Tag: Encouraging

  • Encouraging Alumni to Assist in Career Development

    Encouraging Alumni to Assist in Career Development

    Networking events with alumni give students the chance to learn more about life after graduation and build career skills.

    A May 2024 Student Voice survey by Inside Higher Ed and Generation Lab found that 29 percent of respondents believe their college or university should prioritize connecting students to alumni or other potential mentors. However, not every student has this opportunity before graduating; only one-third of graduates said their institution helped them to network with alumni while they were students, according to a 2024 National Alumni Career Mobility survey.

    Administrators don’t always recognize this disconnect between current and former students; a 2024 survey of student success leaders found that 56 percent believe their career center effectively connects students with the institution’s alumni network.

    Inside Higher Ed compiled six ways colleges and universities can invite alumni to partner with them to enhance students’ career development.

    1. Mentorship Programming

    Pairing students with graduates, particularly those in the same discipline or with similar career goals, is a common way to foster feelings of belonging among classes and with the institution.

    Survey Says

    A 2025 survey from Gravyty found that 80 percent of alumni engagement teams invite alumni to participate in community or networking events, but just over one-quarter ask alumni to become active volunteers. A survey of alumni also by Gravyty found that alumni who have served as mentors say they are 200 percent more likely to donate in the future.

    The University of Massachusetts Dartmouth hosts a Meet and Mentor mixer to introduce current and past students, building organic relationships in an informal setting. Syracuse University extends mentorship opportunities for alumni far from campus through virtual mentorship meetings. The university has coordinated over 1,000 meetings between students and alumni mentors over the past five years.

    In some cases, alumni can provide insights into evolving industries in ways that career services pros may be less equipped to.

    Worcester Polytechnic Institute created a mentorship program for students interested in green or sustainable jobs and industries, in part to help them keep up with the rapid changes in the field. The program has found more mentors than mentees so far, including alumni from a variety of industries such as architecture and design, waste reduction, consulting, and energy.

    1. Office Hours Programs

    Establishing an informal space for students to meet with alumni allows them to create connections and helps students build confidence for venturing into more professional networking spaces. Clemson University’s business school invites alumni to participate in drop-in office hours to review résumés, provide career advice or engage in a casual conversation with students.

    Some colleges and universities designate alumni in residence who provide one-on-one guidance, give presentations, engage in networking receptions and more, as needed. The University of Connecticut’s career center asks alumni in residence to devote at least four hours per month for virtual office hours and to participate in several career events and programs.

    1. Job Shadows

    While many students may know what field they’re interested in working in, understanding the day-to-day responsibilities of an industry professional can feel out of reach. Alumni connections can address the transition to work and help students establish work-life balance. Kalamazoo College connects students with local alumni for a short-term job shadow during spring break, showcasing local businesses and industries that hire graduates.

    Grinnell College also taps alumni around the globe each spring to provide job shadows and homestays, giving soon-to-be graduates a deeper look at what their future may be after college. The visits, which can last from a day to a week, connect students to new cities, professional networks and careers.

    1. Microinternships

    Microinternships have grown as a way to engage students in project-based experiential learning connected to a potential employer. At Goucher College, microinternships also introduce students to alumni who share their career interests. The six-week virtual experiences take place across the winter break and January term, and students are paid a stipend by the university, reducing barriers for participation.

    Projects vary depending on the needs of alumni, and in the past students have edited books, organized data, created presentations or conducted market research. The goal is to enable the student to walk away with a portfolio piece they can talk about in future interviews.

    1. Early Alumni Engagement

    Colleges can also help graduating students make the transition to being engaged alumni by establishing programs for recent graduates.

    Boise State University created BOLD, short for Broncos of the Last Decade, an alumni group specifically for students who graduated in the past 10 years, which holds tailgate events and a champagne reception for new grads during commencement weekend. BOLD also offers discounts on football and basketball season tickets, helping alumni maintain connections to the institution even after graduation.

    West Virginia University and Marshall University partnered to create a talent-development pipeline, called First Ascent, for recent graduates to reduce brain drain in the state and connect recent alumni to peers and mentors.

    1. Financial Support

    Alumni can also build institutional capacity and help sustain programs for current students through financial gifts and endowed resources. Supported through alumni donations, Brandeis University’s World of Work fellowship program provides stipends of up to $6,000 for students to participate in unpaid or underpaid experiential learning opportunities, helping build their career skills.

    Many career centers are also endowed by alumni, including the University of Central Florida’s Kenneth G. Dixon Career Development Center, named for the 1975 alumnus who donated $5 million in 2024.

    Do you have a career-focused intervention that might help others promote student success? Tell us about it.

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  • Encouraging Families to Promote Racial Identity and Pride in Black and Other Minoritized Children

    Encouraging Families to Promote Racial Identity and Pride in Black and Other Minoritized Children

    Dr. Donna Y. FordNow more than ever, race has become salient in politics, higher education, P-12, and the workforce, especially in this anti-DEI era. It is not uncommon for Black and other minoritized individuals to have feelings of anxiety about discussions around race, particularly for families (e.g., parents, caregivers, guardians, etc.). Having “the talk” about racism and bias has been a rite of passage for many Black children and youth in which their parents/caregivers have to discuss the intersection of race and U.S. societal issues such as how to interact with law enforcement because navigating these circumstances can easily lead to imprisonment or a life-or-death situation. Trauma is undeniable. 

    Keeping “the talk” at the forefront of this op-ed, it is imperative that families have the resources to properly discuss, show, and engage their children in active conversation about race relations so Black and other minoritized youth and families can respond appropriately, particularly in proactive ways. Moreover, families must continue to instill confidence and pride in racial identity. To set the tone, we are eager to share this Sesame Street video “Elijah Explains Race to His Son, Wes, and Elmo.”

    Children are Ready, Caregivers (and Educators) Must Be Too

    Here is an overview from Traci Baxley. Research shows that children form race-related ideas long before they can verbalize about race and racism. It may surprise readers to know that racial awareness begins in infancy. Regardless of their age, all children get clues from their experiences (inside and outside of home) to make sense of the world. Therefore, early, intentional/proactive, honest, and age-appropriate conversations are important for promoting racial identity and pride. Here is a developmental look at children’s understanding.

    •Infants show a preference for the faces of people from their own racial group as early as six months. Babies gaze longer and show happy expressions more frequently with people who look like them. Start early by introducing children to people who don’t look like them, and let children see pictures of people with a variety of skin tones and facial features.

    •Toddlers use social cues such as body language and facial expressions to make sense of their world. They watch the way adults respond to differences in people and mimic our attitudes and racial biases without us even realizing it. As young as three, toddlers associate some racial groups with negative traits and use these associations to develop their own understanding about the world/environment around them. As caregivers, we need to be aware of our own biases and reactions to people whose skin color is different. Using books, videos, and music that highlight and celebrate differences.

    •Preschoolers become even more aware of differences such as skin color and hair texture. They are increasingly observant of how others are similar and different from them. Toddlers compare and group/categorize people by race. Note that some children also begin to show a “pro-white” bias. Thus, they may begin to include or exclude playmates on the basis of race. Furthermore, minoritized children may associate White with wealth, power, and/or beauty.

    Dr. Erik M. HinesDr. Erik M. Hines•Kindergartners and first graders are beginning to notice that race is often a taboo topic – the proverbial elephant in the room. They may continue to include and exclude peers based on race. They are more aware of disturbing news, and they often ask questions about it. This is a timely opportunity to have meaningful conversations about race and racism.

    In summary, as soon as children can ask race-based questions and make comments, support their natural curiosity by answering them, even the most difficult ones.  Let them know that it’s fine/not wrong to notice skin color and to talk about race. We concur with Baxley that “the idea is to make differences normal and good!”  We are uncomfortable and not prepared, our children will notice, and experience discomfort. It will be difficult to promote racial understanding and pride, which is so needed for minoritized children in these turbulent times.

    A Final Word

    We are staunch advocates of appreciating Black culture and its legacy of innovation, education, and significant contributions to the history of the United States. Broaching race with children is imperative to ensure that they have the confidence and belief in themselves with no limitations to their talents, creativity, brilliance and genius. These conversations around race not only prepares our youth to thrive but it also normalizes how conversations on race can be proactive as opposed to reactive.

     Dr. Donna Y. Ford is Distinguished Professor of Education and Human Ecology at The Ohio State University.

    Dr. Erik M. Hines is Professor of Counseling in the College of Education and Human Development at George Mason University.

    Dr. Tanya J. Middleton is a Clinical Assistant Professor in the Department of Educational Studies at The Ohio State University. 

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  • Encouraging first-gen students to study abroad

    Encouraging first-gen students to study abroad

    Study abroad is tied to personal and professional growth for college students, but crossing the border can be an enormous hurdle or feel unattainable for some learners.

    A new initiative at Bucknell University seeks to empower and support first-generation and low-income students who are interested in experiential learning and study away through workshops, financial aid and mentorship.

    In this episode of Voices of Student Success, host Ashley Mowreader speaks to Chris Brown, Bucknell’s Andrew Hartman ’71 and Joseph Fama ’71 Executive Director of the Center for Access and Success, to learn more about the center and how it reduces barriers to student participation in high-impact activities.

    Listen to the episode here and learn more about The Key here.

    Read a transcript of the podcast here.

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