GREG FOSTER: All right. Good morning. It's a little past 11 o'clock, and I want to make sure everybody has an opportunity to get to all of the events on this exciting weekend that you have planned. So I want to get us started and get us through the program in a timely way.
Welcome, everyone, and thank you so much for attending this morning's event and giving me an opportunity to talk about what Cornell Career Services and the Career Services offices across our campus do for students and alumni at Cornell. It's really an honor to have an opportunity to speak with everyone today.
My name is Greg Foster. I'm the Interim Executive Director of Cornell Career Services. I also do a lot of pre-law and pre-graduate school advising. So when I see students at Cornell or members of the alumni, it's very often about what they want to study after they're at Cornell-- whether it's professional school or graduate school. And so hopefully, I'll have an opportunity to see some of the students in the auditorium today.
What I'd like to do today is a number of things. I'd like to provide an overview of career services at Cornell campus wide. I'd like to share some key points about our approach to providing career assistance. I'd like to highlight some new programs and resources that we have.
And I would definitely like to answer your questions. I think given the number of people in the audience, maybe we'll try to defer the questions, if you don't mind, until the end of the presentation. But at that point, I would be very, very happy to field as many questions as you have.
All right. Before we get started, a little audience participation. And what I'd like to know is, can you raise your hand if you are in a different career path than what you studied in school?
All right, all right, yeah, a lot of people. I'll raise my hand too. Definitely something that we recognize at Cornell Career Services, and we try to keep in mind with every student that we meet.
All right so what do we do at Cornell Career Services? Big picture, what's our mission? You can see our mission sort of word for word here. But if we boil it down, what we really want to do is empower students and alumni to pursue diverse career paths and to make mindful career decisions. We offer activities and tools to help them build their careers over a lifetime.
All right. I'm going to ask for one more item of audience participation. And what I'd like to know here is, did you visit your college career services office when you were a student? Raise your hand if the answer is yes. OK. If everyone's being honest, that's a better showing than I was expecting. I appreciate that.
I think that maybe things have changed a bit from when some of us were in college. I know that I am not necessarily a great, or was not necessarily a great consumer of the services at my career services office. But I think things are a little bit different now.
There are six basic points that if they can be our takeaways today, I would be thrilled about this. First, I think there are families, not just of first-year students here today, but families of students throughout the course of their time at Cornell all the way through maybe their junior and senior year.
But I'm speaking right now maybe to students who are earlier in their process. It is OK for students not to know exactly what they want to do when they come and see us. They don't have to have everything buttoned up. They shouldn't feel nervous that their resume isn't perfect, or that they don't already have a job offer, or they aren't already on a path to graduate and professional school. We'd like to see students early in their process.
We also specialize in providing individualized assistance. So a little bit later in the conversation today, I'll talk about a lot of really terrific resources that we've developed-- a lot of online tools that we think are really great. But what it really comes down to is those tools should hopefully guide students into our office for individualized appointments. We really like to try to customize the guidance that we're providing and make sure that it's a good fit for each student.
We believe in experiential learning. We think it's quite important. When I was walking down the hall, I was having a hard time finding the auditorium, which is a little embarrassing. And I had an opportunity to speak with a couple of parents. And I overheard people saying, is this the internship presentation? Where is the internship presentation?
Well, I think this is the internship presentation. We'll talk about experiential learning. It's definitely a big part of what we do at Cornell Career Services.
Networking-- this is critical for developing strong career connections. A lot of us understand it. A lot of us are nervous about it. I personally tend to use other language, because the word networking just doesn't sit well with me.
So I often talk about building community around your process. And this is certainly something we'll help instill in students who meet with us and give them some tools to succeed with.
And finally, we like to emphasize a very important part of career development while you're at Cornell. Most employers and graduate and professional schools seek skills rather than specific majors. And so sometimes we will speak with students who will say, I'm not sure I can go after this particular position because I was studying some of their topic. We'll talk in a little bit about what employers are telling us about what's important to them.
All right. Our overall vision for how career development works is that it's a cycle. And it's a cycle that a person will go through many times in their career, from the early stages when they're just starting out in college and right after college, all the way up to retirement. We think that the cycle is made up of three phases. The first is to understand yourself. The second is to explore your options. And the third is to take action.
So we'd like to break these down a little bit for you. And we'll talk a little bit about how we support students and alumni at Cornell through these three phases of the cycle. All right. The first phase-- understand yourself. This is really kind of where you start. What are my interests, my values, my strengths, my goals?
This is how you get grounded in your process. And we think that it's a very important part of the process. So how do we support that?
As I mentioned before, we really encourage students early in their process at Cornell to come and see us for an individual appointment. At that individual appointment there are a number of things we can do.
First, we're going to listen. We're going to hear what's important to the student, what they're experiencing in the moment, and make sure that we understand where the student is coming from.
Next, we might suggest, for students who want to dive a little bit deeper into this, some assessments that we do. For example, we can assess what a student's interests might be. We might use a Strong Interest Inventory to do that. We can also help a student connect with their strengths and begin to understand what skills they might already have.
We can use Clifton Strengths Assessment to do that. We can use Skillscan. These are tools that we can use to help further customize, individualize the guidance that we provide. And of course, we can discuss a student's values with them and see what we can offer based on those values.
Now one of the things that we do see in I would say our interactions with employers, our work with organizations like the National Association of Colleges and Employers is that there's somewhat of a consensus around the key skills that employers tend to be looking for. And you can see them here on the screen.
What we're often looking for is to help students understand where they're developing these skills. There are opportunities-- and we'll talk about this a little bit when we talk about exploring options. But there are opportunities in the classroom, opportunities on campus in clubs and activities.
And of course, there are experiential opportunities when you're not here at Cornell. But these are the kinds of skills that employers tell us are important.
Now how would they rank them? In terms of employers who responded to surveys, this is kind of where they come down in terms of which skills are most important to them. And I hope you're able to read that. But I find it interesting that the top-rated skill is the ability to work in a team. And that is definitely something that we emphasize with students as well.
All right. The next step in the career development cycle is explore your options. Exploring your options-- lots of different things here. And this is really starting to use the resources that are available to do some research. So that could be as simple as online research. It could be networking. It could be experiential learning. It could be activities here on campus.
And so in exploring your options, we're also here for students at Cornell and help to guide them through those possibilities. Now how do we do this? Again, we really like to emphasize individual advising appointments.
And if you're interested in some pretty specific information about different professional or graduate schools, for example, you'll be able to speak to an advisor who is very up to speed on the pre-med process-- also, the pre-law and pre-graduate school process-- advisors who are very good at helping students develop networking skills.
We also provide workshops and information sessions. A little bit later, I'll offer a few numbers about just how many workshops and info sessions we provide. But for most career development topics that matter to students, we are meeting with students, whether it's virtual or in-person right now, and introducing them to these topics through workshops and events-- which, again, we hope then drives them back to our office for advising appointments.
We also utilize a number of resources. That can include web tools. It can include our career resource library. It can also include handshake internships and shadowing that you might get through our Handshake tool, which we'll discuss in a little bit-- experiential projects, which, again, you might be able to find on Handshake or elsewhere-- and networking. And we have a number of tools that support networking activities, which, again, we'll talk about in a little bit.
And the final step is taking action-- the final phase in the cycle. And taking action really just means applying for something. It could be law school. It could be a job. It could be an internship. There are clubs and activities on campus that require an application. And we're here to assist students with any of those things.
And I would just offer a comment here. We think it's really difficult to do a good job taking action if you haven't first done the hard work in understanding yourself and in researching your options. So when we talk about students coming to see us early in the process, we hope that we're able to get into the process early. I think we're most effective when we can do that.
Of course, we're there for the last-minute resume review. We absolutely are. But we can do our best work when we see students early in the cycle.
All right, how do we help students take action? We offer 30-minute appointments. These are our advising appointments. They could be about jobs and internships. They could be about your search strategy for jobs and internships. It could be application assistance for graduate or professional school. It could be resume and letter reviews.
And so for example, since I do a lot of pre-law advising, students often come to see me with their essays. What about this essay? What about this personal statement? Is this a good topic? Am I covering what law schools are interested in learning about?
Those are some of my favorite appointments. I get to read great stories and offer some feedback. And that's something that we love to do. And since this is application season for law school, I'm doing a lot of that right now.
We also offer assistance with interviews. Now that means that we'll help you prepare for interviews, but we'll also help you schedule those interviews. We can do that either-- a lot of that's happening virtually right now. Historically, before the pandemic, we were doing a lot of that in our office, in interview rooms.
Our sense is-- and of course, it's early days still. But our sense is that we'll probably move to some hybrid of that, where some of those interviews are going to be happening on campus, some of those interviews are going to be happening virtually. We facilitate those interviews for the students, to make sure that they go smoothly. And so in taking action, there's really quite a lot that we can help students accomplish.
All right, web tools. The last 18 months have really brought a lot of change to our office. We were already thinking about, how do we improve our online presence? How do we improve delivery of services online? And of course, like everyone else, our process got accelerated when the pandemic kicked in. So we've used that time to really prepare for a world where our services need to be consumed both in-person and virtually. And in so doing, we've developed a number of tools. We've revamped our website. This is really where you start at Cornell Career Services-- online. This is a place you go to find the resources that we'll be discussing. They'll be linked here. It's also a place to go to see what events are coming up-- workshops, career fairs, things that we host.
And so this is kind of the entry point for all of our online tools. We also have a media library. So I'm going to click through a couple of the items that you'll find on the website that I want to highlight. So these workshops and events that we're hosting, we're now recording. We're also creating transcripts. And we're making the slides available.
So if the student really wanted to come see an event about networking but there was a conflict with class, which there often is, with a club or activity or sport, this content will now be available online and easily accessible. This is probably the tool that we're most excited about. This is our career development toolkit. It's a Canvas module.
So it's in a format that many students are already familiar with that through their coursework. This is a collection of content that is generated by Cornell. So while we do link to a number of external resources, we've created this content. And we've done so with Cornell students and alumni in mind.
So you can see there are a number of different modules ranging everything from your job search to pre-law to health careers advising to applications, resumes. And each one of these modules it's got important content, but it's also kind of fun. We try to put some games in it. We try to put some quizzes in it-- fun quizzes, not quizzes you have to prepare for.
But this is a place where we end up referring students very often to get our baseline content. This is where we'd like you to start.
And for example, you can see the HCA app. That's something we use for students who are on the pre-med track and considering application to medical school. That helps get them on the path to getting involved in our health careers evaluation committee process, which is an evaluative letter that we write on behalf of students applying to medical school.
And it helps students prepare for what they're going to see in their medical school applications. So that's just one example. This is a content-rich tool. And we definitely encourage students and alumni to visit it. Unfortunately, you have to have a Cornell Net ID to read through it. So you're going to have to lean on your student to get a look at the actual content.
All right-- Handshake. Handshake is the platform we use for a number of our most important transactions. First of all, students sign up for Handshake. They create a profile. They have the opportunity to kind of signal their interests on that profile, if they want to.
And through that, a number of things happen. One, they get access to job postings that are specific to Cornell students. We'll talk a little later about just how many job postings that are on there, but it is a very large number of job postings.
Two, this is kind of our targeted email channel for communication. So when we have a big event-- a career fair or workshops that we want to communicate out to students and alumni, we use targeted emails through Handshake. And students receive that in their email accounts.
If they've signaled that they're interested in particular content, then they'll be sure to see the content that's directed to them. So for example, students that might be interested in law will hopefully have marked some of the topics related to law in their profile. And then, they'll get the content that they want to receive. We'll talk a little bit more about how we use Handshake in just a minute.
All right. CUeLINKS-- this is also one of our favorites. So this gets us into networking. Essentially, CUeLINKS is a way for students to connect with alumni and alumni to connect with alumni, specifically for career development conversations. And so the way this works is a student will create a profile on CUeLINKS.
They can, if they'd like, again, signal their interests there, but they don't have to. And when they do, they get access to a searchable database. And that database right now contains over 6,500 members of the alumni. Each one of those members of the alumni is a volunteer. They've all volunteered to have career development conversations with students.
And so essentially a student who has an account on CUeLINKS can go into that database and keyword their way right into a person in the industry or career space that they're interested in. So again, since I do a lot of pre-law advising, I often use these examples.
But if a student is wondering about what would it be like to be involved in a mergers-and-acquisition practice in New York City, all they have to do is enter those keywords into our searchable database. And they'll have access to people who are lawyers in that setting, in that practice area, who have volunteered to talk to them about that practice area.
So what we hope this is a great tool for building networking skills. Hopefully, the barrier to entry here is pretty low, because you know that the people you're reaching out to do want to talk to you. We usually get very good feedback in terms of the number of chat requests sent out compared to the number of responses that students get.
So this is often a tool we refer students to when they're in that research your options phase. What's out there for me? I kind of know myself now, but what's out there for me?
All right. We talked a little bit about the tools that we have and the services that we provide. I'd like to give you a sense for just how much use these tools get. And hopefully that'll encourage students, because they'll see that many other people are utilizing these services.
So let's run through some of the numbers. All right, we talked about workshops and events that we do throughout the year. You can see here in a 2020-2021 year, we did 316 programs and workshops.
And I want to take a minute here and step back, because that's something I should clarify. So our office-- the office that I work in is Cornell Career Services. We're a central Career Services office. There are offices in each of the colleges as well-- Career Services offices.
We consider ourselves all part of a community-- a career services community on campus. We meet together frequently. We share best practices. We often provide professional development tools for each other. And we're very much on the same page in terms of how to deliver career services.
So some of these numbers that you're going to see are going to reflect what's happening campus wide, and some are going to reflect what's happening specifically in our office. So if you're seeing numbers that are very large, keep in mind there are many advisors across campus with whom students can meet. For example, here in Arts and Sciences-- I'll stick again with pre-law, just because it's easy for me-- you want to meet with a pre-law advisor.
There's an excellent pre-law advisor in Arts and Sciences. I meet with that pre-law advisor probably on a weekly basis, where we're frequently talking about what's happening in law-school application cycles, how we're preparing students, what we're hearing. Many times we're referring students back and forth to each other, so they have more than one pair of eyes on their documents, or more than one set of ideas for their process.
We think that process of developing consultant consultation skills for students is really beneficial. So when you see these astounding numbers, just know there's a whole career services community on campus that's behind them.
So during that period, 13,749 individual advising appointments and drop-ins. And what's a drop-in? We haven't talked about that yet. So if you want to have an appointment at Cornell Career Services, go to our website. There's a big banner that says, make an appointment.
And if you click that, you can go into our system and you can make an appointment, typically for a couple of days down the road-- If it's really busy, sometimes a little bit longer than that. That's great if you have time, if you're not in a rush as a student. On the other hand, occasionally students will be up against the deadline. Maybe there's a submission date for an application that's really coming up fast.
We also do drop-in appointments. And those are same-day appointments. So a student can stop by our office, or use the drop-in function on our website to schedule a time. And hopefully, they will be able to get in to see us the same day. So we really try to make our office as accessible as possible.
Overall during that time period, we also had 10,879 students attending programs and presentations. Obviously, that's quite a large number. One of the things I would like to talk about is our career fair. That is one of the drivers of these numbers. Our career fair, we do several of them throughout the year.
Our biggest career fairs in the fall. That career fair involves hundreds of employers and thousands of students. So some of these numbers certainly take into account the fantastic opportunity for interaction that we facilitate through our career fair.
All right. CUeLINKS-- we talked about the networking platform that we've been using. You can see here, we have 6,726 knowledge shares. You can see how we define that-- members of the alumni, faculty, and staff who are also in the platform and happy to respond.
And then some friends of Cornell University, who also volunteered to be available for students. 6,250 knowledge seekers-- that's our students. And 22,000, almost 23,000 messages sent between all users. So you can see this is a robust environment. This is an ongoing conversation. And it's something that we really encourage students to dive into.
Now, we also, of course, encourage the use of LinkedIn. That's a tool that's very important for students. By focusing so much on CUeLINKS, sometimes I think that I'm de-emphasizing LinkedIn, and I don't intend to do that. We have a huge pool of alumni involved with LinkedIn and a very large number of followers for Cornell University as well. LinkedIn very often is kind of a nice next step after CUeLINKS.
CUeLINKS might be where it's easy to learn how to have those chats. LinkedIn can be a place where you sort of go potentially after you've gotten some experience with those kinds of chats.
All right-- jobs. So what we're talking about here is people who are interacting with our Handshake platform. And you get a sense here for just how many jobs get posted on our Handshake platform. Currently, we're over 23,000 job postings on Handshake.
We get between 6,000 and 10,000 new job postings every month. 38,000 total employers approved to recruit at Cornell on a handshake. So this is a robust area for students to be seeking everything from projects to internships to full-time jobs. And so in our individual advising appointments, we certainly help students understand how Handshake works. And then, we definitely encourage them to utilize Handshake in their job search process.
All right. And this is something new for us-- post-graduate. Survey dashboard we do something called a post-graduate survey. And basically this is us going out to recent graduates at Cornell and asking them, what's happening? Where are you working? Who are you working for?
What is the level of compensation? Or if you're studying, what are you studying? Where are you studying? And this gives us a really nice data set to understand the experience of our students right after graduation. What we've decided what we want to be able to do and now can do is turn that around and make it public facing and interactive. And so we've just completed the Post-Graduate Survey dashboard. It is now publicly available.
And it's a very nice tool for students to understand possible outcomes that they might have access to for families to understand what is happening for students at Cornell. We think it's been nice also for prospective students and families to take a look at, to see what their hard work at Cornell might result in. So I'd encourage you to take a look at the dashboard when you have a minute. And this is also interactive. So you're able to filter a number of different ways to get different outcomes.
All right, now just kind of taking some slices of the data. You can see here. So I don't like the word top somehow. We've been trying to find better language for this, but maybe most frequently chosen, something like that. But we'll call it top for now, just for ease of understanding. You can see your top 10 graduate and professional fields. Probably not too surprising-- engineering, computer and information sciences, law, business management, medicine is on that list.
You can see who is employing Cornellians. And obviously that list is a list of very, very large employers. And of course, very large employers do come to Cornell and do seek Cornellians for employment. Of course, we also search for other opportunities. And we're actively trying to bring them into the fold through Handshake and through our career fairs, so students have the broadest possible access to potential employment.
All right, here's a little bit of information about the sectors that Cornell recent graduates are working in. You can see also see some data about mean compensation levels. And of course, there are variations all over the place. So this is just for purposes of illustration
All right. And one other fun thing that we are just starting out that we're just building right now is a profile picture photo booth. That is a terrible name. We're trying to come up with a better name for it. But basically it's a booth in our office that a student can go into and create their own, through a selfie process, create their own professional profile picture.
So when we encourage them to build a profile on LinkedIn, this is an opportunity for them to create their own professional profile picture. We're just putting this together right now, and hopefully it'll be available to students very soon. But we're excited about it. I'm one of those actually need to use it. I think many people in our office ought to update their profile pictures, so that's going to be a busy room in our building, I think.
All right. Hopefully, I've left enough time for some questions. Looks like it's 11:35. I think we're going to 11:45.
I definitely want to take questions. We'll do this the low-tech way. For anyone who has some, please raise your hand. I will point and hopefully hit the right person. Yes, go ahead. Well, there's one. Both of you would be fine, maybe in order. There's one person right behind you too. I apologize.
GREG FOSTER: Wow, that's such a great question. Just in case anyone didn't hear that, the question was about for students interested in law school, why are so many of them now waiting a year or two before attending, or even applying to law school? And just to put that in some context, you're absolutely right. I think the number most recently has been 2/3 of Cornellians who apply to law school, or at least a year out of Cornell before they apply a couple of years ago, I think it was 2019, Harvard Law School spoke to students and said, I think, it was roughly 74% of their incoming class was made up of people who were at least a year out of undergraduate-- so who did not go straight through.
And when Yale spoke with us, I think they said that the average age of their incoming class two years ago was 25. So this definitely is what we're seeing across the board. Why is it happening?
What I tend to see with students that I'm meeting with is often they will say, look, I think I want to go to law school, but I want to test it out first. And so one of the things that I spent some time working on with students is helping them find gap-year opportunities that might help them gain some exposure to law school. Because unfortunately, a lot of law firms can't really recruit undergraduate students looking off into law schools, because they're trying to fill their pipeline with people who are a little bit closer.
And so we talk a lot about how you get a paralegal job, or how you get a job and it may be an investigative unit with some kind of a government agency-- or maybe how a job in a different sector, maybe in banking, is similar to what you might do in the practice of law, in that you're in an office environment, you have clients, you're solving problems for those clients, you're engaging in written communication, research and analysis. Those are the skills that law schools care about.
So sometimes that's what students are interested in. I think other times they, might just feel like they want a little bit more maturity before they start law school, or they might have an experience they've just wanted to have. Once you get into law school, you might be doing that for the next 50 years.
And so if you want to do something outside of that field for a little while, that can be a nice time to do it too. Thank you that gave me way too much time on law school but I appreciate your question. And frankly, I tend to encourage that for students, if it's what they want. So I appreciate that. There is another question right behind you. Go ahead.
GREG FOSTER: Yes, great question. So the question is, first step, you're looking for an internship, what would the first step be? Lots of different ways to start this process. But certainly Handshake is where internship postings will live. So we often send students to Handshake to look for internships there.
That's also just a really good opportunity for an individual appointment, because there are other resources available for locating internships. And we do like to point students to them. But yes, Handshake would be a great place to start. A question over there-- two people right next to each other. Maybe one of you go first, please.
GREG FOSTER: All right. I love that question. So the question is, since there are career services offices in the various colleges, when should a student contact the career services office in their college versus our central Career Services office?
The answer is either one is just as good as the other. We definitely encourage students to get to know the career services office in their college and would encourage that for sure. But we are here for them too.
So for example, if they have a need that they want to fill sooner rather than later, and maybe the particular advisor who covers that subject matter in their college is booked for a week or two, our office is here for that. So our office really kind of tries to catch in some senses the overflow from those offices. But we really work together. So there's kind of no wrong way to do this.
Now there might be some specific advising that would be helpful. For example, if you're in the College of Engineering, there might be some formats for your resume that the College of Engineering is really, really dialed into. And we might encourage you there to run your questions through them first.
But please, I think the right answer is see somebody. And there is no wrong answer. Either office is just fine. Yes, another question.
GREG FOSTER: Great, thank you. I'm going to go back to the microphone so everybody can hear me. So I think the question was essentially internships after your first year-- are they hard to get? Is that a reasonable thing to try to get? And then what about winter breaks? There's a long period of time there. How about getting in an experiential opportunity then?
With regard to the first question, it's so interesting. Some industries have a really articulated internship process, where they see students as being part of their pipeline. And maybe something needs to happen their sophomore year, so that something can happen their junior summer, so that something can happen right after they graduate.
And those fields certainly exist. And sometimes those fields cause a lot of angst for students who are not in those fields. Because they think, wait a minute. My roommate who's in finance is already getting a pretty organized internship. And I'm interested in law, for example, and there's just nothing out there for me. What do I do?
So our idea is certainly if you want an experiential opportunity during your first year it should be available it should be something you can find and we can help you with it. It may not be exactly as formal as some of the other opportunities that some students are having, but what is it doing is it helping you develop skills. Is it helping you develop those competencies that we talked about, whether it's critical thinking or teamwork. There are many different kinds of activities-- summer jobs-- things that don't seem quite as formal, that can help you develop those skills.
Kind of our job a little bit later in the process is to help the student explain how that particular experience helped them develop the skill that that employer wanted. And so we take a pretty broad view to what's valuable as far as experiential learning. And yes, the winter break can be a great opportunity for that.
Just yesterday, I was talking with a student who is trying to get a position with the state of California, because they have a winter break program with one of their agencies. And it's a project.
So it's really not a formal, I am an intern at this place. Here's a project to do. It'll be supervised. And then, there'll be an outcome and you'll be able to talk about that as a skills-building endeavor.
All right. I know we've probably got time for one more question. Is there? OK, go ahead.
GREG FOSTER: Yes, thank you. All right. So the question is, can I explain a little bit more about how we facilitate on-campus interviews for students? And essentially, it's a great question. This is something that is developing.
If we've been meeting here two years ago, right now I would have said we've got 13 interview rooms. We have what's called an interview date request system. Employers get on our calendar to do their interviews, and those are the days they get rooms to meet with Cornell students.
Because of a remote services and because many employers right now are really utilizing virtual interviewing much more than they would have in the past, we're kind of looking to see how best to facilitate these. So we still are involved in interview date requests.
We still make those rooms available to students, even if it's a virtual interview, because sometimes they need a quiet space to conduct the interview. But we're really looking at, what are the best models going forward? What do employers-- what are they willing to do? And how best to position students for success in these interviews?
So I would say right now, we're probably shifting toward having a physical space for interviews to be conducted, but also having a high-quality virtual space-- because there are so many employers choosing virtual interviews.
All right. It's 11:46. I think I'm supposed to be done at 11:45. Thank you so much.
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Cornell Career Services helps students make decisions about their career direction, teaches them how to conduct job searches, and provides guidance for applying to graduate and professional schools. An important way for students to explore and clarify career directions is to gain practical experience through opportunities such as internships, externships, and summer jobs. Hear about the programs and support services that help with that process.