Author note: Hello all, this is a repost of a blog that I wrote for the NASPA Graduate Associate Program (GAP). The original posting can be found here: https://www.naspa.org/constituent-groups/posts/in-defense-of-career-services
During my Slippery Rock University interview day in January 2016, I chatted with future cohort members about what experiences brought them into Student Affairs. After some informal polling, it seemed like residence life and orientation were the strongest pulls toward the field. These functional areas make sense as all campuses host Resident/Community Assistants and Orientation Peer Leaders, yet not all hire undergraduate career advisors. Though many career centers employ undergrads, not all host active, peer-driven career advising programs, programs like ones hosted at George Mason, Boston College, and my alma mater, Carnegie Mellon (CMU).
In my role as a Career Peer Mentor (CPM) at the CMU Career and Professional Development Center (CPDC), I always looked forward to the opportunity to work individually with a student on one of their career documents, usually a first year student with a mocked up resume made the day before. I learned that career, to someone on the outside, can seem like a passive transfer of a student through the meaning-making of academics to the soul-sucking real world. However, I know that thinking about oneself in a professional manner is a really personal, narrative-based experience that is difficult for a student to convince themselves to go through, adding to the need to demystify the career education. I have worked with students who have told me that “I’ve never done anything, I don’t have any skills,” which is heartbreaking to hear and even more heartbreaking to see that person with their head down, feeling defeated before they even start. To alleviate this negativity, I asked students to detail a volunteer/part-time experience, what they did, and what resulted. They detailed their role for a minute or so as I jotted down key words and impressive phrasing, adding a strong action verb to the start. “So, you said that you ‘Led a cabin of 20, 8-10 year old students and provided them an environment of physical and mental wellness?’” Their voice after my summary suggested confirmation of my interpretation but their face displayed amazement, amazement that they truly have made a difference and do have skills. I saw my role as a CPM as a translator, interpreting a student’s disappointment, role explanation, and job description into short action statements and actual action plans. After translating an experience of theirs, I asked them to do the same thing for the next experience listed, with my guided help: “Say out what you’ve done, pick apart the themes that come through, and whittle it down to a few bullet points.”
It’s obvious that Career Services/Education is misunderstood by students in general, as shown by this Inside Higher Ed article stating that “only 17 percent of those who graduated from 2010 to 2016 said they found their college career centers to be “very helpful,” with another 26 percent reporting that the career office was “helpful.” I agree with Andy Chan, Vice President for Personal and Career Development at Wake Forest University, who in this article states that “one of the challenges is helping students understand that going to the career office is a multioccasion, multiyear experience, not just going ‘at least once.’ Sometimes students think they’ll go one time for 30 minutes and get everything they need, but it’s not that simple.” As CPMs, we address this issue by encouraging students to attend multiple CPM hall programs and teaching students how to request counseling appointments in the Career Center.
Within the CPM residence hall mentor roles, we spent a lot of time building relationships with Residence Life and working with RA liaisons, attending extra hall events, adjusting our schedule for theirs, and making sure to update Housefellows/Resident Directors on our progress mid-semester. Even with these adjustments, we sometimes encountered negative feedback regarding the presence of CPMs in first-year halls from ResLife staff. Once, a staff member told my supervisor that our presence in the halls may cause students stress, pressuring them to have an internship by the second semester. I have come to understand her statement as both a misunderstanding of our role and the purpose of the program as well as a denial of the pressures students inherently face when attending a prestigious and expensive school well-known for the stress students undertake. We have found that peers offering career advice and addressing the professional needs of students literally where they are allows them to feel more comfortable in the process. Additionally, though we have specific workshop topics, all mentors worked with students where they were at, and addressed the needs they had at the time, preparing them to think about these topics before they got to their senior year and didn’t know what to do.
I believe it is important to defend what you love and more importantly, let others know why you do. I hope that as I’ve described a couple of the myths related to Career Services and what I’ve gained from the excellent Career Staff at CMU, that others who may feel like it’s not something they’d like to do may give career a second chance. Every day I think to and use the skills that I gained as a CPM as a Student Affairs Graduate Student and within my graduate assistantship in Diversity and Inclusion. When I think to my future internship and job applications, I look with excitement and proactivity rather than fear. I’d even venture to say that my time at the Career Center, changed me very personally, as StrengthsQuest has determined my top strength as ‘Futuristic.’ This position changed me as a person, secured my self-image as a leader, and continues to prepare me for the challenges I anticipate I’ll face as a professional. I thank the Career Center for what they taught me and hope to bring peer mentor programs to other career offices once I graduate.
Does your campus host a Career Peer Mentor-like program? If it does, what benefits and drawbacks have you seen? If not, how do you think a program like this could be implemented?