The Art of Delivering Career Counseling/Advising Virtually

by Kara Brown

University and college career centers all over the country experience challenges reaching their online and satellite campus students. However, these online programs and satellite campuses are incredibly important for students who work full time, are nontraditional, or have other responsibilities that they need to attend to, which makes in-person workshops nearly impossible to attend. While these students are able to gain the knowledge and information that they need to be successful in the classroom, they are missing out on the knowledge and information that they need to be successful in their job search and career development.

While our university is relatively small, we have three satellite campuses and several online programs for our undergraduate and graduate students. We have reached out to these students and requested their feedback about how we can better serve them. The large majority of students explained that they want more access to workshops and presentations because they usually cannot attend on-campus events due to distance or schedules. Our career development center then worked with IT and the satellite campus administration to use Adobe Connect to provide live career development workshops for these students. We are even able to record the workshops so that we can e-mail these workshops to the students who missed them.

Recently, we held our second virtual workshop, and I was given the opportunity to present. Our office decided to present on the topic of resume and cover letter writing. The process of preparing was similar to an in-person workshop or presentation, but it did require e-mailing the link to students and alumni who were interested in attending. Our staff also advertised the event through our social media outlets. Once the evening had arrived, we had more than 60 students and alumni registered for the workshop. This was a huge number in comparison to on-campus workshops that we have held. When the virtual presentation had started there were about 25 students and alumni in the workshop, but this was still a great turnout for us.

Adobe Connect allows the presenter to use live video and audio feed, and I was able to share my computer screen with all of the presenters. Also, workshop attendees can use the chat box to type questions in real time, which is a great function. I have to admit that it felt a bit strange to speak to my computer screen as opposed to actual people, but eventually it felt like any other workshop that I have conducted. Almost minutes after the presentation had concluded, our office received four e-mails from students and alumni requesting services for resume and cover letter reviews. We also sent out a survey requesting feedback, and all of the comments were positive.

While challenges will always exist in trying to reach all of our students, we are excited by the use of technology and software to be able to face these challenges head on. There are a number of positive outcomes to implementing these types of workshops, and we are looking forward to launching more in the future.
If you or your career centers have any questions regarding virtual workshops, feel free to contact me at I would also love to hear feedback about ways that your career centers have successfully reached your online and satellite campus students.
Kara BrownKara Brown, Associate Director of Career Development, Gwynedd Mercy University

Collaboration: More Isn’t Always Better

by Kathy Douglas

Collaboration is taking over the workplace. — Rob Cross, Reb Rebele, and Adam Grant

Teamwork, collaboration, stakeholder engagement—these are all buzzwords in job descriptions where interactions with clients and colleagues are integral to getting work done.   “Over the past two decades,” according to Rob Cross, Reb Rebele, and Adam Grant in their article in the Harvard Business Review, Collaborative Overload, “the time spent by managers and employees in collaborative activities has ballooned by 50 percent or more.”

What are the implications of this change in the workplace?  Workloads become lopsided — when “20 to 35 percent of value-added collaborations come from only 3 to 5 percent of employees.”  Women bear a disproportionate share of collaborative work. Top collaborators are in demand by colleagues, and tend to burn out fast. Top collaborators are often not recognized by senior management, and studies show that they have the lowest levels of job satisfaction.

As advisers, we encourage students to enter the work force with enthusiasm and to go the extra mile. Take on additional duties, we counsel. Do an extraordinary job.  But according to Cross, Rebele, and Grant, while “a single ‘extra miler’—an employee who frequently contributes beyond the scope of his or her role—can drive team performance more than all the other members combined…this ‘escalating citizenship’…only further fuels the demands placed on top collaborators.”

Should we then be telling our students a different story?  Should students entering the work force in large companies and organizations temper their enthusiasm when it comes to collaboration, and if so, how?

Part of the answer lies in knowing the nature of collaboration and collaborative resources, which Cross, Rebele, and Grant discuss.

Part of it lies in the corollary to the authors’ assertion that: “Leaders must learn to recognize, promote, and efficiently distribute the right kinds of collaborative work.” Namely, employees (and the students we advise) must also learn to recognize their own work, promote themselves, and create effective boundaries to avoid collaborative overload.

I think the message career advisers convey can still insist on doing a great job and expanding one’s role in ways that are in line with one’s talents and interests.  But I think it’s also important for students, before entering the work force, to develop strategies to avoid collaboration overload and the burn out it can generate.

As Cross, Rebele, and Grant aptly note: “Collaboration is indeed the answer to many of today’s most pressing business challenges. But more isn’t always better.”

Kathryn DouglasKathy Douglas, Senior Associate Director Career Development Office, Yale School of Forestry & Environmental Studies
Twitter: @fescdo

The Differences Between Working in Higher Education and Corporate America

kelly d. scottKelly Scott, Campus Recruiter at Liberty Mutual Insurance

I never thought I would do anything other than work in higher education. With a background in educational counseling psychology and a job as a career counselor and assistant director within a career center at a Boston-area university, I had no need to look for a life outside the ivy-covered walls. But then an intriguing opportunity presented itself and I made the leap to corporate America. And I now find myself as a de facto spokesperson for corporate America among my higher education friends and colleagues. The information that most piques their interest is: “What are the differences between working there and here?” And I always tell them, while there are differences, the two worlds aren’t as far apart as you might think.

It’s a different kind of fast paced.

I thought there was only one kind of fast paced, but I was wrong. As an assistant director at a career center, I had a lot to do. There were student appointments, large- and small-scale events to plan and facilitate, workshops, class presentations, semester planning, and ad hoc projects. As a recruiter, it is also fast paced with numerous projects to complete, yearly planning, interviews, and regular meetings with various stakeholders across the organization.

So, what’s the difference then? The difference are the deadlines. I can’t speak for all universities because I’m drawing from personal experience, but overall, I had a lot of autonomy when it came to deadlines. “When do you think you could have that done?” was a question I was frequently fielding as a career counselor. Additionally, it was acceptable to spend a semester or two hammering out a new program or idea and generally the only people you were answering to were those in your department and the students.

Deadlines in corporate America are much less fluid. Many of the decisions and projects that I’m working on directly affect a team in a completely different department or business unit. As a result, deadlines are determined by a group and driven by quarterly business needs and recruiting cycle timelines. This creates a different sense of urgency than what I experienced in the higher education sector. Not better or worse, just different.

The private sector is more formal.

This shouldn’t be a shocker: it’s more formal. Working with college students makes for a much more casual environment than working with business leaders in a Fortune 100 company. The casual nature lends itself to forming deep personal connections with co-workers and, in my opinion, is one of its most appealing attributes of working in at a college or university. It wasn’t uncommon to share personal successes and even heartaches and frustrations with your direct co-workers or even your supervisor. Mind you, you’ve got a bunch of counselors sharing feelings, so it’s probably not that unusual, but when you’re in the mix of it, you don’t realize what was going on until you leave.

There’s not so much sharing in the corporate world. While there is a huge emphasis on respect, integrity and development—and my colleagues are incredibly supportive and caring—the mushy-gushy feeling of my last department is gone. I have a few co-workers that I am thankful to have developed very close friendships with over the last year, but corporate culture doesn’t support oversharing the way education does. Again, neither one is better or worse than the other, but there are recognizable differences.

People move around a lot more in corporate.

My personal experience in higher education is that a lot of people stay put or climb the ladder within their particular function or department. My former boss had been at the university for more than 15 years—almost entirely as a career counselor with notable promotions within her department. Her boss was there just as long and on the same path. Many of my co-workers were self-proclaimed “lifers” and stayed within the academic counseling field in some capacity. You get to know your co-workers really well and they have in-depth knowledge about the organization and the department history.

Corporate works a little differently. Since I started a year ago, multiple people have moved to completely different business units and taken on very different roles. My company puts an emphasis on professional development and growth, so it isn’t surprising that there is a lot of movement. In fact, people are encouraged to explore new opportunities that will challenge their professional growth within the organization. The drawback is that people move around a lot and it seems as though as soon as I think I am getting to know somebody, they get promoted or move on to another part of the organization. Definitely all great things, but it is a stark contrast to what I saw working in higher education.

Both the corporate and higher education cultures have their pros and cons and I think it really all comes down to what you value in work and in your career. There are certainly things I miss about higher education (holiday break) and other things I certainly do not miss (freshman orientation). That said, work values and skills change and develop as we grow professionally. Who knows what the next 10 years will bring, but for those of you wondering, corporate is not as scary as you think and has almost as much free food as you get in higher education.

Practice Interviews and Anxiety

Kara BrownKara Brown, Associate Director of Career Development, Gwynedd Mercy University

A key issue that I have noticed with the majority of practice interviews that I conduct with students is anxiety. Often during a practice interview I observe symptoms of anxiety including: pressured speech, agitation of hands and feet, sweating, increased heartrate, nervous laughter, and sometimes crying. I am quickly able to identify these symptoms because in addition to my career counseling background, I also am trained in clinical mental health counseling.

While interview anxiety can be uncomfortable and difficult to address with students, I have found it to be extremely important to discuss. In some cases, anxiety can be linked to fear, lack of self-confidence, and/or lack of experience. It is important to address these issues head on before the student goes into an interview.

What can career counselors/advisers do to help?

Address it. Whenever we are in an uncomfortable situation we tend to want to ignore it. However, ignoring the anxiety that a student is experiencing in regard to interviewing could potentially continue to worsen the anxiety. Therefore, address the issue with, “I notice that you seem anxious. Tell me about that.”

Actively listen. Listen to what the student is telling you. For example, I had a student explain that they did not feel qualified for the position that they were applying to. So I went through each job requirement, and asked the student to give an example of how they met that requirement. The student felt more confident because they were able to verbally reason why they were qualified for the position.

Encourage practice. For some students, continuing to practice for an interview can help boost their confidence and decrease their anxiety.

Provide anxiety reducing techniques. There are several techniques that anyone can use to reduce anxiety. This may require a bit of research to find which one would work best for your students. While working with students with interview anxiety, I typically recommend that they use the technique of “being present.” I explain to them that while they are sitting in the lobby prior to going in for an interview, they take a few slow deep breaths, and notice what is going on around them. For example, what does the room look like? What do you smell? What are you feeling? I find that this process helps to lower a student’s anxiety by refocusing their attention on to something else.

Refer. There may be situations in which a student’s anxiety is so severe that they may require counseling services. It is important to have a referral process in place with your university’s counseling service in case these kinds of situations were to occur.
After you have conducted a practice interview with a student, make sure that you follow up with that student to find out how the interview went for them. Ask these students, “What went well? What did not go well? Did anything surprise you?” This kind of follow up allows the student to self-evaluate, and also helps to maintain their connection with your career development center.

Career Readiness: Exploring Leadership

KKathryn Douglasathy Douglas, Senior Associate Director Career Development Office, Yale School of Forestry & Environmental Studies
Twitter: @fescdo

The effective leader is someone who can communicate rationally, connecting relationally, manage practically and lead directionally and strategically. The head, the heart, the hands and the feet are all effectively engaged in the leadership process.Australian Leadership Foundation

Leadership: Leverage the strengths of others to achieve common goals, and use interpersonal skills to coach and develop others. The individual is able to assess and manage his/her emotions and those of others; use empathetic skills to guide and motivate; and organize, prioritize, and delegate work.Career Readiness for the New College Graduate, A Definition and Competencies, National Association of Colleges and Employers


Most of us lead in unique ways everyday but can’t articulate how. And most people, when asked to talk about their leadership, default to examples of being the top person in charge of a team, of a club, of a project. Students I work with often get stressed if they have not been the captain of a varsity team, served as a board member or been the treasurer for a social club, stating I don’t have any leadership experience.  The majority of people I counsel on this topic think first of charismatic or natural born leaders—the rare individuals with big personalities who motivate others through inspiration.

Leadership as defined by NACE’s Career Readiness for the New College Graduate goes beyond the “natural born leader” definition by focusing on the interpersonal, on empathy for guiding and motivating, on emotional intelligence, and on the ability to organize, prioritize, and delegate. The Australian Leadership Foundation draws from ancient Greek philosophers and the ontology of the human in naming four essential areas of effective leadership: Praxis, Ethos, Pathos, and Logos. A quick google search will provide another host of leadership definitions, theories and models, including:

  • Transactional
  • Transformational
  • Servant
  • Free-Rein
  • Autocratic
  • Democratic
  • Supportive
  • Situational
  • Participative

For the visual learner, a google image search will also uncover an array of colorful charts, graphs and diagrams depicting many current leadership models, theories and styles—a bounty of choices to consider when thinking about how to frame one’s own leadership preferences and style.

Google leadership models


What kind of leader are you?

While encouraging a student to do the research necessary to develop their own definition of leadership, I usually suggest that they begin with leadership model images that appeal to them. It is relatively easy to then follow the links to read about theories and types of leadership.

Some questions to think about while researching models:

  • Have I held many official leadership positions in my life so far?
  • Do I tend to foster collaboration? How?
  • Do I prefer to do everything myself, or am I able to delegate?
  • Who is my favorite leader?  Why?
  • Can I describe one specific example of my favorite leader’s leadership?
  • Am I the volunteer note-taker who may go unnoticed but who develops an agenda based on group consensus and sends it out by email ten minutes after the meeting?
  • Which of these models resonate with me?
  • Do I insist on my own compelling strategy and sell it?
  • Do I regularly advise and mentor peers?
  • How do I define effective leadership?

The Importance of Team

As team models are integral to leadership models, I also refer students to the Margerison-McCann Team Management Wheel. With its holistic symbol, the circle, it illustrates the varied and equally important roles required in a group to accomplish goals.  And in many leadership models, these team roles are also leadership roles.  The majority of students I work immediately relate to one or more parts of this wheel—Creator/Innovators, Thruster/Organizers, Controller/Inspectors, Linkers, Concluder/Producers—and are quickly able to articulate their unique leadership style.

This model also helps students recognize peers in new ways. They may realize that a group member they are annoyed with who has trailed off at the conclusion of a project was, in fact, extremely active in the idea generation and organizing phase of the project and has already made a vital contribution. They may recognize that a team member who has not made a significant concrete contribution has actually been actively managing group dynamics and keeping communication lines open (The Linkers).  They might newly appreciate the range of roles and types of leadership on their team, including their own.

Recognizing one’s natural leanings and the roles one typically assumes on a team is key to discovering and articulating one’s leadership style. Likewise, understanding the leanings and roles of others is extremely important.  By delving into specifics, by thinking, talking, and writing about them, we unearth a wealth of interesting material for describing leadership.  When we develop our own definition of leadership, we make a frame.  And in that frame, we can see a concrete illustration of our leadership.


Finding Your Professional Voice

Jade PerryJade Perry, Coordinator in the Office of Multicultural Student Success at DePaul University
Twitter: @SAJadePerry1

Many times, the word professionalism conjures thoughts and images of workplace dress, norms, and habits. However, there is yet another consideration for people  who speak more than one language and/or have mastered more than one dialect of English. This includes reconciling notions of professional voice.

Given the various dialects of English and the purpose of this article, I will refrain from calling some “proper English” and others “broken English.” These are value statements that detract from how the English language is actively shaped by both context and community. Yet since navigating language depends on context, we also must think about how students and staff negotiate language in the workplace and/or other professional settings (i.e. student meetings with university staff, interviews and interview prep, presentations, etc.)

For example, one afternoon I was chatting with a student in a dialect form that we both shared. (To be clear, this is not slang, catch-phrases, and/or lazy forms of standard English. By shared dialect, I mean “a systematic, rule-governed (form) of English” that we both could navigate well despite regional variations of said dialect; Jones, 2015, p. 404). We had a long conversation about what was happening on campus, goals for the next year, and more, until I was interrupted by a phone call from a colleague. This colleague happened to be able to navigate the dialect we were speaking. However, because it was a colleague, the conversation moved to include more formal / standard modes of English. The student commented, “You’ve got your work voice on!”

This does not just happen in our colleges and universities. We’ve seen this on the stage of arts and entertainment as well. If at all possible, briefly suspend your understandings of Kanye West’s canon of art and/or personality antics, to take a closer look at how he uses language. In recent interviews, Kanye slips into an extremely different mode of English than in his body of music. In the past, this has prompted strong reactions in news publications and on social media about “Who is Kanye trying to be? Why isn’t he using his real voice? Is this Kanye’s ‘interview voice?’ The choices that we make about language in the workplace often hold implications about who we are AND how we are perceived. It’s important to draw students into conversation about some of those things.

Communication and Career Capital

Dr. Tara Yosso (2005) poses an interesting question in her work, Whose Culture Has Capital? A Critical Race Discussion of Community Cultural Wealth. Quite often, when we think of capital, or various forms of wealth, we have limited views and understandings of what these forms of wealth can be. Many of our students hold a great deal of linguistic capital, defined by Yosso as the “intellectual and social skills attained through communication experiences in more than one language and/or style…Reading, literacy, oral histories, cuentos (stories), dichos (proverbs), sophisticated linguistic code switching (2005, p. 78).” This comes in very handy inside and outside of the workplace, as they navigate the different communities that they hold dear. So, when we talk about our modes of communication in interviews, in the workplace, and for career goals, there may also be opportunities to talk with and learn from our students about their understandings of professional voice.

Each day, our students navigate home dialects and standard English workplace/academic dialects. Thus, navigating multiple languages and dialects of language is a part of career capital: What are we saying? How are we saying it, depending on the context?

My “work voice”  and even the work voices of my colleagues can change, depending on how we need to function in that moment. At any given moment, you may hear standard American English (SAE), Spanish and dialects of Spanish, African-American English (AAE, which encompasses various sets of rules, depending on region), and more as we have conversations about student success, retention, persistence, and career capital. In a meeting with executive leadership, we might slip into more standardized dialects of English, due to context and shared understandings. For students finding their professional voice, it’s important to talk through these contexts, and it doesn’t necessarily have to be difficult to do so.

Learning from Creative Reflection

One of my favorite activities to take students through is an auto-ethnography of how they use language and how they are currently developing their understanding of professional voice. It’s easier to do this activity around written language, since they can access that from their phones and/or e-mail accounts. I ask students to observe and reflect on the language they use in the following contexts:

  • Contacting someone from your professional field (for students, this can be any current supervisors they have, mentors, etc.)
  • Contacting a family member
  • Contacting a peer or a close friend
    (you can also add other categories as appropriate)

It’s best if you can show them an example from your own life, to provide a template for the activity. Students may notice themselves code switching: slipping into and out of various languages, different forms of language, and even the use of imagery as communication, i.e. memes, emojis, emoticons. This prompts conversations about when they choose to use standardized/formal English dialects and when they choose to skillfully use various forms, as well. In many cases, this has also prompted conversations about authenticity in the workplace. (What makes someone authentic? How do we communicate in authentic ways, regardless of context?) This is also an activity that you can do with staff, especially if you are in the early stages of understanding. It’s important to stay away from value statements on how students are using language, but to help students to simply reflect on how they are already using language and how they might make sense of their own linguistic and career capital.

Further Reading:
Jones, Taylor (11/2015). “Toward a Description of African American Vernacular English Dialect Regions Using ‘Black Twitter.’ ” American speech (0003-1283),90 (4), p. 403.

Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth
Wofram. Sociolinguistics Definition from the Linguistic Society of America.


The Career Services Profession Is for Artists, Too

Tamara ClarksonTamara Clarkson, Career Services Consultant, Purdue University
Twitter: @tamcatcam

In the four years I’ve worked in career services, I’ve consistently heard we must recruit staff with diverse backgrounds and from various fields. I wholeheartedly agree, but that might just be my degree in art talking.

I began college, like many first-generation students, surprised I’d even gotten in. Now I was expected to pick a lifelong career? My freshman year, I studied studio art at a private university, but soon realized I didn’t know what I wanted to do and transferred to a community college closer to home. After a year of community college, I transferred to Texas State University, and when they wouldn’t take “undecided” as my choice for a major—as a junior—I hastily stuck with art. With that decision, I had seemingly selected my path for life. I focused on art education,n but found that the teaching profession did not suit my INFJ-ness. Then I thought, maybe art history could be a fulfilling career.

How many students have you seen that make life-altering decisions like these almost at random? If you’re keeping track, that’s three majors in as many schools and I was completely lost. I didn’t know how to evaluate what I loved or what I needed to feel satisfied in a career.

So I saw a career counselor.

Just kidding!

Like many first generation college students, I had no idea how to navigate the college system or find the resources that could provide direction. When I finally reflected, as a super senior, on what would give me true fulfillment and satisfaction in the workplace, I realized for the first time that what I was skilled at (creating art) did not align with what would bring me professional satisfaction (helping others).

The best professional decision I ever made was applying to the counseling program at Texas State after receiving my B.A. in art history. Luckily, the faculty saw my unique background as an asset. The program made me become who I am today and I’m so thankful to the professors and colleagues who helped shape me. It was there that I learned I needed a career that involved counseling, but also offered opportunities to work on projects and meet deadlines. I conducted several informational interviews with Texas State’s career services professionals and realized career services could provide the balance I was looking for. Four years later, I am a career services consultant at Purdue’s Center for Career Opportunities (CCO). If getting an M.A. in counseling was the best professional decision of my life, joining the CCO is my second.

When I see students struggling to stick with a career path that they have the skillset but not the passion for, or they simply don’t know what they’d be interested in pursuing outside of college, I enjoy telling them that so many others have struggled with the same dilemma. We are all unique, and as we change, so may our professional goals and interests. They don’t have to choose what they want to do for the rest of their lives, all they have to figure out is their first few steps. And I can tell them that diverse interests and a curiosity that exceeds a narrow career path are assets, not liabilities, because I am a career services professional, but I wouldn’t be here if I was not also an artist.