themselves. Students get frequent feedback about their performance. Participating in these activities provides opportunities for students to see how what they are learning works in different settings, on and off the campus. Doing one or more of these activities in the context of a coherent, academically challenging curriculum that appropriately infuses opportunities for active, collaborative learning increases the odds that students will be prepared to connect.

16. Leadership Program Structures Support Career Ready Skills through the use of the High Impact Model Provide intentional curriculum and project based learning. Personal and group projects including: –Service Learning –Research Projects –Structured Reflection and Personal Planning –Skill Development (NACE and others)

17. How an infusion of Career Skills helps Addresses the three major gaps in leadership curriculum –Theory to Practice in major course of study. –Answers many of the “needs” questions in terms of student leadership learning outcomes. Its measurable. –Allows for leadership skills to transcend student leadership development to career focused leadership development

18. Self-Ratings by Level of Involvement

20. Why do we have student organizations? Provide opportunities for students to engage with each other. Can provide opportunities for students to connect with the university (especially sponsored student groups). Can be a valuable place for students to acquire skills (especially when enhanced by participation in developmental leadership programs).

22. [The Education Advisory Board (EAB) conducted a study of best practices for infusing Career Development from experiential learning. Two of the examples came from Stephen F. Austin]

23. Meaningful Connections- Network of Learners Extended the responsibility beyond Career Services

24. It’s everybody’s business

25. The purposes of student organizations may vary, but in some ways, they are a byproduct of what we do as adisers. They are the eans of production for student learning. The purposes of student organizations may vary, but in some ways, they are a byproduct of what we do as adisers. They are the eans of production for student learning. Neighborhoods Engagement Centers

26. Career Connections Model

27. Student Partnership

28. The Co-Curricular Competency Program Professional Coaching Personal advice and group interaction Portfolio use Written reflection and oral presentations Aesthetic, Creative, and Intellectual Expression Civic Engagement Global Stewardship Information and Technological Literacy Intercultural Engagement 6Leadership Wellness