Job & Internship Search (for Brandeis Families)
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Job & Internship Search (for Brandeis Families)


Welcome to our webinar today on the Job
and Internship Search. This is especially for Brandeis parents and families, so
that you can understand the process and hopefully share that with your student.
My name is Alexandra Stevens and I am the Associate Director of Alumni
Engagement here at the Hiatt Career Center. So excited that this is the third
webinar in our fall series on College to Career and that I’m joined by Andrea
Dine, the Executive Director of the Hiatt Career Center, who will be leading us
through this very popular topic. So Andrea take it away.
(Andrea) Thank you so much. It’s a pleasure to be with everyone this afternoon. We’re here
at Brandeis, it’s a nice soft fall crisp day with the sun shining so
it’s really a lovely day to be with you and a great day to start off the
weekend. As Alexandra said I’m a VP here at Brandeis in Student Affairs and
I’m an Executive Director of the Hiatt Career Center. I’ve been at Brandeis for
about 10 years now and have far more experience within higher end career
development at prior institutions as well. So it
really is a pleasure to have this kind of forum, to be able to work with
families that care so much about the future and their success of their
students, so we’ve really designed the content of the webinar today to really
address the kinds of concerns and questions parents and families often
raise when working with their students. I also kind of did a couple other
things I had in mind that we’re approaching the Thanksgiving break,
so I also included things I thought you might find helpful when you’re speaking
with your student if they are home for break or you’re speaking with them over
the break. For the agenda today what we’ll be talking about is, we’ll
start with Hiatt’s philosophy and approach and the ways in which we
communicate with your student. We’ll go into the search process and strategy, and
that really is a umbrella search process and strategy that it’s effective for
both internships and jobs. We’ll also be talking about the recruiting timelines
the wind can be very important depending on the field the student is interested in.
We’ll be talking about this skill developmental resources we have
available here and again knowing students that will soon be home on break
I paid particular attention to those resources they could access at a
distance or from abroad. We’ll also be talking about the tools
and featured resources that support students in their search success. We’ll
spend a few moments on funding and specifically Brandeis funding that’s
available to students in different venues and avenues, depending on what
they’re pursuing. We’ll be talking about a little bit about outcomes of how
students are successful after graduation I’ll refer you to a much larger data set
for that. Then as promised the conversation starters for new ways in
which you can approach a conversation with your student, whether they’re home or
you’re speaking with them by your tweeting or speaking on the phone, and
then we’ll open it up to that larger Q&A piece, having incorporated the advanced
Q&As into the presentation. The other piece I’d like to address, a piece
that we won’t be covering today but may be an important topic to you, is the
element of Grad School. We have touched on this in the webinar a
little bit earlier this week, but we have give or take about a third of students
that pursue graduate school immediately after graduation. We covered this topic
far more in depth in the College Career for Parents of Seniors webinar, which is
archived and you’re able to access that on our family’s webinar page.
I do recommend it, it goes specifically into the way we speak about graduate
school and support students in their graduate school decision making and
strategy and identify several of the resources that we have specifically to
that topic. So please do feel free to reference that. It is a more robust
section of our website: we have very specialized guides both for graduate
school in general and law school in particular on our site, so I do encourage
you to look at that if that’s what is of interest to your student. That being said,
really when we think about Hiatt’s overall strategy and approach, it really
is as we know for strategy in general there are steps to that. It really starts
with the foundational: who is the student, what are their values, skills, interests,
etc., they bring their whole selves to this process. It’s not just their major
or perhaps previous experiences they have when they start thinking about “what
do I want to intern in” and “what work I might want to pursue.” They’re really bringing everything else in: hobbies, activities, leadership experience, etc. So that piece is important and we
are not alone in this process. Though Hiatt really is the conductor of the
orchestra if you will of supporting students as they think about what their
next steps are, it really is a much more sense of network including employers,
alumni, colleagues, other departments on campus, of course you in the greater Brandeis community to help them be successful. And it’s true that Hiatt’s services and support do not end at graduation. We really offer
career services for their entire continuum for life and Alexandra
actually, who we’re fortunate to have with us today, coordinates a lot of the
educational workshops and programming and webinars for that, also which are
available for you to see online. (Alexandra) This is especially important for seniors who, you
know, upon graduation, may or may not have postgraduate plans solidified yet. We’re
open all summer, we don’t close our doors so the process continues and we’re
here to help along the way. (Andrea) Absolutely. For the skill piece, I wanted to make sure we
just at least covered some of these as I mentioned before I focused on things
that students could do from home. Of course, Brandeis has an extensive, and the
Hiatt Career Center, has an extensive website on these topics. We offer programs and
workshops throughout the year, as well as one-on-one counseling to address skill
development pieces. But we really wanted to include some of the other things they
could do if they had a little more free time over break as they were thinking about it. Sometimes students struggle with vocabulary to articulate both who they
are and what they want. TypeFocus is an assessment tool that can be helpful for
that. It’s grounded in MBTI, Myers-Briggs, Strong Campbell, and a values assessment
are all built into that and sometimes the student may know themselves
well, but not articulate on what they want or who they are well, because they
struggle with the vocabulary of words to wrap around what is their thoughts and
sentiments are taking them to. TypeFocus can really help with that vocabulary identification. Also, sometimes students are really in the space that
they know who they are well but they may not know all the different
kinds of opportunities that are available to them, or they may have a cursory understanding of field, but not the level of depth that
they would need to be successful in pursuing the internship or job because
employers are really expecting them to be able to speak at least a little bit
their language, they are the employers language, when they engage in
conversation for internships and jobs. So resources, we have a variety that are listed
here of resources that students can access online through our website and through Handshake, which is our primary platform. And this will again help a student be
more informed and a better translator if you will of their skills to an external
audience using these resources. The other piece is that professional
communication is, as I just referenced, it really is about using professional
mediums to communicate their experience to a particular audience. And so, I often
talk to students about their pieces that it’s about you, these documents and these
pitches are about you, but it’s for someone else. That audience connection is
critical, and so though we offer a variety of events and programs and
winter breaks coming up as well and we have specialized events during winter
break as well, there are things they can do throughout the year that will help
them in each of these areas, whether that’s a practice interview with an alum,
education on networking strategy, archived webinars like this one. We have
a whole series of archived webinars, not only for families and alumni, but
students as well, and videos on our site as well. I’d remiss if I didn’t include
Lynda.com. Lynda.com actually is a publicly available site, but for Brandeis
students, we have a university subscription, so students can access all
of the fantastic educational videos and curricula on Lynda.com at no cost by
using their log in through the library system. Really a robust resource that
covers everything, including very specialized prep work for particular
industries that students are frequently interested in, so that is a lovely sight
to be able to go to. The other piece that families often ask
is how we are doing and how do we communicate with students, and that piece
is a forever changing environment as students engage with social media in
different ways. We certainly do things in person: we have
a weekly email that students receive, we have an extensive website, and we’re on
ever evolving social media platforms of which many are listed here. But that
piece, as students engage with our platform that’s called Handshake,
students are able to share what their interests are, whether geographic
preferences are, if they’re looking for a politics internship in Hawaii, are
they interested in a research lab in California or whatever that may be. And
that allows us, as opportunities come in, to really provide targeted
information for them, both through Handshake as a platform as well as email
and other ways. And so that piece is very helpful. In person, we do drop-ins or
quick chats with students around campus and we also leverage our relationship
with faculty and academic departments, as well as other
administrative departments to communicate really amazing opportunities
to students, so we really try to cast a wide net as we communicate with students
because we know we’re competing with other messaging and language out there.
Before we jump into the direct search strategy, we have a question for
you. (Alexandra) So we’re gonna launch our first poll, I think this is a bit of a fun question.
I know what I’d answer. The question on your screen, really quick multiple-choice:
Which of the following responses best describes how you’d feel about starting
your own job search. So you may be job searching, you may be very happy to have
been in your job for a long time now and feeling very comfortable, but our
students are faced with some decisions, whether it’s to find an internship, to
find a job, so can you just not wait, you just love job searching so much, it could
be your full-time job it often is a full-time job. Is it just fine, you can do it, you can handle it. Ugh, if I have to, or no please anything but that. So I’ll give you a couple more
seconds to weigh in on what your own personal sentiments would be regarding
the job search. (Andrea) Yeah, and we often joke about that internally, for folks that
work at a Career Center would at best at the “ugh if I have to” piece of it
even though we work with folks on their search all the time. (Alexandra) Right. I think it’s because we know all that’s really entailed to do it right. (Andrea) And we’re
our own worst critics, I think. (Alexandra) Yes. Okay, so almost everyone’s weighed in. I’m
gonna end the poll and share the results with all of you. So I think we got one
one “can’t wait,” good for you, but the the majority are
pretty much kind of in the murky middle. (Andrea) “Yeah, fine” or “Ugh.” and the reason I asked this question before we jump into the other pieces is we often get the
questions from parents and families about you know, “has my student, is my
student engaged” or asking their student “Have they been into the Career Center.” I
just want to recognize, your answers actually reflect the general student
population as well, of how people potentially feel about a job search.
Except, we had that group of folks that responded, “It’s fine, I can do it.” You
potentially have been through that process before. For many students doing
their internship search or even a full-time job search, it is the very
first time they’ve encountered it and so they don’t even necessarily have that confidence of “it’s fine, I can do it.” There’s a lot of trepidation and
anxiety when it comes to making decisions around narrowing search for an
internship or a job or even engaging in the process at all. So that’s why I’ve
asked that question, to bear that in mind because sometimes you can be like, “well
of course my student would go in and just talk to the Career Center about
that.” It may not be, for the student, as easy as that because they have a lot of
concerns and trepidation about coming in our office. We are extremely pointedly, and with forethought, about making our space as open and welcoming as possible.
We are not a mandatory stop on a student’s schedule, it’s not a required
requirement for graduation that they work with us, and so we work extremely hard to
be that open welcome positive space so that students feel
more comfortable coming in, recognizing it’s a stressful topic for them. Just
sort of fact wise, as we look at the search process and strategy, know that in
general, whether it’s an internship or a job, a typical search takes about three
to six months of active work. That is, I’m actually gonna back that number up a
little bit, that is once someone has sort of narrowed down what it is they might
be pursuing and I often use the analogy about going into a library. Even when a
student is thinking about what it is they’d like to do, it is easier to do a
search and more successful, you’re more successful, if you’re doing a search, if
you’ve narrowed down what it is you’re searching for. And that piece of really
exploring and mapping values, field interests, and strengths to what you might
want to do in the work is something that is honestly some of the most rewarding
work we do with students. It’s very intriguing and engaging to help a
student through that process, but that step of that self-assessment piece and
mapping where they might be imagined in the world of work, whether that’s for an
internship or job, is incredibly critical. I liken that to going into the library and asking a reference librarian for a book, and that’s kind of a stymieing
question because there are possibly tens of thousands of books that the librarian
has access to versus going into being very specific and I often choose a genre
of the moment, so maybe they want a mystery that takes place in
Boston. The more narrow that identification can be, recognizing that
flexibility can be important, the more able that reference librarian then would
be able to direct them to something they would actually enjoy or give them a
swath of opportunities of things that might be a good match for them, so that
piece is important. The next piece of the self-marketing, I talked a little bit
about that when we talked about resources, but really being able to
tailor and map what it is that you’ve accomplished to date to the appropriate
audience. And so, sometimes we find that students have just some amazing
accomplishments that they’re very proud of that are important to them, but
may or may not be important to their audience. And so we have that conversation about “it’s about you, but it’s for someone else,” so that they
are really prioritizing that which is most important about them to their
audience. (Alexandra) And the other thing about it taking you know three to six months of
an active search, it is all about customization as well. You know, we see
that, as many of you may be hiring managers yourselves, you see the
copy and paste job in a cover letter or a resume that’s not tailored, and we hear
that from our employers as well who work with our office and want to recruit
students, is that they really need to make it about the employer, what they can
do for them. (Andrea) Yeah absolutely, and that piece of being clear to an organization, that you know who they are, why you’re a match for the particular
role they’re pursuing, is just a lifelong skill, that if they can develop while
they’re initially searching for internships that makes it that much
easier when they search for jobs and beyond throughout their careers. The
piece around search strategy itself. There are sort of two sub categories
of that: one is for searching for posted opportunities. We certainly have
literally tens of thousands of opportunities both for internships and
new jobs throughout the US and internationally through our primary
portal, which is known as Handshake, which I referenced before, so there’s certainly
no shortage there. We also have very specialized resources by particular
fields and industries, so the resource I referenced in an earlier slide called Spotlight on Careers has very tailored lists of sites
that are appropriate by industry for students to look for things that are
already posted. But what we know, and this is true for jobs but particularly true
for internships, we have students that create essentially their own
internship experiences and volunteer experiences over the summer all the time
because they have a particular interest or passion that they are pursuing and
they actually propose that to a prospective employer, and whether
that’s a for-profit employer or an NGO or a government agency. And so that piece
around gathering information about the role they might want to pursue, looking at
what organizations they might be interested in, engaging in networking to
uncover what is often referred to as the hidden job market, it’s suddenly
hidden if you don’t do the research and networking for it. But we work with
students specifically with tailoring their strategy for their area of interest to
be able to pursue those types of opportunities and again a really
fantastic lifelong skill that will serve them forever. Do you want to speak Alexandra, just a quick reference to the webinar that you hosted yesterday. (Alexandra) Yeah, so just yesterday we hosted a webinar in partnership with Idealist,
which is an online job board for social impact careers. The topic of that
webinar was unlocking the hidden job market and how you can create a targeted
employer list to do the legwork before hand to hear about positions before
they’re even posted, so I think students often think that it’s time to network if
they need a job, and in fact if they start that process far earlier, they’ll
be in a much better position when it does come time to job search. (Andrea) Absolutely. And even the process of networking as we know can lead to opportunities, but what
it really can do, we often talk historically language about networking
or mentorship is engage around talking about having sort of a board of advisers
or mentoring board that folks can help you in different ways, and some of that
is learning in greater depth about a particular industry or field or area.
Sometimes it’s someone that’s a extraordinary writer that really has a
good eye for the work that you’re interested in doing, or it could be
someone that has an organization that could be a potential interest. So,
that piece becomes incredibly important. When we talk about search, we’ve got
another question for you is, “when do you think companies begin to recruit for
summer internships or May graduates?” (Alexandra) So, question for you on your thoughts about
the recruiting timeline. When do you imagine most companies begin recruiting.
“August through October,” oh my god that means we’re already done, “October through December,” “January through March,” or “April through June” for summer interns and May
grads. Take a second to take our little quiz and then we’ll share the results and a
little bit more info about the actual recruiting timeline. (Andrea) Yes, absolutely. And when can cause the “when” question can cause anxiety for
students because if Student A sees Student B actively doing a job search, they can be questioning themselves of like “oh did I
miss something” or “did I do something wrong.” (Alexandra) Right. Okay, so most of you have weighed in, so I’m gonna
close the poll and share the results quickly with you. So it looks like the
majority think “January through March,” one person thinks “August through October,” and then the second most popular is “October through December,” but no one picked “April through June.” (Andrea) There we go. (Alexandra) All right. What’s the real answer, Andrea? (Andrea) Yes, part of it we’re gonna speak about is, it depends. It really ranges by industry, so you’ll see
that this map of when folks recruit for both jobs and internships ranges
tremendously. The darker shaded lines that you see or blocks that you see, are
more of a peak season for particular industries. Some industries recruit year
round for both May and summer, others have much more targeted timelines. There are a
set of fields with a subset of employers within them, that recruit incredibly
early. We may even have to move up some of those finance and consulting ones to
include August or even July for graduating seniors for their full-time
job search. So it’s a few fields that have incredibly early timelines. That does not
mean they’re not recruiting all year or different companies are recruiting
throughout the year, it just means the peak sort of most popular companies
we’ve seen for Brandeis grads are recruiting incredibly early. So for those
folks in finance and consulting, at this point we’re now hitting the tail end of
recruiting for the larger firms in that area, and so for some students we work
with actually juniors on educating them about those early timelines. Internships
in finance and consulting follow pretty quickly, they go a little further
usually into the January time period, but often particularly the larger firms recruit incredibly early for those students. Again, it doesn’t mean they’re closed out, they
could apply for jobs later on, but that’s not going to be peak recruiting season.
For other organizations, whether it be government or technology,
is year round and some other things, I was trying to think of other things that
are what I consider anomalies that recruit terribly early, some
rotational positions in corporations have an earlier timeline, they’d be
around now probably to January, February and many organizations don’t start
hitting that peak recruiting period until spring semester. And I wouldn’t
discount, so we only had a small number that said that later time period and
sort of that April May June, that actually is a very significant
recruiting period for a lot of industries because they do just-in-time
hiring, so they look at what their needs are. It’s very common for someone to
leave a position, for an academic time line it would be later in the academic year,
but for them it’s just mid-year. Sometimes families choose summer
vacations and that vacation is the split line between where they leave one job
and start another, so that March April May is not to be ignored, there’s a lot
recruiting that takes place during that time and that includes these internships.
The folks that are recruiting for internships will range dramatically on
the timeline: sometimes it’s a very organised program and they’re saying
“okay, I’m gonna make sure my postings up by January so I’m getting folks started in
May and June,” others will realize it’s become May or June and they better get
their internship postings up. We see, if we were to chart that out on a line
graph, we would see the mountain going uphill that would climb dramatically
starting in February and March and that actually continues on through June of
the numbers of opportunities that are newly posted during that time period for
both job opportunities and certainly summer internship opportunities. (Alexandra) Right, so even if your student you know has left campus in May after finals end, employers
are still posting lots of positions in Handshake and of course it’s an online
database they can access it from anywhere, so it’s something that
they can come back to early on when their summers are just beginning
if they haven’t found an opportunity yet. (Andrea) Yeah, absolutely, and as you may imagine you know companies are not on an academic schedule, and so opportunities
come up all the time. I also wanted to add, if your student is abroad, so whether your student is searching for either an internship or
a full-time job, the vast majority of our resources are online. We have webinars
like this so students can view them 24/7 even if they’re in a very different time
zone. They also have full access to our career resources including career
advising as well, we just work out the time difference and do it via Skype or
Zoom as you’re seeing now and do one of the commitments that way. So geography and physical location should never be a limitation for students as they work
with us and work in our office. Timeline aside, this one I am not going
to go through in detail, but I just wanted to give you some examples of the
kinds of tools we have available and resources we have available. In here, you
have some of the upcoming events or events that have happened this semester
and upcoming. We do have on location Career Fair in New York in January and
we also host a large on-campus fair for opportunities in the spring semester so
it’s usually late March, early April for opportunities as I mentioned because
employers are hiring all the time. Research wise, you’ll see resources I’ve
mentioned several times, few that I haven’t include Glassdoor, which is a
very interesting site. It has not only opportunities on it, but it really has
evaluations, it has insight tips about interviews for particular companies in
the way in which they interview candidates, it also has reviews of those companies and reviews of those opportunities.
LinkedIn, incredible resource we also mentioned it in the webinar earlier this
week and I’ve already mentioned Spotlight on Careers so those are some
of the overview, I want to leave the rest for you to research on your own time but
I just want to give you an overview kind of the swath of things. And now I’m going
to go into greater detail of what we have on the Handshake platform. And so as I’ve mentioned before, Handshake is our primary platform. It has events, it has
opportunities, it has, students can manage their own calendar, they can use it to
schedule appointments. The way that Handshake works and the way in
which they engage it is very dynamic, so in the same way when you’ve used the
Internet in whatever way you choose and you go to a social media site like a
Facebook or a Linkedin, it uses analytics on the backend
through an algorithm to really push information that is most relevant to you,
and Handshake works on a similar platform. Obviously it’s targeting
students and it’s a student career center platform, so for example, I just
use this as an example as my pretend student self on our system is an
English major and so you can see it’s pushing, you know if I type in publishing
as an example, they will have those opportunities available for me to search,
that just happens to be one example. Again, literally thousands, so just typing
in publishing at that moment gave me 393 matches and so that’s a very small
career field relatively speaking to many of the fields your students may be
interested in. It’s really a wealth of resources available online for
them. We also have links to many of the resources we’ve mentioned in this
webinar are also link to the resource section in Handshake. (Alexandra) And one of the questions that we get a lot of the time from students is, “what is the benefit of
applying in Handshake versus applying on like a monster.com or an indeed.com?” And
the benefit of applying in Handshake is that employers are specifically posting
positions for Brandeis students, so we’re lucky to be on using the same
platform with schools from across the country, so your student is getting
access to a geographic diversity in terms of opportunities that they never
have before. We use this system and so when an employer posts, they have to
select Brandeis as one of the schools that they’re posting to and so, much more
likely that your student’s application will get eyeballs on it if they apply in
Handshake versus directly on the website or on a random site. Some
applications do require that they apply both in Handshake and on the company
site, so your students should be sure that they’re completing all the steps. (Andrea) Absolutely, but also applying through Handshake, Handshake also then recognizes that that’s what you’re looking for and so you’ll receive more and more tailored
information based on your actual interests as a result. Another piece worth highlighting, this is for folks on the internship side of the house whereas
Handshake is both jobs and internships Brandeis has its own system called the Brandeis Internship Exchange. It really has many
ways, it’s a review system for internships and it really allows
students, and it’s very frequent that students will sort of hand down
internships to other Brandeis students, and we find that employers, once they’ve
had a Brandeis intern, are often very eager to have additional Brandeis
internships or interns in the future. And so it’s really for Brandeis
students by Brandeis students, this is just a snapshot of the landing page so
it gives you an example of the quick search. There’s an advanced search that allows greater detail, but this is the most common way students would search that they’re interested in a role or an industry, they may have a specific geographic interest of where they would like to be over the summer, whether that’s home or
elsewhere, or they’re connecting it directly with an area of study and it’s
a very nice way that students can use to kind of explore what other folks have
done before them, as well as look at inside tips. Each of the reviews in it
has what they’ve learned information about the supervision they’ve received
and how they found that internship, so it’s really a wonderful way for kind of
generation to generation information about internships that are very
personalized to Brandeis to be handed down. (Alexandra) At the same time, this database is only as good as the information going into it. So if your student has already
completed an internship, whether they had a good experience or a not-so-good
experience, please encourage them to submit a review of that internship so
that other students can benefit from their wisdom because this really is info
sharing that goes both ways. (Andrea) Absolutely. The other question that pretty frequently comes up are funding opportunities and I didn’t provide an
exhaustive list here, we do have a more exhaustive list of actual programs with
more information on our website under the funding section. The program that the
Hiatt Career Center runs for internship funding specifically is called The World
of Work, and it is available to students who are doing unpaid opportunities.
The amounts range and they’re very donation based and so we have just
wonderfully generous donors who have supported funding for students through
this program. It can be, really on any professional interest
area. The application itself really requires students to map their
professional goals, so they really have to articulate why they are engaging
in a particular internship, what their learning goals are, how they expect to
achieve them, and then how are they bringing that learning back to campus
and future career decision-making. It’s very popular program. Many
things are taken into account, obviously there are essay questions,
recommendations, as well as factors taken into account based on donor requirements
as well. (Alexandra) And the majority of the funding is actually for positions that are
mission-driven, so internships that are allowing the student to pursue something
with a social impact and so that’s something to remember, particularly
because a lot of organizations, non-profit organizations, are often unable to fund
their interns and so this is a wonderful opportunity for students that are
looking to pursue a field in that space. Same thing with theatre, there’s just one award for a theatre recipient, but it’s a very generous one
and again students have done wonderful internships working at theaters as production assistants or assistant directors or other types of
summer programs that they really would not have been able to do without this
funding, so it’s a great program. (Andrea) It is and it doesn’t have some of the
limitations of other funding programs. The student could have an internship
either domestically or abroad and so it has a scope, we tried triggers for the
universe allows to have as wide a scope as possible. There are other kinds of funding available on campus for, if they’re doing particular research,
study abroad, sometimes the particular fields have resources available to them
through academic departments. And again, these are all outlined in greater detail
on our website. Brandeis also has an Office of Scholarships and Fellowships.
And this office really focuses on academic fellowships but they may be the
ones that you’ve heard of like the Fulbright or the Rhodes or the Marshall or
the Goldwater. So those are very extensive application processes: we do
have staff to support our students through that process. They
are very intensive, often in-person interviews and a long application
process, so we work with folks and have professional staff available to work
with students about that. Additional fellowships that don’t fall under this
umbrella are listed on Handshake, which we’ve already mentioned. We also have a
kind of interesting relationship with the YMA Fashion Scholarship and had
students are very successful in this particular fund. It does provide funding
or support and connections for internships as well as academic
scholarships as well, but it’s very focused on design, merchandising
retail, and business. Most of our success students success in that area
has been that business side of fashion though it has ranged. And with that,
this is for folks to take a deep breath we work with folks and I’m gonna
actually refer you to the website that has far more data than when I’m sharing
with you on here because we do have live online data. We have a whole section
and a whole website actually dedicated to what we’re describing is beyond
Brandeis. It’s what students do within six months of graduation. It is not
uncommon for a student perhaps to not even have begun their internship or
full-time job search as of May, that happens all the time. It could be a
student’s doing senior thesis or is very immersed in their academic work and they
don’t begin their search until afterwards, so we follow the national
standards of having that benchmark of putting together the research for what
students do after graduation. We close that data search as of December 31st, so
it’s really within that six month window there from a grad. And students
do incredibly well, so the graph you’re looking at really is indicating
essentially that 97% of students are engaged in something important,
whether that’s graduate school or employment, and then we have fellowships,
travel, all kinds of things that students do after graduation. We’re at about 97%
within six months of graduation and again that’s including all those folks
that didn’t even start thinking about something or pursuing anything until
after they’ve graduated. And this is a pretty normal number: it might range
a percentage point here there. Even in the height of the recession, students
were still the graph would have looked pretty much the same, even in the height of the recession. What we’re seeing now is we’re coming out of the recession and the
number of opportunities for graduates is increasing on an annual basis, is that
students have more options. And so students were successful, regardless, but
right now we are spending far more time in resources and staff time working with
students about negotiating offers and managing multiple offers then we were in
the height of the recession. I encourage you, so if you go to Hiatt’s website, which
is located in the bottom of each of these slides and you look at “Beyond
Brandeis,” you actually can do a very deep dive on industries, majors to careers, etc.,
on that website. It’s very helpful and informative. (Alexandra) Yeah, it’s an excellent research tool, not just
to take a deep breath and see that Brandeis folks do very well after
graduation, but also for your student to take a look and see again filter down my
major, see what did a philosophy major end up doing within six months of
graduation and they could actually sort down by industry, major, geographic
location, to see actual job titles and companies of real students in previous
graduating classes. So it’s a wonderful way to get inspired, to get new ideas, and
to see what other Brandeis folks have done. (Andrea) Absolutely, and in the webinar that we had earlier in the week, “Majors to Careers,” we went into that resource in a
little greater detail. On the other piece is, of course, you may be speaking
with or seeing your students soon as we approach break, and so I want to give you
sort of a framework or some examples of the ways in which you can speak with
your student about careers. Because sometimes that can be a very
touchy subject, we talked about the stress levels, about thinking about
internships and careers earlier in our time together, but it can be difficult
sometimes to broach the subject or broach it in a helpful way for the student.
And that pieces questions that are open-ended or reflective are the most
helpful kinds of questions that a student can receive. The “what are you
doing for the rest of your life” or “what are you doing after graduation” is
probably more an anxiety ridden question and not necessarily helpful in moving
the student forward in a compelling way. (Alexandra) Right, or “have you started your job search, how many companies have you applied to.” And we’re really stressing
quality over quantity. (Andrea) Yeah absolutely, and we know from students and
I have some wonderful alums that come back to campus that talk about their
disastrous job searches by thinking it was a numbers game and applying to more
somehow meant that they would get more offers versus really being targeted and
thoughtful about their applications, so I’d rather your student apply for ten
opportunities well than a hundred opportunities poorly. And part of that is
having them think in a more deep way about their connection with the world of
work, whether that’s for an internship or job. So the kinds of things about what’s
most important to you, what are things that you’ve considered, what are your
greatest accomplishments, those kinds of questions can start the student thinking
in a more reflective helpful way about what their next steps might be. I love
the question, one of my favorite ones on the list is, “what would you go out and do
if you knew you would not fail,” because we know students have that fear factor
that can be one of the most anxiety provoking pieces about thinking about an
internship or job search is, “what if I, what if they say no?” And let me just
answer that question, they will say “no.” Right, you’re going to apply for
opportunities that you do not achieve and that’s a normal part of the process, but
that in itself can be very anxiety producing for students, but if they can
kind of free themselves from that shackle and thinking in a broad way of
like, what would be really exciting and compelling for them, if they knew that
that wouldn’t happen that sometimes can free up that roadblock that stress
causes. Thinking about skills, students will often think about area of
study, but not the skills they developed as a result. So asking questions about
that, so if your student’s an economics major or a philosophy major or a biology
major what skills, kinds of skills have you
developed that you really enjoy doing and whether that’s analysis, research, service to others, whatever those pieces
are, being able to do counseling or advising, whatever those skill pieces are
can be very helpful for a student as they think about mapping themselves
successfully and presenting themselves well to employers. And then “have you
started to think about,” so if you get that have you started to think about you
know goals or dreams or what you might what to do, that’s a more open-ended
question, and if they say “I haven’t started thinking about it yet” or “I’m
stressed about it,” I’m recommending that they come in and speak with someone in Hiatt. It is very helpful for us to help your student because we are an unbiased
audience: we don’t have an agenda for them, we really are here to help them
work through their goals and vision and help them be successful in whatever it
is they may choose, so that can be a helpful piece as well. (Alexandra) So, we are coming up on our Q&A time, so if you’ve been holding in any burning questions, now’s
your time to type them into the Q&A box. But we wanted to cover a couple things
here, so first if you’ve attended our webinars before you’ve heard this before
but please take a moment you’ll get it in an email to fill out our satisfaction
survey and let us know how we did. So we adjust the content of these webinars
every year, this was the first time we did them by topic and not just by
class year, so we’re trying to provide you with the information that you want and
so please let us know how we can do that better, or if we’re already doing that
great, we love to hear that too. So these were the other webinars that were
available this week, so we mentioned the “Unlocking the Hidden Job Market” one,
today’s is obviously “Job and Internship Search.” On Wednesday, we held one on
“Connecting Major to Career,” and then last week was on “Talking With Your First-Year About Careers.” So they all have different little nuggets
of wisdom that you’re welcome to tap into, and we host monthly Alumni
career webinars as well that are open to the full Brandeis community. So, if you
are ready to embark on your own job search, that’s actually one way that you
can take advantage of our services for your own professional development, is by
attending one of those alumni career webinars. We also included our contact
information here: taking a look at our social media pages is a great way to see
how we are promoting our services to your student, and to see how fun and
approachable we try to be. (Andrea) And actually on that point, if you both want humor and education at the same time, we try to put a good dose of that. I
highly recommend you take a look at our Facebook page, we have a web series of
Facebook live series, where we are trying to do just that, bringing in that
educational piece and it’s ranged everything from car karaoke to
interviewing employers on site about what it is they look for in candidates. (Alexandra) Yes, absolutely. So starting to take your questions now, so first question is “Are
these webinars online for students too, who are too busy right now?” Absolutely. So all of these webinars are archived on our website, and you all will
get the links to them as well, so feel free please to send them along to your
student, it’s nothing we wouldn’t tell them to their face so please feel free
to share it, both the recording and the slides. (Andrea) Absolutely, and there is a
tremendous number of variety of resources available online for students
all the time. (Alexandra) So can you tell this next question is about the career fair in New
York over winter break. Can you talk a little bit more about the types of
employers that go to that event, are there other schools that attend? (Andrea) Yeah, absolutely. So the CIC, so yes is to the latter question, so the Career and
Internship Connection Fair is a consortium fair, so we have other like
institutions participate with us on that career fair in New York. The way the
event is set up is the morning component is sort of an open networking career
fair-like environment where students go up and speak to employers in various
industries, and the afternoon are actually interviews, they can actually do
screening interviews with many of those organizations. The swath of types of
organizations actually match pretty well to where our students go after
graduation, but they are quite diverse. It’s not
industry specific and so you’ll see finance, marketing, communications, federal government, NGOs, etc., at that particular fair. Students, it’s integrated in with
Handshake, so students can go into Handshake now and see all the companies and
opportunities available through that event in New York. So they could look today, they could actually look at the companies and
opportunities today to see if it’s a good match for them, and many and if not all of the companies also allow students to submit
application materials ahead of time or resumes ahead of time, so they can go
ahead and do that and some companies will pre-screened candidates for those
afternoon interviews, so a student could go just to the morning session and that
might yield opportunities to interview in the afternoon or they might submit
their materials ahead of time and pre scheduled interviews in that afternoon. (Alexandra) Great, thank you. So you mentioned that students are in the great position
of actually getting multiple offers and having more opportunities. What resources
does the Career Center provide for negotiation and decision making
regarding job offers? (Andrea) Yeah, there’s actually quite a bit and we present it in
different ways because sometimes negotiations have sort of nuances
depending on industry and audience depending on who they’re negotiating with. So we have workshops and programs that we actually provide for students that take
them through negotiating strategy, how do they identify their value for a
particular employer, how to approach the networking, how do you open the door to
having a conversation about negotiation for compensation. I’m going to use that
word compensation but it’s much broader. We also break down with them, what are
things they may want to negotiate? For some folks, they are really more
interested in flexible time and so what hours they’re working or what their
vacation schedule is is a higher priority, for others it would be salary
or other components, so we break down what compensation looks like, that’s
another piece that’s very mysterious to students. We have several worksheets we
actually work through with students and their individual circumstance, about
packages, because if you, it’s not uncommon for employer A, for
example, to have a very lovely looking salary, but the actual money if students
were to have health insurance with that employer, the money that they have to
contribute to that health insurance really impacts what their take-home
paycheck is. And so we cover time, benefits, you know is there a travel or
transportation benefit, where does health care, disability, all those kinds of
components, with them and then what’s the value of the entire package. Because at
face value, which is really how students traditionally look at offers, they’re
only looking at that salary dollar and once you take all the other components
into account, particularly benefits, actually the lower annual salary may
result in a larger take-home pay for the student once they account for everything, so we really go deep on that. We have several programs and worksheets and also
work with them one on one on that negotiation component. And we also have
asked for more, which is a larger or a participant in ask for more, which is a
larger initiative, a national initiative that really addresses salary gaps by
gender in the workplace. (Alexandra) Great, so we’ve talked a lot about networking. Winter
break is a perfect time to do networking because the pressure of classes is gone,
they may be back home, they may be able to travel to the geographic area where
they want to soon be working or interning. So what tips do you have for students to
take advantage of winter break for their job and internship search? (Andrea) Yeah,
absolutely. I would say one of them is start thinking about that now, because
even though they’ll have more time to actually do networking in break, it does
take time to sort of organize your thoughts, think about who it is you would
like to network and narrow that down and have conversations, if they’d
like to have conversations with career development staff about strategy, now is
a great time or just before they leave for break. We’re open through
finals and so some students, when their work is done, pop in for some of those
strategy sessions before they go home for break, but really now is the time to
think about creating a plan for that, so that when winter break comes, the early
part of break they can do the outreach to potentially connect with other folks
and then while they’re later in the break obviously they can have those
ideally face-to-face but could be phone or email conversations with other
professionals. But really thinking about who it is that you’d like to connect
with and why, and what it is you want to learn
from them, is very helpful and I often frame networking for students so it’s a
language they understand, is think about this as your personal research project.
You have a specific goal, you know what it is you would like to learn, and that
is what you base the rest of your steps on, so then who would be people who
would be content experts on what it is you would like to learn, and how how do
you introduce yourself to them. And so that way, their outreach and language and
messaging that they share is very targeted to the individual to whom
they’re reaching out to, which makes them more successful and more likely to say
yes, and then the student actually is learning what it is they actually want
to learn versus saying “hi, I just want to talk to you about your career,” and being
very vague about that. The student can be very clear on what they want to learn,
and that makes the entire engagement, identification of who they want to work
with, and outcomes much more fruitful. (Alexandra) Right, and so one of the programs that we at the Career Center offer for just this is called “Wisdom Wanted,” and students can write essentially a want ad asking for a very specific type of career advice
and mentioning the type of alums that they would want to talk to, and then
we send that out to our list of over a thousand alumni and friends who have
agreed to be volunteers and to respond to students directly with advice and
leads. And so our upcoming deadline for submitting an ad is actually December
1st, and so that’ll be going out just before students leave for break to
alumni. The responses will start streaming in, and potentially they could
be scheduling these calls or coffee chats or even emailing back and forth
over break, so something to pass along to your student, it’s called “Wisdom Wanted,”
and they can find more information about that on our website as well as in
Handshake. So we have another question here about the timing of internships. So,
this listener asks, “Do sophomores usually have success finding summer internships?” (Andrea) Thank you, that’s a super question. So yes, for sophomores, but I’m actually gonna
widen the scope of the question a little bit to include first years as
well. So I would say a majority of students that are engaging in the
internships are the summer after sophomore year and
the summer after junior year. Those are very popular times for internships and
students are quite successful in those two class years in obtaining internships.
It is more difficult for first-year students, so first year students they
have just completed their first year, I often frame it as they’re competing
with their future selves who have a little more experience and academic
coursework under their belts. So what I often recommend for first years, it’s not
impossible, there are first years who engage in internships after first year,
but it is much more difficult for them again because they have this wider
competition pool with more experience. So what I often recommend students do, and
and sometimes students love going back to a place they’ve worked before because
they’ve built a lot of relationships and experience there, is to really push the
boundaries and really either offer up or explore with their supervisor ways in
which they can expand their skillset and responsibilities in those roles. So a
very common example is that students worked in a camp for a period of time
and they’d like to go back and work for that camp, and I really challenged them
to do so in a different way, whether they’re supervising others, maybe they
want to do marketing, communications, maybe they want to be involved on the
health care side in that office at the camp, but really have that conversation
now or as early as possible with their supervisor or managers so they can
really expand the scope of their work. So they’re still developing sort of a new
or more robust skill set, so that when they are then searching for an
internship sophomore year, they have much more to talk about and share and offer to a
potential employer. (Alexandra) Great, thank you so much. So we are coming to the end of our
time here, so I wanted to give you an opportunity to add any final thoughts on
this long but fruitful process of searching for jobs and internships. (Andrea) Okay, and no more questions? We’re good? (Alexandra) Yeah, no more questions, but if you do have any
questions as we mentioned before, we shared our contact information with you.
please feel free to get in touch or better yet have your student get in
touch, we’d love to meet with them and you are some of our biggest marketing
advocates, so that’s that’s another one of the reasons we do these webinars is
because you can help spread the word and encourage your student to come through our doors. (Andrea) Yeah, absolutely. So the piece, you know, for final thoughts that I’d recommend
above all others is really the, whether it’s an internship or job search or
graduate school for that matter, the entire process really begins with your
student being able to speak to who they are as an individual and what skills they bring to the table and how they’re then connecting that to a world
of work. When I think of the applications that are most successful for anything,
whether that’s graduate school, work, or internships, it really is the person that
can clearly articulate who they are, what the skills are they bring to the table. I
often tell students that you know hiring manager is honestly looking to make
their life easier, that’s what they’re looking for, and so you’re really framing
what you can do to make their life easier, it’s really that application
process piece. But that component starts with, who they are as an individual and
the skills they bring to the table. The other piece I wouldn’t want anyone to
shortchange, because I think that does happen, is to really think about values
and what’s important to you personally as you look to the scope of your job
search. One of the most common conversations we have with alumni who
actually go up to the world of work and are unhappy with what it is they’re
pursuing, is that the work they’re doing has no personal value to them and they
don’t feel like they’re contributing to something important or that’s important
to them in a particular way. And so that piece is
sometimes a lost component of really making the connection to what is
important to you and how you want to impact the world and what the world
needs of you, are the kind of larger scope big picture questions that makes
sense to think about, particularly for the job search, certainly could be
thought about for internships but for graduate school and work those
are incredibly important questions that have the potential of being overlooked
in the frenetic stress of looking for opportunities. (Alexandra) Great, thank you so much Andrea and thank you, all of you for joining us today.

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