Career Advising for Introverts: Should It Be Different?

Janet LongJanet R. Long
Founder, Integrity Search Inc.
career counselor, Widener University
Twitter: @IntegritySearch
Blogs from Janet Long.

NACE blog team member Chris Carlson wrote eloquently about networking for introverts earlier this year. His piece inspired me to think more deeply about the role of introversion in higher education career services. As both an introvert and the career liaison for the liberal arts student population at my university, I recently began to include material on introversion and extroversion in the semester-length career exploration series I facilitate, The Seekers. To my surprise, student feedback about these sessions has been nothing short of profound. For many students, there is a powerful sense of self-recognition accompanied by relief that they don’t need to reinvent themselves to enter and thrive in the world of work. I began to consider the implications for career advising overall, given that up to 50 percent of the general population describe themselves as introverts.

It often helps to start by defining terms. It can be easy to take for granted my Myers-Briggs training and decades to make peace with my own introversion. In informal polling I have found that most students still associate introversion with shyness or social awkwardness rather than with primary energy source. More disturbingly, they may view introversion as a flaw or deficit that warrants correction.

I like to start with basic MBTI definitions and then pose a classic question that can help students differentiate their preferred style. For example, “If you had an unexpectedly free weekend, would you rather attend several parties or catch up with a couple of friends individually?” I like this question because it challenges the false dichotomy of alone versus with people. Introverts may also prefer to spend time alone (as do extroverts at times). The difference lies in where they gain their main source of energy and how they prefer to recharge.

Our career services office, like many others, offers career fairs, speed networking events, and practice interviews for jobs or internships. With the best of intentions, we teach students to “put themselves out there,” to navigate cocktail/mocktail conversation, to develop compelling 30-second elevator talks, and to formulate responses to both hardball and softball interview questions. This is all helpful and necessary. But the nagging question remains, are there different and potentially more effective ways to broach these topics with students who identify as introverts? Do I as a counselor—albeit an introverted one—jump too quickly to tactics without first acknowledging and exploring how students feel about these processes and their perceptions of what society expects of them? I think that too often we treat introversion as something to be overcome rather than celebrated for its potential contributions.

As one example, last semester in The Seekers, I conducted a mock interview clinic in which we practiced responses in five common question areas. Halfway through the session, one brave student interjected that while she appreciated the tactical advice, none of it helped with trembling hands during actual interviews. Another student, who projected as poised and self-assured throughout the semester, jumped in and offered that the responses made her feel phony. Their comments led to a lively and connected conversation during which the students listened to and coached each other about how to reconcile internal feelings with external expectations. While their concerns were perhaps not unique to introverts, they created an important “aha” for me: that I needed to create more space within the group to be reflective and introspective about professional skills development.

I have recently started to draw on Susan Cain’s Quiet Revolution research on introversion, showing excerpts from her TED talk on The Power of Introverts where she laments external pressures to “pass” as an extrovert and helpfully differentiates introversion from shyness. One of my favorite lines is that “the key to maximizing our talents is to put ourselves in the settings that are right for us,” an exhortation to consider work environment and career choices through the lens of temperament as well as talent.

Ms. Cain’s poise and presence in a public speaking situation tends to surprise students and can start conversations about how introverts not only function but thrive in visible and influential positions. Similarly, Wharton professor Adam Grant’s research on effective leadership, The Hidden Advantages of Quiet Bosses, includes the finding that introverted leaders are more likely to engage their teams by encouraging individuals to develop their own ideas. I have found it useful to offer examples of well-recognized role models from all walks of life, from sports to business, who describe themselves as introverts, from Bill Gates, Mahatma Gandhi, and Rosa Parks, to Michael Jordan, Christine Aguilera, and Julia Roberts .

These are some additional strategies that I have found effective in provoking both reflection and discussion:

  • Combining personalized career assessments to give students more self-insight. I have found that StrengthsQuest and MBTI play well together. For example, a student who shows a preference for introversion on the MBTI may also hold “individualization” as a top strength. Integrating a “strengths” perspective into an introversion/extroversion discussion encourages students to move away from a deficit mindset.
  • Designing more intimate networking forums. This semester our office will pilot a home-based gathering for a limited number of students and alumni in selected fields to interact over a leisurely meal. Our hope is that such forums can complement the larger speed-networking formats and that each will each hold appeal for different types of students.
  • Scheduling one-on-one follow-up appointments. While this may sound like a no-brainer, students are typically more inclined to make appointments keyed to specific deliverables rather than more open-ended discussion about areas of discomfort. While not every student needs or wants this type of support, I think it is important to remind students that the suite of career counseling tools available to them goes beyond resume tweaks.

NACE career advisers, are you having these conversations in your offices? It would be interesting to learn more about employer perspectives as well.


Building a Strong Foundation Through Comprehensive Training

Sarah SteenrodSarah Steenrod, Director, Undergraduate Career Consultation and Programs, Fisher College of Business, The Ohio State University
Twitter: @SarahSteenrod

“I really want to build a strong foundation for my students much in the same way you all did for me.”

Recently, I was contacted by a former graduate assistant (GA) who is now a career services professional at another university. She asked if I would be willing to talk with her about our training process since she will be developing a training program for her office’s peer advisers. After my head shrank back to its original size, I spent some time thinking about our training process and why I think it’s so effective in setting a strong foundation for our GAs.

Build a Team

A significant amount of our seven-day training is dedicated to getting to know each other, which helps build relationships and trust. Don’t cringe when I tell you we do at least one icebreaker a day. I must be a genius, right? Here’s the kicker, I think the main reason people dread icebreakers is because they feel put “on the spot.” To avoid this, I let everyone know in advance what the icebreakers will be throughout training, with some even requiring a little advanced preparation. For example, on the first day of training, everyone shares “What I did this summer,” so people share pictures from vacations or talk about their internships. They can think about what they want to say and feel more comfortable when getting to know strangers.

Feed Them

There’s something to be said for sharing a good meal together, and our office definitely appreciates a fine potluck. While we have a very minimal food budget for training, such as a continental breakfast on the first day, we plan lunch outings to places like Chipotle and everyone pays for themselves. On the walk to Chipotle, we give the GAs a campus tour.

Set Expectations

I am a firm believer that setting clear expectations makes life much easier. Whether we are talking about the scheduling process and work-hour requirements or the importance of keeping the recruiter breakroom tidy, I am confident that our GAs know what is expected of them from the very start.

Involve People

I try to involve as many of my colleagues as possible in training because the least effective thing I think I can do is talk too much. I’m not trying to bore these people to death and I have no interest in looking around the room and seeing everyone trying to be polite by not letting out a huge “yaaaaaaawn.” So, for example, when we talk about on-campus recruiting, I bring in our recruiting coordinator to talk about how she works with employers. In addition, my fellow undergraduate full-time staff members are heavily involved with and attend most of the training, so they take the lead on various training topics. Also, our second year GAs play a huge role in serving as mentors for our incoming GAs and they gain a lot of credibility by leading various parts of training and participating in discussions.

Flip the Classroom

A few years ago, I learned about the concept of “flipping the classroom.” According to Wikipedia, “Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional educational arrangement by delivering instructional content, often online, outside of the classroom and moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom model, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance of the instructor.”

I now use Carmen, our course management system, to deliver training materials that I would like the GAs to read in advance (e.g., PowerPoint presentation about resume writing) so we can do more hands-on activities during training, (e.g., more resume critiques and discussions about resumes).

Our GAs begin meeting with students on the first day of school. In order for them to feel confident and get enough experience, we do a lot of hands-on activities during training. One example is preparing them to conduct mock interviews for our Qualified Undergraduate Interview Candidate (QUIC) program. We have developed a training model where we first educate the GAs about the QUIC program and process, and then we give them the opportunity to shadow, co-facilitate, and conduct the mock interviews on their own while being observed by a staff member. This process enables them to build their skills in evaluating students in mock interviews and delivering constructive feedback and they gain confidence in their abilities.

Hands-on activities are also beneficial when training GAs on student appointments. Rather than just talking about the types of student appointments they might encounter, we developed about 20 student appointment scenarios that we use in an activity where we go around the room and each draw a scenario from a hat and discuss how we would handle it. This gives us the opportunity to have open discussion and makes the GAs feel more comfortable going into a situation where “you never know what you’re going to get.”

Develop a Support System

Although we finish training before the start of the semester, we conduct on-going training throughout the academic year in our weekly team meetings and bi-weekly one-on-one meetings. This enables us to discuss questions and concerns and further explore additional topic areas that are introduced in training.

In addition to on-going training, the day-to-day support of our GAs is extremely important. We have an “open door” policy where we encourage GAs to stop by and chat with us if they have any questions or concerns. Fortunately, our GAs all work in the same space, which we affectionately call “cubeland,” so they can often times pop over the wall and bounce an idea off of their teammates.

Developing a comprehensive training program can be a daunting task, but I guarantee the time and attention spent in preparation of and during training will pay off exponentially. We couldn’t do what we do without our GAs and we love watching them grow and develop as professionals in our office.


Leadership Priorities for Career Services

Chaim ShapiroChaim Shapiro, Assistant Director of Career Services at Touro College
Twitter: @chaimshapiro
Blogs from Chaim Shapiro.

The new school year is the time for a new beginning. For that fresh start, I wanted to share my view on the priorities for career services leaders.

Any current statement of leadership priorities in career services has to borrow extensively from two excellent articles on the future of the profession—”Thriving in the Brave New World of Career Services: 10 Essential Strategies” by Manny Contomanolis and Trudy Steinfeld and “10 Future Trends in College Career Services” by Farouk Dey and Christine Y. Cruzvergara.

Career services, as a profession, is in a state of flux. The long term stagnant economy brought the work of career services to the forefront among college administrators, parents, and other stakeholders. There has also been a significant paradigm shift within the profession. While many balked at the word “placement” just a few years ago, it is now accepted that “career outcomes is everybody’s business” (Contomanolis and Steinfeld, 2014).

Demonstrating career outcomes and career services’ role in producing those outcomes is fundamental. Collecting and producing a solid first-destinations report based on the NACE standards is a crucial means to allow career services to tell its story and, in a larger sense, demonstrate institutional success (Dey and Cruzvergara, 2014).

The role of career services must be “elevated” (Dey and Cruzvergara, 2014), so it becomes clear that career services is part and parcel of the mission of the university. Career services leaders are collaborative in attaining that goal, thus creating allies and “buy in” across the institution, especially among senior administrators (Contomanolis and Steinfeld, 2014).

Career services leaders must remain flexible, adapt to rapidly changing realities, and take “thoughtful risks” that lead to innovation and bold new initiatives (Contomanolis and Steinfeld, 2014). They embrace technology (Dey and Cruzvergara, 2014) and seek to incorporate it everywhere it can enhance their services.

Even with the radical changes in career services and the new priorities competing for a professional’s time, it is imperative that an adviser still focus on the students. Career services leaders believe that every student has infinite potential and endeavor to encourage each student to be proactive in achieving it to their fullest, both in the career services realm and beyond.

Times of change are really times of opportunity. True leaders refuse to sit on the sidelines while the career services world reinvents itself. One of the greatest ways to “elevate” career services, demonstrate its foundational value to our institutions, and provide more effective services to students is by being an active part in charting the profession’s future.

Buckle up!


1) Contomanolis, M. and Steinfeld, T. (2014) Thriving in the Brave New World of Career Services: 10 Essential Strategies. (Accessed 7/28/15)

2) Dey, F. and Cruzvergara, C. Y. (2014) 10 Future Trends in College Career Services. (Accessed 7/28/15).

Closing the Divide by Going Outside

Kelli Smith Director of University Career Services at the Fleish

Kelli K. Smith, Director of University Career Services, Fleishman Center for Career and Professional Development, Binghamton University

Recently I read, “3 Reasons Why You Should Take Your Work Outside” by Lea McCloud just after having an outside meeting on a lovely spring day with one of our graduate assistants. We had planned to discuss her work interests for next year but had not planned for it to be outside. Why not? What I found interesting is that a staff member later confided how delighted she was to see my Tweet of this impromptu choice since apparently, for her, it represented a major culture shift for our office. Even more interesting is that this particular graduate student and I had discussed our recent culture shift of “going to the students” over the past year and her work to embrace that change.

Last year in the month I started at Binghamton University our staff had a planning retreat. One of the concepts we all agreed we should focus on was getting out of the office more to connect with students, much as is described by Trudy Steinfeld and Manny Contomanolis in “Thriving in the Brave New World of Career Services: 10 Essential Strategies” published one month earlier. Both Manny and Trudy noted the importance of meeting students in their space and to be less place dependent. More specifically, they wrote:

  1. Meet students and stakeholders in their “space”. Career services are increasingly less “place dependent”. Virtual interviews, coaching appointments and program content delivery are critical in today’s world and there are a rapidly expanding array of technical platforms and tools to support working in this way. Equally important is the need to deliver services where your clients are – in their academic buildings, residence halls, and social places. Flexibility is increasingly vital to effective services delivery.

For us it made natural sense. We knew from our survey data that we were not perceived by campus as the most welcoming, and we also had a tradition of an incredibly packed schedule of pre-planned programs throughout the year, requiring significant time and the student to “come to us” for educational assistance. At the same time, we are presented regularly with examples of talented and high achieving students that share they are (or were) too intimidated or overwhelmed to visit our office not because they see our staff as unkind or unhelpful, but because it meant they were facing reality. One might argue we enable that anxiety of such students with our new approach by not requiring them to enter our physical threshold. But like with anything new or overwhelming for us all, a professional nudge on their turf hopefully allows for a more open mindset to post-diploma thinking, and a familiar face may allow for greater confidence and willingness to visit our Center.

As a result, a few relatively small changes we made have had a significant impact. One of our staff members volunteered to host Friday afternoon office hours in a campus residential communities. It was rare that she did not have back-to-back students meeting with her. We changed our program request form to be more welcoming and “easy” for campus, while slightly and strategically lessening some our pre-planned programs with smaller attendance numbers last year. As a result, we went from 58 total requested programs last academic year to 103 this academic year with a total of 2513 “student touches” through those tailored programs. Perhaps one of my favorite outcomes is how it has truly started to become part of our culture. During a staff meeting this April Lexie – our graduate assistant with whom I recently had an outdoor meeting – announced how she had planned a “Games, S’Mores, & More” program at a residential community fire pit in partnership with one of our academic advising departments. She stated her intent was to connect with students in a casual and convenient way and to demonstrate how approachable we are. As a former campus activities staff member, I have long held the belief that programming after spring break is a serious gamble, so even I was unsure whether any students would show. To my delight, 29 students showed up and the feedback was overwhelmingly positive.

Late last fall our Director of Residential Life and Housing arranged a meeting with myself and several others involved with our residential communities which adopted the “Oxford Model” in the 1960s. Each of our six residential communities has a Faculty Master that offices in their assigned community. I did not know in advance the meeting was to propose “The Apartments” community, primarily made up of sophomores, juniors, and seniors, should have a Fleishman Center for Career and Professional Development staff person office there rather than a traditional faculty master. To my delight what resulted is us gaining a new staff member that will truly work “where the students are” starting this June. There is no doubt in my mind that this would have happened if we as a staff had not committed last June to meeting students in their space.

Perhaps it is time for us to step outside of the comfort zone of our offices and join the students in their “space.” All across the country there are many innovative approaches to meeting our students where they are – physically and developmentally – and being flexible in our educational design. For the benefit of everyone, I encourage you join in the dialogue to share what you are doing on your campus to meet students and stakeholders in their space or be less place dependent. Successes and challenges are all welcome.

Organize Your Workflow and Save Paper

Laura CraigLaura Craig, Assistant Director, Internships and Experiential Education, Temple University Career Center
Twitter: @BuckeyeVirginia

Happy summer semester everyone! Before you can get to the end of the summer, though, do you feel like you can get to your desk? Building on James Marable’s earlier post for the NACE 2015 Conference, I wanted to take a deeper dive into one of the apps he mentioned, Evernote.

Evernote bills itself as “the modern workspace that enables you to be your most productive.” It’s a cloud-based service that allows you to create text, photo, and audio notes across a range of interfaces, combine multiple forms of media into one note that you can share with others, and organize everything in a meaningful way for later use. It has radically changed how I look at productivity, and I hope it can do the same for you!

Here are three ideas from my workflow to help you make the most of Evernote:

Banish a blizzard of paper from your desk: Before Evernote, I planned everything out on paper and gathered more paper for handouts. Then I created physical file folders for all that paper and filed them away. My computer monitor was decorated with a wide array of Post-Its and other scraps of paper that were vitally important, but lacked a permanent home.

Not anymore!

Now, I create a new note with my ideas, and attach any ideas for handouts to that same note so I don’t have to hunt for them in multiple places. I organize individual notes into topical notebooks and tag categories across notebooks. The screenshot below shows you an example of note organization. You see my “Program Planning” notebook with historical/current data around past programs and supporting content I’d like to use for future programs. I’ve highlighted my tag list in yellow. This list allows me to group items by category across notebooks.

craig evernote desktop

I may have notes about how to use the Symplicity Counseling Module within this notebook, but I use the Counseling Module tag, highlighted in orange, to categorize everything I have about it in Evernote. 

To-do lists are also far more dynamic within Evernote. Instead of a list of static items, I can add additional information, updates, and next steps to accomplish each item. Once I complete an item, I don’t have to get rid of it if I don’t want to, making it easy to use it as a recurring to-do list.

Free your inbox from “reference” items: Raise your hand if your inbox contains hundreds or even thousands of items “for reference.” One of the best features of Evernote is that you can e-mail documents into your account and sort them into individual notebooks from the e-mail message. In the screenshot below, you’ll see that I’m sending a meeting agenda into my Temple University notebook, and the note will be tagged “communications.” It won’t get lost once you send it to Evernote because anything that’s in your account is searchable, so give your inbox a break!

craig evernote emailSlay the paper monster: I remember at my first job having folder upon folder of articles and ideas that I wanted to share with students. Did I ever do that? No—I never saw that paper again after I carefully filed it away. Two additional Evernote add-ons have really helped me cut down on the amount of physical paper I retain, making it more likely that I’ll use the paper I have.

Scannable App: This free iOS app allows you to capture high quality scans of any document and share directly into your Evernote account, as well as through other channels. I would call this a must have app to lighten your load!

Doxie Scanner: If you’ve got a bigger paper monster to slay, consider investing in a Doxie Scanner. These scanners are small, easy to use, and have great Evernote integration. The small size makes it easy to use for home and work, and you could also take this to #NACE16. I’ve probably scanned more than 2,000 pieces of paper with my Doxie, so they are quite durable.

Do you already use Evernote? What’s your favorite feature? What organizational project are you tackling at work this summer? Share your ideas in the comments.


Developing Career Goals Holistically

Melanie BufordMelanie Buford, Program Coordinator/Adjunct Instructor, Career Development Center, University of Cincinnati

Dan Blank, a career coach who works primarily with creative professionals, offers the following advice in his webinar “Take Back Your Creative Life.”

“Career goals should not be formed in isolation. You must take into account all of your responsibilities (personal and professional), and be sure to account for your own well-being. This includes physical and mental health.” Blank encourages his clients to integrate their career and personal goals in order to set themselves up for success.

Many undergraduate students start their career decision-making process by selecting a major based on the subjects they enjoyed in high school. Students interested in majoring in one of the applied sciences tend to follow this pattern. Several students I’ve worked with tell me they’ve chosen to major in engineering because they were “smart” in high school or strong in math and science, but they don’t know much about the field itself. Time and again, these students arrive at the career development center wondering why they’re not more interested in the engineering coursework and field experiences.

The problem isn’t engineering. The problem is that these students formed career goals in isolation. They didn’t consider the environment they’d be working in, the physical location of their organization, the skills they enjoy developing and want to build on, or the ways they hope to grow as people and as professionals. Fortunately, the University of Cincinnati provides a co-op program that allows engineering students to get full-time work experience before graduation.

Career goals, increasingly, need to be formed holistically. Gone are the days when choosing a career was simply a matter of matching your best school subject to an industry. The market is volatile; new opportunities are being created and other avenues are becoming less viable. A law career isn’t the safe choice it once was, and the nonprofit world has expanded to include diverse organizations tackling new social issues. It’s more common that professionals will relocate to a new city for a job opportunity, and more workers than ever are changing jobs and moving to new sectors over the course of their careers.

We are facing the so-called “paradox of choice.” Research has demonstrated that if we are presented with more opportunities, decision-making becomes more difficult and satisfaction less likely.

When a student steps into a career development office today, they’re faced with a much broader set of options than they would have been 30 years ago. They could go to medical school in their hometown or they could spend two years in the Peace Corps and teach grade school students in Lithuania. They could go to graduate school for computer science or launch a start-up with friends based on their ideas for a new app.

In order to make these decisions, students have to consider not only what talents they have, but what kind of life they want to lead.

It is critical, therefore, that students take a holistic approach to developing their career goals. We encourage them to apply this lens both to themselves and to the field they’re considering. Here are a few questions students should consider during the career exploration process:

What skills do I have and want to develop?

What type of work environment might best fit my temperament?

What type of diversity do I hope to have in my work environment?

How is the industry I’m considering expected to evolve in the next few decades?

What city, state, or country might I want to live in?

What have my career goals been and how have they changed?

What role would I like technology to play in my career?

How important is stability to me and how willing am I to take risks?

Each of these questions will take time to answer as students develop more clarity on their identities and values. Is it any wonder career goals formed at age 18 often feel premature? These are questions we wrestle with throughout our lives.

To me, this only underscores the importance of committing to a continuous career development process, not just for students, but for graduates. Attempting to build your life looking only through a narrow lens of career is bound to work against your happiness. We must support students around this process by acknowledging its complexity and encouraging them to consider the multiple implications of a potential career path.

NACE members can pick up a student-directed version of this blog, Develop Your Career Goals Holistically, in Grab & Go.


Blank, Dan. (2015). Take Back Your Creative Life Webinar. We Grow Media.

Cole, Marine. (2014). U.S. Job Market Has Changed Dramatically in 15 Year. The Fiscal Times.

Hedges, Kristi. (2012). The Surprising Poverty of Too Many Choices. Forbes.


Redefining Professional Development for Career Advisers

Ross WadeRoss Wade, Assistant Director, Duke University Career Center
Personal blog:
LinkedIn URL:
Twitter: @rrwade
Blogs from Ross Wade.

Does professional development for career services staff need an update? Is the model of “go to a conference or do an assessment training” still as relevant as career services is changing so much and so quickly? What can we do to grow as professionals, connect more with employers and alumni, and gain credibility with our students and other stakeholders? I think it is time to consider redefining what professional development for career services staff means, and how it is done. I’m not talking about ditching annual conferences, they are of great value, what I’m saying is I think it is time to add a few more options.

In July of 2014, Farouk Dey and Christine Y. Cruzvergara, co-authored an article called “10 Future Trends in College Career Services.” Number 10 in their inspiring and thought provoking piece, “New Breed of Professionals,” resonated with me—especially the statement, “To be successful, career center staff must become agile content experts and network catalysts who will lead communities and develop meaningful connections among their constituents.” In my experience, in order to gain credibility with students, having experience in the field in which I advise (media, arts, and entertainment) is very important. When I tell students that I’ve worked in documentary and digital media, and know of some great companies that could be a good fit for them (based on my personal experience) I get student buy-in very quickly.

My ideas for tweaking career services staff professional development options involve creating opportunities for gaining industry experience; generating and growing relationships with employers, alumni, faculty, and staff; and serve as a means for staff to gain some “street cred” (with students, employers, and faculty).

The concept of career staff having the option to do some form of industry internship during the summer is very exciting to me. The internship doesn’t have to be full-time; it could be eight to 10 hours a week over four to six weeks. The internship could be hands-on, or more observational and include informational interviews. Regardless of the specifics, this experience would give staff a chance to understand industry skills and trends as well as positions and roles within specific industries and companies, and the chance to connect with experts and HR professionals.

For example, there is a wonderful art start-up in my area connecting artists to consumers via social media and storytelling—I’d love to intern there, creating content, connecting with artists, and growing the art scene in my community. Think of all the connections I’d make and skills I’d learn. My improved knowledge of this industry and number of contacts in art I’d make would generate credibility with faculty and students.

Approaching employers with the idea of hiring an “adult”/career staff intern may at first raise some eyebrows, but just as we tell our students, if one creates a pitch and plan (with a timeline, tasks, and goals), that is brand new or a modified version of an existing internship program, what could we lose? Don’t want to intern at company? Try an internship at another office at your institution.

For example, it would be a great opportunity to intern with the communications office at my home institution, or in the multicultural center. Think of the new connections to be made and opportunities to find points for future collaboration! Is research your thing? Approach a faculty member focused on an industry or topic of relevance to career development, and pitch a research idea. Spend 10 or so hours a week during the summer researching and writing. Career staff doing research with faculty – whaaaat?! It may sound crazy, but I think it is a wonderful idea, and I bet it is already happening at institutions across the country.

Other benefits include staff cross training opportunities after the internship or research is completed, heightened staff engagement and excitement, and great content (e.g. photos, blog posts, interviews with professionals) to share across campus via social media to generate interest in career services. What ideas do you have? I’d love to get employer thoughts on this. How would you redefine professional development for career services staff?