Get a Job! Career Services in Your Courses

Rose Fuller and Bryn Goldsmith of Career Services speak with John and Maggie on how adjunct faculty members can enhance their courses, giving active learning and direct application with drop in modules, workshops, guest speakers, events and more from their team.  

For a transcript, use this link: Transcript to Adjunct Files Podcast with Career Services.docx

Theme music composed, performed and produced by James Husni.

Adjunct Nation is a collaborative podcast under the auspices of The Lucas Center for Faculty Development at FGCU. You can learn more by clicking on this link:

https://www.fgcu.edu/lucascenter/

Transcript

Welcome to the Adjunct Files.

We're a growing, diverse community who face challenging work in an ever-changing, higher education landscape.

Your co-hosts for this podcast are with you in this.

I'm John Roth, Adjuncts since 2015 and now a coordinator for Adjunct Faculty at Florida Gulf Coast University.

I'm Maggie Hohne, Adjuncts since 2022 and currently work in the office of first-year seminars.

Together we hope to have conversations to empower, support, and elevate Adjunct Faculty.

This conversation today is one to do just that.

Hey, welcome to the Adjunct Files. Maggie, what's up?

Nothing. I just heard live karaoke in the studio. It was amazing.

It was fun. We've got the Career Development Services, the Vivacious Staff of Career Development Services.

And we need them to introduce themselves. So who wants to go first?

I guess Rose, since she's like the top dog.

She's in charge. The top dog? I don't know about that. It's a team effort.

John, come on. She's just sitting at the top.

Yeah. She takes all the responsibility for it.

Yes, she's the shield.

Yes, thank you, Rose Fuller, Director of Career Development Services. I've been here nine years now. It's amazing.

Yes. Did you grow up down this area or tell us a little about your back?

I'm originally from Chicago.

I'm so sorry. No, it's a good thing. I'm super cosmopolitan.

Yes. Northwest, South, where were you?

I'm from the West suburbs.

Yes. Elmerst.

A cubby, a cub fan.

Yes, cub fan, bear fan, black ox. You know, good stuff.

All the good stuff. All the good stuff.

Yeah. All right.

Yeah. Elmerst.

So I've been in Career Services and in Higher Ed for 20 years.

So you started at age?

10. Yeah. Exactly.

Awesome. And you got down here and how did you end up at FGCU with all that?

I ended up, my husband's job was relocated down here.

And I reached out to the old director, Reid Leonard, who actually still works here as faculty and entrepreneurship.

And we met. There was an open position.

I applied and here I am, nine years later.

Oh, wow.

Yes.

Amazing. Who else do we have here, Maggie?

Somebody that you might know, just a little?

I do know her, but she can introduce herself.

Hello, everyone. My name is Beringe Goldsmith.

I serve as a career advisor and newly an adjunct professor.

Congratulations.

Thank you. With the College of Business, the School of Resort and Hospitality Management.

I will be teaching Intro to Hospitality in the fall.

But my main job, my day job, is as a career advisor with Career Development Services.

It's the best job I've ever had. I get to work on a wonderful team and I get to help students every day.

It's pretty magic.

It's her first job too, but no, I'm doing it.

No. That's why she sounds so excited.

No, it's like girl at the end of the career like me.

She's ready to say get out.

No, that's great, Beringe.

Just I know this is not what we're going to talk about, but I'm just curious,

because this is the first time you're teaching an in-person class, three credit.

Tell me just what it's been like.

Because I think your experience, just a couple of pieces of it, fits quite a few other adjuncts

in the future. It's like when did you find out and how did that work?

Absolutely, John. I found out about two, three weeks ago.

It has been a whirlwind of emotions. It's a dream come true.

It's honestly such a powerful full circle moment for me because I graduated from this program

with my undergrad, my Bachelor of Science in Resort and Hospitality Management a few years ago back now.

And so it's such an incredible first full circle moment for me.

I was inspired by the amazing professors I had while I was a student and it's incredible to give back in this way.

Cool, but at the same time, it's like, oh my gosh, I've got a month to go and...

Absolutely.

We're starting from scratch.

Absolutely. I'm terrified. I'm terrified. But at the same time, I'm having so much fun in the

creativity of getting to plan it and organize these guest speakers and field trips. And I'm also

integrating service learning in to the curriculum and of course career into the curriculum,

which I'm excited to talk about today.

Batter.

Absolutely. Absolutely. So whirlwind of emotions. I've been very fortunate to have you on my side,

John and my boss and my team and some other wonderful campus partners helping me along and

really supporting me in some best practices.

Anything that we can do to assist and Maggie, how long has it been since you started adjuncting here

and what was it like that first time?

I believe I'm going into my third fall.

My first fall, they were like, here's a syllabus and a textbook, have fun. I work for that

department now. I love you all. It's amazing. But we've revamped it a lot. But at first,

similar to you, it's just like, here you go. This is happening. And if you need us, let us know.

And it's like, where do I start? Yes.

How do I get into the classroom?

I'm so true, Maggie. I think starting is the hardest part.

It's so daunting.

It's so daunting, yes.

Especially if you haven't done it before and is your master's in teaching?

My master's is in hospitality management as is my background.

Did you cover teaching in your program?

No. No one teaches you how to teach.

Exactly. Well, that's what the Lucas Center is here for.

Absolutely. Except for.

Rose, you've also taught as adjunct here.

Correct. I've been teaching for years, two SLS courses that kind of fall under our office,

2302 and 1301. They're all around career. But even this past spring, I ended up teaching

IDH, 3704, which was leadership development, too.

Yeah. Something like that.

Something like that. And that was fun. We did, you know, that was also a sort of a last minute,

also. Yeah. Well, when I got.

With some help.

Yeah. I couldn't. I was supposed to teach three classes this spring, but I took on this full-time

position. It was John's. Yeah. I know. But I did hand you quite a bit of.

You did. It was fantastic. It was. It was. And it was really refreshing for me to get back into

the classroom and work with the freshmen and really kind of have that.

And work them over. Yeah. Look into their eyes.

Yeah.

What resources and services should adjunct faculty? Because a lot of them come in,

unlike being staff who kind of get to know the place, they are brought in or they come to campus,

teach a class if they do teach in person and then leave connected some to the department,

some maybe to the university, but they don't really realize resources like what you bring.

So what are the things that directly impact or could really benefit adjunct faculty for their

their role here? Sure. Let me just start by clarifying that we are

servicing all students from the very first day that the student gets here, even actually at

orientation through their graduation. And we have tons of resources around the exploration

component of it. I'm trying to find out what major I want to choose. How do I connect major to career?

How do I do occupational research? What is an informational interview? Those kinds of things.

All the way over to the other spectrum of I think I know where I want to go. How do I get there?

How do I create a resume? How do I create a elevator pitch? How do I prepare for interviews?

How do I write, do a job search? All of that. And so we do the full spectrum and with that we

have lots of technology around that. And what I'd like to highlight the most, and I'll let

Bryn talk about a few things, but what I'd like to really highlight the most is we have a career

champions program, which is a great workshop training that teaches the faculty of all kinds,

all of this stuff. And we've really got it down to a tight couple of modules. It's in person,

we feed you lunch. It's a really wonderful way to learn the breadth and the width and the depth

of everything we have to offer. I went through the training myself and I can say that it's very

helpful because they're constantly changing and expanding. And even though I went straight,

I graduated from here and I immediately started working here, I thought, how much could change?

I went to the program a lot has changed so much. Quincy, for instance, like that, when I went to

the program was like, what are you kidding me? Yes, it was that's an AI software product that

reviews resumes like on the back of the chassis of a ATS system. So it's really helping students.

ATS is applicant tracking system. So most large companies use that to screen in or screen out

resumes. And so what this product does is helps give feedback to help you get screened in. It also

has an AI mock interview component and a LinkedIn profile review. Wow. It's fantastic. That's just

one of the products that we have. And we definitely feel strongly in our office that we want to make

sure that our students are staying cutting edge of what's happening. I do feel strongly that at some

point they may have a first interview that is with a bot. And they need to think about that and get

ready for that and practice for that. Even if it's only five years away, that day is going to come.

Trust me. Well, even now the video interviews, yes, you just answer the question and you have to

videotape yourself given that response. That's hard. That is really hard. Yeah. Some other things,

I think. Bryn, you want to tell them about the good stuff that we've created this summer?

Absolutely. More stuff this summer. So another changing thing that we have created

are Canvas drop-in modules. So yes. Oh, this would be so wonderful for adjuncts.

It's so wonderful. And we have them in a variety of different topics that are that have a built-in

assignment that you can assign students to. Of course, we have rubrics associated with that,

but they're customizable for what you need. And a variety of different topics ranging from

interviewing skills. We have an awesome attend a career event module. Resume building, absolutely.

So all the career basics. But we've also worked with faculty to create

customized drop-in modules based on their classes needs. Cool. And even those, I think it sounds

like you could kind of tweak a couple of things in it. But at least you've got a start. I mean,

instead of here you go, Bryn, I've got a two-page syllabus for you. And this book we've used in the

past, boom, create the class. I don't think that's what they did to you, but oh, maybe it's pretty

close. So we're constantly evolving. No, no, I've got an amazing support. Amazing support.

And you have contacted your instructional designer. I have, John, thank you. Thanks. Thank you for that

key. Oh my goodness. They'll give you the incredible. Yeah. Yes. Absolutely groundbreaking.

Total template of everything. A personal master that you can play around with. Yes.

Absolutely. And so in addition to the drop-in modules, one of my personal favorite parts of my

job is getting to go in and present to students. And so we have this don't cancel class, bring

us in instead. Or you're welcome to stay, of course. Most of the professors do stay. But we can

present on really any career-related topic that you see that your students need. We also

customized presentations as well based on what you might need for your students. Most recently,

I got to work with Dr. Meg Norsha. And we got two together. She wanted me to create a presentation

centered around integrating your values into your career and really what does that look like for

students. And so a lot of my presentation revolved around kindness and compassion and careers and

what does that look like. And so it's my favorite part of my job is getting to go in and really

have that face-to-face interaction with faculty students. That's great. Maggie, what are you thinking?

Many ideas always. I love what that presentation you're just talking about because that's a big

thing that we've incorporated into our SLS curriculum is what are your values? Because the

job you pick is going to dictate your lifestyle. Absolutely. So if you are very

families, your center, maybe spending nine months on the moon every year, won't really work.

Absolutely. But we need to know that now. Absolutely, Maggie. And that's a great point. My

higher ed is my second career. My background is in hospitality management. And no one,

no shame to my parents. They're wonderful. But no one had talked to me about integrating values

into my career. And I didn't understand really what that looked like until I had a really

awesome conversation with one of my professors. And it totally changed the trajectory of my career.

And what I knew was even possible in terms of integrating values into my career path.

Why is it particularly important for students to start thinking about career early in their,

you know, development early in their academic time here? One of the things that we feel strongly

about is sort of that natural process. But I think what's happening is that students aren't

taking action or just doing small steps along the way. They kind of like stall it, stall it

potentially. And then all of a sudden it's panic. Like I haven't done anything. Yes. And so,

what do you think that is? Are they just afraid of committing to anything? The C word is scary?

Like in terms of a major? Yeah, or just like they feel like they're getting locked in too quickly?

Yes. I think there's some of that for sure. I mean, we definitely are constantly coaching major

doesn't equal career. I mean, unless you're in nursing accounting or engineering. Art biology.

Right. Criminal justice over here. I don't know. That's related to higher end.

Depends on where you are. Not here. But yeah, we actually like to think that some of it is the

interventions, the early interventions, and who is having those early interventions. And

who are the first person that students go to with questions?

Who do you think they are? We think it's their faculty, their professors.

They're the only person that they would really have to talk to. Yes. I don't have to come talk

to you guys. No. And even their academic advisor, they might see them once a semester.

It's a real I would like things to change here because it feels to me. I've known some advisors

and they got like hundreds and hundreds and hundreds, like a thousand students to try to see.

Absolutely. Their caseload is crazy. How in the world do you actually handle that, right?

Well, they're whipping through with 15 minute appointments and helping them quickly build their

classes. It's really tough. So there's not a lot of career advising going on in those meetings anyway.

So I think that if the first line of defense is the faculty, that's part of why the

Kerr Champions program came out is we needed to help educate at least some of those preliminary

conversations and understand what our resources are to help direct them so that by the time they

actually do get to us, they've probably taken their assessments and focus too. They've really

started to do a little bit of occupational research. And so the conversation when they get to us is

a little more robust. You just mentioned focus too. I think there are some people that don't know

what their focus is. Sure. Focus too is our personality, skills, interests, and values assessment

product that we have. Yeah. A couple of years ago we had my plan. We have upgraded to Focus too.

It's much better. Really excited about the product. You do need your student ID SSO for that.

But that's okay. That's not that bad. No, it's wonderful. No, I think in fact the class that you

taught that I handed to you, we had done a lot of those in the first semester. You did. And got

the results of those. And they do that in the SLS 1101. Oh, awesome. They do them in our SLS 1301.

Yes. I think so often students don't know where to start. And they're sometimes paralyzed at the

start. And so Focus too is a really good like first referral point for students to just get a

sense of what are more career major options than I even knew existed from what I learned in my

upbringing. So Focus too is a really good starting point for that. I don't know what I don't know.

Exactly. And when you're talking to first-time and college students,

it's tattooed on their forehead. It's invisible. Absolutely. But it's there and it's okay.

It's in that stare. Yes. But one thing that I've heard a lot of students, they don't know what the

major actually entails when they pick it. My best friends, neighbors, boyfriends,

dogs, wife, like was an accountant in 1930 and like made great money. So I'm going to do that.

And I'm like, we need to get through college algebra. Yes. So we really have heard that in my

appointments, by the way. So no, but that's how it works. And they, not to anybody's fault, but also

too, how long since their parents have been out, if their parents have gone to college,

it's a completely different world. But also they're not walking in eyes wide open. Right.

So it's really hard, I feel like, to have those conversations of what do you want to be when

you grow up? Right. Because people ask me and I'm like, I have no idea. Absolutely. Like I just

got here. They're like, you're the adult. I'm like, oh, I don't know. Well, and I think

absolutely, first and foremost, validating that the student can sit in that emotion for a minute.

And it's okay to not know the answers. I think there's so much pressure that high school students

and college students are put under to know exactly what they want to do. I didn't even know. Yeah.

I knew how to do laundry. But you know, beyond that, it's just amazing what you don't know at

that age. Absolutely. And you're still growing as an individual in self-awareness. What was

fascinating. Now, this is my little soapbox I'm getting on. I was amazed. UCLA, they have a

higher education research institute and they've done all the studies, spirituality, and college.

But what they found was there's been this huge shift in the purpose of the reason people go to

college. And it used to be back when I was there and it started to decrease. In the 60s into the

70s towards the 80s, the reason you went was your number one goal was to find purpose and meaning

in life. A kind of a meaningful philosophy of life and why I'm here and where I'm going.

Career was part of that, but it was in response to what I, my values. Right.

Guess what's overtaken? That has gone down to like less than 10% of the student body

thinks that as a primary reason to be in college. Number one reason is

to get a high-paying job. Exactly. And yet I look at them in leadership and go like,

you're going to be doing this for decades. And it might make a lot of money. But

isn't that kind of where you were at, Brian? Absolutely. And I'm not looking at, I'm not poo-pooing

making money. Right. My kids are going to make much more than I ever did very soon.

Well, then they can retire you. That's what I guess. They can buy the lake house. Yeah, that's right.

Exactly. Yeah. But anyway,

but how does that all fit? And I'm just concerned that a lot of students are in majors or in programs.

Managing those expectations. Yeah. And they all think they're going to make over, you know,

six figures when they get out. And they're going to have their parents lifestyle right away at 21.

And they take majors like, and I'm not poo-pooing this, but I just hear business. But they have no

idea. Right. It's just a huge generic area. Right. Absolutely. And the business college here is

great. My son went through it, financed economics, double major, you know, all that stuff. He's doing

great. But for some, I'm just wondering if that's just kind of the, well, I don't know where else

to be. So I'm in business. Right. How do you work through all that?

So I think it's a multi-layered approach. So it goes back to like, let's dive into the values.

It does go back to some career counseling components. I think that that occupational research,

though, is really critical. And that's why it's important for even freshmen and sophomores to attend

employer events, such as career fairs or ARTHREC stay or different kinds of things where

employers are coming to campus to talk to them. And so it can be as early as,

what does your company do? I don't know how I would fit in. What kinds of roles do you do here?

Again, going back to that, I don't know what I don't know. And really trying to have the student

understand what do these jobs look like? Even talk salary. Even talk getting that realistic

expectation that, yeah, our first job out is going to be around $47,000 to $52,000

with your bachelor's degree if you're the one selected. And so that means to be career ready.

It means to be up to speed on your professionalism, your executive presence, your leadership skills,

all the good nice competencies, really making sure that you're able to articulate those

and showcase those. NACE. What is NACE? NACE is the national association of colleges and employers.

It's kind of the higher ed career center mothership. So they do like those transferable skills?

Oh, that's okay. So those are those digital badges or? Yeah, they're digital badges here. But yes,

but they've established what are the industry standards of what do employers want and they

want these things, these top eight, they want leadership, they want teamwork, they want problem

solving skills, they want great communication, oral and written, they want technology skills,

they want their own career management skills, they want professionalism, all of the things that I

kind of mentioned earlier, it goes on and on. But those are the things that employers are saying,

you're graduating students that aren't up to speed on these things. These are like core basics

that we need them to walk in on their first day ready to go.

A question I have is how can adjunct faculty integrate career development into their existing

coursework without overhauling and starting from scratch? Like what are some tweaks, especially

because we know they're scholar practitioners, they have other duties as assigned? So what are

some like starting points for them to get involved? I think the easiest way for an adjunct to

quick drop in the modules, some of the Canvas modules, I think that's the easiest way to start

getting your students up to speed with number one, what is career development services and

where are we? What can we do to help them? And then we are little sneak peek for our listeners today.

We are introducing a quicker, a shortened version of career champions that's going to be held virtual

that's exclusive for adjuncts. It's exciting. Yes. And within that program, we will give you all

the tools to succeed when you're having these really impactful career conversations with

students. Tell me more. So we're working on our normal career champions program is three hours

with lunch. This one we're breaking down to an hour and a half. It will be virtual and it's going

to be like she said, only invites to adjuncts who cannot make the other one. Yeah, because it's

during the day, they're not on campus necessarily. Correct. So we'll probably do this early evening.

Yep. So we'll make it really accessible. I think the other quick thing to say too,

as a fast plug-in is we have just unveiled a brand new website that has the majors kind of

clustered into communities. And so it's really cool because what it does is you might open up,

say, a STEM community, and that will filter in jobs from Eagle Career Network, which is our job

board. Yep. And that will filter in jobs that have to do with STEM. And then you might go down and

there might be some videos that have to do with STEM. So it is so cool. Maggie is reacting,

her face is on the floor blown away. She's so excited. But it is so cool. It's a new product

that sort of overlays our website. But we're just calling it a new website. So this doesn't look like

any of the other ones we have. So I'd say this is new. This looks fantastic. I know. We're very,

very excited. It has the events kind of front and center right in front of their faces.

It's like instead of kind of going like in and out, in and out to different products,

it's all like feeding right into it. I tell students, I'm like, treat all these services on

campus like a primary care doctor. Yes. Just go once a year advising. I recommend twice, right,

once per semester, buffer career, go at least once a year resume update that. They can help you

articulate large group projects or service events to help you put them on your resume if you've never

had a job before, which is okay. There are other things you've done. Right. Yes. You can speak to

great point there too. I think another role that faculty can play is just reminding students that

a lot of the stuff that we do in our classes can be articulated in interviews and on your resume,

even as well. Yes. A lot of times they introduce huge group projects, semester-long group projects.

And that's like your whole grade. Absolutely. Yes. And so often I have students coming to me and

they're like, man, I don't have anything to put on my resume, Bren. I'm like, well, what did you do

in this class knowing they did a huge semester project? They're like, oh, I didn't think I could

put that on my resume. I worked on a team with seven people and we presented for 90 minutes on

XYZ. That's so powerful. And so I think for faculty too, reminding them that those are options

for them as well. Because I'm teaching foundations of civic engagement in fall and you all have like

a little service learning blurb. We can send them to career to put it on their resume. Yes. We also

have a module for that. That's I was going to say can adjuncts look at that? So that way that

could might even be something they include on their assignment at the bottom. Like, go to career,

they can help you articulate this and meets XYZ industry standards. Yes. Yes. We see this in the

real world. Yes. I just actually did a brand new updated sample resume for service learning for

Jamie Wilson. Once you undergo our career champions program, you will also be added to a teams team

with tons of different resume samples for every major, every scenario and tons of other resources

while they're all the good stuff at your fingertips. All four of us are adjuncts here. That's kind

of wild. Yeah. I want to staff far. There are a lot of staff. But then there's about 35% of adjuncts

here last survey are full-time professionals outside of FGC. Another 10 or 15 are part-time

professionals. Sure. Just wondering how do you see because they're doing the job.

They're doing the job. So how are they uniquely valuable in this whole career services area?

Absolutely. I think adjuncts have a huge advantage. I think to one professor that we present for

every semester, Pete Rusano, who's an adjunct and he's out in the supply chain field right now.

And I've met with quite a few of his students and they come to me and they're like,

the stories that he tells us just from earlier on in his day about what it's really like working

in the field right now in this present day, so powerful and it's really tangible for us to get

to learn that. And so I think, and I think back to when I was a student and how powerful those

stories were from the hospitality industry and getting to really get a feel before I worked in

the industry, really what a day in the life would look like. And so I think adjuncts have a really

unique advantage to bring that perspective. I also think that adjuncts are uniquely set to

understand the value of career, sometimes more than others, because they're living it every day in

their full-time job. Specifically back to Pete Rusano in that supply chain, you know, he has been an

early adapter of our office just wanting us to come in and do so many great presentations and

Canvas drop-in modules. And he used to participate in a program that we have now exclusively for

a couple of professional development courses, which is called mock interview day. We had to

rein that back because that got so big. We have over two successful 250 students that do it a

semester. So we've had to kind of backward step on that one with some of the other courses. So

something that Pete and I sat and talked about is I said, well, I don't I bring in a couple of

employers and do a panel on what is networking because they were mostly sophomores. And sometimes,

you know, you say, well, you need to get out there network and the students stare at you and stare

at you because they really actually don't understand what is the definition of networking. And it's

changed. And it's changed. And so the cool part about it is is Pete downloaded a Canvas module

all about networking and elevator pitch. The assignment was for the students to walk into

class with a written elevator pitch. They listened to about a 20, 25 minute panel with the three

employers. And then the panelists and the rest of the students then networked and mingled with

each other and practiced their elevator pitch so that they could sort of edit it and they could

give some peer advice. And they were practicing. It was just it's a such a cool thing. We've done

it now. I think about three times. We're going to do it again this semester with a couple of

different employers try to rotate in some some new fresh employers. So do you still do mock interview

days then or we still do it. It's exclusive to SLS 2302. Okay. And G.E.B. 3085. There are now

that is the that is the professional development class in the business school. Okay. And they have

10 sections. Do they need? Oh, wow. So do they do you need people for the interviews? Yeah, we've

actually figured out a really cool way that we've created a survey. We send the survey to our chamber

partners. Oh, cool. Who's then send that out. And so we get it actually an overwhelming response

that we actually have to cut some people. But you know, so awesome. Yeah, it's very cool. We had

close to a hundred employers last semester. Wow. Awesome. Because we brought them in and

shifts. But they also want to be here because they want to start seeing the students they might

be employing soon. I know. And some students were offered internships from the mock interview day.

That's amazing. I know you all have the mock interview day embedded into the courses. Are

students able to just make an appointment to practice? Absolutely. There's okay. Or like,

actually my favorite. That's my favorite point to do. Just because there's so much space for

empowerment in those appointments. And just a reminder of the incredible buckets of skills

that students are. And I love reminding them of that. And the work they've already done.

Absolutely. Absolutely.

The

all majors career fair comes up on October 9th. Is that? Yes. That's our big one. That's our

huge one. The mother of all. Yes. We use the two the ballroom and the next one 201 up in and

Cohen. And there are close to closer to 90 employers. And that's where usually we get anywhere from

five to seven hundred students flowing through there. And these these fall students should be the

ones that are looking for either a spring internship, potentially a summer internship. Or if they're

graduating in December, then obviously they're looking for a job. But that's kind of the the

the timeline that these students should be thinking about. Cool. For that event, will you.

I know for Lee Health Day, you had those one-pagers with these are departments and these are major

transferable skills. Is that something that you all might be doing to just a frame? Sure. We

actually because there's like 90 employers, we don't get that nitty gritty with it. But all of

the employers are listed in Eagle Crew Network prior to. So we do recommend that students go in

there. Take a look. Do some research. Do some research really kind of strategize. You know,

our strategies always don't go to your favorite one right away. Go up. Go to another one and warm

up. And then go back to your favorite one if we're talking to a student. Right. But yeah,

it's just a really walk in feeling like you've you kind of understand some of your your favorite

so that you walk in ready to go versus hi, I don't even know what you do. Can you tell me? Right.

Or you waste your time on three or four. Yes. Right. And then all your time is gone,

but you haven't hit the ones that would be. Yes. Exactly. There's a lot of strategy to that. Yes.

And we do career fair prep workshops. That was my next question. I do want to emphasize that we

have a fantastic workshop schedule this fall. It's not too too few and not too money. We have the

right amount, just the perfect amount. And so they will be everything from a resume one to an

interviewing one to a career fair prep to a LinkedIn profile. We're bringing in a couple of our big

employers, our Threx Enterprise and Gartner will co-host a couple of these. So those usually bring in a

lot of students because they want to like talk to them. The names same to that. Yes. So that's always

really good. And while we're on the subject of career events, an amazing best practice that I've

seen from faculty is either they have rather than just said cancel class and I want you guys to go

to this career event. No, everyone meet in class and we're going to walk over to the career fair

together. And that faculty member models networking. They model that professionalism in that space

and they actually physically bring their class there. And that shows an investment. Yes. Yes.

And they don't assign a selfie. No, but can they sign instead a grab three business cards,

have some great conversations and reflect and have a reflection page. Yes. And I actually just

made a beautiful one, John, in that drop in module. Oh my goodness. We got a module for that.

We got a module for that. That's all converging. That's our catchphrase of the year.

There's a module for that. Yeah. Yep. I love that. Speaking of, I do want to mention my

favorite assignment that we've recently created. Okay. And it is a. But wait, there's more. Right.

And this is like just like a one page module because it's just an assignment without any

content. So that's easy to do as well. So if a faculty was like, I just want to do something,

but I don't have a lot of time, just do this one. It's called choose your own adventure.

And why I love it is because it meets the students where they are. It's meeting them to how are they

coming to the table. They might be a sophomore. They might be a senior. They're coming to the table

at that class a little bit different. So maybe the assignment is meet with a career advisor.

Maybe the assignment is go to an employer event. Maybe the assignment is go to a workshop.

Maybe the assignment is watch one of our YouTube videos or go into your community and our new

web space or do focus to maybe the assignments do focus to. And so that is the beauty of that

assignment because a we have some faculty who assign 25 students to go have a career appointment.

That's generally turns out to be a disaster because they all do it in the last three days.

And it's not as intentional. And it's not as intentional and they sit there and they're like,

I was told to be here. And so it's not as thought through. So if there's more of their own agency

in the choice that they make. Exactly. It's very youdiel of you. Yes. So choose your own

adventures, my new favorite one. I'm hoping that we like, you know, kill it with the downloads and

we'll see how that goes. Cool. Well, this has been a lot of fun. Thank you for having us. Absolutely.

This is a team. It's a team. It's a team. Awesome. But thanks so much. Y'all are amazing.

Yes. And we will be linking everything that's available for the public in the notes below.

Might not get access to the modules. But if you come and work with us one day.

Yeah. Just call John. Yes. I'm getting some of those now. Yes. So well, y'all, thanks for listening.

We hope to see you next time on the adjunct files. Thanks y'all. Thanks.

Music for the adjunct files was written, composed, and produced by James Hudson.

Music