CAREER RESOURCE CENTER ANNUAL REPORT
Wayne Wallace, Ph. D.
William V. Carnes. M.A.
Associate Director for Operations Support
University of Florida
Career Resource Center
CR-100 J. W. Reitz Union
Post Office Box 118507
Gainesville, Florida, 32611-8507
Special Thanks to Jason Walker, Melissa Stauble and Nadene Francis
This publication is available in an alternative print format
upon request, and may also be viewed on our Web site at
The mission of the Career Resource Center is to educate University of
Florida students to advance their career goals in a global community by
engaging them in career planning and employment opportunities.
This report details the period generally from September 2005 through
August 2006, except where noted. Thus the period encompasses the
traditional 2005-2006 Academic Year, a time frame chosen to make this
report compatible with previous Annual Reports, as well as being the
traditional method of viewing this institution's academic production.
Table of Contents
2 Mission and Introduction
4 Executive Summary
5 Staff Accomplishments
6 Career Development
12 Career Networks
16 Information Technology
18 Operations Support
Charts and Graphs
2 CRC Organization Chart
12 Top 10 -,Ii,, I Companies
14 On-Campus Interview Statistics
14 Career Events Participation
16 CRC Web Site Statistics
20 Gator Career Partners
21 Summary of Activity 2005-2006
CRC ORGANIZATION, SEPTEMBER 2006
Wayne Wallace, Ph.D.
CAREER NETWORKS GROUP
Thomas J. Halasz, M.Ed.
Associate Director for Career Networks
Saranette M. Williams, M.A.Ed.
Senior Assistant Director for Employer Relations
Kimberly S. Raymond, M.A.
Assistant Director for Experiential Education
Heather B. White, M.S.
Assistant Director for Experiential Education
Lindsay Seaborn, M.S.
Assistant Director for Employer Relations & Special
Kristin Muire, B.A.
Assistant Director for Career Events
Kevin L. Guthrie, B.A.
Assistant Director for Employer Relations & Student
CAREER DEVELOPMENT GROUP
Farouk Dey, M. Ed., M.B.A.
Associate Director for Career Development
Lauren Pasquarella Daley, Ph.D.
Assistant Director for Career Development & Graduate Services
Jennifer R. Sokas, M.S.
Assistant Director for Career Development & Education
Anide Harrigan, M.Ed.
Assistant Director for Career Development & Diversity i
Russell E. Woodruff, M.S.
Assistant Director for Career Development
Credentials & Resource Information Manager
William V. Carnes, M.A.
Associate Director for Operations Support
Nadene R. Francis, B.S.
Assistant Director for Public Relations
William K. Lewis, A.S., MCP, MCT
Assistant Director for Systems Management & Development
Narasinha S. Kamat, B.S.
Computer i, i ii ii I:
David J. Cortes, B.A.
Computer Support Specialist
' 1, 1-, I Coordinator
Linda K. Adams
Career Information Coordinator
S THE DIRECTOR
The University of Florida and the students who make up our enrollment have much to offer the state and nation.
Through its efforts in research, teaching and service, UF has become a significant contributor to our social and
economic needs as well as our health and well being.
More than 13,000 degrees at all levels were conferred during the academic year 2005-2006, which was 43% more
than the total 10 years earlier. The quantity increased dramatically, but quality has continued to climb as well, since
only one out of four applicants is accepted from the very top of our high school graduate pool.
Not only does UF enjoy athletic success and recognition, our programs and students are well respected. As a
significant engine of creativity, professors generate ideas which may translate into new industries. Likewise, our
graduates at every level are targeted by employers and graduate schools. It is an extremely unique circumstance to
have such productivity and quality for the fourth largest university in the country. The Career Resource Center itself
is proud to be a contributor in this enterprise and continues to seek out what is best for our university, students and
the employers and graduate school with which we serve.
Wayne Wallace, Ph.D.
The health of our economy and the resultant increase in
demand continues to expand as evidenced by an 8.9%
increase in the number of employers visiting campus.
It seems that almost every sector is experiencing posi-
tive growth including education, health care, engineer-
ing, business, accounting and government. Our students
have a multitude of opportunities, if they are prepared,
organized, and motivated to engage their future.
With the increase of retirements by the "baby boomer"
generation about to launch, the demographic "reposition-
ing" of the work force will continue to provide plentiful
choices for college graduates. Affected employers will be
pressured to identify talent earlier, and build attractive
recruiting and retention systems to hold onto an ever mo-
bile work force. We are already witnessing more diverse
recruitment activity utilizing Web sites, internships, hir-
ing bonuses, and early offers.
Technology impacts and generally improves upon
the efficiencies of student learning, and connecting to
employers. Our own Web site experienced growth of 10.5
million "hits" over that of last year, for a total of 24.5 mil-
lion! There are now literally thousands of job boards and
almost every employer has a job site. This has tremen-
dously "diffused" the relationship between and among our
students, employers, and the CRC. There is no longer a
singular employment pathway and job information access
is wide open. This has implications for all of us and will
continue to impact how the CRC will design and deliver
Finally, the global marketplace is a significant reality
for the private sector and the nature of work, and where
it will occur, impacting a rising generation. It is very
difficult to predict what major, industry, or opportunity
will prevail in the years ahead. Change can be rapid and
dramatic, thus the "life-long learner" as a competitive
advantage continues to be valuable.
It has been a busy year for the CRC, and the following
Annual Report will chronicle our key activities.
CRC 2005-2006 GOALS
The CRC goals for the 2005-2006 reporting period are
described below. As you can see from the following,
we have either dramatically achieved those objectives,
or made significant headway in the more subjective areas:
la. Increase outreach and educational programming
to undergraduates by 5%
We increased the number of presentations by 257.9% and
the number of attendees at those presentations by 37.2%.
Sb. Increase outreach and educational programming to
graduate students by 10%
In the area of graduate advising, we saw a 40% increase in
clients, and an increase of 246% in outreach attendees,
despite the maternity leave of the Assistant Director for
Graduate Services during this period.
2. Increase utilization of web-based learning and
advising by 5%
In fact, Web site usage increased by 80% from 14 million
"hits" in 2004-2005 to nearly 24.5 million this past year.
3. Increase campus-based recruitment by 5%
There was an 8.9% increase in the number of employers
visiting campus, with a slight .78% increase in schedules
(a schedule normally consists of 11-12 individual interviews).
As mentioned briefly in the last Annual Report, when Farouk D
was promoted to Associate Director for Career Developme
his previous position was filled on an interim basis by Russell
Woodruff That assignment has been confirmed, and "Rew" rema
with us in this key position.
Within the Career Networks Group, in November 2005 recent
hired Lisa Wiseman resigned as our Assistant Director for Emplo,
Relations & Client (now Student Services) to pursue a career
4. Increase Gator CareerLink@ registration by 5%
Due to the timing of the transition in the spring of 2006 from
NACELinkO to the new Career Services ManagerO System by
Symplicity, there was the loss of much demographic data
during the migration from the old to the new system.
5. Develop a comprehensive employer development
program to increase contacts
Currently a work in progress, but that will improve in the
coming year thanks to several staff changes due to departures
and retirements and the subsequent redefinition of those
6. Move toward a campus-wide adoption of a comprehensive
post-graduation outcome survey
See "Destinations" in the Information Technology section on
page 16. This project requires the participation and cooper
tion of various colleges and administrative authorities on
campus, and the job i I i i,,," its capabilities and benefits
continues and will be intensified in the coming year.
7. Build a solid base for globalization efforts for staff
We have added special international-focused resources to our
web site, increased the number of international publications
and materials for our library in our new International Connec
tion section, and will continue our exchange program with the
University of Leeds, which staff member Saranette Williams
visited in the spring of 2005.
special education with the local school district, and was temporarily
)ey replaced in December by Kevin A. Guthrie, first as interim, and then
nt, confirmed in May 2006.
E. After several months with temporary I ii I we hired Kelly M.
ins Fera, a recent UF graduate, as our Career Information Coordinator
-she began working with us in January 2006.
ly Our Assistant Director for Career Events, Kristin E. Muire, departed
ier in early March for a similar event ( i -i ,i I career in Tallahassee,
in followed a week later by Lindsay C. Seaborn, Assistant Director for
Saranette Williams, Scholarship Committee, Southeastern
Association of C I I .& Employers (SACE). Presented "Secrets
of I'. Iii, i Young Talent: How to Recruit College Graduates"
to HR Florida State Council (state affiliate of the Society
of Human Resource Management i I ',, Conference in
Orlando, May 5, 2006.
D.) in Counselor Education, University of Florida,
2005.Co-author with Clark, M. A.; Brooks, M.; Lee,
Crawford, Y; and Maxis, S., of article"Factors i, i,
Educational Success of Minority Pre-Service Edui
of College Student Retention, August 2006, 121
Farouk Dey, CRC, received the Volunteerism Aw
AmericanC II I Personnel Association (ACPA)
Annual Convention, Indianapolis, IN.
Students'Time to Graduation: A Career Developr
American C II I Personnel Association (ACPA)
Convention, Indianapolis, IN.
Lindsay Seaborn, Newsletter Editor, Southeaste
n ofC II I .&Employers(SACE).
Employer Relations & Special Projects, who took a new job in human
relations with a major construction firm in ....ii.. 11 ... Alabama.
i ,1- I action for these two vacancies began immediately, and
they were filled in June 2006 by Ja'Net Glover, most recently the
Gainesville Heart Association, as the Assistant Director for Career
Events; and Beth Hanneman, of the University of Tennessee career
center, joined us as our re-defined Assistant Director for Employer
Thomas Halasz, CRC, i Il I i i I i the C I
Talent Pipeline, What Will It Take to Keep'em Here?"at
the Florida Economic Development Council/Workforce
Florida, Inc. (FEDC/WFI) First Annual Summit in Orlando,
June 26, 2006. Completed the one-year Graduate
Leadership Gainesville i 1 ..... Class 32.
Kimberly Raymond &Thomas Halasz, CRC, co
presented "The S.M.I.L.E. i 11 1" I 11 .1 i My
Interviewing skills to Lure Employers) to the Society
of Human Resource Management (SHRM) Annual
Conference & Exposition in I 1.... II 1 D.C., June 2006.
Wayne Wallace, CRC, Logistics Chairman, National
Association of Student Personnel Administrators
(NASPA) International Education Symposium.
Nancy Leitner, Information Specialist, retired at the end of May 2006,
concluding a distinguished 37-year career at UF, exclusively at the CRC. Her
position was reclassified as an Assistant Director and in June EricT Hall was
hired from the University of Connecticut career center as our new Assistant
Director for Employer Relations Business.
Students'personal and professional
growth will encompass the following areas:
World of Work Awareness
Life and Career Skills
Career Self Efficacy and Confidence
Life and Career Readiness/Maturity
Global and Diversity Understanding
In order to fulfill its mission, the Career Development Team
provides the following services to UF students:
Individual career ( ,1 ,, I
Individual career advising
Career Ambassador program
Extreme Resume Makeover
The Mock Interview program
S.PA.C.E (Students i, ,,,, i Avenues through Career Exploration)
Gator Launch Minority Mentoring program
Career Exploration Community at Graham Hall
Career i 1 i.... I i Search Strategies academic courses
SLS 2301 and SLS 2302
Online tools and resources
INDIVIDUAL CAREER COUNSELING
The Career Development team manages and staffs all career
counseling services at the CRC. Students have access to
career counseling through walk-in hours and follow-up
appointments in order to address their career planning,
exploration and decision-making needs.
The Career Development team currently consists of the
Associate Director, four assistant directors and advanced
counseling graduate students from Doctorate and Masters
programs in the Department of Counselor Education in the
College of Education, and the Department of Counseling
Psychology in the College of Liberal Arts & Sciences.
The Career Development counselors rely on a variety of
theoretical foundations, creative tools and techniques and
genuine care for students to assist them with their career
planning, exploration and decision-making needs.
The 2005-2006 academic year witnessed another increase
in demand for individual career counseling service. With a
full career counseling staff, we were able to provide career
counseling to 1,790 students (954 in walk-in sessions and
836 follow-up appointments), an increase of 10.9% from the
previous academic year. Providing these services would not
have been possible without the help of the Graduate Career
Counselors who saw 686 students 12% of the total career
INDIVIDUAL CAREER ADVISING
Career advising is largely offered to students who need help
with preparation for the job search process. This consists
of resume and cover letter reviews, job search strategies,
interviewing preparation, navigating career fairs and job
offer negotiation. This service is largely offered by Career
Ambassadors as well as CRC members who act as liaisons to
specific colleges on campus.
During the 2005-2006 academic year, the CRC staff
provided career advising services to 2795 students, 68% of
which were resume and cover letter critiques. The Career
Ambassadors provided 97% of the career advising services
provided during the 2005-2006 academic year.
The Career Development team's goal was to increase the
number of undergraduate and graduate students we engaged
in outreach and programming activities by 5%. With the
assistance of Career Ambassadors and all CRC staffmembers,
we exceeded this goal and engaged a total of 16,824 students
in 423 presentations and programs around campus. This
represents an increase of 37%. The Career Ambassadors
contributed to 20% of this effort by reaching a total of 3,161
Thanks to the tremendous efforts of Dr. Lauren Pasquarella
Daley, the Assistant Director for Career Development
- Graduate Services, we were able to engage 778 graduate
students in programs and presentations around campus,
an increase of 254% from the previous year. However, the
Career Development team was able to provide individual
career counseling and advising to only 405 graduate students,
a decrease of 32% from the previous year. The drop was due
to Dr. Daley's maternity leave for several months during the
academic year. Although Dr. Daley was on maternity leave,
she was still able to meet with large crowds of graduate
students and introduce them to the many services the CRC
offers them through seminars and online tools.
Thanks also to the efforts of Rew Woodruff, the Assistant
Director for Career Development, we were able to engage
hundreds of students from the College of Liberal Arts
and Sciences CRC programs and services. Contacts were
developed and maintained with various departments of the
college including: .,li!..il..... Chemistry, Criminology,
Economics, English, Geography, Geology, History,
Mathematics, I'iil.....'; Physics, Psychology, Political
Science, Romance Languages & Literatures, Sociology,
Speech P il..1..- the Honors Program and Academic
Anide Harrigan, the Assistant Director for Career
Development, Diversity Programs, increased the spectrum
of her outreach efforts to students of diverse backgrounds
to include international students, LGBTQ students, students
with disabilities and students of various ethnic and racial
Efforts were also made to reach students in the College
of Business Administration through a new and innovative
seminar series titled "POWER Lunch Hour Series," offered
throughout the semester during lunch hour. The program was
received favorably by students. 89 students from the College
of Business Administration registered for the program. The
majority (27 students) were majoring in Finance. 56 were
women and 42 were men. 34 were seniors and 31 were
juniors. The series was designed to equip students with
effective job search strategies and skills.
OUTREACH TO GRADUATE STUDENTS
There were two main workshop series for graduate students:
"So You Want to Work in Academia" and "Graduate
Students Leaving Academia" with sessions structured to
assist students pursuing doctoral and master's degrees with
their career decision-making and job search needs. In the
Summer of 2006, we developed a master's student workshop
series consisting of two workshops "Career Paths for Master's
Students" and "Interviewing Tips for Master's Students'. One
of these programs was presented and assessed for fine tuning
for the upcoming year.
OUTREACH TO LIBERAL ARTS AND SCIENCES
The 4:05 Career Seminar Series for Liberal Arts and Sciences
was designed to educate students majoring in Liberal Arts
and Sciences about the value oftheir degree, the marketability
of their skills, the career opportunities available for them,
and how they can conduct a successful job search and
career preparation. The series was also designed to help
Liberal Arts and Sciences students learn about their career
interests, career values and careers related to their passion.
Approximately 230 students participated in the 4:05 Career
Seminar Series of 14 different subject areas during Spring
OUTREACH TO STUDENTS OF DIVERSE BACKGROUNDS
Outreach to students of diverse backgrounds included
programs and seminars for international students, LGBTQ
students, students with disabilities and students of various
ethnic and racial backgrounds. In addition, substantial
efforts were made to reach employers, faculty and staff to
increase experiential and employment opportunities for
CAREER AMBASSADOR PROGRAM
In Spring 2004, the CRC hired a group of 15 competent
undergraduate students to serve as Career Ambassadors
(CAs). They underwent formal training to gain appropriate
knowledge in career related topics and current issues and
skills to be able to provide career advising and programs
in the campus community. The CAs' roles are to serve as
links between the Career Resource Center and the campus
communities, provide programming and outreach activities
to various classes and student organizations, as well as
provide career advising services in the CRC library.
During the 2005-2006 academic year, the Career
Ambassadors provided career Advising services to 2,703
students, which represents 97% of the total career advising
traffic and 48% of total one-on-one contact with students.
They also facilitated 94 presentations and programs reaching
a total of 3,161 students, which is nearly 20% of the CRC's
total outreach efforts to students.
EXTREME RESUME MAKEOVER
Each semester during the week before Career Showcase,
the Career Development team hosts Extreme Resume
Makeover to help students prepare their resumes and cover
letters for Career Showcase. With the help of the Career
Ambassadors, CRC staff, and staff and faculty from various
departments and colleges, we assisted 762 students (476
in the fall and 286 in the spring) with resume and other
correspondence preparation, a slight increase of 1.6% from
the previous year.
THE MOCK INTERVIEW PROGRAM
The Mock Interview program continues to be one
of the most popular services provided by the Career
Resource Center. The program provides students with the
opportunity to practice their interviewing skills in a safe
environment with a Career Ambassador. The prospective
candidate is interviewed and given constructive feedback
about his/her presentation using video taping equipment
and interviewing flashcards. Areas of particular strength
and weakness of the interviewee are noted.
The Career Ambassadors conducted 287 mock interviews
during the 2005-2006 academic year, a decline of 8%
from the previous year. The decline was due in part to the
unexpected departure of two career ambassadors during
The College of Engineering was the greatest user of
the mock interview program, comprising 36% of those
conducted, with the College of Business a close second
at 28%. Fourth-year students comprised 47% of the
interviews, and third-year students comprised 11%. A
survey of interviewees resulted in the following average
rankings (scale of 1-5, with 5 the highest) of satisfaction
with the program:
In addition, the Ambassadors updated the Mock
Interview sign-up procedures, interview questions and
additional resources to help students get the most out of
their mock interviewing experience. Students scheduled
their mock interviews using the on-campus recruiting
tool Gator CareerLink%. During mock interview sing-up,
students were directed to an interviewing tutorial on the
CRC Web site, which allowed them to better prepare for
the mock interview.
STUDENT PURSING AVENUES THROUGH CAREER EXPLORATION
The S.P.A.C.E program is another innovative program
that the Career Development team developed to meet the
career exploration needs of undergraduate students. A
pilot program was offered to a limited number of students
in Spring 2006. 100 students registered for five cohorts that
met for five consecutive weeks to learn about UF academic
majors, career values, skills, interests, and pertinent career
information. 35% were freshmen and 33% were sophomores.
Surprisingly, there were some juniors and seniors who
registered for the program (22% and 8%). 55% were from the
College of Liberal Arts and Sciences and 26 were from the
College of Business Administration. 69% were women and
31% were men. 57% were white, 17% were Hispanic, 11%
were black, and 11% were Asian. Only 56% of students who
registered for the program fully participated in the program
and attended all sessions.
Prior to registering, students were asked to answer a
few questions about their career explorations needs. Their
responses as shown below confirm the need for career
development programs such as S.P.A.C.E that help students
explore career options:
The goal of the S.P.A.C.E program is to help students
careers are nterestedin
make an informed decision about their academic major
at UF and potential careers to get involved in. Students
34% do not knowr what ther nterests ae
3(5% do not know what ther skas are
30% the major/caree r dec s on mak 'g
The goal of the S.P.A.C.E program is to help students
make an informed decision about their academic major
at UF and potential careers to get involved in. Students
responded favorably and felt that the program helped them
learn more about themselves and make educated decisions
upon entering the world of work.
A survey of program participants resulted in the following
average rankings (scale of 1-5, with 5 the highest) of
satisfaction with the program:
Based on the feedback received, the Career Development.... 12
team will continue offering the S.P.A.C.E program, but
further restructuring of the curriculum will be necessary to
meet the needs of students. 394
Diversity Connections (formerly known as the Cultural
Diversity Reception) is a networking event held each semester
aadem c major................................................. 3.56
in conjunction with Career Showcase. As companies and
and a ademc iajor n the world of work.................. 3.94
organizatised ons strive to diversify their workplaces, the Career Development
Resourceteam will center provides opportunities for employer, but
further resentaestructuring of the curriculum will be necessary to
meet the needs of special populations at the University ofnts.
DiveFlorida. This year, the program was not held during the fCultural
Diversity Reception) is a networking event semester
The staff used the semester to evaluate and renovate
programming. The program was launched this past spring
in with a new name and new activities. As compating student
organizations strive to diversify their workplaces, the Career
Resourentation session, in which participanties learned ofemployer
representatives and how to make contact with ethnic minority groups
and students of special populations at the University of
Florida. his yeafirst time the program was not held during the fallversity
Connections. Students and employers responded well to the
renovations. Employer register to evaluate and significantly
prom 50 companies in program was launched this past spring
2005. The name and new activities. Participating campus organizations
also increased. In spring 2004, 43 organizations are now required to attend a mandatory
orientation session, in which participants learned of employer
as compared to 49 organizations in spring 2005. In total,
spring was the first time the program was held as Diversity
Diversity Connections. Students anhosted employers responded well to the
renovations. Employer registration increased significantly
from 50 companies in spring 2004 to 98 companies in spring
2005. The number of participating campus organizations
also increased. In spring 2004, 43 organizations registered
as compared to 49 organizations in spring 2005. In total,
Diversity Connections hosted 175 employer representatives
and 250 student participants.
GATOR LAUNCH MINORITY MENTORING PROGRAM
The Gator Launch Career Mentoring program is designed to
assist the University of Florida community with recruiting
and retaining students from diverse populations. Gator
Launch focuses on two key dimensions in college student
retention: career development and mentoring. In addition
to the Assistant Director for Diversity programs, the staff
also includes a graduate student who serves as the Gator
This year, 85 students registered to participate in the
program through the Gator Launch online registration
system. After submitting an application, nearly 70 students
went through an interview screening process with the Gator
Launch Coordinator, from which 42 students were selected
to participate for the fall and spring semesters.
Students were paired with mentors in their fields and
made initial contact atthe Gator Launch Kick-OffReception.
Following the reception, students and mentors continued
their relationships and met at least once a month. Students
also attended bi-weekly career development seminars in
a wide variety of subject and interest areas at the Career
This year, the Gator Launch Program hosted the first
Gator Launch Cultural Day seminar. Students and mentors
brought a dish or an artifact representing their particular
culture. A five-minute presentation was made informing
attendees of the culture and students and mentors had a
chance to share cultural traditions. Students said the event
was informative and allowed them to learn more about
Duringthis period, the Gator Launch staffalso distributed
the first monthly newsletter, which kept mentors and
students abreast of events and successes that took place
throughout the year. The newsletter was distributed to all
current and former students, mentors, and the general
The program closed with our spring banquet on April
10, 2006 at the Emerson Alumni Center. Gator Launch
mentors, students and staff celebrated the success of
another great year and reflected on the year's activities.
Outstanding students and mentors were also recognized
for their participation in the program this year. Dr. Terry
Mills., Associate Dean/Associate Professor of the College
of Liberal Arts and Sciences was our guest speaker. A
mentor of the year was selected and two mentors received
the Excellence in Mentoring Award. Two students were
also recognized and given an award of excellence and the
other, student of the year. The end-of the year banquet was
featured on the local news station WCJB TV-20 in an effort
to promote and inform the community of the program.
The CRC measured the effectiveness of the Gator Launch
Program using the Career Decision Scale a 19-question
survey developed to assess the current status of career
decision making. Students fill out the survey upon entering
and completion of the program. In addition, students share
their questions, experiences and thoughts in weekly online
journals that allow them to reflect on their experiences and
normalize their fears. The journal entries also provided
qualitative data that help document students' progress.
The results from the Career Decision Scale and the
journal entries provide quantitative and qualitative data that
shows that the Gator Launch Program has accomplished
This year, the CRC developed The Gator Launch Peer
and alcaderc c by students
This year, the CRC developed The Gator Launch Peer
Mentor Program, which allowed all graduates of the Gator
Launch Program an opportunity to become peer mentors to
incoming Gator Launch students. Through the peer mentor
program, former participants provide guidance, friendship
and knowledge about career life and career resources to the
incoming class. Peer mentors also get an opportunity to
co-present various Gator Launch seminars and coordinate
Gator Launch events. About 50% of this year's class will
return as peer mentors.
CAREER EXPLORATION IN GRAHAM HALL
In 2003, The Department of Housing and Resident Educa-
tion and the Career Resource Center at the University of
Florida teamed up to create a living learning community to
enhance the students' experience by providing a supportive
and interactive environment where residents have the op-
portunity to explore their interests, passions, skills, abilities,
and potential majors and careers.
The mission of the Career Exploration Living Learning
Community Program is to create a supportive and
educational living learning environment that facilitates
the career exploration process for first-year students at the
University of Florida. The goals of the Career Exploration
Provide first-year students with the tools and resources to learn
how to make rational and thoughtful career and life decisions.
Help students become more aware of themselves, the world
of work and how their current decisions impact their future.
Assist first year students in making a career development plan.
Promote involvement with the campus community through
residence hall activities, student organizations and interaction
with faculty, staff, and other students.
Sixteen students registered for the SLS course in Fall
2005, taught by Farouk Dey. The course included many
interactive activities and employer panels that facilitated
the exploration process.
CAREER PLANNING &JOB SEARCH STRATEGIES
ACADEMIC COURSES (SLS2301 & SLS2302)
The CRC Education Program continues to offer two courses
for all University of Florida undergraduate students. The
Career Planning Course (SLS 2301) focuses on first-year and
sophomore students who need assistance in exploring career
paths and learning more about themselves. A large portion of
the course concentrates on self-assessment, including values,
interests and skills. The Job Search Strategies Course (SLS
2302) is geared more toward junior and senior students who
would like to learn how to search for jobs and internships,
build interviewing skills, and how to transition into a full-
The Career Development team offered a total of five
sections of academic classes: three SLS 2301 sections
(one of which was offered as part of the Career Exploration
Community program) and two SLS 2302 sections. The total
enrollment for the academic year was 228 (122 in Fall 2005
and 106 in Spring 2006), a drop of 7% from the previous
The curriculum for both SLS classes was modified during
the 2005-2006 academic year and incorporated more in-class
activities and discussion. The classes also utilized the Career
Decision Scale@ to do a pre and post-survey to analyze
students' abilities to make major career/academic decisions.
The 2005-2006 academic year continued to see also
incorporation of WebCT into the courses to not only post
grades confidentially, but create on-line discussions and
post classroom presentations. Career Development Classes
are taught by advanced graduate students who participate in
weekly training sessions conducted by the Assistant Director
for Career Education (Jennifer Sokas). During these sessions,
instructors participate in discussions about instructional
design, teaching philosophy and student development.
Because the Career Decision Scale' was incorporated for
the first time into the SLS classes, a pre and post-test was
administered to each section to determine if there were any
changes in career indecision and certainty. A total of 73
students in SLS 2301 and 78 students in SLS 2302 completed
both pre and post-tests in the academic year. In SLS 2301,
there was a decrease of 15.62 percentile in indecision and
an increase of 23.48 percentile in certainty. In SLS 2302,
there was a decrease of 6.05 percentile in indecision and an
increase of 20.77 percentile in certainty. As this was the first
time the Career Decision Scale@ was incorporated into the
classes, it will be intriguing to compare upcoming years.
The CRC library offers information in many areas pertaining
to academic and occupational exploration including majors
and career fields, internships and co-ops, graduate school,
employers and companies, and books regarding job search
strategies and skills. An estimated 65,000 or more students
visited the CRC library during the 2005-2006 academic year,
which represents a decrease of only about 5.4%. Although the
CRC has seen an increase in programming and counseling
activities, fewer students visited the CRC library than last
year. This is partly due to more programming outside of the
CRC in addition to an intentional move of a large portion
of library holdings to the World Wide Web in order to
meet students' needs. The CRC library currently holds a
total of 2,137 books, 287 company files and 193 company
ONLINE TOOLS AND RESOURCES
The Career Development team continued to bring innovative
resources and tools online to engage more students in the
career development process. The VAULT online library
continues to be a very successful tool for undergraduate
students to research careers and industries. Students also
continue to utilize the free online assessments that help
them explore their values and skills and sort through UF
During the 2005-2006 academic year, web pages
were developed to serve the needs of UF undergraduate
students. Thanks to the efforts of Dr. Lauren Daley and
the Information Technology team, a specific Web site was
developed to provide graduate and doctoral students with
information about careers, choosing between industry
and academia, Curriculum Vitae writing, and specific
industry information. The Web site can be accessed at
Dr. Daley also worked with Anide Harrigan and the
Information Technology team to design and develop a new
Web siteto serve studentswith international interests. TheWeb
site, which can be accessed at www.crc.ufl.edu/international,
provides information for international students interested
in working in the United States, and students interested
in working abroad. The Web site covers a variety of issues,
including resume writing, immigration policies and cultural
considerations. Students can also continue to visit a new Web
site that was developed and launched to better serve Liberal
Arts and Sciences students. Students may access this Web site
at: http://www.crc.ufl.edu/ufguide/liberalarts/las main.php.
The CRC Credentials service provides students and alumni
with the ability to have an accredited location from which to
send their job or college applications, teacher evaluations or
reference letters. During the 2005-2006 academic year, the
Credentials staff process 1,791 requests, a 12% increase from
the previous year.
Although the Credentials service provides an important
need for graduate students and post doctoral students, the
Career Development team has decided to phase out the
program out and discontinue it after June 1st, 2007. After
thorough review of the Credentials program, it became
apparent that the program does not fit with the overall
mission and vision of the CRC and the Career Development
team. Furthermore, a thorough analysis of the Credential
program showed that the majority of requests came from a
single department in the College of Liberal Arts and Sciences.
This information showed that the CRC was subsidizing
the needs of a single department on campus, and thus, the
decision to phase the program out was announced.
Students were given a full academic year to transfer
their files to different provider such as Interfolio at
The Career Networks Group is involved in a wide range
of activities, all of which involve facilitating connections
between students/alumni and employers. Within this
organization are three sub-groups: (1) Co-op and Internship
Programs, (2) Employer Relations, and (3) Career Events.
The Career Networks Group's mission is to help students
capitalize on their career decisions by assisting them to gain
career experience, contact companies or organizations with
whom they might wish to work, and to facilitate their job
search and interview process.
During the 2005-2006 academic year, the Career Networks
Group focusedon assistingstudents connectwith an increased
number of employers returning to campus, particularly
employers attending our career events. The hurricanes that
plagued the state the previous year were thankfully not a
problem this year. The number of employers recruiting on-
campus; employers attending Fall Showcase, organizations
and students attending Graduate and Professional School
Day, employers attending Spring Showcase, employers and
students attending Summer Camp Day; and students taking
part in experiential education opportunities all increased.
Much ofthe year was spent in preparation for the new Gator
CareerLink system. Staff participated in the development
and schedule for implementation. The enhanced system will
provide a complete career services management process for
use throughout the office. Implementation is scheduled for
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Similar to last year, employer outreach and development
increased. The much anticipated recovery of the job market
was more broadly realized this year; with significant hiring in
the home building sector, aerospace, retail, civil engineering,
bio-technology, accounting and finance.
Recruiting at the University of Florida showed marked
increases in activity. A total of 412 employers ran 1,035
interview schedules, resulting in 7,540 individual interviews
being held at the CRC. The chart on page 14 shows the
statistics for on-campus interviews for this year verses the
prior academic year with the percentage of change this year.
While the number of on-campus schedules continued
to increase; the number of interviews conducted fell. This
reflects the reduced number of students actively searching
for a job, having accepted a job offer earlier in the recruiting
season or as a result of an internship or co-op.
The focus of the Fall semester was working with the
increased number of employers interested in recruiting at
the University. The focus for the Spring semester was on the
transition of the Gator CareerLink' system.
EXPERIENTIAL EDUCATION PROGRAMS
These programs provide a link between academic studies and
work through career-related experience opportunities. These
opportunities, in turn, allow students to explore or confirm a
career choice, gain experience in a particular field, increase
their marketability in the job market, develop a professional
network and perhaps earn money or college credits.
Programs offered by the Career Resource Center include
Cooperative Education and Internships. Both programs
are partially supported by a Job Location & Development
(JLD) grant as part of the Federal Work/Study Program,
and are geared toward providing off-campus, career-related
experience opportunities for students prior to graduation.
These programs are not based on a financial need, and are
open to any student enrolled at the University of Florida.
The activities of both programs for 2005-2006 are described
below, along with supporting data in chart form.
The Experiential Education area was very pleased to have
Sarah Milligan join the group as the Graduate Assistant.
During the 2005-2006 academic year, Experiential
Education continued its joint program with the Gainesville
Area Chamber of Commerce, B.R.I.D.G.E. (Building
Relationships through Internships Development with
In the fall of 2005, 72 local listings were input by
Experiential Education staff members, and 350 students
participated. These listings were representative of a diverse
pool, ranging from marketing, journalism and public
relations to experience and sports science and cardiology!
The spring of 2006 drew 78 new listings from the Gainesville
area. Mirroring the fall listings, opportunities ranged from
health to public relations. A total of 354 resumes were
submitted for these spring positions. The partnership with
the Gainesville Area Chamber of Commerce is an important
avenue to developing local internship options for University
of Florida students and in maintaining good relations with
the local business community.
The Internship Program continued to utilize the Gator
CareerLink system. Students have the option of either
registering formally with the CRC (via Gator CareerLink )
to take advantage of on-campus interviewing activity and
resume referrals, or not registering formally but still using
the internship database listings to locate and apply to
internships of interest. For the 2005-2006 academic year,
5,032 internship opportunities were listed, a decrease of
14%. This decrease is a reflection of transitioning into the
new Gator CareerLink system; internship postings were not
available through the system during that time period.
The Co-op Program provides opportunities for students
to gain paid, practical work experience as part of their
education. Within the alternating program, students work
in full-time, career-related positions and alternate between
semesters of work and school, while in the parallel program
students work in part-time positions
During the past year, student participation in the Co-op
Program increased significantly, with 122 compared to 98 in
2004-2005. This increase reflects the recovering job market
and the recognition of the value of experiential education
opportunities in the early identification of candidates.
The Internship and Co-op Programs offer students
opportunities to explore career options and to gain career-
related experience. The increased use of internships and
co-ops in the early identification of candidates for full-time
positions should result in a greater number and variety
of opportunities for University of Florida students. The
University initiative encouraging students to gain experience
through internships continues to have the primary
developmental focus. With the continued partnership
with the Gainesville Area Chamber of Commerce, local
opportunities will continue to grow.
The Experiential Education programs and services will
continue to offer students a wide range of options to explore
and gain experience. These experiences, in turn, will
enhance their career decision-making skills and increase
the employability of UF students.
CAREER DAY PROGRAMS: EMPLOYER & STUDENT ATTENDANCE
Fall Career Showcase
Graduate and Professional School Day
Spring Career Showcase
Agriculture & Natural Resources Career Day
Education Recruitment Day
Summer Camp Day
ON-CAMPUS INTERVIEW STATISTICS
Students Interviewed 8,750
% of Change
As the overall job market continues pick up strength,
companies find that University of Florida career events
offer them high visibility, affordability and give them the
opportunity to identify students to interview during the
company's on-campus interview visitss. Opportunities
include Cooperative Education positions, Internships and
full-time employment. It should also be noted that the CRC's
events offer UF students the ability to develop leadership
experience as volunteer directors.
During the 2005-2006 academic year, the Career Resource
Center hosted six events. The CRC-hosted events continued
to be independently successful, although total student
participation decreased by 40.3% from the 2004-2005
participation level. Company registration increased this year
by more than 12% for the Fall and Spring Showcase events.
The chart on page 14 shows student and employer attendance
for all of our career events for the past two academic years.
CAREER FAIR DESCRIPTIONS
Career Showcase is traditionally held each September and January
in the Stephen C. O'Connell Center, and it is preceded by a week
of events to educate and inform students about their career
development and job search. Activities include Extreme Resume
Makeover and critiques of student resumes by employers. Showcase
offers students and alumni a chance to discuss opportunities
for Internship, Cooperative Education, and full-time career and
employment positions with employers. In recent years, about 300
companies and 5,000 students attend each semester.
Agricultural & Life Science Career Expo, held in February, is
a specialized fair that is targeted to employers and students in the
agriculture, agribusiness, and natural resources industries. The CRC
collaborates with the College of Agriculture to host the event, with
the CRC , I,,, I assistance in planning and event day support.
Between 30-50 employers and 350 students attend this event.
Summer Camp Recruitment Day is primarily for education,
recreation, fine arts, counselor education, health-related, nutrition
and other majors wishing to work in a summer camp environment.
Twenty organizations normally attend.
Graduate & Professional Schools Day is in late October/early
November for students interested in attending graduate school or
other advanced degree training programs after completing their
baccalaureate degree. About 100 institutions attend.
Education Recruitment Day is held each April. This event attracts
40-50 school districts and educational institutions from Florida
and Georgia. Employers can connect with a diverse representation
of students who are interested in teaching all disciplines and
The Information Technology group consists of the Assistant
Director for Systems Management & Development, a
Computer Programmer-Analyst and Computer Support
Specialist, with several part-time student assistants.
The group has managerial and technical oversight of all
computer equipment, networking systems and electronic
devices used by the Center, as well and the maintenance and
enhancement of the CRC's web presence. The IT group's
principal role is to support the Center's mission statement
in providing comprehensive state-of-the-art resources to
our staff, students and the university at large.
During the reporting period, a great deal of effort was put
into two projects by the IT department. The first project is
"Destinations". What are the University of Florida student's
doing after graduation; are they going to Graduate school,
did they get a job, or are they just going to take some
time to roam around the world? Currently there is no
comprehensive way for anyone to know. We have found
that offering a voluntary mechanism does not get the
response rate we would like so we had to find a way develop
a mandatory service. In order to accomplish this, we
created a web based tool that will allow an entity (college,
department or administrator) to create a survey. Since most
departments already do this, in at least paper form, we felt
that if we provided a global mechanism that was intuitive
and robust, departments would make the service a mandate
for students prior to graduation. This new service provides
the surveying entity the ability to create a digital version of
their paper based surveys, and at the same time the CRC
asks "what's next after graduation". All answers to the CRC
questions are available to the surveying entity, with all of
the data from their local survey while protecting student
privacy. The "survey builder" is intuitive and can be used
by departments to evaluate programs, classes, faculty or
projects. Data can be manipulated and reports generated on
the fly with the ability to aggregate sections of information
on a local, departmental, college and university level. Not
only can we pull out and aggregate post graduation plans,
each academic "layer" can aggregate their own data needs.
We are very excited about the acceptance so far and look
forward to additional Colleges and Departments coming
on board. If you are interested please go to crc.ufl.edu/
Destinations and click on the "New Users" link.
CRC WEB SITE STATISTICS 2005-2006
Total "hits"on the site
Average"hits" per day
Average "hits" per visitor
Total number of'visitors"
Average visitors per day
Total unique IPs for the period
Perspectives is a second project that we feel has made a
great impact on the day to day operations within the Center.
Perspectives is a tool that has been designed to help the CRC
gather information on student advising needs and is equipped
with a built in survey tool to help measure the effectiveness
of our services. The student walks in and at any of our service
counters they can "sign in" electronically. The system allows
for the student to fill out a short demographic section and
will be prompted with a series of check boxes listing services
the student needs help with and upon submission, is entered
into a waiting queue. An adviser is then able to see a student
in the queue and assists. Once a student is in the system, card
swipe access for multiple services is allowable. This can be
used for tracking of any program or service with reporting
capability to segment who is doing what with our center -
matched with a push email evaluation system per counselor,
activity or program. The CRC is committed to giving a high
level of service and is confident that this measuring tool will
only strengthen our ability to serve our student population.
The Information Systems group within the CRC is responsi-
ble for all the electronic devices used by the Center. Our role
is to support the Center's mission statement in providing
comprehensive, state-of-the-art resources to our staff, stu-
dents, and the university at large. Our goal is to always give
innovative, creative and quality services to all of our constit-
uents. We are made up of three full-time staff, one graduate
and one undergraduate part-time student workers.
The Center's Computer Network is presently comprised of:
54 Desktop Computers
15 Laptop Computers
32 Desktop Printers
3 Network Printers
10 Network Servers
4 Gigabit Ethernet Switches
1 RAS Dial-in Servers
The CRC's computer operations run primarily on Micro-
soft's Windows XP. All servers are running Windows 2000
Server or Windows 2003 Server with full implementation of
Active Directory. Predominantly driven by Dell PowerEdge
servers, the CRC utilizes the following specialty software
including (but not limited to):
Microsoft Active Directory Server
Microsoft Exchange 2000 Server
Microsoft SQL 2000 Server
1.5+ TB NAS Server
HIS 6.x Server
The CRC's IT staff continues to work very closely with
the Career Networks group, NACE association representa-
tives, and technical support personnel to ensure the ac-
curacy, viability, and efficiency of the NACElinkTM system,
as it pertains to the CRC to ensure that it meets often
For nearly a decade, the CRC has managed its Web site
through a World Wide Web Committee, consisting of
members from each of the Center's functional areas,
especially the IT staff, which includes the person responsible
for the technical development of the CRC's site the
Webmaster. The CRC Director serves as a de facto member
of the committee, and each member functions as the liaison
between the committee and his/her group regarding the
functional content relative to CRC programs, services and
resources on the site. The committee as a whole serves as
the governing body of the site, with authority to regulate the
content, consistency, quality and appearance of the CRC's
presence. This past reporting period, there were more than
24 million individual "hits" on our Web site, making it one
of the most active and visited sites on campus.
The Operations Support Group, consisting of the Associate
Director for Operations Support, Assistant Director for
Public Relations, the Office Manager, and a small staff of
part-time student assistants, remains responsible for the
following key functions and programs:
All administrative activities, to include incoming and outgoing
correspondence, documentation, forms, records management, and
other such functions not delegated or assumed elsewhere in the
CRC. Completes all recurring reporting actions and responds to data
requests or questionnaires from outside agencies.
Fiscal operations, including budgeting, purchasing, invoicing,
accounting, receipt of materials, disbursement of funds, and the
provision of fiscal analysis and reports to the CRC decision makers,
along with recommendations and options. Responsible for nearly a
dozen separate accounts and their subordinate subcategories: state,
auxiliary, Job Location & Development (Federal JLD grant funds), two
UF Foundation accounts, a Foundation clearing account, a state
carry forward account, and an agency/tax account.
Oversight of payroll actions for permanent staff, student assistants,
and paid graduate students. Under PeopleSoft, individual staff
members and students enter their own "time and labor" and "leave,
but the Office Manager is the official "Timekeeper" and makes
corrections and generally manages the process. This group also
handles the coordination of payroll actions for graduate assistants,
when assigned, vis-a-vis their sponsoring colleges or departments.
Oversight of all leave activities, which under PeopleSoft are also
entered into the system by individual staff members.
Publications and arts & graphics support to CRC staff members and
I 11 111 Ii ,, I, 1 i, 1 I II II Center.Thisincludes
development and publication of such materials as advertisements,
flyers, brochures, forms, documents, manuals, reports, signs and
similar items, as required. Operations Support is specifically
responsible for the Gator Career Planner, Employer Resource Guide,
Focus on Your Future, Estimate of Graduates, Invitation to Recruit,You
Can Make a Difference I-,i I .1 I brochure), this Annual Report,
and others in the process of development.
Management and inventory of all equipment and real property
items assigned to the center.
PUBLICATIONS & GRAPHICS
A key function of Operations Support is the design,
development, preparation and production of sophisticated
graphics and publications to support both general CRC
operations and programs, as well as for individual staff
members and their activities and events. We are also charged
with adherence to the University of Florida graphics and
format guidelines to support the new public relations and
"branding" initiative introduced in July 2006.
During the period of this report, we continued to refine
and reformat many of our print materials. The following
have been especially noteworthy:
Gator Career Planner: In its fifth year of production, this
invaluable planning calendar and CRC information guide
once again had a new look and covered its production costs
through corporate and campus advertising. More than 10,000
were printed and distributed to students and organizations
by the end of the fall semester. Due to its popularity, we will
likely increase the size of next year's order.
Employer Resource Guide: Its modular format proved its
worth once again, as minor changes had no significant
impact on the overall composition of the subject pages,
which featured more expansive changes in the summer of
2006 thanks to the introduction of the new NACELink/
Symplicity Career Services Manager (CSM) system.
Estimate of Graduates: The 2006-2007 forecast remains one
of the subject pages of the above Employer Resource Guide,
and the information is again accessible by employers on our
Web site. The information provided is always reflective of the
many changes in academic majors and their titles each year,
and the data provided by the colleges is useful to employers
in preparing their recruiting strategies and target colleges
Focus on Your Future: A completely new four-part folding
format debuted this year, with a more sophisticated photo-
filled design and the introduction of an easy-to-follow,
color-coded "Career Progression Cycle" to assist everyone
from the freshman to the fifth year graduate students.
Invitation to Recruit: Very similar in appearance to last
year's version, this little tri-fold brochure is the prelude to
the Employer Resource Guide and is a primer to conducting
on-campus interviews at UF
You Can Make a Difference: Our fund-raising brochure is
also similar in appearance to last year's, and it continues to
assist us in providing information to employers interested in
supporting the CRC's programs and activities with financial
Once again this past year, there were virtually no alterations
to the CRC's interior configuration, other than the relocation
of furniture due to the reassignment of some staff functions to
other office spaces to accommodate a realignment of duties,
as well as the introduction of several new staff members in
the summer 2006.
Sponsors of Distinction 2005-2006*
PHILIP MORRIS USA (PLATINUM)**
ENTERPRISE RENT-A-CAR (GOLD)
MASCO SERVICES (GOLD)
FACS GROUP FOUNDATION (SILVER)
PROCTER & GAMBLE FUND (SILVER)
TARGET STORES (SILVER)
VECTOR MARKETING (SILVER)
SOUTHWESTERN COMPANY (BRONZE)
The Top 10 Recruiting Companies**
KIMLEY-HORN & ASSOCIATES, INC.
FLORIDA POWER & LIGHT COMPANY
EXXON MOBIL CORPORATION
Fiscal Year July 2005 June 2006
S Bronze <$2,000, Silver $2,000-$5,000, Gold $5,000-$10,000, Platinum $10,000>
S Based on hires reported by employers for Academic Year August 2005 -May 2006
SUMMARY OF ACTIVITIES 2005-2006
CurrentYear & Change from 2004-2005
G e n e ra l V is ito rs ....................................................... ..........
C R C L ib ra ry T traffic ..................................................................
CAREER NETWORKS & EMPLOYMENT ACTIVITY
All Career Events
Em p lo ye r Particip an ts.....................................................
Stu d e nt A tte n d an ce ........................................................
E m p lo y e rs ..............................................................................
In te rv ie w S c h e d u les ........................................................
In d iv id u a l In te rv iew s.......................................................
Co-op Education Participants.........................................
In te rn s h ip L istin g s ..................................................................
CAREER DEVELOPMENT & PROGRAMMATIC ACTIVITIES
W a lk-in A d v is in g ......................................................................
A ll C o u n s e lin g .........................................................................
Extreme Resume Makeover (by CRC Staff) ............
M o c k In te rv ie w s ......................................................................
PREVIEW 2006 (23 sessions)
S t u d e n ts ..................................................................................
Diversity Connections (Spring 2006 only)
S tu d e n t A tte n d e es ...........................................................
Stu d e nt O rg an izatio ns ...................................................
Em p lo ye r A tte n d e es........................................................
Com panies Represented ..............................................
.............1 0 3
.............7 6 2
.............2 8 7
CAREER DEVELOPMENT & PROGRAMMATIC ACTIVITIES continued
10.25% Gator Launch Program
..- 5 .5 % P a rtic ip a n ts ......................................................................... ................
M e n to rs ................................................................................ ......... ....
L ib ra ry H o ld in g s ............................................................ .......................
- 7.53% C red e ntials Req u ests................................................... ......................
..- 4.3% CRC Classes SLS-2301 & SLS-2302 (9 Sections) .........................
C RC O outreach Presentatio ns..................................... ...................
.+ 9 .0 % A tte n d e e s ................................................................... .........................
.+.75% Graduate Student Outreach
- 13.8% Individual Counseling/Advising......................... ...................
.0% Student Attendance............
CRC WEB SITE ACTIVITY
.8% Total "Hits" on CRC Web Site.
Average "Hits" Per Day..............
.0% Average "Hits" Per Visitor.........
.0% Total Number of"Visitors".......
.5% Average Visitors per Day.........
.5% Total Unique IPs for the Year
...................... 6 7
. + 37.2%