Setting Scotties Up for
N
38
aturally, when considering the definition of professional success, many people might think of climbing the ranks of an organization and an increasing salary. While these certainly may be parts of a career journey, Dawn Killenberg, executive director of Agnes Scott College’s Office of Internship and Career Development, says the college sets different priorities in helping students identify their professional success goals in SUMMIT and beyond. “When we talk about professional success at Agnes Scott, it’s not really about a destination and checking a box,” explains Killenberg. “It’s about a lifetime of growth and creating a life that works for you. We want to help students learn the process of discovering ‘who am I, what are my skills and strengths, what opportunities align with my interests, and how can I connect with the world of work?’” In 2015, the college’s senior leadership decided to move career development from the Division of Student Affairs to the Division of Academic Affairs in order to more closely connect what students learn in the classroom with the world of the workplace. “There’s a lot of data that shows students are more satisfied with their academic experience if they see its relevance,” Killenberg notes. A Committee for Professional Success was established and convened in the fall of 2019. The group of 15 members from departments across the college conducted interviews with multiple stakeholders, including faculty, students and alums, and reviewed data sources, such as the World Economic Forum, to determine ways for deepening the successful SUMMIT initiative with innovative professional success experiences for Agnes Scott’s undergraduate and graduate students. These experiences ranged from exploration of interests to landing great jobs. The committee’s work resulted in new requirements that will be phased in this year and the following one. In the implementation plan, these include undergraduate labs for first-years focused on academic connections and career exploration as well as a requirement for every major and graduate program to include an internship or research project. Additionally, digital skills aligned with each student’s course of study will be included in the curriculum, and each discipline identifies at least two courses that are project-based with hands-on learning.
“We are enthusiastic about these areas and know they will help our students be more successful after graduation,” says Professor of Psychology Jennifer Hughes, who co-chaired the implementation plan for professional success. “[To measure the effectiveness of these new requirements], future departmental assessment plans will include an assessment of these professional success components.” Also in the works is a new center designed to inspire student discovery and career education with career coaches, real-world career exploration with alums and college partners, and impactful connections to internships and job recruiters. “To have a center that promotes curiosity, discovery and exploration is the pinnacle of what we’re trying to do,” Killenberg says. “We’re fighting a societal pressure where students are asked at such a young age, ‘What do you want to be when you grow up?’ We think the more they explore, the more they will land on something they love.” In 2020, the Office of Internship and Career Development was also able to hire career peers and career community coaches who will have dedicated, welcoming spaces within the center, an endeavor that was made possible with funding from the Goizueta Foundation. Career peers are juniors and seniors who receive training to help students with professional communication, including interviewing, writing resumes and cover letters, using LinkedIN and more. The career peers work closely in guiding other students—a method that Killenberg says is known to reduce the anxiety students may have about visiting a career center. Additionally, a Career Communities initiative offers undergraduate and graduate students the opportunity to drop in or schedule appointments with career coaches who are well versed in and connected to employers within their professional niches. The coaches, who educate Scotties on everything from on-the-job jargon to interviewing skills, are focused on one of four professional community categories: health, sustainability and science; nonprofit, service corps and arts; technology, business, media and communications; and government, pre-law, education and international affairs. Career coach Irene Foran, a certified career services provider, serves as a specialist within the latter community.
