- Business and Arts & Letters Internship Orientation
01/14/2014 12:30 PM - 01/14/2014 1:30 PM
- ENG CAP Orientation
01/16/2014 12:30 PM - 01/16/2014 1:30 PM
- Business and Arts & Letters Internship Orientation
01/20/2014 3:00 PM - 01/20/2014 4:00 PM
- ENG CAP Training 1
01/21/2014 12:30 PM - 01/21/2014 1:30 PM
- Business and Arts & Letters Resume Workshop
01/23/2014 12:30 PM - 01/23/2014 1:30 PM
ODU CareerLink is your network for success, link to your future with resumes, jobs, interviews, contacts, and events.
ODU students and alumni gave their job search a kick with the CMC Job Search Boot Camp participating in employer presentations on using social media in your job search, interview skills, networking tips, including on the spot resume reviews and speed networking. ( More )
Connect with career professionals that help you with all your career and employment needs.
Take advantage of the growing opportunities to earn real world experience at every stage of your career.
Follow expert advice and steps to explore, experience, and engage in your future.
Whether a new grad looking for that first professional position or a seasoned professional looking for a career change, CMC has services just for you no matter when you graduated and even for your immediate family too!
I just wanted to thank you for all of your assistance...It is such a comfortable feeling knowing that ODU is still a reqource for me
Get started with ODU Career Link our free online portal to post your part-time, internship, and full time positions. Manage on-campus interviews and register for career fairs and events. Over 25,000 ODU students and alumni access ODU CareerLink!
We offer many opportunities for your organization to come on campus and join us for information sessions, information tables, IRAP, Sponsorship and many more!
ODU Career Advantage
The Career Management Center serves students and alumni free for life and Monarch families are eligible too! Immediate and extended family members of current ODU students, faculty, and staff can take advantage of our annual and specialized career fairs and events.
Top 3 ways to set your student on the path for success:
Tools to help your students gain their career advantage:
ODU CareerParents is an online community exclusively for the parents of Old Dominion University students.
The CareerParents program is designed to share with you what you need to know to help your student take ownership of their career through videos, webinars, and an online discussion forum.
Every parent's goal is to see his/her student successfully complete a college education and have a career that will allow self-sufficiency, satisfaction and personal growth. If your student is entering college, or currently in college, you have time to help them understand the importance of creating a career plan, recognizing the job search strategies that will ensure they get the career job they want when they graduate, and the value of using their career center on campus.
ODU CareerParents is a FREE resource to help you and your student achieve the goals you have set for yourselves.
ODU CareerParents will:
- Help you understand the issues your student will be facing after graduation
- Give insight into what your student should be doing from the first day
- Help you better understand the employment environment
- Connect you to resources you can use to help get your student engaged in the career planning process
- Provide you with a support network of other parents who are experiencing the same issues and concerns from whom you can ask career questions and gain input
The Career Management Center serves students and alumni free for life and here's what we have to offer you.
Student Ratings - LEAP Programs
- Developing cooperative learning skills through working with a group, especially an interdisciplinary group.
- Developing competency in oral communication (presentation, small-group communication, organizational communication, etc.).
- Giving students exposure to and understanding of a multicultural environment.
- Giving students exposure to international experiences.
- Giving students an opportunity to contribute to solution of community problems.
- Giving students an opportunity to experience technology as it is applied in the workplace and to assess its effects on individuals, society and the environment.
- The practicum will be clearly related to the major. It may either be related to the student's intended career (including anticipated graduate or professional school) or be practical applications of the intellectual skills upon which the major program is based. Another way of looking at this criterion is to say that the experience will help further the student's career by demonstrating special competence and experience to potential employers or graduate or professional school admissions committees.
- The practicum will involve significant written work which integrates the practicum experience with the academic discipline (a journal, interim reports, and a final report, etc.)
- The practicum will carry a minimum of three hours of academic credit within the major, additional credit may be required by the department involved. The experience will be coordinated by faculty, who will approve the structure of the experience, evaluate written work, and assign the final grade.
- While class meetings can be used to coordinate activities, the practicum experience shall not be incorporated into a traditional class structure. Location of the practicum experience may be either off campus or on campus.
Dear [Name of Employer]:
This reference letter is provided at the written request of [name of student], who has asked me to serve as a reference on [his/her] behalf. It is my understanding that [name of student] is being considered by your organization for the position of [job title]. Please be advised that the information contained in this letter is confidential and should be treated as such. The information should not be disclosed to [name of student, if student has waived access] or anyone in your organization who would not be involved in the hiring decision regarding this individual. Additionally, the information should not be disclosed to anyone outside of your organization without the consent of the student.
I have known [name of student] for the past [number of months, semesters, years] as [he/she] has taken the following courses which I teach: [list courses, give brief description of content of course]. As [his/her] professor, I have had an opportunity to observe the student's participation and interaction in class, and to evaluate the student's knowledge of the subject matter. I would rate the student's overall performance in these subjects as average. This is evidenced by [his/her] grades-[state the grades].
[One or two specific examples of the student's performance may be appropriate.] As part of [his/her] grade in [name of course], the student was required to prepare a paper. The paper was designed to measure the student's ability to research, to analyze the results of the research, and to write. [Discuss how the paper submitted by the student indicated to you the student's skills in these areas.] Based upon this, I rate the student's skills as competent, but not excelling.
The one area in which the student performed above average was in oral communications. [Give specific example to support this.]
Based upon the student's academic performance and my understanding of the position for which the student is applying, I believe the student would perform (place overall evaluation here).
If you would like to discuss this further, please feel free to contact me.
Courtesy of the National Association of Colleges and Employers
If the career center or faculty prescreen candidates, they are, in effect, acting as an employment agency, and the relevant laws that apply to an agency would apply to the career center or faculty member.
Although federal anti-discrimination provisions typically apply only to "employers," many states have adopted similar provisions that encompass individual employees and third parties. These state law provisions often make it unlawful for any individual or entity to "aid or abet" discriminatory employment practices. Additionally, educational institutions that accept federal funding may run afoul of Title VI of the Civil Rights Act of 1964, as amended, and/or the Equal Protection Clause by implementing or endorsing discriminatory prescreening practices.
Once career services staff or a faculty member participate in the selection process, they may have to justify the criteria upon which the screening was based, just like an employer or an employment agency. Problems occur when the criteria are facially discriminatory or have a discriminatory impact, such as when a career services office is asked to refer only minority students or a faculty member is asked to refer just female candidates. A career services staff member or faculty member could not defend the action by saying the employer "told me to do it."
The less directly involved the career services staff and faculty are in making choices for employers, the less likely the staff and educational institution will become embroiled in administrative claims and litigation if a student believes that he or she was discriminated against as a result of not being selected to interview.
by Edward Easterly, Esq., Norris, McLaughlin, & Marcus, Reprinted from the August 29, 2012, Spotlight