BIG IDEA PROPOSAL
Michelle Kuecks
Rowland Solano
Renee Ali-Samhoul
Purpose:
The aim of this project is to expand the existing Career Development Department at Nova Southeastern University. The goal of this project is to create a team whose one and only job is to find Nova students a job. Unlike a bi-annual job fair or computerized job search, this program will be proactive and ongoing. Nova’s expanded staff of recruiters will go into the community continuously marketing students. Rather than wait every six months to bring employers on campus, this program will maintain contact with employers so that when a position opens up, the employer will turn to Nova students first. In light of the recent severe downturn in the economy and high unemployment rate, students have an urgent need to find a job after graduation. This program is innovative: no other private or public university in South Florida has a staff devoted solely to recruit the recruiters.
Currently, the Career Development Faculty is limited to assisting students in writing resumes, preparing for job interviews, and directing students to library resources dealing with career planning. These functions serve students, but Nova can do more. The new program will also serve all senior and graduating students by targeting each academic major. This is a critical distinction from a traditional job fair or employment website, which will bring a handful of jobs in some majors while others are virtually neglected.
Students will be notified of job openings through email in accordance with their chosen major and college. Currently, certain majors such as accounting, business administration, economics, and education are well represented at job fairs and on job placement websites. But the downside is that many of Nova’s graduates whose degrees are from very successful colleges within the university are either underrepresented or not represented at all. By having a recruiter assigned to each college, this program is inclusive of all colleges. Job placement should be as diverse as Nova’s areas of study. Each degree should translate into a career. This approach is novel, but simple.
Timeline:
The amount of time necessary to implement this program will take up to one year. In order to establish this program three phases will need to be accomplished. During the first phase, a staff will need to be hired to carry out the functions of employment recruiting. It is estimated that this process could take up to three months to complete. Once the staff is in place, phase two will begin which involves obtaining approval from University Officials for funding this initiative, and creating general objectives and policies to run the program. Contemporaneously, a marketing campaign will begin on campus to student groups, college/major representatives, and academic societies. This process will take approximately three months. Finally, during stage three of the project, the actual recruitment of prospective employers will take place. Initially this function will take six months to get up and running. Thereafter, the employer recruiting process will be on-going in order to achieve success of the program.
Publicity/Engagement Plan:
In order to engage the student body, the program will send students emails to advise them that certain employers are going to be on campus and to advertise job openings. The goal will be to advise each and every student within the Nova student body of job openings that are relevant to a student’s interests and academic major. The email notification will take place according to the student’s major, department, club, organization, interest, and/or academic society.
Students may also register their prospective job interest with the office of Career Development.
Through an email notification system, students will be matched with relevant employment opportunities. It will bridge the gap between students and employers. This program will be a great improvement over existing Career Fairs on campus by bringing in a wider range of employers from a variety of companies and connecting jobs with students. The goal of the program will be to match students to employers on campus.
Another unique aspect of this program would be to utilize empty classrooms for employers to conduct job interviews on campus. Once a student has been notified of a prospective job, the employer will screen students and select students for an on-campus interview. Students will be notified through the email system of the time, date and place of the interview.
Itemized Budget:
ITEM
DESCRIPTION
COST
Staff
Director’s Salary
Program Supervisor (1)
Program Coordinators (3)
Department Employer Relations Advisors(8)
(Representative for Each College)
Secretary (1)
IT Personnel (1)
Trainer (1)
Subtotal in Annual Salaries:
$550,000.00
Marketing
Advertising
$50,000.00
TOTAL
$600,000.00
Partnering Individuals, Groups, Etc.:
Another means of reaching students will be to utilize existing groups on campus to advise students of employment opportunities. The groups will receive emails notifying the student members of potential employment opportunities within an area of interest, group, club, or academic society. As an example, the Pre-Med Society will be notified of potential employment opportunities with a hospital, medical center, or physician-related job recruiter. Relevant jobs will be matched with students interested in that field or profession.
Matching Funds:
Various fundraisers shall take place by the groups and/or academic societies whose students will benefit from this program. One example of a potential fundraiser is to hold a “Dollar Auction” wherein items are placed up for bid for $1.00, and the person with the final bid is the winner. If Nova’s Criminal Justice Club wishes to participate in the Employment services, then they would be required to raise funds to help forward this initiative.
Another source of funding would be to apply for Federal Funding through the “Stimulus Package” a/k/a H.R. 5140, by seeking funds to assist individuals in obtaining Eco-Friendly jobs that have been funded. This approach will allow Nova Southeastern University to become a premier academic institution assisting students in obtaining “Green” that are jobs that are good for the environment.
Funding may also be achieved through a grant awarded in September, 2008 to Academic Services from the U.S. Department of Education in the amount of $575,000. While plans to implement this grant may be well underway, this proposal captures an urgent need given today’s increasingly difficult economy: Nova Students need jobs. This university stands nothing to gain by having a high unemployment rate amongst its graduates. Setting this proposed program into motion may not only appeal to students, but parents. Parents who are contemplating which university to select for their child may select the school that is more likely to lead to gainful employment following graduation. Accordingly, this proposal serves as a significant aid to place Nova graduates out in front of a virtual sea of job applicants. Nearly every school in South Florida has a job link website and a job fair. Nova has the potential to do much more.
Sunday, March 29, 2009
Friday, March 20, 2009
Annotated Bibliography
Michelle Kuecks
COMP 2000
March 17, 2009
Mahaffy, M. (2006). Encouraging critical thinking in student library research: An application of national standards. College Teaching, 54:4, 324-328.
In this article, the author represents that professors are critical of students who use web-related research as the sole source of information to write papers. Mahaffy takes a different approach at improving the quality of students’ papers by guiding the assignment to exclude web references. His goal is to generate critical thinking as opposed to great web research skills.
Walsh, B. (2008). Stories and their sources: the need for historical thinking in an information age. Teaching History, 133, 4-10.
This article zooms in on the issue of internet research by making a profound statement “But information is not the same as education.” His whole point is that students need to develop critical thinking and that simply plugging in a few words into a search engine short-circuits the educational process. Another important point that Walsh makes is that students like technology because of its social networking appeal, and that teachers must embrace the internet’s magnetism. Finally, the article highlights a Google versus traditional academic journal research assignment that demonstrated a significant omission from the Google research.
Haglund, L. & Olsson, P. (2008). The impact on university libraries of changes in information behavior among academic researchers: a multiple case study. The Journal of Academic Librarianship, 34: 1, 52-59, Karolinska Institutet.
Haglund and Olsson’s article reports on the study of researchers at three colleges in Sweden. The aim of the study was to observe research techniques used at the libraries and to measure the extent to which the students utilized librarians. Once observation was completed, the results showed that most students perceived electronic resources provided through the library to be complicated. By contrast, the observations revealed that the research done through Google is easy. In the end, the study pointed out that the library staff needs to present research databases and resources simply, in a user-friendly fashion, and on an individualized basis.
Weiner, S. (2009). The contribution of the library to the reputation of a university. The Journal of Academic Librarianship, 35:1, 3-13.
Weiner’s paper sought out to examine the need for university libraries. He posits the existence of a physical library when an increasing amount of research available on the web from remote locations anywhere. His method was to compare the reputations of various universities who had well-funded libraries. According to Weiner, the library enhanced the university’s reputation and perception of academic success as a whole. His methodology was short on credibility because his data was solely limited to peer reputation.
Willoughby, T., Anderson, S., Wood, E., Mueller, J. & Ross, C. (2009). Fast searching for information on the internet to use in a learning context: the impact of domain knowledge. Computers & Education, 52:3, 640-648.
This study sought out to scientifically measure the research process of two control groups who received the same essay assignment. One group had “high domain knowledge”, the other did not. The results of this study pointed out that providing 30 minutes to conduct internet searches did not correlate to a better quality essay. This study raises more questions than it provides answers. Perhaps the most fundamental issue involves the amount of time given to complete research: 30 minutes. If the amount of time to research was greater, the quality of the essay may have been affected more.
Robinson, A. & Schlegl, K. (2005). Student use of the internet for research projects: A problem? Our problem? What can we do about it? Political Science & Politics, 38:2, 311.
The results of a three group student study are revealed in this article pertaining to how scholarly undergrad students conduct internet research. Specifically, the student’s bibliographies were examined and measured for “scholarly” content. While the working definition of “scholarly” internet resources is noticeably absent, the surprising result of this study indicates that 70% of the sources cited by students were “not inappropriate for academic research”.
Laurence, H. & Miller, W. (2000). Academic research on the internt.: Options for scholars and libraries. New York: Hayworth Information Press.
Although a great deal of this book is devoted to the first time internet user, there are some helpful research hints and useful databases that are discussed. Each chapter has a theme and is chock full of databases and websites so that a researcher knows where to go for substantive information.
Hewson, C., Yule, P., Laurent, D. & Vogel, C. (2003). Internet research methods: A practical guide for the social and behavioural sciences. London: Sage Publications.
For the clinical researcher who wants a how-to explanation of how to conduct surveys online to gather empirical data, this book offers significant information. However, the content of the book is limited to methodology of internet survey research and nothing more.
Heil, D. (2005). The internet and student research: teaching critical evaluation skills. Teacher Librarian, 33:2.
This article examines the role of critical evaluation skills to conduct research online sources to write college papers. While the point is well taken that not all internet sites are credible sources of information, one cannot escape the overwhelming insecurity from this librarian-author. Her biggest complaint seems to be that the bookshelves are quiet and the computers loud with activity.
Carlson, S. (2004). Here today, gone tomorrow: Studying how online footnotes vanish. The Chronicle of Higher Education, 50:4, A 33.
Although brief, this article heeds caution to researchers that “the internet is an unstable, fluid medium, unsuitable for the long-term archiving needs of academe”. The point is that by the time the research study is completed, 40 percent of the sources relied upon from the internet have vanished. For researchers, this is a credibility and reliability nightmare.
Hernandez, G. (2004). Find it online: The complete guide to online research. Technical Communication, 51:1, 150-153.
While this article offers tips on how to search the internet efficiently, it is hardly complete and is not particularly “scholarly”. Nevertheless, it describes how to finesse search queries to return relevant information on the internet.
Savolainen, R. (2006). User-defined relevance criteria in web searching. Journal of Documentation, 62:6, 685-691.
This paper presents a very thorough qualitative and quantitative analysis of how people search the web. The conclusion was that people pretty much stick to a narrow list of words to search on the web.
Kleine, M. (1987). What is it we do when we write articles like this one – and how can we get students to join us? The Writing Instructor, 6:Spring/Summer, 151-161.
Written from a professor’s point of view, this article explores much more than a typical research study. The main point that the author conveys is that most libraries (especially on Sunday night) are full of students busy copying, quoting, and in essence borrowing other’s ideas to cite in their paper. He too admits that to an extent he digressed to the same freshman-like habit of copying other’s work and injecting it into the body of a research paper as if there was a sense of ownership. To Kleine, research is about coming up with an idea and giving it one’s own thoughtful perspective, thinking independently, and being passionate during the process. As he reports the findings of the eight professors that he studied, Kleine encourages students to have a sense of self discovery and connection with their research paper.
University of California Los Angeles (2009, January 29). Is Technology Producing A Decline In Critical Thinking And Analysis?. ScienceDaily. Retrieved March 20, 2009, from http://www.sciencedaily.com /releases/2009/01/090128092341.htm
This magazine article reports that critical thinking skills have declined since society has become more dependent on technology. One of the reasons cited for this decline is multitasking through the use of high tech devices such as PDA’s and laptop computers.
Fister, B. (1993). Teaching the rhetorical dimensions of research. Research Strategies, 11:4, 211-219.
Fister points out that when research is conducted through plugging in search queries, the process is reduced to cutting and pasting, and that little thought process is employed. Rather than to be efficient at finding and retrieving information, Fister advocates for librarians to teach student how to interpret research, employ unique perspective to existing ideas, and to construct an individualized experience.
Woodward, J. (1999). Writing research papers: Investigating resources in cyberspace. Lincolnwood, IL: Contemporary Publishing Group.
This book reviews how to determine if a source listed on the web is scholarly and worthy of using in a research paper. It explores how search engines work, how to tell a commercial website from a government-based one, and how to tell who the owner and/or originator of the website. It gives a host of websites and suggests turning to them for various subject queries, but it really overlooks how fluid information is on the web today.
Ballenger, B. (2003). The curious researcher: A guide to writing research papers. New York: Longman.
Ballenger walks a student through, step by step and week by week, through a research assignment. Much of the book is devoted to the importance of time management when completing research assignments. Another area of focus concerns critical thinking: analysis of the hypothesis, on a continuous basis throughout the book. This approach is a little bit elementary, but from an organizational perspective, it guides a first time writer very well.
Michelle Kuecks
COMP 2000
March 17, 2009
Mahaffy, M. (2006). Encouraging critical thinking in student library research: An application of national standards. College Teaching, 54:4, 324-328.
In this article, the author represents that professors are critical of students who use web-related research as the sole source of information to write papers. Mahaffy takes a different approach at improving the quality of students’ papers by guiding the assignment to exclude web references. His goal is to generate critical thinking as opposed to great web research skills.
Walsh, B. (2008). Stories and their sources: the need for historical thinking in an information age. Teaching History, 133, 4-10.
This article zooms in on the issue of internet research by making a profound statement “But information is not the same as education.” His whole point is that students need to develop critical thinking and that simply plugging in a few words into a search engine short-circuits the educational process. Another important point that Walsh makes is that students like technology because of its social networking appeal, and that teachers must embrace the internet’s magnetism. Finally, the article highlights a Google versus traditional academic journal research assignment that demonstrated a significant omission from the Google research.
Haglund, L. & Olsson, P. (2008). The impact on university libraries of changes in information behavior among academic researchers: a multiple case study. The Journal of Academic Librarianship, 34: 1, 52-59, Karolinska Institutet.
Haglund and Olsson’s article reports on the study of researchers at three colleges in Sweden. The aim of the study was to observe research techniques used at the libraries and to measure the extent to which the students utilized librarians. Once observation was completed, the results showed that most students perceived electronic resources provided through the library to be complicated. By contrast, the observations revealed that the research done through Google is easy. In the end, the study pointed out that the library staff needs to present research databases and resources simply, in a user-friendly fashion, and on an individualized basis.
Weiner, S. (2009). The contribution of the library to the reputation of a university. The Journal of Academic Librarianship, 35:1, 3-13.
Weiner’s paper sought out to examine the need for university libraries. He posits the existence of a physical library when an increasing amount of research available on the web from remote locations anywhere. His method was to compare the reputations of various universities who had well-funded libraries. According to Weiner, the library enhanced the university’s reputation and perception of academic success as a whole. His methodology was short on credibility because his data was solely limited to peer reputation.
Willoughby, T., Anderson, S., Wood, E., Mueller, J. & Ross, C. (2009). Fast searching for information on the internet to use in a learning context: the impact of domain knowledge. Computers & Education, 52:3, 640-648.
This study sought out to scientifically measure the research process of two control groups who received the same essay assignment. One group had “high domain knowledge”, the other did not. The results of this study pointed out that providing 30 minutes to conduct internet searches did not correlate to a better quality essay. This study raises more questions than it provides answers. Perhaps the most fundamental issue involves the amount of time given to complete research: 30 minutes. If the amount of time to research was greater, the quality of the essay may have been affected more.
Robinson, A. & Schlegl, K. (2005). Student use of the internet for research projects: A problem? Our problem? What can we do about it? Political Science & Politics, 38:2, 311.
The results of a three group student study are revealed in this article pertaining to how scholarly undergrad students conduct internet research. Specifically, the student’s bibliographies were examined and measured for “scholarly” content. While the working definition of “scholarly” internet resources is noticeably absent, the surprising result of this study indicates that 70% of the sources cited by students were “not inappropriate for academic research”.
Laurence, H. & Miller, W. (2000). Academic research on the internt.: Options for scholars and libraries. New York: Hayworth Information Press.
Although a great deal of this book is devoted to the first time internet user, there are some helpful research hints and useful databases that are discussed. Each chapter has a theme and is chock full of databases and websites so that a researcher knows where to go for substantive information.
Hewson, C., Yule, P., Laurent, D. & Vogel, C. (2003). Internet research methods: A practical guide for the social and behavioural sciences. London: Sage Publications.
For the clinical researcher who wants a how-to explanation of how to conduct surveys online to gather empirical data, this book offers significant information. However, the content of the book is limited to methodology of internet survey research and nothing more.
Heil, D. (2005). The internet and student research: teaching critical evaluation skills. Teacher Librarian, 33:2.
This article examines the role of critical evaluation skills to conduct research online sources to write college papers. While the point is well taken that not all internet sites are credible sources of information, one cannot escape the overwhelming insecurity from this librarian-author. Her biggest complaint seems to be that the bookshelves are quiet and the computers loud with activity.
Carlson, S. (2004). Here today, gone tomorrow: Studying how online footnotes vanish. The Chronicle of Higher Education, 50:4, A 33.
Although brief, this article heeds caution to researchers that “the internet is an unstable, fluid medium, unsuitable for the long-term archiving needs of academe”. The point is that by the time the research study is completed, 40 percent of the sources relied upon from the internet have vanished. For researchers, this is a credibility and reliability nightmare.
Hernandez, G. (2004). Find it online: The complete guide to online research. Technical Communication, 51:1, 150-153.
While this article offers tips on how to search the internet efficiently, it is hardly complete and is not particularly “scholarly”. Nevertheless, it describes how to finesse search queries to return relevant information on the internet.
Savolainen, R. (2006). User-defined relevance criteria in web searching. Journal of Documentation, 62:6, 685-691.
This paper presents a very thorough qualitative and quantitative analysis of how people search the web. The conclusion was that people pretty much stick to a narrow list of words to search on the web.
Kleine, M. (1987). What is it we do when we write articles like this one – and how can we get students to join us? The Writing Instructor, 6:Spring/Summer, 151-161.
Written from a professor’s point of view, this article explores much more than a typical research study. The main point that the author conveys is that most libraries (especially on Sunday night) are full of students busy copying, quoting, and in essence borrowing other’s ideas to cite in their paper. He too admits that to an extent he digressed to the same freshman-like habit of copying other’s work and injecting it into the body of a research paper as if there was a sense of ownership. To Kleine, research is about coming up with an idea and giving it one’s own thoughtful perspective, thinking independently, and being passionate during the process. As he reports the findings of the eight professors that he studied, Kleine encourages students to have a sense of self discovery and connection with their research paper.
University of California Los Angeles (2009, January 29). Is Technology Producing A Decline In Critical Thinking And Analysis?. ScienceDaily. Retrieved March 20, 2009, from http://www.sciencedaily.com /releases/2009/01/090128092341.htm
This magazine article reports that critical thinking skills have declined since society has become more dependent on technology. One of the reasons cited for this decline is multitasking through the use of high tech devices such as PDA’s and laptop computers.
Fister, B. (1993). Teaching the rhetorical dimensions of research. Research Strategies, 11:4, 211-219.
Fister points out that when research is conducted through plugging in search queries, the process is reduced to cutting and pasting, and that little thought process is employed. Rather than to be efficient at finding and retrieving information, Fister advocates for librarians to teach student how to interpret research, employ unique perspective to existing ideas, and to construct an individualized experience.
Woodward, J. (1999). Writing research papers: Investigating resources in cyberspace. Lincolnwood, IL: Contemporary Publishing Group.
This book reviews how to determine if a source listed on the web is scholarly and worthy of using in a research paper. It explores how search engines work, how to tell a commercial website from a government-based one, and how to tell who the owner and/or originator of the website. It gives a host of websites and suggests turning to them for various subject queries, but it really overlooks how fluid information is on the web today.
Ballenger, B. (2003). The curious researcher: A guide to writing research papers. New York: Longman.
Ballenger walks a student through, step by step and week by week, through a research assignment. Much of the book is devoted to the importance of time management when completing research assignments. Another area of focus concerns critical thinking: analysis of the hypothesis, on a continuous basis throughout the book. This approach is a little bit elementary, but from an organizational perspective, it guides a first time writer very well.
Wednesday, March 18, 2009
Michelle Kuecks
Citation Exercise
COMP 2000
March 17, 2009
Getting directions has never been so easy. Computer mapping programs like Mapster and Google use high-tech mapping programs which make traditional maps come to life. As the name suggests, the process blending maps with more tangible data is called mapping mashups. Mapping mashups provide a greater understanding of where one is going by providing details, actual photos, and manipulatives. As described on the Educause Learning Initiative website, “Mapping mashups provide a means for placing data and class lessons into a physical context” (2006). Through mapping mashups, a map is no longer one-dimensional, flat and inflexible. Mashups identify landmarks, import satellite images, and in general give visual aids to literally show the way.
While some embrace technological advances to mapping, others caution that maps are over-manipulated by user-friendly mapping programs. One concern is that mapping mashups create individualized maps with too much information; glossing over basic directions (Ratliff, 2007). David Weinberger also found that “As soon as you leave the latitude/longitude substrate, you get lost in the ambiguous jumble of meaning”(Ratliff, 2007 citing Weinberger). At the end of the day, directions still need to cover the basics such as north, south, east and west.
While the previous works discuss varying views regarding map preparation, computerized mapping programs, and advances in technology, in the end they all assist the traveler. Drew (2001) discusses geography, cartography, and the concept of being a traveler as it relates to teaching composition in the classroom. At first blush, mapping and composition seem unrelated. But to understand the connection, one must think in terms of physical place expressed on a map, and how the writer is greatly influenced by the space in which he writes. Drew refers this as “The Politics of Place”.
Another way of viewing the relationship between a writer and the space in which he writes is to describe it as a “community” (Miller, 1979). The author’s point is that a writer should not isolate himself in the classroom. To Miller, a writer should form connection to his community. While the objective may be for a teacher to teach students to use proper grammar, sentence structure, and technique, those are technicalities. Miller advocates engaging in writing to form a bond with one’s community well outside of the classroom.
References:
Drew, J. (2001). The Politics of Place. In Dobrin, S. & Weisser, C. (Eds.) Ecocomposition: theoretical and pedagogical approaches. (pp. 58) New York: State University of New York Press.
Mapping mashups. (July, 2006). Educause Web Page. Retrieved March 16, 2009, from http://net.educause.edu/ir/library/pdf/ELI7016.pdf
Ratliff, E. (2007). Google maps is changing the way we see the world. Wired Magazine, 15:07. Retrieved from the web March 16, 2009 from http://www.wired.com-/techbiz/it/magazine/15-07/ff_maps?currentPage=all
Miller, C. (1979). A humanistic rationale for technical writing. College English, 40:6. pp. 617.
Citation Exercise
COMP 2000
March 17, 2009
Getting directions has never been so easy. Computer mapping programs like Mapster and Google use high-tech mapping programs which make traditional maps come to life. As the name suggests, the process blending maps with more tangible data is called mapping mashups. Mapping mashups provide a greater understanding of where one is going by providing details, actual photos, and manipulatives. As described on the Educause Learning Initiative website, “Mapping mashups provide a means for placing data and class lessons into a physical context” (2006). Through mapping mashups, a map is no longer one-dimensional, flat and inflexible. Mashups identify landmarks, import satellite images, and in general give visual aids to literally show the way.
While some embrace technological advances to mapping, others caution that maps are over-manipulated by user-friendly mapping programs. One concern is that mapping mashups create individualized maps with too much information; glossing over basic directions (Ratliff, 2007). David Weinberger also found that “As soon as you leave the latitude/longitude substrate, you get lost in the ambiguous jumble of meaning”(Ratliff, 2007 citing Weinberger). At the end of the day, directions still need to cover the basics such as north, south, east and west.
While the previous works discuss varying views regarding map preparation, computerized mapping programs, and advances in technology, in the end they all assist the traveler. Drew (2001) discusses geography, cartography, and the concept of being a traveler as it relates to teaching composition in the classroom. At first blush, mapping and composition seem unrelated. But to understand the connection, one must think in terms of physical place expressed on a map, and how the writer is greatly influenced by the space in which he writes. Drew refers this as “The Politics of Place”.
Another way of viewing the relationship between a writer and the space in which he writes is to describe it as a “community” (Miller, 1979). The author’s point is that a writer should not isolate himself in the classroom. To Miller, a writer should form connection to his community. While the objective may be for a teacher to teach students to use proper grammar, sentence structure, and technique, those are technicalities. Miller advocates engaging in writing to form a bond with one’s community well outside of the classroom.
References:
Drew, J. (2001). The Politics of Place. In Dobrin, S. & Weisser, C. (Eds.) Ecocomposition: theoretical and pedagogical approaches. (pp. 58) New York: State University of New York Press.
Mapping mashups. (July, 2006). Educause Web Page. Retrieved March 16, 2009, from http://net.educause.edu/ir/library/pdf/ELI7016.pdf
Ratliff, E. (2007). Google maps is changing the way we see the world. Wired Magazine, 15:07. Retrieved from the web March 16, 2009 from http://www.wired.com-/techbiz/it/magazine/15-07/ff_maps?currentPage=all
Miller, C. (1979). A humanistic rationale for technical writing. College English, 40:6. pp. 617.
Friday, March 13, 2009
Big Idea
BIG IDEA PROPOSALMichelle Kuecks
Rowland Solano
Renee Ali-Samhoul
Purpose:
The aim of this project is to expand the existing Career Development Department at Nova Southeastern University to provide job placement services. In light of the recent severe downturn in the economy, and strained job market, the need for students to find a job has become even more urgent. Specifically, the goal of this Big Idea Proposal is to create a staff whose one and only job is to reach out to employers and bring them on campus directly to the students. This approach will be innovative and offer students much more than surrounding universities in this area.
Currently, the Career Development Faculty is limited to assisting students in writing resumes, preparing for job interviews, and directing students to library resources dealing with career planning. This Proposal seeks to add job placement in addition to resume and interview services. In essence, goal will be to recruit recruiters. By expanding the Career Development Department, Nova students will have a significant edge over other competing students by having local, state and national employers turn to Nova students first to fill open positions.
Unlike Nova’s bi-annual Career Fair, the new program will link employers with students on a continuous basis. Unfortunately in January of 2009 unemployment in Florida reached a 16-year high (U.S. Department of Labor). Jobs have become scarce. Students can no longer wait for a Career Fair to take place. Students need year-round job placement services. With unemployment reaching a record high, the time to be proactive is now. It is not suffice to list jobs on a website like CareerShark. Nova students need to land an interview and be out in front of the pack for the shrinking number of available jobs. This will require an immediate extension of the Career Development Program.
High unemployment amongst Nova graduates could create a significant public relations issue. Conversely, Nova can bolster their reputation and separate themselves from competing universities through a high rate of employment.
Another unique aspect of this proposed program is to communicate with students on a frequent basis. The objective would be for the university to reach out to the students through email alerts. The system would be similar to email reminders from the registrar’s office when tuition is due. Through cross-referencing a student’s major and status of degree completion, the student would be notified when an employer is on campus for interviews. Students whose academic major is relevant to the job position would be notified each time a job opportunity opened up. Additionally, clubs, organizations, and societies would be notified when employers had positions to fill.
Timeline:
The amount of time necessary to implement this program will take up to one year. In order to establish this program three phases will need to be accomplished. During the first phase, a staff will need to be hired to carry out the functions of employment recruiting. It is estimated that this process could take up to six months to complete. Once the staff is in place, phase two will begin which involves obtaining approval from University Officials for fund raising plans, general objectives and policies to run the program. An estimate of three months will be necessary to achieve the tasks in phase two. Finally, during stage three of the project, the actual recruitment of prospective employers will take place. This process will be on-going in order to achieve success of the program.
Publicity/Engagement Plan:
In order to engage the entire student body, the program will send students emails to advise them that certain employers are going to be on campus and to advertise job openings. The goal will be to advise each and every student within the Nova student body of job openings that are relevant to a student’s interests and academic major. The email notification will take place according to the student’s major, department, club, organization, interest, and/or academic society.
Students may also register their prospective job interest with the office of Career Development. Through an email notification system, students will be matched with relevant employment opportunities. It will bridge the gap between students and employers. This program will be a great improvement over existing Career Fairs on campus by bringing in a wider range of employers from a variety of companies and connecting jobs with students. The goal of the program will be to motivate students to reach out to potential employers who offer employment in careers that students are interested in.
Another unique aspect of this program would be to utilize empty classrooms for employers to conduct job interviews on campus. Once a student has been notified of a prospective job, the employer will screen students and select students for an on-campus interview. Students will be notified through the email system of the time, date and place of the interview.
Itemized Budget:
ITEM
DESCRIPTION
COST
Staff
Director’s Salary
Program Supervisor (1)
Program Coordinators (3)
Department Employer Relations Advisors(8)
(Representative for Each College)
Secretary (1)
IT Personnel (1)
Trainer (1)
Subtotal in Annual Salaries:
$550,000.00
Marketing
Advertising
$50,000.00
TOTAL
$600,000.00
Partnering Individuals, Groups, Etc.:
As another means of reaching students, this program will utilize existing groups on campus to advise students of employment opportunities. The groups will receive emails notifying the student members of potential employment opportunities within an area of interest, group, club, or academic society. As an example, the Pre-Med Society will be notified of potential employment opportunities with a hospital, medical center, or physician-related job recruiter. Relevant jobs will be matched with students interested in that field or profession.
Matching Funds:
Various fundraisers shall take place by the groups and/or academic societies whose students will benefit from this program. One example of a potential fundraiser is to hold a “Dollar Auction” wherein items are placed up for bid for $1.00, and the person with the final bid is the winner. If Nova’s Criminal Justice Club wishes to participate in the Employment services, then they would be required to raise funds to help forward this initiative.
Another source of funding would be to apply for Federal Funding through the “Stimulus Package” a/k/a H.R. 5140, by seeking funds to assist individuals in obtaining Eco-Friendly jobs that have been funded. This approach will allow Nova Southeastern University to become a premier academic institution assisting students in obtaining “Green” that are jobs that are good for the environment.
Funding may also be achieved through a grant awarded in September, 2008 to Academic Services from the U.S. Department of Education in the amount of $575,000. While plans to implement this grant may be well underway, this proposal captures the best possible “academic service” – finding a job. In sum, this proposal seeks to place students who graduate from Nova out in front of a virtual sea of job applicants.
Rowland Solano
Renee Ali-Samhoul
Purpose:
The aim of this project is to expand the existing Career Development Department at Nova Southeastern University to provide job placement services. In light of the recent severe downturn in the economy, and strained job market, the need for students to find a job has become even more urgent. Specifically, the goal of this Big Idea Proposal is to create a staff whose one and only job is to reach out to employers and bring them on campus directly to the students. This approach will be innovative and offer students much more than surrounding universities in this area.
Currently, the Career Development Faculty is limited to assisting students in writing resumes, preparing for job interviews, and directing students to library resources dealing with career planning. This Proposal seeks to add job placement in addition to resume and interview services. In essence, goal will be to recruit recruiters. By expanding the Career Development Department, Nova students will have a significant edge over other competing students by having local, state and national employers turn to Nova students first to fill open positions.
Unlike Nova’s bi-annual Career Fair, the new program will link employers with students on a continuous basis. Unfortunately in January of 2009 unemployment in Florida reached a 16-year high (U.S. Department of Labor). Jobs have become scarce. Students can no longer wait for a Career Fair to take place. Students need year-round job placement services. With unemployment reaching a record high, the time to be proactive is now. It is not suffice to list jobs on a website like CareerShark. Nova students need to land an interview and be out in front of the pack for the shrinking number of available jobs. This will require an immediate extension of the Career Development Program.
High unemployment amongst Nova graduates could create a significant public relations issue. Conversely, Nova can bolster their reputation and separate themselves from competing universities through a high rate of employment.
Another unique aspect of this proposed program is to communicate with students on a frequent basis. The objective would be for the university to reach out to the students through email alerts. The system would be similar to email reminders from the registrar’s office when tuition is due. Through cross-referencing a student’s major and status of degree completion, the student would be notified when an employer is on campus for interviews. Students whose academic major is relevant to the job position would be notified each time a job opportunity opened up. Additionally, clubs, organizations, and societies would be notified when employers had positions to fill.
Timeline:
The amount of time necessary to implement this program will take up to one year. In order to establish this program three phases will need to be accomplished. During the first phase, a staff will need to be hired to carry out the functions of employment recruiting. It is estimated that this process could take up to six months to complete. Once the staff is in place, phase two will begin which involves obtaining approval from University Officials for fund raising plans, general objectives and policies to run the program. An estimate of three months will be necessary to achieve the tasks in phase two. Finally, during stage three of the project, the actual recruitment of prospective employers will take place. This process will be on-going in order to achieve success of the program.
Publicity/Engagement Plan:
In order to engage the entire student body, the program will send students emails to advise them that certain employers are going to be on campus and to advertise job openings. The goal will be to advise each and every student within the Nova student body of job openings that are relevant to a student’s interests and academic major. The email notification will take place according to the student’s major, department, club, organization, interest, and/or academic society.
Students may also register their prospective job interest with the office of Career Development. Through an email notification system, students will be matched with relevant employment opportunities. It will bridge the gap between students and employers. This program will be a great improvement over existing Career Fairs on campus by bringing in a wider range of employers from a variety of companies and connecting jobs with students. The goal of the program will be to motivate students to reach out to potential employers who offer employment in careers that students are interested in.
Another unique aspect of this program would be to utilize empty classrooms for employers to conduct job interviews on campus. Once a student has been notified of a prospective job, the employer will screen students and select students for an on-campus interview. Students will be notified through the email system of the time, date and place of the interview.
Itemized Budget:
ITEM
DESCRIPTION
COST
Staff
Director’s Salary
Program Supervisor (1)
Program Coordinators (3)
Department Employer Relations Advisors(8)
(Representative for Each College)
Secretary (1)
IT Personnel (1)
Trainer (1)
Subtotal in Annual Salaries:
$550,000.00
Marketing
Advertising
$50,000.00
TOTAL
$600,000.00
Partnering Individuals, Groups, Etc.:
As another means of reaching students, this program will utilize existing groups on campus to advise students of employment opportunities. The groups will receive emails notifying the student members of potential employment opportunities within an area of interest, group, club, or academic society. As an example, the Pre-Med Society will be notified of potential employment opportunities with a hospital, medical center, or physician-related job recruiter. Relevant jobs will be matched with students interested in that field or profession.
Matching Funds:
Various fundraisers shall take place by the groups and/or academic societies whose students will benefit from this program. One example of a potential fundraiser is to hold a “Dollar Auction” wherein items are placed up for bid for $1.00, and the person with the final bid is the winner. If Nova’s Criminal Justice Club wishes to participate in the Employment services, then they would be required to raise funds to help forward this initiative.
Another source of funding would be to apply for Federal Funding through the “Stimulus Package” a/k/a H.R. 5140, by seeking funds to assist individuals in obtaining Eco-Friendly jobs that have been funded. This approach will allow Nova Southeastern University to become a premier academic institution assisting students in obtaining “Green” that are jobs that are good for the environment.
Funding may also be achieved through a grant awarded in September, 2008 to Academic Services from the U.S. Department of Education in the amount of $575,000. While plans to implement this grant may be well underway, this proposal captures the best possible “academic service” – finding a job. In sum, this proposal seeks to place students who graduate from Nova out in front of a virtual sea of job applicants.
Big Idea
BIG IDEA PROPOSAL
Michelle Kuecks
Rowland Solano
Renee Ali-Samhoul
Purpose:
The aim of this project is to expand the existing Career Development Department at Nova Southeastern University to provide job placement services. In light of the recent severe downturn in the economy, and strained job market, the need for students to find a job has become even more urgent. Specifically, the goal of this Big Idea Proposal is to create a staff whose one and only job is to reach out to employers and bring them on campus directly to the students. This approach will be innovative and offer students much more than surrounding universities in this area.
Currently, the Career Development Faculty is limited to assisting students in writing resumes, preparing for job interviews, and directing students to library resources dealing with career planning. This Proposal seeks to add job placement in addition to resume and interview services. In essence, goal will be to recruit recruiters. By expanding the Career Development Department, Nova students will have a significant edge over other competing students by having local, state and national employers turn to Nova students first to fill open positions.
Unlike Nova’s bi-annual Career Fair, the new program will link employers with students on a continuous basis. Unfortunately in January of 2009 unemployment in Florida reached a 16-year high (U.S. Department of Labor). Jobs have become scarce. Students can no longer wait for a Career Fair to take place. Students need year-round job placement services. With unemployment reaching a record high, the time to be proactive is now. It is not suffice to list jobs on a website like CareerShark. Nova students need to land an interview and be out in front of the pack for the shrinking number of available jobs. This will require an immediate extension of the Career Development Program.
High unemployment amongst Nova graduates could create a significant public relations issue. Conversely, Nova can bolster their reputation and separate themselves from competing universities through a high rate of employment.
Another unique aspect of this proposed program is to communicate with students on a frequent basis. The objective would be for the university to reach out to the students through email alerts. The system would be similar to email reminders from the registrar’s office when tuition is due. Through cross-referencing a student’s major and status of degree completion, the student would be notified when an employer is on campus for interviews. Students whose academic major is relevant to the job position would be notified each time a job opportunity opened up. Additionally, clubs, organizations, and societies would be notified when employers had positions to fill.
Timeline:
The amount of time necessary to implement this program will take up to one year. In order to establish this program three phases will need to be accomplished. During the first phase, a staff will need to be hired to carry out the functions of employment recruiting. It is estimated that this process could take up to six months to complete. Once the staff is in place, phase two will begin which involves obtaining approval from University Officials for fund raising plans, general objectives and policies to run the program. An estimate of three months will be necessary to achieve the tasks in phase two. Finally, during stage three of the project, the actual recruitment of prospective employers will take place. This process will be on-going in order to achieve success of the program.
Publicity/Engagement Plan:
In order to engage the entire student body, the program will send students emails to advise them that certain employers are going to be on campus and to advertise job openings. The goal will be to advise each and every student within the Nova student body of job openings that are relevant to a student’s interests and academic major. The email notification will take place according to the student’s major, department, club, organization, interest, and/or academic society.
Students may also register their prospective job interest with the office of Career Development. Through an email notification system, students will be matched with relevant employment opportunities. It will bridge the gap between students and employers. This program will be a great improvement over existing Career Fairs on campus by bringing in a wider range of employers from a variety of companies and connecting jobs with students. The goal of the program will be to motivate students to reach out to potential employers who offer employment in careers that students are interested in.
Another unique aspect of this program would be to utilize empty classrooms for employers to conduct job interviews on campus. Once a student has been notified of a prospective job, the employer will screen students and select students for an on-campus interview. Students will be notified through the email system of the time, date and place of the interview.
Itemized Budget:
ITEM
DESCRIPTION
COST
Staff
Director’s Salary
Program Supervisor (1)
Program Coordinators (3)
Department Employer Relations Advisors(8)
(Representative for Each College)
Secretary (1)
IT Personnel (1)
Trainer (1)
Subtotal in Annual Salaries:
$550,000.00
Marketing
Advertising
$50,000.00
TOTAL
$600,000.00
Partnering Individuals, Groups, Etc.:
As another means of reaching students, this program will utilize existing groups on campus to advise students of employment opportunities. The groups will receive emails notifying the student members of potential employment opportunities within an area of interest, group, club, or academic society. As an example, the Pre-Med Society will be notified of potential employment opportunities with a hospital, medical center, or physician-related job recruiter. Relevant jobs will be matched with students interested in that field or profession.
Matching Funds:
Various fundraisers shall take place by the groups and/or academic societies whose students will benefit from this program. One example of a potential fundraiser is to hold a “Dollar Auction” wherein items are placed up for bid for $1.00, and the person with the final bid is the winner. If Nova’s Criminal Justice Club wishes to participate in the Employment services, then they would be required to raise funds to help forward this initiative.
Another source of funding would be to apply for Federal Funding through the “Stimulus Package” a/k/a H.R. 5140, by seeking funds to assist individuals in obtaining Eco-Friendly jobs that have been funded. This approach will allow Nova Southeastern University to become a premier academic institution assisting students in obtaining “Green” that are jobs that are good for the environment.
Funding may also be achieved through a grant awarded in September, 2008 to Academic Services from the U.S. Department of Education in the amount of $575,000. While plans to implement this grant may be well underway, this proposal captures the best possible “academic service” – finding a job. In sum, this proposal seeks to place students who graduate from Nova out in front of a virtual sea of job applicants.
Michelle Kuecks
Rowland Solano
Renee Ali-Samhoul
Purpose:
The aim of this project is to expand the existing Career Development Department at Nova Southeastern University to provide job placement services. In light of the recent severe downturn in the economy, and strained job market, the need for students to find a job has become even more urgent. Specifically, the goal of this Big Idea Proposal is to create a staff whose one and only job is to reach out to employers and bring them on campus directly to the students. This approach will be innovative and offer students much more than surrounding universities in this area.
Currently, the Career Development Faculty is limited to assisting students in writing resumes, preparing for job interviews, and directing students to library resources dealing with career planning. This Proposal seeks to add job placement in addition to resume and interview services. In essence, goal will be to recruit recruiters. By expanding the Career Development Department, Nova students will have a significant edge over other competing students by having local, state and national employers turn to Nova students first to fill open positions.
Unlike Nova’s bi-annual Career Fair, the new program will link employers with students on a continuous basis. Unfortunately in January of 2009 unemployment in Florida reached a 16-year high (U.S. Department of Labor). Jobs have become scarce. Students can no longer wait for a Career Fair to take place. Students need year-round job placement services. With unemployment reaching a record high, the time to be proactive is now. It is not suffice to list jobs on a website like CareerShark. Nova students need to land an interview and be out in front of the pack for the shrinking number of available jobs. This will require an immediate extension of the Career Development Program.
High unemployment amongst Nova graduates could create a significant public relations issue. Conversely, Nova can bolster their reputation and separate themselves from competing universities through a high rate of employment.
Another unique aspect of this proposed program is to communicate with students on a frequent basis. The objective would be for the university to reach out to the students through email alerts. The system would be similar to email reminders from the registrar’s office when tuition is due. Through cross-referencing a student’s major and status of degree completion, the student would be notified when an employer is on campus for interviews. Students whose academic major is relevant to the job position would be notified each time a job opportunity opened up. Additionally, clubs, organizations, and societies would be notified when employers had positions to fill.
Timeline:
The amount of time necessary to implement this program will take up to one year. In order to establish this program three phases will need to be accomplished. During the first phase, a staff will need to be hired to carry out the functions of employment recruiting. It is estimated that this process could take up to six months to complete. Once the staff is in place, phase two will begin which involves obtaining approval from University Officials for fund raising plans, general objectives and policies to run the program. An estimate of three months will be necessary to achieve the tasks in phase two. Finally, during stage three of the project, the actual recruitment of prospective employers will take place. This process will be on-going in order to achieve success of the program.
Publicity/Engagement Plan:
In order to engage the entire student body, the program will send students emails to advise them that certain employers are going to be on campus and to advertise job openings. The goal will be to advise each and every student within the Nova student body of job openings that are relevant to a student’s interests and academic major. The email notification will take place according to the student’s major, department, club, organization, interest, and/or academic society.
Students may also register their prospective job interest with the office of Career Development. Through an email notification system, students will be matched with relevant employment opportunities. It will bridge the gap between students and employers. This program will be a great improvement over existing Career Fairs on campus by bringing in a wider range of employers from a variety of companies and connecting jobs with students. The goal of the program will be to motivate students to reach out to potential employers who offer employment in careers that students are interested in.
Another unique aspect of this program would be to utilize empty classrooms for employers to conduct job interviews on campus. Once a student has been notified of a prospective job, the employer will screen students and select students for an on-campus interview. Students will be notified through the email system of the time, date and place of the interview.
Itemized Budget:
ITEM
DESCRIPTION
COST
Staff
Director’s Salary
Program Supervisor (1)
Program Coordinators (3)
Department Employer Relations Advisors(8)
(Representative for Each College)
Secretary (1)
IT Personnel (1)
Trainer (1)
Subtotal in Annual Salaries:
$550,000.00
Marketing
Advertising
$50,000.00
TOTAL
$600,000.00
Partnering Individuals, Groups, Etc.:
As another means of reaching students, this program will utilize existing groups on campus to advise students of employment opportunities. The groups will receive emails notifying the student members of potential employment opportunities within an area of interest, group, club, or academic society. As an example, the Pre-Med Society will be notified of potential employment opportunities with a hospital, medical center, or physician-related job recruiter. Relevant jobs will be matched with students interested in that field or profession.
Matching Funds:
Various fundraisers shall take place by the groups and/or academic societies whose students will benefit from this program. One example of a potential fundraiser is to hold a “Dollar Auction” wherein items are placed up for bid for $1.00, and the person with the final bid is the winner. If Nova’s Criminal Justice Club wishes to participate in the Employment services, then they would be required to raise funds to help forward this initiative.
Another source of funding would be to apply for Federal Funding through the “Stimulus Package” a/k/a H.R. 5140, by seeking funds to assist individuals in obtaining Eco-Friendly jobs that have been funded. This approach will allow Nova Southeastern University to become a premier academic institution assisting students in obtaining “Green” that are jobs that are good for the environment.
Funding may also be achieved through a grant awarded in September, 2008 to Academic Services from the U.S. Department of Education in the amount of $575,000. While plans to implement this grant may be well underway, this proposal captures the best possible “academic service” – finding a job. In sum, this proposal seeks to place students who graduate from Nova out in front of a virtual sea of job applicants.
Big Idea
BIG IDEA PROPOSAL
Michelle Kuecks
Rowland Solano
Renee Ali-Samhoul
Purpose:
The aim of this project is to expand the existing Career Development Department at Nova Southeastern University to provide job placement services. In light of the recent severe downturn in the economy, and strained job market, the need for students to find a job has become even more urgent. Specifically, the goal of this Big Idea Proposal is to create a staff whose one and only job is to reach out to employers and bring them on campus directly to the students. This approach will be innovative and offer students much more than surrounding universities in this area.
Currently, the Career Development Faculty is limited to assisting students in writing resumes, preparing for job interviews, and directing students to library resources dealing with career planning. This Proposal seeks to add job placement in addition to resume and interview services. In essence, goal will be to recruit recruiters. By expanding the Career Development Department, Nova students will have a significant edge over other competing students by having local, state and national employers turn to Nova students first to fill open positions.
Unlike Nova’s bi-annual Career Fair, the new program will link employers with students on a continuous basis. Unfortunately in January of 2009 unemployment in Florida reached a 16-year high (U.S. Department of Labor). Jobs have become scarce. Students can no longer wait for a Career Fair to take place. Students need year-round job placement services. With unemployment reaching a record high, the time to be proactive is now. It is not suffice to list jobs on a website like CareerShark. Nova students need to land an interview and be out in front of the pack for the shrinking number of available jobs. This will require an immediate extension of the Career Development Program.
High unemployment amongst Nova graduates could create a significant public relations issue. Conversely, Nova can bolster their reputation and separate themselves from competing universities through a high rate of employment.
Another unique aspect of this proposed program is to communicate with students on a frequent basis. The objective would be for the university to reach out to the students through email alerts. The system would be similar to email reminders from the registrar’s office when tuition is due. Through cross-referencing a student’s major and status of degree completion, the student would be notified when an employer is on campus for interviews. Students whose academic major is relevant to the job position would be notified each time a job opportunity opened up. Additionally, clubs, organizations, and societies would be notified when employers had positions to fill.
Timeline:
The amount of time necessary to implement this program will take up to one year. In order to establish this program three phases will need to be accomplished. During the first phase, a staff will need to be hired to carry out the functions of employment recruiting. It is estimated that this process could take up to six months to complete. Once the staff is in place, phase two will begin which involves obtaining approval from University Officials for fund raising plans, general objectives and policies to run the program. An estimate of three months will be necessary to achieve the tasks in phase two. Finally, during stage three of the project, the actual recruitment of prospective employers will take place. This process will be on-going in order to achieve success of the program.
Publicity/Engagement Plan:
In order to engage the entire student body, the program will send students emails to advise them that certain employers are going to be on campus and to advertise job openings. The goal will be to advise each and every student within the Nova student body of job openings that are relevant to a student’s interests and academic major. The email notification will take place according to the student’s major, department, club, organization, interest, and/or academic society.
Students may also register their prospective job interest with the office of Career Development. Through an email notification system, students will be matched with relevant employment opportunities. It will bridge the gap between students and employers. This program will be a great improvement over existing Career Fairs on campus by bringing in a wider range of employers from a variety of companies and connecting jobs with students. The goal of the program will be to motivate students to reach out to potential employers who offer employment in careers that students are interested in.
Another unique aspect of this program would be to utilize empty classrooms for employers to conduct job interviews on campus. Once a student has been notified of a prospective job, the employer will screen students and select students for an on-campus interview. Students will be notified through the email system of the time, date and place of the interview.
Itemized Budget:
ITEM
DESCRIPTION
COST
Staff
Director’s Salary
Program Supervisor (1)
Program Coordinators (3)
Department Employer Relations Advisors(8)
(Representative for Each College)
Secretary (1)
IT Personnel (1)
Trainer (1)
Subtotal in Annual Salaries:
$550,000.00
Marketing
Advertising
$50,000.00
TOTAL
$600,000.00
Partnering Individuals, Groups, Etc.:
As another means of reaching students, this program will utilize existing groups on campus to advise students of employment opportunities. The groups will receive emails notifying the student members of potential employment opportunities within an area of interest, group, club, or academic society. As an example, the Pre-Med Society will be notified of potential employment opportunities with a hospital, medical center, or physician-related job recruiter. Relevant jobs will be matched with students interested in that field or profession.
Matching Funds:
Various fundraisers shall take place by the groups and/or academic societies whose students will benefit from this program. One example of a potential fundraiser is to hold a “Dollar Auction” wherein items are placed up for bid for $1.00, and the person with the final bid is the winner. If Nova’s Criminal Justice Club wishes to participate in the Employment services, then they would be required to raise funds to help forward this initiative.
Another source of funding would be to apply for Federal Funding through the “Stimulus Package” a/k/a H.R. 5140, by seeking funds to assist individuals in obtaining Eco-Friendly jobs that have been funded. This approach will allow Nova Southeastern University to become a premier academic institution assisting students in obtaining “Green” that are jobs that are good for the environment.
Funding may also be achieved through a grant awarded in September, 2008 to Academic Services from the U.S. Department of Education in the amount of $575,000. While plans to implement this grant may be well underway, this proposal captures the best possible “academic service” – finding a job. In sum, this proposal seeks to place students who graduate from Nova out in front of a virtual sea of job applicants.
Michelle Kuecks
Rowland Solano
Renee Ali-Samhoul
Purpose:
The aim of this project is to expand the existing Career Development Department at Nova Southeastern University to provide job placement services. In light of the recent severe downturn in the economy, and strained job market, the need for students to find a job has become even more urgent. Specifically, the goal of this Big Idea Proposal is to create a staff whose one and only job is to reach out to employers and bring them on campus directly to the students. This approach will be innovative and offer students much more than surrounding universities in this area.
Currently, the Career Development Faculty is limited to assisting students in writing resumes, preparing for job interviews, and directing students to library resources dealing with career planning. This Proposal seeks to add job placement in addition to resume and interview services. In essence, goal will be to recruit recruiters. By expanding the Career Development Department, Nova students will have a significant edge over other competing students by having local, state and national employers turn to Nova students first to fill open positions.
Unlike Nova’s bi-annual Career Fair, the new program will link employers with students on a continuous basis. Unfortunately in January of 2009 unemployment in Florida reached a 16-year high (U.S. Department of Labor). Jobs have become scarce. Students can no longer wait for a Career Fair to take place. Students need year-round job placement services. With unemployment reaching a record high, the time to be proactive is now. It is not suffice to list jobs on a website like CareerShark. Nova students need to land an interview and be out in front of the pack for the shrinking number of available jobs. This will require an immediate extension of the Career Development Program.
High unemployment amongst Nova graduates could create a significant public relations issue. Conversely, Nova can bolster their reputation and separate themselves from competing universities through a high rate of employment.
Another unique aspect of this proposed program is to communicate with students on a frequent basis. The objective would be for the university to reach out to the students through email alerts. The system would be similar to email reminders from the registrar’s office when tuition is due. Through cross-referencing a student’s major and status of degree completion, the student would be notified when an employer is on campus for interviews. Students whose academic major is relevant to the job position would be notified each time a job opportunity opened up. Additionally, clubs, organizations, and societies would be notified when employers had positions to fill.
Timeline:
The amount of time necessary to implement this program will take up to one year. In order to establish this program three phases will need to be accomplished. During the first phase, a staff will need to be hired to carry out the functions of employment recruiting. It is estimated that this process could take up to six months to complete. Once the staff is in place, phase two will begin which involves obtaining approval from University Officials for fund raising plans, general objectives and policies to run the program. An estimate of three months will be necessary to achieve the tasks in phase two. Finally, during stage three of the project, the actual recruitment of prospective employers will take place. This process will be on-going in order to achieve success of the program.
Publicity/Engagement Plan:
In order to engage the entire student body, the program will send students emails to advise them that certain employers are going to be on campus and to advertise job openings. The goal will be to advise each and every student within the Nova student body of job openings that are relevant to a student’s interests and academic major. The email notification will take place according to the student’s major, department, club, organization, interest, and/or academic society.
Students may also register their prospective job interest with the office of Career Development. Through an email notification system, students will be matched with relevant employment opportunities. It will bridge the gap between students and employers. This program will be a great improvement over existing Career Fairs on campus by bringing in a wider range of employers from a variety of companies and connecting jobs with students. The goal of the program will be to motivate students to reach out to potential employers who offer employment in careers that students are interested in.
Another unique aspect of this program would be to utilize empty classrooms for employers to conduct job interviews on campus. Once a student has been notified of a prospective job, the employer will screen students and select students for an on-campus interview. Students will be notified through the email system of the time, date and place of the interview.
Itemized Budget:
ITEM
DESCRIPTION
COST
Staff
Director’s Salary
Program Supervisor (1)
Program Coordinators (3)
Department Employer Relations Advisors(8)
(Representative for Each College)
Secretary (1)
IT Personnel (1)
Trainer (1)
Subtotal in Annual Salaries:
$550,000.00
Marketing
Advertising
$50,000.00
TOTAL
$600,000.00
Partnering Individuals, Groups, Etc.:
As another means of reaching students, this program will utilize existing groups on campus to advise students of employment opportunities. The groups will receive emails notifying the student members of potential employment opportunities within an area of interest, group, club, or academic society. As an example, the Pre-Med Society will be notified of potential employment opportunities with a hospital, medical center, or physician-related job recruiter. Relevant jobs will be matched with students interested in that field or profession.
Matching Funds:
Various fundraisers shall take place by the groups and/or academic societies whose students will benefit from this program. One example of a potential fundraiser is to hold a “Dollar Auction” wherein items are placed up for bid for $1.00, and the person with the final bid is the winner. If Nova’s Criminal Justice Club wishes to participate in the Employment services, then they would be required to raise funds to help forward this initiative.
Another source of funding would be to apply for Federal Funding through the “Stimulus Package” a/k/a H.R. 5140, by seeking funds to assist individuals in obtaining Eco-Friendly jobs that have been funded. This approach will allow Nova Southeastern University to become a premier academic institution assisting students in obtaining “Green” that are jobs that are good for the environment.
Funding may also be achieved through a grant awarded in September, 2008 to Academic Services from the U.S. Department of Education in the amount of $575,000. While plans to implement this grant may be well underway, this proposal captures the best possible “academic service” – finding a job. In sum, this proposal seeks to place students who graduate from Nova out in front of a virtual sea of job applicants.
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