Career Development

Presently, the university’s Career Center (“UCC”) has a liaison for students with disabilities; however, creating an additional full-time career coach position would ensure the necessary support for students with disabilities transitioning to the workplace (including internships, externships, full-time employment, graduate and/or professional schools, etc.). See Career Report, Recommendation 1, Appendix 6.

In addition to providing one-on-one guidance and support, the new career coach position would also be responsible for developing resources for students with disabilities, so that they may engage in self-guided career development. Such resources would include accessible short videos or other guides on topics ranging from identifying career interests and developing competencies to interview skills and tips on when and whether to disclose a disability. These resources should also include specific guidance on disabled students’ legal rights in the hiring process and the workplace, including the Americans with Disabilities Act (ADA) and other laws. Such tools would empower students to engage in self-advocacy in employment and increase their opportunity for success. See Career Development Report, Recommendation 2 and 5, Appendix 6.

The resources developed would not only be limited to students. It is also recommended that the career coach create a guide on suggested practices for career fairs held at the university to ensure that students have full access to the various networking opportunities provided. Such recommendations could include providing accessible interview spaces, smaller events, more varied times for events, etc. See Career Development Report, Recommendation 2, Appendix 6.

Beyond educating students about self-advocacy, it is critical that prospective employers also understand and apply suggested practices in order to create accessible and inclusive work environments. The university should leverage its position and preexisting relationships (e.g., through the Society for Human Resource Management (“SHRM”), etc.) to educate employers on issues like accommodations, accessible hiring practices, disability awareness and inclusion, and deliberate retention efforts. It is noted that, as one of the largest employers in the State of Michigan, the university should also follow these practices.

In addition, employers should also be encouraged to create positions intended for individuals with disabilities; however, in doing so, employers must ensure that these positions are not based on disability stereotypes (e.g., that individuals with certain disabilities will only thrive in certain, limited types of work) and have ample room for advancement.

In addition to developing resources, the university should invest in holding an annual career training event for employers. This event would focus on increasing disability awareness for prospective employers as well as strengthen the institution’s relationships with these entities for future placement opportunities.

See Career Development Report, Recommendation 3, Appendix 6.