I stumbled on an article about online learning that included an unexpected – but thought-provoking- point about career support. It served as a good reminder that mentors need to be mindful to offer their help to those who are online only (and not just exclusively to those who are physically present) and that all workers, women in particular, need more than one mentor at all times.
Flipping the school day – having grad students report to work for part of the day – is a win-win for students, grad schools AND employers.
One of the prevailing paradigms in higher ed these days is student success. Cynics decry it as a framework devoid of meaning. After all, haven’t all of us in higher ed existed to ensure student success at all times? As in: how is this “new” or advancing the field? But more narrowly constructed, many universities, colleges, and community colleges frame their missions and strategic plans around it. Student success can mean many things. It can entail access – ensuring that education remains available to all to the degree possible. It can include breaking down scheduling and financial barriers so students are able to complete their programs and graduate to a rewarding career. And it can mean that institutions provide services for its increasingly diverse students, such as food insecure students, first generation students, etc. But what does your higher ed institution do for career success for its staff? Anything?
I believe so strongly in the notion that you didn’t get to where you are without support, without cheerleaders, without both overt and behind-the-scenes advocacy. It’s a huge part of the reason I share what I have learned and continue to learn in this blog. But it’s not just the individual it benefits; it’s also the entire profession.