The Follow-Up: Career Services

Career Services Assessment Guide
The Follow-Up
Report
Institutional Assessment
Guidelines:
Career Services
(A Guides and Handbooks Report)
Todd V. Titterud
Revised 06/25/2007
The Follow-Up Report: Guides and Handbooks 1

Institutional Assessment Guidelines:

Career Services
(Todd V. Titterud, Revised: 06-25-2007)
The materials in this guideline have been collated to assist your department in the
institutional assessment process. The examples from similar departments in other
institutions are included for comparison purposes to help you develop or revise your own
department’s efforts. They are not intended as recommendations but as efforts to be
reviewed and critiqued to improve your own learning and understanding. While some may be
models of best efforts, others may reveal the range of understanding and interpretation which
is still prevalent. Each department and institution is following their own learning curve toward
the common goal of establishing a culture of evidence-based continuous improvement
founded on student and institutional learning.
1 Sample Mission Statements
George Mason University:

University Career Services involves students in career research and decision making,
encourages the pursuit of experiential learning opportunities, prepares students for
their job searches, and provides access to job leads and employers.
The office supports the university’s academic units by providing information on career
options and employment trends and by collaborating on programs that increase
awareness of skills and competencies sought by today’s employers.
Career services fosters relationships with alumni, employers, professional

organizations, and others that will provide opportunities for students to develop
professional competencies, integrate academic learning with work, and explore future
possibilities.
Florida Institute of Technology:

The Office of Career Services strives to provide high-quality career-related services to
Florida Tech students, alumni and employers to meet their employment and career
development needs.

Maui Community College:

The mission of Cooperative Education and Job Placement is to create quality career
options and opportunities for Maui Community College, University of Hawaii Center-
Maui students and graduates in response to the dynamic economic and workforce
development needs of Maui County.
The program vision for the next five years is to:
• Meet and exceed the annual goals for Cooperative Education and Job
Placement Services.
• Upgrade the data collection, tracking and reporting system for Cooperative
Education and Job Placement.
• Institutionalize the job placement and workplace readiness coordination
component.
• Strengthen the workforce development partnerships between the campus and
community.
Metropolitan State College of Denver:

The Career Services office assists students at all stages of their college experience to
identify their academic and associated career options. Our services are student
focused and intent upon enhancing the education experience through creative and
responsible use of multiple resources and collaborative partnerships.
The Career Services office accomplishes this by providing the building blocks that help
students make educational career decisions, develop lifelong learning skills and thrive
in an ever changing economy. Valuing continued improvement process of assessing
and addressing customer’s perceptions and needs.
St. Ambrose University:

The purpose of the Career Center is to assist students and alumni to identify, and
develop career goals, and to apply their achievements and learning to their
professional goals.
San Jose State University:

Mission Statement
The Career Center promotes professionalism by providing the tools to guide students
in making career planning decisions. We satisfy the needs of the employment
community and complement the academic curriculum. Our high-touch customer
service approach motivates, educates, and empowers students by giving them access
to: customized consulting services and programs, job and internship opportunities,
and a network of industry professionals and alumni.
Texas A&M International University:

The mission of the Texas A&M International University's Department of Career
Services is to assist potential, current and former students to identify, explore, select
and enter career programs and employment opportunities. Career Services will assist
students throught the following services and program: career exploration and

counseling, on-campus employment, part-time employment, resume preparation,

mock interviews, job searching needs, job fairs, graduate/professional school fair and
on-campus interviews.
2 Sample Goals
Florida Institute of Technology:

Goal 1: Increase the number of job listings, resume referrals and employer visits to the
campus by improving employer relations and emphasizing employer development. Utilize
professional organizations and alumni networks more effectively and develop new employer
marketing materials.
Expected results: Broaden the career prospects for students.
Assessment Measures: Count number of jobs, resume referrals and employer visits
in academic year 2004 and compare to previous year.
Goal 2: Increase the number of students participating in community service programs and
develop method to determine the number of students who volunteer in the community and
determine ways to recognize this service.
Expected results: Increase student participation in community service programs.
Assessment Measures: Following the development of a method to collect data, we
will report on the number of students participating in community service throughout the
year. Each year, the number will be compared to previous years to gauge any
increase.
Goal 3: Increase student participation in co-op and internship opportunities and improve data
collection to more accurately reflect the number of students actually working in major-related
work experiences.
Expected results: Increased student participation in co-op and internship
opportunities.
Assessment Measures: Student registration in co-op courses throughout the
academic year and contact student and faculty to determine where they are working in
the summer.

The goals of Cooperative Education and Job Placement are to:
1. Provide quality one – stop career services to students and graduates and the
community.
2. Serve as the central clearinghouse for career and employment opportunities related to
our customers’ educational, professional and personal goals.
3. Be the preferred portal for the business community to access qualified candidates for
their employment needs.

4. Act as the liaison between the College’s educational programs and the business
community for assessment of institutional and program effectiveness and for workforce
development.
Seattle University
University Strategic Goals:
1. Promote student involvement and leadership development.
2. Co-create a campus culture that fosters intellectual engagement and promotes
integrated student learning and development.
3. Develop a campus community that values diversity and puts the care of students first.
4. Help students to develop a coherent set of values and ethical standards consistent
with Seattle University’s Jesuit Catholic Mission.
5. Develop effective systems and practices that utilize assessment and technology to
enhance the student learning experience.
Career Development Center Goals:
1. Assisting students in making decisions about the types of careers they may want to
pursue (Aligned with strategic goals 1, 2, 3, 4 and 5).
2. Connecting students to employers and employment opportunities in a variety of ways
(Aligned with strategic goals 1, 4 and 5).
3. Provide opportunities for students to link their academic programs to careers and the
world of work (Aligned with strategic goals 1, 2, 3, 4 and 5).
4. Provide training in job search strategies and job ready skills to enable students to be
successful in their job search (Aligned with strategic goals 1, 3, 4 and 5).
St. Ambrose University

1. To partner with faculty to provide information and incorporate professional
development with academic goals.
OBJECTIVE: Approach and identify a liaison with each department on campus.
2. To help students make informed career choices and transition to professional
environments.
OBJECTIVE: Meet with individuals and groups to provide career assessments,
counseling and career opportunities. Establish professional opportunities such
as internships, Co-ops, part-time/full-time work, job shadows, and work-study
programs.
3. Collaborate with employers, faculty and campus departments to enhance students’
personal development.
OBJECTIVE: Provide professional events (etiquette dinners, career fairs, mock
interviews, etc) and workshops.
4. To prepare and assist students to achieve meaningful employment and/or admission
to graduate or professional school.
OBJECTIVE: Provide students with knowledge and skills about employment,
graduate and professional schools and employment opportunities through
personal and electronic interaction.
Tyler Junior College

Goal 2: Tyler Junior College will provide occupational programs designed to prepare
students for employment in career fields.
Objective: To track student progress toward successful employment, military service,
or pursuit of a higher degree
Measurement 1: Percentage of graduates employed
Measurement 2: Percentage of completers who pass licensure exams within
one year
3 Sample Objectives

We will accomplish and fulfill the mission and goals of Cooperative Education and Job
Placement by
• Establishing a comprehensive accessible, responsive and proactive service center
• Staffed by professionals whose experience and network form a significant bridge
between the community and the campus
• Offering just-in-time services such as internships, job placement, mentorships, career
shadowing and other career development experiences
• To guide our customers towards reaching their goals.
4 Sample Performance Indicators
Dalton State College:

KEY PERFORMANCE INDICATORS
• Job placement rates
Percentage of Graduates employed within one year after graduation (The
proportion of an identified entering cohort achieving a ‘marketable employable skill’
who obtain employment in a field directly related to this skill within one year of
graduation)
• Employer Satisfaction
Composite score from annual employer survey about level of satisfaction with the
skills, knowledge and behavior demonstrated by DSC graduates (The proportion of

a sample of regional employers in a given field indicating that their employees who
received training at DSC exhibit skills and job performance rates equivalent or
superior to all employees)
• Alumni Satisfaction
Composite score from periodic alumni survey about level of general satisfaction
with campus academic programs and services (The proportion of a sample of
alumni who respond to a survey regarding DSC educational programs and student
services)
North Carolina Department of Community Colleges:

Annual Program Review Accountability Measures
• Student satisfaction of program completers and non-completers (Standard: 85%)
• Employer satisfaction with graduates (Standard: 85%)
• Employment status of graduates (Standard: 90%, adjusted up or down based on
local unemployment rates)
Bellevue Community College

Employment
• Employer Ratings (90% satisfied)
• Student Employment (90% employed)
• Student Wages (> median starting wage)
Sample Student Learning

5 Outcomes
CSU Chico
1. Self awareness and self assessment to prepare for choosing a major and or a career.
Success can be estimated by students' satisfaction in major selection and the
pursuit of a career path that he/she is passionate about. We consider all students
who graduate and pursue a satisfying career path to be successful in this regard.
2. Learning the methods of a successful career search, including research, resume
preparation, interview skills, salary negotiation, networking, etcetera.
Success can be measured by student feedback (e.g. students will often comment
that they feel they are improving in the area of interviewing, networking, etc.),
recruiter feedback (e.g. recruiters telling us that our students are well-prepared for
the job search process), and ultimately the gainful employment of our registrants.
All job offers reported to our office can be attributed to this learning objective.
3. Understanding the politics and the organizational structure of businesses and
organizations with the goal of securing and understanding career level position.

Success can be measured by the gainful employment of our registrants, as well as

success of alumni as they prosper in various career paths.
4. How to locate and use computerized job search databases.
Students learn to use our on-line database. Success can be measured by the
involvement in on-campus recruitment activities, as the only way a student can
participate is to master the functionality of our system. In addition, we introduce
students to job search links on our website, and teach them how to research
others. Success in this area, as in #2 and #3 above, can be measured by student
acquisition of job offers.
5. Develop strategies for life long career searches and development.
Success can be measured by job offers and satisfaction in current and future
careers.
6. Learning to identify, research, and apply for graduate schools.
Success can be indicated by students successfully applying to graduate schools
and receiving acceptances.

1. George Mason University students will
1. Know will know and use the Career Decision-Making Process Model
(Identify, Clarify, Explore, Choose, Plan, Act) in making Academic/ Career
Decisions
2. Undertake Self-Assessments in terms of their Interests and Abilities and Job
Readiness
3. Learn to explore careers using Information Interviewing and Company and
Industry search strategies
4. Gain Career-Related Experience via Internships and Coops
5. Develop career-related skills, such as Applying to Graduate/Professional
School, Conducting Long-Distance Job Search, Developing Resumes,
Letters, Interviews, and Portfolios, and Evaluating Job Offers
2. Students will be satisfied with Career Services programs.
3. Students will judge themselves to have learned from their participation in Career
Services activities.
Georgia State University

DOMAIN: COGNITIVE MATURITY
Sub-Domain: Problem-solving in context
1. Student workers who become Career Educators will be able to identify and
assess a student’s/client’s needs and provide information, services, and/or
proper referrals to staff, resources, and/or programming
2. Students who participate in career counseling will be able to define the next
step(s) in their career development process
Sub-Domain: Applying knowledge in practical ways
1. Students who attend the business etiquette dinner will be able to demonstrate
that they have learned to present themselves effectively in their professional
lives
DOMAIN: INTEGRATED IDENTITY & PERSONAL MATURITY

Sub-Domain: Development of personal autonomy and empowerment

1. Students who attend a UCS resume workshop and/or resume critique session
will be able to create a resume that effectively presents their background and
experience

The customer, upon completion of a Cooperative Education work-based learning
experience, shall be able to
• Demonstrate knowledge of basic workplace expectations and related employment
issues. (seminars and field work)
• Apply basic principles, concepts and skills from their educational field. (field work)
• Demonstrate effective communication skills. (seminars and field work)
• Apply basic principles of human interaction, motivation, and learning. (seminars and
field work)
• Analyze and resolve common workplace situations / problems. (seminars and field
work)
• Identify career options in their field. (seminars and field work)
• Design a basic career portfolio for use in the job search process. (seminars)
The customer, upon receipt of appropriate job placement service units, shall be able to
• Access and utilize basic resources in an effective job search process. (service units)
• Create a functional resume, cover and thank you letters. (service units)
• Respond appropriately to standard interview questions. (service units)
• Interpret results of self-assessment analyses for use in career planning (service units)
Mendocino College
The SLO's listed below are what we expect our students to be able to do when they graduate
from Mendocino College with an AA or AS degree. Many of these skills are taught both in the
classroom and by students' interaction with college offices and activities. Please fill in the
chart below indicating how your department helps students to learn these skills. Be specific
and give examples. You may enter "Not Applicable" as appropriate.
1. Assume responsibility for your actions, and work effectively as an individual and as a
member of a group.
Career Center and Student Employment: Students are taught job skills which are
required by employers such as positive attitude, attendance, and getting along with
others.
Cooperative Work Experience: Responsibility: By identifying and completing
specific, measurable learning objectives; Group: completing these objectives while
employed and generally working with others
2. Express ideas with clarity, logic, and originality in both spoken and written English.
Career Center and Student Employment: Students learn how to create cover letters
and effective resumes.
Cooperative Work Experience: By discussing and identifying potential objectives
with workplace supervisor(s) and instructor, and by writing clear, specific and
measurable learning objectives

3. Apply mathematical principles to address and solve problems.

Career Center and Student Employment:
Cooperative Work Experience: Depends on the objectives
4. Gather and interpret data, using a variety of scientific methods, to address and solve
both practical and theoretical problems.
5. Analyze, understand, and evaluate diverse ideas, beliefs, and behaviors.
6. Access, interpret, evaluate, and synthesize information using multiple resources,
including current information technology.
Career Center and Student Employment: Students use EChoices to research
careers, skills, and interests. They also do informational interviews and then analyze
this information to make career decisions.
7. Enhance physical and psychological well-being by examining and applying health and
wellness concepts.
8. Explore and express personal creativity throughout your life.
9. Understand yourself and others as members of our diverse global community.
10. Understand and evaluate issues concerning use of the world's natural resources.
Metropolitan State College of Denver:

1. Learn the importance of networking & utilizing personal, business, Alumni, and
print/electronic resources.
2. Learn the procedures, processes and strategies of conducting a job search.
3. Learn how to develop a resume & job search correspondence.
4. Learn interviewing strategies & techniques as well as related image management
topics.
5. Gain self knowledge about self & career through assessment inventories.
6. Self/career knowledge through advising converts into proactive execution of a job
search.
Oregon State University:

Goal: Build student capacity for effective career and life development
Outcome: Students will learn professional etiquette
Outcome: Students will learn effective interviewing skills

Outcome: Students will learn effective resume writing skills
San Jose State University:

Student Learning Outcomes
The Career Center provides SJSU students and alumni with numerous educational
opportunities to support the development of their career goals and job search competencies.
To meet this objective, the Career Center Team has developed learning outcomes in
alignment with the delivery of its workshops and programs, drop in sessions, office hours and
career counseling appointments. This supports the Career Center Team in its thrust to most
effectively serve students and alumni while maintaining quality and relevant services via a
systematic evaluation and quality assurance/improvement process. The following are the
specific learning outcomes students will gain upon completion of a Center's educational
opportunity.
After participation in Resume Preparation workshops, students will increase their
expertise in preparing targeted resumes
After participation in Job and Internship Search workshops, students will gain
competency in delivering an effective One-Minute Commercial to an employer
After participation in Interview Workshops, students will demonstrate increased
competency in answering behavioral questions asked by employers
After participation in one of the Center's career counseling, drop-in or advisory office
hours, students and alumni will:
o understand how to use the resources available to assist them in selecting a
major;
o demonstrate increased levels of knowledge related to various job search
strategies including resume preparation, self-promotion and communication
skills, or interview capabilities;
o articulate greater awareness of effective job search techniques relevant to their
specific career goals; and
o identify expanded awareness of career options and goals related to their
interests.
6 Sample Other Outcomes

Faculty Learning Outcomes
1. Faculty will make use of available Career Services offerings (i.e., Career Services
or will increase/maintain the number of collaborations with academic departments)

2. Faculty will agree that Career Services programs achieve the faculty’s intended
student learning outcomes
3. Faculty will be satisfied with the Career Services campus and in-class services.
External Constituents Outcomes (Career services fosters relationships with alumni,
employers, professional organizations, and others that will provide opportunities for students
to develop professional competencies, integrate academic learning with work, and explore
future possibilities)
1. Career services will provide opportunities for alumni, employers, professional
organizations, and others to support Mason students’ career exploration and
development
University of Illinois, Champaign-Urbana

Affective Outcomes:
Our students feel:
• Hopeful in their career and professional journey
• Encouraged in their life pursuits
• Confident in their ability to achieve desired results
• Committed to carrying out their choices
Behavioral Outcomes:
Our students can:
• Explore Self & Options: Students discover their passions, values, interests, skills
and strengths. Students examine career and educational options that compliment
their self discovery.
• Manage Education: Students are proactive in choosing majors and exploring
course options, while having a back-up plan in mind. Students also consider
appropriate graduate and professional school options.
• Use Resources: Students find, evaluate and employ a wide variety of print,
electronic and interpersonal resources in making educational and career choices.
• Gain Experience: Students “try out” careers and interest areas through student
organizations,
• class projects, volunteer programs and/or summer jobs and internships. Within
these activities, students build skills and networks.
• Communicate Accomplishments: Students understand their strengths, interests
and skills, and can communicate them within resumes, cover letters, personal
statements and interviews.
• Conduct a Search (Job / Intern / Grad School / Professional School): Students can
effectively research and pursue their options via various resources offered both by
the university and via their personal networking.
Cognitive Outcomes:
Our students know:
• Self: Students know their own passions, interests, skills, values and strengths.
Students understand and appreciate the importance of professional and ethical
standards.
• Options: Students know how to find, access, and evaluate options for career
decision making and professional development.

• Decision-Making: Students understand and can employ effective strategies and

tools for identifying and evaluating options, as well as executing their choices.
• Career Process: Students know that career development is a life-long process, and
that lifework balance is an important part of career.
Expect To See Outcomes
• Increased awareness and knowledge of career options and opportunities
• Increased job search skills (i.e., resume writing, interviewing, career exploration,
employer research)
• Increased awareness of the multiple and varied The Career Center (TCC) resources
• Increased level of comfort in approaching career counselors and using TCC resources
for exploring, choosing and preparing for careers (from A to Z)
Like To See Outcomes
• Increased willingness or desire to explore alternative options and expand their world
views
• Increased understanding of and enjoyment of learning about life-long preparation for
future employment
• Increased ownership and taking action in their career planning
• Increased levels of emotional self awareness, accurate self-assessment, self-
confidence
Love To See Outcomes
• All University of Illinois undergraduate students will graduate empowered to be life-
long learners actively planning their futures as contributing members of a global
community.
University of Arizona:
General Outcomes:
1. Students will be knowledgeable about the career-planning process
2. Students will have the tools to gain career-related experience prior to graduation and
to develop post graduation plans.
3. Employers will have services to meet their recruitment needs
Specific Outcomes:
Student usage of services:
1. Increase the number of students utilizing Career Services by 15 % this year (2004-
2005) over the previous year and ensure that 55% of the total student population will
take advantage of services offered through Career Services.
2. Increase the number of minority students utilizing Career Services by 5% this year
(2004-2005) over the previous year and ensure that 50% of the total minority student
population will take advantage of services offered through Career Services.
Center for Assessment and Planning Support:

Intended Outcome # 1 (Services): Career Services staff will assist students with resume
development skills in 2006-07.
Assessment Measures, Techniques, and Target Activities:
Staff will maintain a list of students using the center to develop resumes.
Assessment Criteria/Expected Results:

At least 25 percent of juniors and seniors will use Career Services for this purpose in
2006-07.
Intended Outcome # 2 (Services): Career Services staff will assist students with oral
presentation/interview skills in 2006-07
Staff will maintain a list of students using the center to prepare for job interviews.
At least 25 percent of juniors and seniors will use Career Services for this purpose in
2006-07.
Intended Outcome # 3 (Satisfaction with Services): Students will report a high level of
satisfaction with the assistance received from Career Services with resume development
and/or oral presentation/interview skills.
Students will complete a spring satisfaction survey, which contains several items
related to services provided by Career Services. Institutional Research staff will
evaluate students’ responses to the items.
At least 90 percent of survey respondents, who received assistance from Career
Services with resume development and/or oral presentation/interview skills, will report
a high level of satisfaction with the assistance.
Intended Outcome # 4 (Student Learning): Students utilizing Career Services will
demonstrate competency in resume development skills.
Students will develop resumes during the junior or senior year. Staff will use an
assessment rubric selected by the program assessment committee to evaluate
students’ resume development skills.
The average rating of student achievement in each performance category will be 3 or
higher on a scale of 1-4.
Intended Outcome # 5 (Student Learning): After working with Writing Center tutors,
students will demonstrate marked improvement in writing skill and grammar.
Students will revise resumes. Staff will utilize a rubric (same one used for assessment
of original resumes) to measure student performance on the revised documents.
The average rating of student achievement in writing skill and grammar will improve
from 2.6 (on a 4.0 scale) on original resumes to 3.0 or higher on the revised
documents.
Intended Outcome # 6 (Student Learning): Students utilizing Career Services will display
practical expertise in oral presentation/interview skills.
Students will participate in a mock job interview during the junior or senior year. Staff
will use an assessment rubric selected by the program assessment committee to
evaluate students’ oral presentation/ interview skills.

Source: Larry Kelley Educational Services, Inc.

http://www.angelfire.com/ia/kelley/noninstructional.doc
“How to” Identify Student Learning

7 Outcomes for Career Centers
What are student learning outcomes (SLO)?

Ruth Stiehl in her book The Outcomes Primer, asks this question: How do we
reconstruct courses and programs around outcomes that are relevant to the needs of
learners in the 21st century? She goes on to define Student Learning Outcomes as
what the student will be able to Do, in the rest of life, with what s/he learns in this
course, program and how do we measure it?
Why are SLO’s so important?
Because accreditation compliance requires California Community Colleges to include
Student Learning Outcomes in their learning plans, most colleges are drafting the
student learning outcomes for their respective institutions, programs and courses. That
means that if you have not done so, you will soon begin to prepare the student
learning outcomes for students using your career services program.
Three Questions to Ask
The Career Center at the University of Illinois documented how they went about
determining SLO’s in the article, “Discovering Student Learning Outcomes and Program
Strategies.” They began the process by asking three important questions:
1. How do students benefit by using our services?
2. What do we expect students to learn or acquire as a result of participating in programs
and/or services in our Center?
3. When students graduate, what difference has the Career Center made in their lives?
How to use a PLO’s Template
You may find this Program Outcome (PLO) Guide Template from The Outcomes
Primer, helpful as you begin building your PLO’s. Ruth Stiehl insists that when using
this template you must always plan backwards beginning with the outcomes. From
there you can answer the questions in any order.
Program Learning Outcome Guide Template

#3 Learning #2 Assessment #1 Intended
#4 Prerequisites
Experiences Tasks Outcomes
What must a What learning What can we have What do students
student be able to experiences are students do in this need to be able to
do before engaging necessary to program to show Do “out there” for
in this work? include in our final evidence of the which this program

program to prepare intended will prepare them?

students? outcomes?
Example: Example: Example: Example:

Complete a self Participate in Number of Students successfully
assessment of Career Workshop successful job market themselves by
identifying and
skills, strengths, Series placements communicating their
interests skills, strengths and
education
An Example of SLO’s
Check out the Mission Statement and Student Learning Outcomes from San Jose’s Career
Center. Learn more about the affective, behavioral and cognitive Student Learning
Outcomes for Career Programs in: Q: The Ultimate Techno Student-Info Scene Handout 1
Handout 2
Source:
Career Development Advisory Committee, Chancellor’s office, California Community
Colleges, http://www.careerdevelopmentadvisory.org/CDA/uploads/SLO.html
8 Sample Assessment Plans
Center for Assessment and Planning Support:

Intended Outcome # 4 (Student Learning):
Students utilizing Career Services will demonstrate competency in resume
development skills.

Students will develop resumes during the junior or senior year. Staff will use an
assessment rubric selected by the program assessment committee to evaluate
students’ resume development skills.


Assessment Rubric for Career Services Intended Outcome # 4:
General Resume Rubric

Student Name:
Category 1 2 3 4
Resume is difficult Resume is Resume is easy to
Resume is easy to
to read. somewhat difficult read and visually
read. Categories
Organization is to read. Some pleasing.
Format confusing - no organization, but
and headings are
Categories and
used for
categories or uneven lines or headings are well
organization.
headings. inconsistent fonts. defined.
Poorly written,
difficult to
Some mistakes in No mistakes in
understand.
grammar, spelling No mistakes in grammar, spelling,
Mistakes in
and punctuation. grammar, spelling, punctuation.
grammar, spelling,
Writing Skill & Minimal effort in punctuation. Good Strong effort given
punctuation. Little
Grammar word usage and effort given to to word choice
effort given to
information. word usage and and information
include
Handed back for information. included was
information.
correction. valuable.
Handed back for
correction.
Two to three
One reference, not Three references More than three
references, but
all information with information references all
References complete or lined
information not
accurate and lined accurate and lined
complete or lined
up. up. up.
up.
Some effort given Strong effort given
Poor effort given
to include Information to include
Quality of to accuracy of
important accurate and pertinent
Information information. Not
information, but complete. information. Very
complete.
not complete. complete.
Adapted from the original rubric (ID: 1082570) made using RubiStar (http://rubistar.4teachers.org, Copyright © 2006, 2005, 2004, 2003,
2002, 2001, 2000 ALTEC)
Source:
Larry Kelley Educational Services: Center for Assessment and Planning Support
http://www.angelfire.com/ia/kelley/supportpresentation.doc
Georgia State University

Intended Outcome # 1: Graduating students who participate in a UCS Interview Workshop
can explain to an employer how their background and skills match the employer’s needs
Effectiveness Indicators: Using a rating form on-campus recruiting employers will
evaluate how well individual graduating students explain how their background and
skills match the employer’s needs, using a standardized measurement scale.
Success Criteria: During the fall semester 2004/205, eighty five percent (85%) of
students who have attended a UCS Interview Workshop and have had at least two on-
campus interviews will receive an average score of 3.5 on a 5 point scale. If fewer
than 85% of such students receive an average score of 3.5, there is a need for

improvement. If fewer than 50% of all interviewing students achieve an average score
of 3.0, Career Services will institute immediate interventions.
Data Collection and Analysis Procedures: Data will be collected from both students
and employers. Employers will rate each student’s performance in “explaining how
their background and skills match the employer’s needs” using a standardized
assessment question with a five point response scale ( 5 equals “exceptional”, 3
equals “average” and 1 equals “poor”) which will be incorporated into the student
evaluation form. Before the interview, each student waiting to be interviewed will
complete a short survey concerning their interview preparation. One of the questions
on that survey will ask whether the student has attended a UCS Interview Workshop.
At the end of the semester, Career Services staff will compile the data collected from
students and employers and calculate average results. The scores of students who
attended a UCS interviewing workshop will be compared with the scores of students
who did not.
Utilization of Results: If more than 15% of students who attended a workshop and
had two campus interviews achieve an average score below 3.5, UCS will review and
improve the content and delivery of its Interview Workshops. In addition, individual
students who have attended a workshop and fall below an score of3.5 will be
contacted by a career counselor and offered an individual counseling session on
improving interview skills. UCS will also calculate the aggregate data for all campus
interviewing students (including both students who did attend a UCS Interview
Workshop and those who did not); if more than 50% of all students fall below a score
of 3.0, UCS will in the next semester require an online or in person workshop before
participation in Campus Interviewing. If more than 80% fall below 3.0, UCS will
recommend a required course in Career Development and Job Search which teaches
students how to integrate their past experiences into future goals to the University
administration.
Intended Outcome # 2: Students who participate in UCS programs and events will report
satisfaction with the experience
Effectiveness Indicators: UCS will measure the degree of student satisfaction with
each of its programs and events using a standardized scale on evaluation forms
provided at the end of the program/event.
Success Criteria: The following results will indicate success: Students who participate
in UCS sponsored programs will report an average satisfaction score for all categories
of programs of 3.5 on a 5.0 scale. If the average satisfaction score for any category of
programs is less than 3.5, there is a need for improvement in that group of programs.
If the average satisfaction score for any category of programs is less than 3.0, there is
a need for immediate intervention.
Data Collection and Analysis Procedures: Career Services will collect data from
students who attend any UCS sponsored program during the fall semester 2004/2005.
At the end of each program, Career Services staff will distribute evaluation forms that
include a question designed to measure satisfaction (on a five point Likert scale, from
very dissatisfied to very satisfied) and an open-ended question for areas of
improvement. This form will also give students the opportunity to provide their contact
information for further follow-up. The coordinator of each program or event will be
responsible for distributing the forms and for collecting, analyzing and reporting on the

data. At the end of the semester, Career Services staff will collate the results of all
events and produce an overall report on student satisfaction
Utilization of Results: Feedback from the evaluation forms and student follow-up will
serve as the primary source of information to drive our improvement effort. Programs
and events that receive a 3.0 – 3.4 satisfaction rating will be reviewed for
enhancement. Programs and events that receive a 2.5 – 2.9 satisfaction rating will
undergo immediate review and Career Services will make significant content, format,
and /or delivery changes. Programs/events that receive a 2.0 satisfaction rating will be
reviewed for total rework or elimination.
Intended Outcome # 3: Students who participate in career counseling can describe three
steps involved in making career decisions.
Effectiveness Indicators: During academic year 2004/2005, UCS will use a
standardized evaluation form to measure students’ ability to describe three steps
involved in making career decisions at the conclusion of each career counseling
session.
Success Criteria: The benchmark for success will be that 85% of students
participating in a career counseling session are able to describe three steps involved
in career decision-making. If fewer than 85% of students can describe three such
steps, there is a need for improvement. If fewer than 70% of students can describe
three steps, immediate intervention is indicated.
Data Collection and Analysis Procedures: At the end of each career counseling
session time will be allocated for the completion of a written evaluation survey which
will ask students to describe three steps in career decision making. On a quarterly
basis career development staff will review and collate students’ responses and report
on the results to determine which step(s) student’s have the greatest success or most
difficulty describing.

The Follow-Up: Career Services

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The Follow-Up: Career Services

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Career Services Assessment Guide

The Follow-Up Report: Guides and Handbooks 1

Institutional Assessment Guidelines:

1 Sample Mission Statements

George Mason University:

Career services fosters relationships with alumni, employers, professional

Florida Institute of Technology:

The Follow-Up Report: Guides and Handbooks 2

Maui Community College:

Metropolitan State College of Denver:

St. Ambrose University:

San Jose State University:

Texas A&M International University:

The Follow-Up Report: Guides and Handbooks 3

counseling, on-campus employment, part-time employment, resume preparation,

Florida Institute of Technology:

Maui Community College:

The Follow-Up Report: Guides and Handbooks 4

St. Ambrose University

Tyler Junior College

The Follow-Up Report: Guides and Handbooks 5

Maui Community College:

4 Sample Performance Indicators

Dalton State College:

The Follow-Up Report: Guides and Handbooks 6

North Carolina Department of Community Colleges:

Bellevue Community College

Sample Student Learning

The Follow-Up Report: Guides and Handbooks 7

 Success can be measured by the gainful employment of our registrants, as well as

George Mason University:

Georgia State University

The Follow-Up Report: Guides and Handbooks 8

Sub-Domain: Development of personal autonomy and empowerment

Maui Community College:

The Follow-Up Report: Guides and Handbooks 9

3. Apply mathematical principles to address and solve problems.

Metropolitan State College of Denver:

Oregon State University:

The Follow-Up Report: Guides and Handbooks 10

San Jose State University:

6 Sample Other Outcomes

George Mason University:

The Follow-Up Report: Guides and Handbooks 11

University of Illinois, Champaign-Urbana

The Follow-Up Report: Guides and Handbooks 12

• Decision-Making: Students understand and can employ effective strategies and

Center for Assessment and Planning Support:

The Follow-Up Report: Guides and Handbooks 13

The Follow-Up Report: Guides and Handbooks 14

Source: Larry Kelley Educational Services, Inc.

“How to” Identify Student Learning

What are student learning outcomes (SLO)?

Program Learning Outcome Guide Template

The Follow-Up Report: Guides and Handbooks 15

program to prepare intended will prepare them?

Example: Example: Example: Example:

8 Sample Assessment Plans

Center for Assessment and Planning Support:

Assessment Measures, Techniques, and Target Activities:

Assessment Criteria/Expected Results:

The Follow-Up Report: Guides and Handbooks 16

Assessment Rubric for Career Services Intended Outcome # 4:

Success can be measured by the gainful employment of our registrants, as well as