Innovators Talk: Bridging the Gap
Jim Dickinson, Assistant Vice President for Career Services, Loyola University Maryland
Catherine Voss Plaxton, Interim Associate Vice President for Student Services, San Jose State University
Christian Garcia, Associate Dean and Executive Director, Toppel Career Center, University of Miami
Key Takeaways:
“Infinitely Adaptable, Immediately Employable:” Whether the model is T-shaped, I-shaped, or based in three phases of career development, our panelists agree: adaptation is essential in today’s workforce. “We’re really trying to get students to think of continually adapting and being prepared for whatever changes and new opportunities come up,” said Catherine Voss Plaxton.
Self-Efficacy: In looking at the students who engage in career services, they are often those who rate highly in self-efficacy. So even though a majority of students say they are going to college to launch a career, there is work to be done in making them confident enough to leverage the services at their disposal. So, as Catherine Voss Plaxton said, “how do we get students to grow confidence in as many ways as possible?” This is the core question in the work of career services.
One Model: Our panel discussed how our learning and experiential systems are converging into flows rather than individual, discreet experiences. So by bringing together networking and real-world experience in one model, we can ensure that students make the most of both opportunities. Through a mentor’s guidance and reflection, it also allows students to see what they are learning in real time and understand the purpose behind an experience — even if the purpose is to help a student see what they don’t want to do.
“Showing Up in Students’ Spaces:” In any student service, it’s important to build trust with the students. Our panelist shared how important it is to reach out to students and engage with them in their forums — particularly for students from traditionally underserved communities. As Christian Garcia shared: “We have to show up in their spaces and not sell career services. But to just be there and show them that we have an interest in them as individuals and in their organizations, and that we want to learn about their issues. Because that’s how you build trust.”
“If I had to put this into a mathematical equation, it would be: ‘Advice from Trusted Mentors + Real-World Experience = Personal Growth Through Learning by Doing and Getting Actionable Feedback.’ I think it’s that combination that is really powerful to see all together in one place.”
At each stage of career development, pairing project based work experience with connections and mentorship provides immense value for students. It allows them to explore fields and functions by networking with available resources. They can then prototype that exploration in a low-risk way by engaging in a short-term project guided by trusted connections. Finally, they can launch their careers leveraging the competencies and skills gained through their experience and with the help of the open doors offered by the network they’ve built. In today’s world, ensuring connections and experience are paired together in one cohesive flow is vital to ensuring success in the new student journey.
Learn more about how PeopleGrove and the BridgesAlliance is building this new ecosystem of purpose, connection, and experience.
Resources Referenced in the Panel
Book describing the "atomization of jobs" and the creation of project-based work happening in organizations: McGowan, H.E., & Shipley, C. (2020). The Adaptation Advantage: Let Go, Learn Fast, and Thrive in the Future of Work
Book on how cognitive bias may affect choices to engage in career development (given that the benefits may seem uncertain and time-delayed to students) and why we need to consider the incentives we provide to engage: Thaler, R.H., & Sunstein, C.R. 2009. Nudge: Improving Decisions About Health, Wealth, and Happiness
Self-efficacy theorist and researcher: Albert Bandura (numerous publications)
