A cover letter is required for consideration for this position and should be attached as the first page of your resume. The cover letter should address your specific interest in the position and outline skills and experience that directly relate to this position.

PLEASE NOTE:  This is a 2-year limited term appointment with the potential to re-evaluate for an extension.

Provide leadership and service delivery on graduate student career advancement, on location, in the Rackham Graduate School. This position’s reporting line is to the University Career Center (UCC) and based on content expertise, addresses the career needs and issues for the graduate student cohort, with a particular emphasis on PhDs. Provide career coaching, advising and programming for graduate students on a variety of career-related issues, broadens students understanding of the world of work, and promotes connections to employers and employment opportunities via the UCC. Conduct work with students on self-exploration, career exploration,  and job search issues utilizing career assessment tools, knowledge of the theory, best practices in the domains of: student development, career development, student/adult learning, decision making, learning styles, social identity development, leadership, multicultural counseling, counseling processes, evaluation and assessment. Evaluate individual and group initiatives on an ongoing basis to track an attainment toward established goals, as well as continuous improvement. Support the UCC staff and Rackham Professional Development staff in execution of shared strategic goals.

Career Coaching/Group Programming (45%)

• Foster graduate student career advancement through direct service delivery: career coaching, advising, interactive programming, teaching, etc. to guide clients through the phases of their career development process. Provide appropriate referrals to additional agencies if assistance is needed beyond career coaching.
• Use student development and career content expertise to educate graduate students regarding career and life choices. Includes offering expertise for engaging with professionals, conducting research on career options, community involvement, part-time employment, research or other related projects in multiple sectors (profit, not-for-profit, public service, arts, as examples). Support graduate students throughout the process of relating new experiences to potential career opportunities, and determining next steps.
• Create, implement and evaluate intentionally-designed workshops on career decision making, networking, developing professional tools and skills, domestic and international job search strategies, integrating social media tools. Demonstrate intentional program design, marketing, resource management to accomplishment programmatic goals.
• In coordination with Rackham Professional Development and a planning team that includes faculty, staff and students, plan and execute the Phd Career Conference including: goals, logistics, presentations, speaker selection and assessment for future enhancements.
• Incorporate assessment tools (i.e. MBTI, Strong Interest Inventory, and Clifton Strengths) in career coaching and programming as appropriate, drawing on knowledge of theory, administration and interpretation of instruments.
• Demonstrate creativity in service delivery to benefit students by utilizing current technologies, social media and information management tools. Stay abreast of full range of resources available to students and advise the University Career Center on the essentials of a state-of the-art collection.
• Design and implement initiatives utilizing knowledge of social identity theory and research to maximize participation of diverse campus community to create a positive learning environment and active career engagement for all graduate students. Includes informed perspective regarding issues of race, ethnicity, gender orientation, sexual orientation, ability, and national status, as examples.
• Assist graduate students in understanding the transferability of their academic coursework as they explore possible next steps in a myriad of areas.

Support students to be successful in the implementation of their job/educational choices and the negotiation of acceptances to launch their professional careers.

Leadership/Administration (40%)

• Provide leadership for the graduate student area, with an emphasis on PhDs, and service delivery team of the University Career Center, the university-wide, fast paced career services office.
• Demonstrate a high comfort level for autonomy in the management of the graduate student career arena.
• Recommend and implement policies, procedures and programs that allow graduate students to access resources and information to translating their educational experiences into career choices that are congruent with their skills/competencies, interests, values, and the roles they may play in an evolving and diverse society. Assist students in developing lifelong learning skills to prepare them to manage changes over the life of their careers.
• Comply with and educate others on career related legal, regulatory policy, and ethical guidelines including Federal regulations and laws (e.g., affirmative action and EEOC standards, FERPA) hiring practices, and safety programs. Maintain confidentiality on work with students and student records.
• Manage effective and efficient use of program or service resources, including proposing realistic budget projections and anticipated expenses.
• Demonstrate expertise in multiple career areas, and establish mechanisms to draw on the expertise of the broader University Career Center staff when engaging with employers and developing employer relationships.
• Work collaboratively with university schools and colleges, academic units, and student organizations to create a “career community of practice” that upholds shared goals, and a willingness to contribute to the success of the graduate student population.
• Select, hire, train, supervise and evaluate any potential intern, practicum or paraprofessional staff, should this type of staffing be deemed necessary.
• Lead and serve on unit and/or university committees and task forces related to graduate students. An example is serving as co-chair of the PhD Connections Conference. 
• Be actively involved in the profession at local, regional, and/or national level. Includes committee work, conference presentations, and contributing to the literature.
• Forward the mission and goals of Rackham Professional Development, the University Career Center and U-M.

Promote the highest standards of the profession in accordance with the principles ethics, and standards of ACPA, NASPA, NACE, and CAS, and the Graduate Career Consortium (GCC).

Employer Development (5%)

• Engage with employers who express interest in including graduate students in their talent pool for available opportunities.
• Understand the top career fields most amenable to graduate students, and engage in employer outreach to promote U-M graduate students, with the support of the broader UCC employer development team and Rackham’s career outcomes data.
• Coordinate opportunities for graduate students and employers to connect and share, through two-way communication, relevant information on skills, organizational culture, and expectations beyond the academy.

Plan and execute Immersions to employer sites for graduate students to gain a better understanding of the world of work, meet alumni and other professions, and assess cultural fits.

Data Management/Assessment/Reporting (10%)

• Systematically use data to manage by fact (i.e., includes data gathering, best practice benchmarking, and program assessment). Keep accurate records and statistical information on clients using the University Career Center platform.
• Provide written reports and other communications to educate the university, Rackham, and other members of the community on current issues, and national trends in employment, and specifically, as they relate to graduate students

• MA in student affairs, counseling, or related field which includes the broad-based study of theory and research in career and student development, counseling, social identity, student learning, multicultural counseling, basic statistics to complement relevant skills sets.
• Demonstrated skill and 2+ years of professional-level experience coaching and advising graduate students and engaging in group process and programming.
• 2+ years experience in program design and ability to accomplish multiple tasks autonomously and efficiently.
• 2-3 years experience establishing priorities and exercising sound decision making on relevant issues.
• 1-2 years experience with diverse student populations including but not limited to: first generation students, veterans, students with disabilities, and international students.

• PhD in student affairs, counseling or a related field which includes a broad-based study in theory, counseling, identity development.
• 1-2 years of experience managing a program or service within an office that places a high value on quality customer service, team orientation, intentional planning, continuous improvement and puts students at the center.
• Experience with administration and interpretation of career assessment tools/tests (certification preferred).
• 1-2 years of experience in a large, selective institution.

This role may have reporting obligations under Title IX and Clery.

Position Criteria:

• Demonstrated knowledge of identity theory and the role of identity in career decision making.
• Strong communication skills including verbal, writing and listening skills.
• Strong interpersonal skills and ability to relate well to staff and a diverse student body.
• Awareness of economic trends and their impact on the labor market, including understanding how the world of work is organized.
• Understand and have the ability to articulate the role of career development in a research university; and knowledge of trends in doctoral education and employment for PhDs.
• The ability to contribute to, and learn from, a diverse environment of colleagues and students representing diverse populations (e.g. nationality, race, ethnicity, religion, gender and sexual orientation, abilities, class, and other social identities).
• Savvy with computers and software, and the ability to effectively integrate technology into service delivery.
• Ability to set expectations and achieve results, autonomously.

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The University of Michigan is an equal opportunity/affirmative action employer.