Parents

Welcome, Kelley families!

Thank you for sending your child to the Kelley School of Business. As a proud parent, you are an important part of the Kelley family. Your support and encouragement is essential to your student’s success—now and throughout his or her career.

Our goal for every Kelley student is for them to gain independence and confidence, and we are here to help you and your student navigate the challenges ahead. You are a partner in your student's experience; together, we will help them make the most of this time of growth and transition.

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Questions? Ask Sara

Sara Herold, Associate Director of Development, Parent Engagement, is committed to the success of our students, parents, and families who share a passion for Kelley School of Business. To contact Sara, email skherold@iu.edu or call 812-856-0205.

Achieving balance and independence

In this video hosted by Director of Student Support Kelly Higgins, you'll learn about strategies to support your student's mental wellbeing and hear from Kelley students about their first-year challenges and experiences.

Description of the video:

So welcome everybody. We're still taking just a little bit of time to let some of the participants in. Folks are still sort of streaming in, so if you give us just a little bit of patience we'll be started in about a minute or so. All right, I'm going to stop sharing so that we can all see each other for introductions. So welcome everybody. I'm so glad that you're here and so excited. I hope it will be a useful time for you. So I'm Kelly Higgins. I'm the director of, I almost said student experience. We've got a new name, so I'm the director of student support at Kelley. So I oversee all the mental health and wellness, women's, and LGBTQ+ programming for all of Kelley undergrad. And I've got a whole, kind of, host of people here with me today, um, and we're all going to kind of take a chance to introduce ourselves. So Ben, if you want to go ahead and introduce yourself next. Hello, everyone. It's nice to be with you. I see a couple of familiar names here in the list. We're excited to have you on the webinar tonight. My name is Ben Taylor and I'm the associate director of the undergraduate program for student communities. And that means I get a chance to work with our student life team, our Jellison Living Learning Center team, and our Kelley Honors Program team. So again, really thrilled to have you here and I'll be behind the scenes on the chat. So if you want to jump into the Q&A and start, start sending stuff there, we'll do everything we can to answer questions both in the chat and then also live at the, towards the end of our session today. Keyandra. Hello, my name is Keyandra Whiteside. I am the assistant director of student support. So the other half of Kelly working with the mental health and wellness [inaudible]. One thing that differentiates my section from hers, I work with student organizations, so that those business fraternities, those student orgs who are interested in having a mental health chair or mental health aspect. I work with them as well as putting on programs to improve the overall wellness at Kelley. All right. Priyanka. Hello. I'm Priyank Tigadi. I'm a sophomore from New Providence, New Jersey, studying management and digital and social media business applications. Thanks, and Greg? Hi everyone, my name is Greg Jackson. I'm a junior from Birmingham, Michigan. I'm about 20 minutes outside of Detroit. And I'm studying public policy analysis, sustainable business, and French. And Alex. Hi, I'm Alex McCall. I'm from Crown Point, Indiana. I'm currently a senior studying supply chain management and information systems. Thank you, everybody. So you're going to hear a lot more from them during the Q&A. So I'm going to go ahead and reshare my screen and we can go ahead and get started. And like I said, any questions that you guys have, feel free to put those in the Q&A, and we can cue those up, as many as we can get through in the end. So a little bit on the agenda today, it's going to be about an hour overall. We've done our introductions. I'm going to spend some time really talking to you about our topic, which is helping your student achieve balance and independence. I'm going to review some of the resources that are available to students at Kelley and IU. And then we're going to leave ample time for question and answer, because for as much information as I want to share with you, I know that the students are really who you want to hear from and they have sort of the most rich experience to share with you as parents. So, to start things off, one of the things that we want to kind of think about is, we talk a lot about balance and wellness at Kelley. But balance and wellness means a lot of different things to a lot of different people. And so one of the things that we want to really hone in on is what does that mean today? What does it mean for you and what does it mean for our students? And so when we talk about balance and wellness, what we really mean is this sort of state of thriving in various areas of your life, relationships, work, play, despite ups and downs. So for some people they think about balance and wellness as being sort of happy all of the time. But that's not really what we're going for and that's not really realistic when we think about our various stages of life and just day-to-day. What we really want to think about is sort of being on a see-saw or a teeter-totter, kind of depending on how you learned as a kid, where there's going to be ups and downs, but you're able to maintain that balance and you're never really stuck up and you're never really stuck down. And you can sort of have those fun games and sort of go back and forth and, and ride the wave of whatever comes at you in life. So the thing that's most important about this in college is this is where students are going to start to really solidify who they are as a person. And if we can build a solid foundation of balance and mental wellness that features sort of all of these things, then they have a really solid foundation to build their romantic and social relationships on. It's a really solid foundation to build a family on. It's a really solid foundation, especially as a school of business, to build a career on that can be sustainable throughout time and avoid burnout and really allow folks to be able to live a life that aligns with their values. And so the way that we become thriving is through having this sort of self-acceptance, the sense of self as sort of an independent person that's in control of their own emotions and has autonomy over the way that they feel and choices in that arena, rather than being dependent on other people to tell them who they are or how they're feeling at any given moment. It's really beginning to understand who you are as a person, what's unique about you, and how to use those strengths to the best of your ability. And also really starting to understand what an accurate perception of reality might be. So not thinking that you can mind-read people, not believing that everything that we think is true because our feelings are not facts. And really being able to have that sort of adult and mature perspective on the world, on feedback, on perseverance and any barriers that might come into our way as we're sort of working towards our goals of graduation, or really anything in life. And it really is the place where students start to see a lot more adversity because they're in a new environment. And then they start to gain those emotional resilience skills. So both of those things are really important as students are developing. And that within all of that there's this desire for learning and growth and maintaining healthy relationships that again, align with values. One of the things that we talk about quite a bit in the Mental Health Task Force and Kelley, and that I talk about individually with students, is this sense that if our values become our compass rather than outcome, so not the company that you're hired at or the grade on your test, but really your values, then we have a chance for this thriving and this well-being. And we can feel much more content in all of our choices, because our values and our choices are what we ultimately have full control over, not necessarily those outcomes. And we certainly don't want our students to feel like they need to be measured by things like the prestige of their company, their salaries, their involvement, those kinds of things. Because obviously all of us are bigger than the sum parts of our resume. And we want students to really be able to learn to understand that over the course of their career. So this is really the goal that we're moving towards. And hopefully as you look through these, you can start to reflect on, in your own life, when did you start to learn each of these various things and how did you get to, hopefully, the healthy and happy place that you are now. That doesn't mean that college is not a stressful place or a stressful environment. Some of that has to do with just the developmental tasks that are at play for every human, kind of between the ages of 18 to 22, 24. So it's really forming an independent personality, friendships, planting the seeds of a career, exploring romantic relationships and really starting to get your sea legs of independence and start to develop sort of who you're going to be as an adult. So all of those developmental things are happening during this age. And so we know development means change and change means stress. That's just sort of a truism in life. The other thing that's really happening is students are out of their environments and their routines for the first time. All of us are very much creatures of habit. Routines really support our overall wellness. And I think we all understand that a little bit more in the wake of the pandemic than we might have pre-pandemic. That was one of the hardest things for all of us to get used to was this sense of, my day just looks so different anymore. I don't have these same markers. I don't have these things that provide me comfort and stability. So we all got kind of a taste of what that's like for a first-semester, first-year student in college. Because when we think about it, all of the routines that a student had to rely on in high school are typically imposed by someone else. It's the routine of, when does school start? When do I do my homework? When do I have practice of varying sorts? And their weeks get really rounded out for them with very little free time in some cases. And so what happens is they come to college and there's no one telling them, other than their maybe 15 credit hours a semester, where they have to be at any given time. And it can be really stressful and overwhelming as students start to develop their own routine that supports their own independence and their wellness. And it can be sort of a rocky transition for lots of students. And then we're seeing that also with a lot of sophomores this year, that they're transitioning yet again, because last year they didn't necessarily have access to all the same things that they do this year. And so they're learning lots of things for the first time. And then in general, there's just sort of that feeling of stress or feeling overwhelmed, again because of routine. Also because there's a lot more responsibility and a lot more asked of college students than there are of students who are sort of pre-college. And we've done quite a few, we started to gather data on our students sort of over the course of time to figure out, when are they stressed? How are they stressed? What's causing them distress? And I pulled our most recent data from a check-in survey. So one of the things that we do is about twice a semester I send an email to all of the students in Kelley and just ask them how they're doing. Ask them to rate their stress and then ask them if they need something from me. And so our most recent one went out just this week. But we don't have all the data from that yet because it's just started. And so when I looked at the one that came out around midterms, we see that the class, all of the students are pretty well split over the categories. So about 20 percent are completely overwhelmed, which is part of what we would expect during midterms. About 20 percent are feeling some significant stress, but not completely overwhelmed. About 20 percent are pretty kind of noticeably stressed, but able to manage it. It's not significant for them. And about 20 percent are somewhat stressed. And so there isn't any student who doesn't have some stress. All the national data basically says that about 86% of students on any given day will report feeling stressed. Some of that stress is good stress. Stress is what helps us meet deadlines. Stress is what motivates us to try to achieve and apply for things and, and get up out of bed and do our work and all the things that we need to do. It's just, how do we teach students over the course of that four years, how to kind of keep themselves out of that overwhelmed and significant category. Or how to manage their emotions while they are there, such that they can move down to that kind of somewhat category that we see. And miraculously about 1% of respondents said that they are not at all stressed. And so I was very jealous of them. Beyond sort of the stress that we see from students, there's also a lot of pressure. So some of that pressure, when I sit down and talk to students, they report comes from you as parents. Some of you might know that that's something that's happening, and some of you might not be aware of the pressure that students feel. Sometimes that pressure is related to, sort of, expectations for performance. Sometimes that pressure is that they know the sacrifice that you have made in order to provide them the opportunity to be in college or the money that you're paying or those sorts of things. And so students want to be able to perform. And ultimately students want to make you proud. And so they feel some level of pressure to be able to do that. Um, and then there's pressure from recruiting and pledging things and all kinds of other things, sort of social pressures that happen which can lead to students really facing failure and rejection for the first time in college. You have raised wonderful students who have been very successful and very high achievers. And so part of what happens is they get in classrooms where everyone's a high achiever, and maybe they get their first bad grade or they get their first rejection from a club or organization. And because they have not had that happen to them before, they're experiencing that for the very first time. And it's just not a skill that's well-practiced. Over the course of time, the more times that they get a "no" or maybe don't achieve an outcome that they want, the better their skill set is, the greater, the more tools there are in their tool belt to manage those sorts of things and learn from it. And sort of fail successfully is one of the things that we talk about, rather than just feeling like it's the end of the road for them in a particular way. Or it's a reflection of their value or worth as a person, which outcomes are very much separated from our value and worth. But students haven't quite learned that yet, especially early in their college careers. As students are developing independence, there's lots of social upheaval and loneliness. Those things kind of have to go together. Because you imagine that students feel lonely because they're away from their family and friends for the first time. And so until they've made other connections, students can feel very much alone. But the only way to develop that independence that we're all working towards is for students to be away from those support systems and have to rely more heavily on themselves and gain those skills. And so that's a part of what is a challenge at this sort of juncture in students' lives. And then also, this 18 to 22, 24 range is a time when some mental illnesses will start to, those symptoms will develop during that age group. And so there are definitely students who are already diagnosed with a mental illness. And so then they are attempting to manage their symptoms in a new environment which can be a challenge. Or there are students who are starting to develop symptoms for the very first time, understanding that they have, you know, some things going on and then maybe trying to access treatment or understanding that something's happening. And that can be a challenge for many students. And so there is just so much going on for students at any given time over the course of their four years. So how do you, as parents, begin to respond to all of those things that are happening in the world and happening in the world and lives of your students? You really want to be able to support and help. But one of the things that you're going to see as you sort of read through these, is that you are going to help your student develop their own. You are going to help the student to solve their own problems. You really have kind of a paradox here, in that you want to be helpful, but there is a time when help becomes unhelpful because students really need to learn from their failures. They need to learn to develop those skills and independence such that they can complete all those tasks of development that I kind of just referenced. And so it's really important to kind of think about where it is that you want to help and where it is that you might be helping to the point where it's a detriment to your student. And that is a really difficult thing to start to develop as a parent. Parenting styles for college students are just fundamentally different than they are for elementary school students, which is different from middle and different from high school. And so when you think about supporting your student, you want to really think about helping your student to develop their own schedule, stress management techniques, goals, self-care. So again, it's not you reminding them to do all the things. It's helping to prompt them to do these things on their own and to try as many different things as they can because they're going to be exposed to lots of different ways to take care of themselves until they figure out what's going to work for them. Same thing with social relationships. So you want to help make sure that your student is staying socially connected and then is able to manage conflict in all of those relationships as they're learning and meeting new people. But you can't go and make friends for them, for example. And you might not be able to help them kind of figure out exactly what the strategy is for that. But you can help them to develop really positive ways to express their feelings as they're going through the trials and tribulations of making these new connections at school. And you can help to make sure that they understand who they can go to when they are dealing with stress or coping with setbacks. You want to make sure that you're really normalizing asking for help. So sometimes that's going to be students coming to you. And whenever I talk to students, and I think the students will probably support this in the Q&A, often students just want to like, tell mom or tell dad about what's going on. But they're not telling you so that you can fix the problem. They're telling you just so that they can be heard. Just so that someone can listen and be sort of an empathetic ear. And that is a really important skill to start to manage to understand that once they've told you, your job is done, it's not your job to come in and fix. It's just your job to be there. And sometimes that's really difficult. And I think that students also at this age haven't always learned or started to acknowledge that parents are people too. You're not just mom and dad, you're a whole person with your own anxieties and stress. And so some of this unfortunately puts the onus on you to start to manage your own anxiety and manage your own stress around these things. Because you are really going to set the tone when it comes to those conversations. You're going to be the one who stays calm and collected and is able to empathize but without escalating the emotions and the situation as they're going through whatever the challenge might be of the time. Because I'm sure all of you have experienced that sort of calling a parent, being upset and feeling so much better by the end of the call. And just know that, that listening and that helping in that way of just being there can be really useful for students. And I don't think that you can understate that really as you're moving through. So these are the key components of what we call, kind of, social emotional maturity. So as you're thinking about those steps and those things that you're supporting, these are the skills that we want students to leave with as they leave college, enter the workforce, as they enter adulthood and move out of this stage of development. We want them to have self-management, self-control, conscientiousness, grit, some risk management. So we want for them to have tested lots of different things, and sort of started to learn their own risk tolerance, how they can be safe. We want them to be able to accept themselves. That's a part of that balance that we talked about. And we want for them to have sort of an open mindset that allows them to continue to learn and grow and to feel really comfortable raising their hand and saying, I need help, or I need to reevaluate this, or I need another opinion. It's a really important skill that will serve folks again throughout their entire lives and throughout their careers, that we as staff and as educators can start to embed and support. And all of these skills are things that we need you, as parents, on our team supporting these same kinds of ideas and growth in students as we sort of move through these four years. That really comes down to how do we problem-solve? How do you problem-solve with students and how do we problem-solve with students? And so my recommendation is really thinking about problem-solving in a way that shifts the autonomy to the student. So rather than when your children are younger, you're going to be the one maybe executing the solution, whereas now you need to say, is there a resource for that? How are you going to follow up with that or whatever plan that you come up with, should be the student actively doing the outreach, doing the legwork to determine what that solution might be. And again, if we think about the way that we learn, we don't typically learn by someone else doing for us. We learn by having to go through it ourselves. And if we consistently have someone, if we're coming up against the same, say, failure or issue, if we continually have someone else solve the problem for us, that can really perpetuate anxiety every time that problem comes up, because I never solve the problem for myself. And so therefore, I feel anxious every time because I don't have the competence or the skills or the abilities to solve the problem for myself. So one of the examples that I give sometimes when I'm thinking about this is the very first time I ever traveled by myself was in college. I worked for my college newspaper and our football team was in a bowl game. And so I got to fly to New Orleans. And I was so excited and so nervous. I'd only been on a plane maybe twice before then. Definitely never traveled alone. And of course, a storm came through when I was supposed to be coming back from the airport and my flight got canceled. I absolutely panicked and in my mind I thought I'm never going to get home. I can't afford another plane ticket. I don't know what I'm going to do. I'm going to be stuck New Orleans for the rest of my life. I was just in a panic, crying in a hotel lobby, and I called my dad and I said, Dad, I'm stuck. I don't know what I'm going to do. And he gave me the, That sounds really hard. What are you gonna do? Which at the moment I thought, well, I don't know, what are you going to do, like, how are you going to fix this for me? He said, Well, what are you going to do? And so we came up with a plan and I was going to call the airline and talk to them. I was going to talk to the hotel. I did all of the steps necessary. All while he said, if you run into a problem, don't worry, I will help. I can give you my credit card, I can do whatever, I can talk to them if I need to, but I want you to try it first yourself. And I called him afterwards and the airline was reasonable, and the hotel was reasonable, and I made my way all the way home and I saw him and he said, Well, next time that happens, do you think that you're going to cry? And I thought about it and I said, No, I don't think so. And now I have had so many flights that have been canceled or changed or delayed. And I no longer feel that sort of insurmountable anxiety that I felt at the time because I know what to do. I know to call the airline. I know that it's going to be sorted out. I have been through this enough times and having to solve it myself, that I don't have that problem. Same thing could go with something like changing a tire. If I have a flat tire and someone changed it for me, next time I have a flat tire, I'm anxious and worried because I don't know how to fix it myself. Whereas if I have a flat tire the first time and you teach me how to change it, now I'm confident that no matter where I'm driving, if I get a flat tire, I can take care of it myself. And so that's really the mindset that you want to start to think about, that your students are autonomous adults. They need to be making these decisions and really advocating for themselves. And then remembering that your power is really in listening and understanding, rather than fixing. Your superpower becomes sort of that soft place to land. That "No matter what happens, I love you, I'm proud of you, everything is going to be okay, go and make the best decision for you and let's see how that goes" type of approach to parenting a college student who you want to grow and develop. Because the reality is, is that college is the perfect place for students to try and fail. It's the softest landing, it's the lowest stakes. There are all of us as professionals that want to step in and help with this process. And so it really is a nice way for students to start to learn these things and a much better place for students to learn these things rather than in the workforce. So if you think about, you know, would you do this with an employer? That is maybe another way to gauge, like if this was a problem at their job, how would I handle this? How would I talk to them? How might we strategize is another way to really think about the way to handle problems when students come to you or kind of that shift in parenting. One of the things that is important is just having some skills. And so one of the skills that we talk about is the V-A-R skill. So when a student comes to you and they're having a hard time or complaining or looking for a solution, or really facing a difficult problem, you want to do these three things. So you want to validate: "That sounds difficult." "That sounds hard." Appreciate: "Thank you so much for sharing." "I'm glad that you trusted me with this," whatever that might be. And then you want to refer. Again, refer. "I think I heard that there's this nice woman named Kelly that you can meet with," or "Have you tried googling that?" Or in some cases it might be, "I've been in that place before. I remember the first time I got rejected," or "I remember the last time I got rejected." And these are the things that really helped me. This is your chance to really give examples of the way to handle something in a healthy way. And to be able to start to model all of the wonderful coping skills that you have by being vulnerable and starting to let your students in on the fact that you are, again, a person. So someone who has been through these trials and tribulations and maybe when your kids were younger, you will have sheltered them from some of that, but they're old enough now to be able to say, "Yeah, whenever I feel anxious because I feel anxious sometimes too, I use this meditation app and it really helps me slow down my thoughts." Or "I take a long walk and that really helps me feel better," or whatever that might be. And so you always want to validate, that's how people feel heard. You want to appreciate, you want to remind them that their sharing with you, their seeking help is good. And you want to make them feel good about that. And then you want to refer rather than solve. You want to say, "These are the things that, that might be used for, the things that you might think about doing," or just, "Well, what are you going to do next?" What are you going to do, what's your plan, and then be a sounding board for that plan if necessary. And you obviously can give some suggestions. But you don't want to be the architect of that plan because students won't have as much buy-in and they won't have learned the skills necessary to construct that plan next time independently, if you can kind of think about it that way. So as we think about sort of all of these changes and shifts and all these things that your entire family is getting used to now that you have a student in college or another student in college or whatever that might be. Often these things will sort of come to a head when students come home for break. This is a strategically placed webinar. There's a reason that it happens right before Thanksgiving and right before that first week in. And so just want to give you some tips on, kind of, things that you might expect from your students when they get home. They're probably going to want to sleep, a lot. Some of them will have just had some finals or some large tests and projects. They're really going to want to do that. They're also going to maybe vacillate or be on kind of one extreme or another, to have sort of an inability to shut off, or completely shutting off and sort of wanting to just be sort of bumps on a log. And you can kind of think of this if you think about when you've had stressful periods at work and then you take a vacation. It might take you a few days before you're able to really kind of be in vacation mode, not be thinking about work, be able to turn that part of your brain off. Or you might just immediately melt into the bed or the couch and sort of start to rejuvenate and kind of start that process. Maybe feel a little sniffly, really sort of have that release of stress that happens when we have time off. And so your students, just depending on the student, could have one or the other. The other thing that I hear often from parents is that students just don't really want to talk to them. That you ask, how are things going? They're fine. Have you made any friends? Sure. What are you learning in class? Nothing. All of those kind of typical responses that we might see. And so what we know is that, and I'm sure you've experienced this, the more you try to force those conversations, often, the more shut-down students can be, the more resistant they can be. And so I don't know that that's a tack that necessarily will be successful for you. But one thing that can be really successful is capitalizing on other interactions for conversation. And so that might be a drive that you're taking somewhere. It might be preparing a meal, it might be putting up Christmas decorations. It might be doing really any other thing, other traditions. Because if you can start to open up and talk about those activities, that often is a time when students will also start to engage in conversations about how they're really doing, how classes are really going, what's happening? Because sometimes when students are struggling, they are really afraid to talk to you. I had at least two appointments in the last five days where I was helping prepare a student to have a conversation with mom or dad because they were really nervous about it, because they really care about your opinions. And they want to be able to make you proud and feel good about what's happening. And so they're nervous to tell you that they're feeling poorly or maybe bombed a test or whatever that might be. And so the more you can kind of take that pressure off, the more likely it is that students will start to feel comfortable and safe and open up about certain things. That is not all to say that in every situation you should be completely hands-off about everything. And so these are the warning signs that maybe one of those mental health diagnoses or issues might be starting to develop in your student. And so if you start to see any of these signs with the student that feel different from what you're used to, out of the ordinary, extreme, these are the kinds of things that warrant more of a conversation. Maybe a trip to a doctor or a therapist, those kinds of things. So if you're seeing an increase in severity of symptoms that already existed, significant mood changes or changes in sleep or eating, really significant mood swings, confused or bizarre thinking or paranoia, complete withdrawal, problems with weight gain or loss, explosive anger, alcohol use or abuse, thoughts of suicide or self-harm, or unexplained physical problems. So back pain, headache, fatigue, and things like that. Those are the sorts of things that should sort of raise a flag for you for further inspection and maybe a little bit more hands-on approach because they could be just signs of stress. Or in these cases, it could be the sign that something else might be going on and just warrants a little bit more attention. And so I wanted to make sure that you guys were able to see these and sort of think about them. And then it's nice to be able to say, Okay, is what I'm seeing matching up with this or is what I'm seeing just someone who is grumpy or stressed or something else. And so it's important for you to think about those. In all of this, there are a bevy of resources available to students. And so when we think about kind of Kelley specifically, we've got student support. So Keyandra and myself are a team that helps support the general wellness of all students. Then we have sort of at the beginning of the year, these college transition orientation programs. The--it's the JLLC. I see now I need to update that. Open for Business. Camp Kelley. A peer mentoring program that happens that I'll talk a little bit more about. There are a growing number of academic support services, so lots of them already exist and others are being continually enhanced and built. And then there's quite a bit of staff training and workshops that happen. And so I go around and teach faculty how to look out for changes in students or signs that someone might be really struggling. Same with academic advisors. And everybody sort of learns how to intervene, how to ask questions, how to really take care of students' mental health. When we think about specific balance programs at Kelley, so not just kind of overarching programs, but mental health–specific, we have a task force. So all three students that you'll hear from tonight are a part of that task force and it's a representative group of students who really are the voice for Kelley students around mental health and wellness. And they help Keyandra and myself develop all of our programming. And they're sort of our ear on the ground to make sure that what we're doing is really meeting student needs. The Kelley-to-Kelley peer mentoring program is really geared towards that loneliness, connection, transition to college that I talked about earlier. And so it pairs first-year students with upper-division students. So sophomore, junior, senior, just to have a friendly face in the crowd, to have someone to ask questions to. And they're matched based on personal interests rather than major and career goals because there's lots of support in those areas, but we want students to have sort of personal support as well. So those exist. We put on events like Balance Weeks, failure summits, mindful connections, lots of different event-type things that happens so that students can be exposed to various areas of wellness management and wellness skills and dimensions of wellness, so that they can start to develop those kind of over time and figure out what might work for them. And then we also have the Balance Room. So the Balance Room is a physical space where students can go and sort of relax and unwind between classes before exams, not be on their screens on having to do work, just decompressing for a moment. And then to support all of that, we have access to Headspace premium subscriptions for all Kelley students so that they can really create that Balance Room anywhere and start to learn mindfulness and meditation skills that can support better sleep, lower anxiety, better concentration and focus, those sorts of things. So we try to have sort of a suite of things such that any student can feel supported at any given time. Then as I mentioned, we are continually, about twice a semester, reaching out to students actively to ask, how are you doing? Do you want to know anything about any of these resources? At the campus level, one of the things that I want to make sure that you know and understand and I talk to basically all students about is there is a care referral system that exists at IU. So anyone, whether it's a friend, family member, classmate, roommate, anyone who's concerned about the safety or well-being of an IU student can file a care referral. And so there's a care team that exists through the Dean of Students Office. And they will look at a situation, they will triage it, they will create a team. And then that team will wrap support around that student. That might involve me and Kelley resources, it might involve CAPS, it might involve the Health Center, the bursar's office, professors, whoever is needed to support that student to overcome whatever the barrier is or the challenge and really support their success. And so there's help available really on any issue that could come up with those academic or administrative issues, personal health and wellness, behavioral, bias issues, anything that's going on, and the care team can really come together to support those students. And so I want to make sure that you all know that because you as parents can make a care referral on your student if you're concerned about something, if they're not responding to you, if you're seeing some of those changes and you want IU to know about that. You want IU to be able to respond. You absolutely can do a care referral. Many of you have probably heard of FERPA, which is basically the laws that govern the privacy of college students. And so there might be times when you're going to do a care referral and the university might not be able to talk to you as in-depth as you'd like until we can get those releases signed. But know that even if we aren't able to give you all the information, any information that you can give us about students in a situation that really is detrimental to someone's well-being or their safety is really useful for us and I would encourage you to file those. So that is all of the resources and information that I have. And so I'm going to stop sharing my screen so that Ben can kick us off with questions so that you can hear from my whole team and from the students. Thanks Kelly. So we've gotten some good questions in the chat. And we also had a number of parents submit questions prior to the session. So we'll go ahead and start off for you in the panel with some of the questions that came through. And there were some themes we kind of pulled out. We won't have time to read every single question. But one of the themes is just this idea of transitioning back to campus, concerns about what that experience is like for students, whether they're starting as first years or returning students. Um And a big transition time back to more sort of normal life on campus during the pandemic. So what has your (students) experience been like transitioning back to campus as it relates to balance and wellness specifically. I think I can speak on that. I was on campus last year and it was completely different because it was my first year, during COVID. And so this transition, this year, the semester was really difficult because it was get— I was getting used to a completely new system. I was going to classes every day. Food was different, everything was different last year. And I think the one thing that helped the most was setting up a routine. A lot of people mentioned in the Q&A that they were concerned about getting meals. And I definitely went through that. And the one thing that helped was setting up routine, knowing where I can find good food, knowing where I can find support, good places to study. All of that. That helped so much. And it really just helps you kind of structure your life around your health. Yeah, I guess I can go next. So basically, I think the same things as Priya. So I'm a junior, so I had my first semester in-person fully. But then the second semester we got sent home and everything. So I sort of had a little taste of what a normal college experience is like. And I think it's really similar to this year. The only difference is just like we have masks and we all have like name [inaudible]. So I think going back to that routine was good for me, and also like not to make myself a hermit. So just like going into school every day and like talking to people has been really good for me. And also, yeah, I know Priyanka said it, but I'll talk about the food thing for me too. So I have a lot of allergies, so it's hard for me to get like food on campus too. But the one thing that I did before I came to IU is that I met with a nutritionist here that works here. So she taught me like all the ins and outs and everything. And I know there's an app called Net Nutrition on our website, One.IU, that can help you with finding the menus for everything food-related. And also we have a great bus system that can take you to basically any store you want. If you want to go to Kroger or Target or Fresh Thyme like that. It's easy if you have that money, but also if you're just on your meal plan or Crimson Cash, we do have those options on campus that you can see through One.IU. I'll definitely repeat what the other two have mentioned. I'm a senior, so I had a full year on campus. This year isn't much different. Like Greg said, we're just in masks. It's definitely overwhelming to be with so many people in one place, but it's also very exciting. And to know to balance yourself, that because there's so many things to do, you need to pace yourself and be realistic in how many clubs and extracurriculars you are going to be involved in, especially since we're all in person now, there's a lot more options. To repeat, on the food: There are some good options on campus. I think they're just different than what students are used to at home cause they're not home cooked or what you're used to. So that transition is kind of what makes it difficult to find what's good. But you can definitely locate something that you like here. Good stuff. Thank you all for, for those responses. So I kind of want to get to— there's another theme that came in through the pre-submitted questions, but then also I actually really like the way the question was phrased. So I'm going to read this one from the chat just a few minutes ago. And it's kind of getting out this idea of, you know, just advice for parents and supporting their students. Right. And Kelly talked about trying to find this balance of, you can't do everything for your student. And you're sort of still figuring out this sort of new role as really as an adult, right? And so I love this question. Students are used to enjoying their independence, right? So it's maybe a newfound independence. At holidays they need to try to blend back into a family structure. Sort of back, part of the household, maybe back under some house rules. So thoughts on how to avoid some of the tension and arguments that can come from that. And balancing that out with this sort of rules and boundaries of the house. And then just generally advice you have for parents. So maybe Kelly, if you want to take that one initially and then I'd also love to hear from the students on that as well. So yeah, just boundaries when you return home for holidays and then just general advice on how to support their students. Absolutely. I think one thing that's really helpful in trying to avoid those arguments is having more of a conversation ahead of time about how it's actually going to go. So whereas when someone maybe first gets their license, you're going to say, "This is exactly when you're going to be home because I told you to" kind of approach. And that's probably going to cause an argument with a college student. And so when you can come to them and say, "You know, there's younger siblings in the house." Or "I am riddled with worry when you're out and it's wintertime. And so can you please try to be back in or can we have this system of communication," setting those boundaries for yourself. I think that students should be mature enough, as long as they're reasonable boundaries and rules, to be able to say, you know, absolutely, I understand that. I don't want you to worry, or to be able to have some kind of negotiation or communication around that. I think where you will get more pushback is when you tell someone or maybe if they're curfew is the same as it was when they were 15. I know last time we did this with students, one of the first students said please don't give me the same curfew that I had when I was in high school as I do now, those sorts of things. So I'll be curious to see what the students have to say too. I, this completely happened to me when I first came home from college. I was coming home way too late, admittedly. But I think I really respected the way that my parents went about it. They, rather than yelling at me and "You're grounded," and like "You can't leave," and "You have to be home by sundown," they were just kind of like, "Hi, It would be really nice if you could, you know, we have to wake up in the morning. We have work. I know you're on break, but just try to understand that we're still, we have a routine here. And it would be, it would be the nice thing to do to respect that." And I kind of understood, like okay, like this is their home too, like, I can't just come in and out as I please, like I should respect the rules. So it was like a conversation as you said. Yeah, I definitely agree with that. I think one of the things we can do is setting like just like Kelly said, softer boundaries. So one thing my parents did. I never like actually like had a curfew, just because like, I never was the person that went out late. But they would, like my parents would be like, "Okay, just like keep you safe. Can you share your location with us?" or like "Text us updates on where you are." And I think that's like a way better thing than like, "Be home at like 11 o'clock or you're done." Because also like we're coming home for Thanksgiving break. Like what are the parents going to do? Ground us for like the four days we're home? Like it doesn't really make sense. So I think definitely just going off of that, obviously your kids, like after they go to college, they're going to come back a slightly different person. So I think different people will need different set of rules. Yeah, definitely echoing all of that. I know that when I first came home for break, my parents, we had a conversation where family meals are very important that we all sit down. So they would say, hey, we like, this is when dinner is, which was a thing that in college like you eat your meals whenever. There's no real time structure. So having a set meal time was different. If I was going to miss a meal because I wanted to hang out with friends. I just had to tell them, and they just wouldn't set a seat for me. And that was okay. I think something that parents can do in general is kind of change your frame of reference of how you treated your kids in high school, maybe of you're no longer the driver, you're no longer directing them towards a goal so much. You're more in the passenger seat and you're just there occasionally if they need some help navigating their way through all these different resources and experiences. But they're in charge, they're the driver now. And accepting it and like, having honest conversations as adults really helps. I love that metaphor, Alex, the driver seat versus the passenger seat. I mean, it reminds me of the one I like to always reiterate about, you know, you can't...um. You can't go and interview for a job for your student. And you, and you don't, and you want them to eventually show up to work and be a full-fledged adult, to be a professional, and you can't, you can't call your student's employer someday, and, and, um you know, tell them what, that they should give your kid a raise. And so yeah it's that sort of phasing out from what your role was as, as, as a parent of a high schooler to ultimately what your role will be as the parent of an adult who is a professional. And, yeah, but that's a hard shift to make. Those, those, those transitions can be really painful and really, really challenging. So thanks for, thanks for recognizing that, I love that metaphor. Okay. One thing, sorry, Ben, just to, to emphasize there is that that is easier said than done. You have been doing the same thing or transitioning for 20 years now with that child of yours or with your other children. And that sense of no longer being needed or not being able to have that control can cause a lot of anxiety. And so I really encourage you to create your own supports, have other outlets to talk to you about those things. Really remind yourself that everybody on this call, if they still have or are lucky enough to still have their parents still want to talk to their parents about things, usually. I still have times that I want to call my mom or that I need her. Or she's just the one I told a story about my dad. You know, it's those kinds of things that just because the relationship is changing doesn't mean that it's bad and that you are going through equal changes, that your students are too. But it's on us as the older adults to manage those emotions and ourselves, not have our students, sort of, manage those things for us or be involved in our growth in that way. Okay, sorry, I was typing an answer there. I'm trying to multitask. Okay, so I want to shift over to sort of social belonging because that's a theme that came up in a couple of different places. And one parent in the, in the chat tonight asked, how do you encourage your students to get involved in new ways with new people beyond the relationships that they came to IU with? Without coming across as controlling. And I and I do like that the parent is recognizing like, I want to encourage I like the word, the word was used, encourage in this question. And sort of that self-awareness of not wanting to be controlling. So any thoughts on just ways a parent can sort of Support and encourage a student around that sort of social involvement and social connection. I think a good way to tackle that is to ask questions but not be passive aggressive and don't come across attacking in any way like, Oh, you're hanging out with Kayla again? Oh my gosh. Like meet someone new. Maybe like, have you met anybody new this week? Tell me about them. Oh, you haven't? That's cool. Like I feel like that's a really easy way to just, I don't know, just be be open and not, don't, don't put your projections on it. Kind of. Yeah, also just like not forcing your kid to do anything. Like sometimes my mom will send me like links to events just like, oh, this looks cool. Maybe you should check it out. Sometimes, sometimes I do it, sometimes I don't but like she doesn't like, get upset when I when I don't go to those events. So I think that's like a definite thing you can do. Like, I know, like in terms of like Kelley orgs, I don't...social aspect but like there we do have like club fairs that you can like send links to your kids to for, like, the events, say like, hey, you should check this out. Maybe you'll meet someone cool or like meet...new event. Or like an IU, a club fair like that. There are always like events on campus and I think one thing you can download if you're like a freshman, we have a first-year experience app. So I think that'd be a great thing for freshman to download so they can get involved. My mom does the exact same thing as Greg's, that occasionally she'll be like, Oh, there's this planting event going on at Dunn Meadow. Like if you're free. Here it is. I know that parents can also sign up for the different newsletters that Kelley has and IU has. And those newsletters have all the different events going on. As a student, I do read those, but sometimes I scan them because I have other things. to read. So when my mom sends me something, I probably missed it and it's really nice. I know that's how I got into my major, because she saw that there was a supply chain event going on. I didn't know that I was interested in it. And I went because I was free and found something that I really enjoyed so it can work out. But like Priyanka said, you know, don't, don't be mad if they didn't go. Alex, getting ahead of the curve, getting into supply chain. Everybody's talking about supply chain now. You were you were there before it was cool, so good for you. Okay. I want to, we have time to sneak in this one last question and maybe this one's a little more for Keyandra or Kelly. But I do think this is a helpful one. And I think it's getting at some of the complications of again, how you take a role with a with a child maybe who's struggling. And the question, I'll just read the question. "What do you do to help a child that, determine what is stressing them or making them anxious. Especially when they tell you they're anxious or stressed yet they can't say why." So kind of getting at this like, you know, I'm sensing or I'm hearing my child say that they're stressed or anxious, but they're unable to articulate what the source of that. Any, any thoughts on that? This is an important question. My first thought is to ask them what is surrounding the stressor? I think they can't articulate it in plain terms, but you can say, when were you stressed out or what was happening. You can then pinpoint those triggers and then help them navigate. Well, is it midterms or was it signing up for classes or was it finding food? If you're able to pinpoint what those surrounding effects are, you can then find out, oh, that's their trigger, having healthy options or signing up for classes. I saw someone put in the chat, you know, they're a freshman student, and a lot of the classes were unavailable. So that's a stressor because they didn't get in. And I think that once you're able to help them navigate that, you're allowing them to critically think and almost put it in terms of "Oh, that was stressing me out" or "Oh, I was able to understand that." And then you can then circumvent that and prevent it from happening or developing coping mechanisms to alleviate that stress. Thank you. And I think sometimes all of us feel stressed or don't feel very good and aren't quite sure why. And one of the things to really check in on with students is, are they taking care of their basic needs? Are they sleeping? Are they eating, are they drinking water? Have they had any level of movement and have they seen the sun? Those are the five I always go over with students because sometimes we figure out that we just feel crappy because I haven't drank any water in two days or I've only been getting a few hours of sleep or I haven't left the library because I've been studying for however long. And really it's not a specific thing that's happening. It's just a lack of basic essentials that haven't been attended to in some time. And then you can remind students and maybe they'll know right away or maybe they can come up with a plan of like, okay, I'm going to take a break and I'm going to take a walk to go get food while I drink water in the sun. Whatever that might be, that can be really helpful. So you cannot really overemphasize those basic needs without micromanaging your student's day and wellness routine. But it's something to check in on. Great. Well, we're coming right up against our hour here. So I want to, I want to finish on time and respect everyone's time, but thank you so much to these student panelists who I'm sure have other stressful things that they need to attend to as well. So thanks for taking time out of your evening, Keyandra and Kelly, for your expertise. And then parents and family members. Thank you for being here. I do think, just want to recognize and say, I mean, I think at different points we had 80 or 90 folks in. And, you know, you taking this step of just educating yourself and trying to become more aware is, is a huge step. And I wish more, I wish more of our students' folks would do the same. Just want to say kudos to you for doing that, taking that step. And then hopefully tonight you've got a little snapshot of the team. There's a huge team here at the Kelley School that is really here to try to help your student succeed. Whether it's their peers here on the screen, our staff, our faculty. And then all of you who are, who are here in attendance, who are on that team as well. So we're grateful for you being a part of this team. And, you know, please continue to team up with us to ultimately help your student succeed. That's what we're all here about. I know that Sara Harold, who is head of parent relations here at the Kelley School, had some tech issues and I'm sure she would want me to say that there will be more webinars coming up. So stay tuned to your emails for those. There are going to be some more topics around, I think there's going to be a session about career development and recruiting and the sort of job market stuff which is always a hot topic and some exciting things happening in that, in that realm. And then some more, some more announcements that will come from, from Sarah and from, from those email lists. So keep an eye out for that. And thank you again so much. And Kelly, if you have a last word you want to get in there. I just want to say that now you have all heard from me. And as you're empowering your students to do things on their own, a good first option always if your student is struggling, is just tell them to come meet with Kelly. You have my name, you can find us on student support. Any student can put themselves on my calendar at anytime as much as they'd like to talk one-on-one about what's going on. And so when in doubt, just tell them to make an appointment with Kelly and I would love to meet them and help. So again, thank you so much for being here. Thank you for being a part of our team. Bye everyone. Have a great night.

The year ahead, 2021–2022

What can your student expect at Kelley this year? Find out from Undergraduate Program staff.

Description of the video:

Hello everyone. Let's get started. I think that the numbers are slowing down as participants come in. So we would like to get started because we have a big night for you. So first hello On behalf of everyone at Kelley, we welcome you to tonight's webinar. I am Sarah Harold, and I'm with the Kelly opposite development engagement for our parents. Our goal is to keep you informed so you can support your students, like with this presentation from Kelly leadership who will provide an overview of what your students should this year, along with helpful resources to support your student. We begin with Patrick Hopkins, also known as one of my daughter's favorite professors at Kelly. And so Patrick Hopkins is a Professor and Chair of the Kelley School of Business undergraduate program. He also holds the globins your chair for Undergraduate Leadership. Immediately prior to taking this current role, he served for six years as chair of the graduate accounting programs. He is an award winning researcher who conduct studies related to financial accounting, fair value reporting, and auditing. During his 25 years at IU, he also won each of the top undergraduate teaching boards and Kelley School of Business. He frequently participates in national and international accounting policy meeting and served as a member of the advisory board for the US Financial Accounting Standards Board. He's the author of the textbook on advanced financial accounting topics and is currently an editor for the topic Academic Research Journal Accounting. Patrick Hopkins. Thank you. Thank you, Sarah and good evening Kelly. Parents and family members. Welcome to all of you. I'm actually currently literally in my office and Hodge Hall. This is not a green screen back here. I did have one during, during the pandemic, but I'm enjoying the southerly view towards the Arboretum just across the street from our building. It's a perfect late summer evening and I'm heartened by the steady stream students, mostly in pairs and groups making their way through the beautiful campus. They're conversing, laughing, enjoying each other's company. And except for the occasional extra safe student wearing a mask outdoors, I wouldn't be able to tell the difference between this evening and other similar evenings from the large collection of evenings I've experienced on this campus during more than a quarter of a century. I've been on the faculty at Kelly. Of course, we know these evenings are different because the challenges and tragedies we've all experienced during the last 18 months. And as we prepare to move past the darkest days of the pandemic and offer a intensely personal, high-touch, educational and co-curricular experiences. I have to admit, truth be told, we had no idea what to expect. We knew we would welcome a new and returning set of students of the highest intelligence, solid character, and amazing quality. However, we also knew that many of our students have not had substandard in-person educational or co-curricular experiences in a year and a half. And we know the online virtual world can be sterile, unwelcoming, and a difficult place. What would our in-person environment be like? How would students interact with each other, with faculty, with staff? Would I use public health policies, be accepted with the environment, be safe for the immunocompromised members of the Kelly family. All of these concerns are very serious given how fragile human ecosystems can be. Like an enthusiastically report to you that the first three weeks of exceeded my wildest expectations. Your students are responding with intelligence, tenacity, and humility. I experienced such an overwhelming sense of joy walking in and around Hodge Hall. Indeed, since every Wednesday for deep appreciation for this experience, for this space, for this moment is absolutely palpable. As an aside, I would estimate that virtually 100% of our students, faculty, and staff are wearing masks. And when I say wearing masks, I mean, 95% of them are wearing masks correctly over the nose and they're not engaging in that style of mask wearing called the chin diaper. I believe you would also be equally inspired and impress walking our halls. So when you talk to your students, please tell him we're impressed and we are deeply thankful. Of course were only three weeks into the school year and we need to remain vigilant. However, we also acknowledge and celebrate our victories. Now I know you didn't join us tonight to hear me filibuster. So we'll now turn to addressing your questions and your concerns. And in the process of doing that, you will discover way makes my job the single best job in the IU campus. And that's our dedicated, tireless, student focused professional staff. But before I hand it off to them, I want to make sure you have access to the single best way to get in touch with us in the undergraduate program and to get your issues addressed. And it is not going through the dean. In fact, if you try to get an issue resolved by contact the dean, it's only going to delay attention to the issue because she has many responsibilities beyond the undergraduate program. However, in our office we only have one job making sure undergraduate students. Your students are getting the best possible education and co-curricular experiences. So please, if the circumstances necessitated, contact us directly by emailing to chaos engage at IU.edu. That's chaos ENG AGE at IU.edu. From my office door, I can see three people who continually monitor that e-mail address. There is no quicker way to get their attention or my attention. And ultimately, we are the ones who will try to find a solution to whatever your program related concerns. In closing, I am extremely happy you joined us tonight. I'm looking for tonight's program and I look forward to working with your students to achieve their educational professional goals. Thank you, and I hope you have a wonderful evening. Go Kelly and go Hoosiers. And now we'll turn it over to our executive director, Lori cold, laser anchor, Professor Hopkins. I would echo your comments that we are just delighted to welcome your students back to campus. And the energy that they've all brought has really been tremendous. So thank you for joining us this evening for our first of a series of webinars we'll be providing for parents. We're thrilled that this new level of comfort with this format will allow us to be together in new and more frequent waves. So the focus of our webinar this evening is involvement on campus and Kelly. And it's designed to provide a broad overview as we start this academic year, you'll hear from several of my colleagues who represent various areas of the undergraduate Kelly student experience. I'll have them introduce themselves in a few moments and then allow them to share details, tips, and important information from each of their areas will allow you to help support your student during their time here at the Kelly School. During the last part of our time together, I will post some of the questions that were submitted during the registration and any relevant questions for the entire group that are posed during the Q and a will also have staff available to answer questions in the Q and a chat function here in this webinar. Please note that all of the staff here this evening are members of the Kelly undergraduate program. And if you have broader university wide questions, we may have to refer you to resources across campus. That and some of our colleagues also who support the wider university community. Keep in mind, we do have additional webinars throughout the year. In November, we're planning a webinar with a focus on wellness and supporting your students. And that will be before the Thanksgiving holiday and February were planning webinar that will focus on Career Services. April, we'll have a webinar for parents of students who are preparing to graduate. On now invite my colleagues to introduce themselves. And I'm going to ask them to share who they are, what they do here at the Kelly School. And a highlight from their first two weeks of the second and the care. Hi everyone. I'm Rebecca cook, the Executive Director of Undergraduate Career Services. You can probably see from my background, I'm not in an office or at my home. I'm actually watching my son's high-school soccer game sheets. I'm sure many of you can relate to watching your children in various sports or events and it's fun. By what we do in our office is everything career-related. So internships, full-time jobs, connecting with employers, doing networking events, career fairs, everything that is vaguely related to what do they want to do when they graduate should all come to our office and I'll be speaking a little bit more about that later. But again, anything career-related, it should be coming to the Career Services Office as that's what our job is and we're here to help. I'm Rene Virchow and one of the associate directors of the undergraduate program. And my role in the undergraduate program is all things academics, so oversee the Academic Advising Office, student records, enrollment and curriculum issues because I know the reason you're here is for your students, kelly. Kelly. So working through all those pieces on the academic side. Good evening, parents and families. My name is Carmen white. I'm also an Associate Director in the undergraduate program and I am the director of diversity initiatives. My office is here for every student in the undergraduate program. And some of our responsibilities include scholarships, pre-college programs for students who want to get into kelly, under-represented advocacy, our Diversity case competition, and many, many other things. Again, we are here for every student, the undergraduate program to support them, to make sure they are for seen or heard, value, affirmed and encouraged. Thank you so very much for being here with us too much. Hi, Good evening. My name is TEA, true, but I'm an Associate Director in the undergraduate program. I work with the Institute for Social Impact, the Office of Student Support in the Kelly School, and also international programs. Tonight we'll talk a little bit about the study abroad opportunities that are available to business students. And one highlight that I can tell you from the last two weeks is that we are sending Kelly students abroad. And this fall semester we have 45 students who are studying abroad already. Hi everybody. I am Kelly Higgins. I'm the Director of Student Support. So what that means is I oversee all of the Mental Health and Wellness, Women's and LGBTQ Plus programming was an undergrad. But I would say my highlights so far the year is watching the students faces light up when they hear that the Balancer is finally open. Good evening, Kelly family. My name is Ben Taylor. I'm the Associate Director of student communities and we mean family in a real sense. My job here is to make sure that your students find their community, that they find a sense of belonging, whether that's through our Student Life programming, our honors community are jealous and Living Learning Center. That's my job here. Really excited to have you here. My favorite memory I think so far, one of our early events was having was out at the football stadium and just seeing the faces of our students. I spent some time on campus last semester and it was mass all the time only, and even outdoors. And just being able to see the faces of our students outside in the sun, in our beautiful, beautiful stadium here on campus was just a huge highlight for me. So welcome. We're excited to have you here. Me every line. I'm probably nine IMV. If you think that everything I hear, harry, you're trying to be had energy on campus has been great and I don't have to say my favorite thing over the past couple weeks and just lumping we are students back. We gotta give out. Bypassed me quickly, see our students on our first day of classes. And it was really great to see them get excited about that, excited to be back on campus. Thank you all. And again, welcome to our families who have just joined since we began, will now spend the next part of the webinar hearing from some of the individual areas. And so I'm going to begin with then and Chloe from student life and ask them to share some updates and helpful information for parents as they support students. So I think jewelry, it's like I just said, I'm Chloe, Sorry, am I working to scale my office? And what we mean by student life, if I had to describe our mission in my office, it really is to provide meaningful, engaging, co-curricular opportunities for all students throughout the four years here at Kelly, we're really focused on your students holistic development. Not only from day one, but throughout the all four years here. And you might be wondering, what is a dislike clubs, right? Like I think that's why a lot of parents will ask you to think about when they, your student involvement, student life. But we really believe in the importance of engagement and student engagement. Not only are students who are, have high engagement, higher retention rate, but they're also seen as more, higher will buy and players, right? So not to discount classes, the classes are great, right? They're coming to school for academics, then you need to have Excel. You need to get that business k2 a one, Microsoft Access skills. But we really believe that extra curricular, co-curricular is provide. There's more interpersonal skills that employers are looking for and what employers think students are missing. So things like communication, teamwork, problem-solving. There was a recent survey that these are the most sought out skills among incoming layer itself. We definitely believe in the importance of students being engaged and not only helps with retention, but also the feature and overall success here at Kelly. And so as you are navigating with your student or they're struggling to look for involvement. We, we try to emphasize right, that everyone's growth and figuring out involvement is personal and individual. And I like to remind our students, right? It's very easy, especially in the time of social media, It's kinda comparing to spare migrate. Your brain gets an a student org and you don't like it can be easy to feel like you're behind or you're not doing the right half. And so someone who works in the studio, I bought this. I really do try to focus on making sure our students are fighting their own personal reflection and find their own path throughout their college career. So we like to kinda give a little rule of three for students as they try to navigate how to get involved in. What we always say is find an organization that has to do with your academic and professional career. So I used the example, if your students a marketing major maybe of that is looking at exploring American Marketing Association. And then I always say right, like you have to have a balance in your schedule and, and finding stuff that you're passionate about and that you love. So we would say find a passion play, right? So if your student loves playing tennis in high school or cross, there are so many organizations, not only at Kelly, but at IU as well for your student and get involved in. And the third one is my favorite one to talk about with the rule of three, It's the get out of your comfort zone, organization and experience, right? So here, Kelly, we have the hell he Institute for Social Impact, which is an amazing office here on campus that provides really unique opportunities for students to kind of see the greater good, the bigger picture. I'll put a shameless plug in here for Habitat for Humanity build out will be happening in October. We definitely want students to participate in this. It's going to provide a lot of really great opportunities that not only get. Back to the community, but also it's a neat staff and faculty and other students. So that third club there is just really pushing students to get out of their comfort zone, expand horizons, and try new things. But a minute ago I mentioned rejection. And so essentially via first-year students, you might have students expressing, Oh, I didn't get into their organization. I want it to get into, or kind of feeling down. And I think it's really important for students to try to rephrase that, that failure question, right? Like this is a business school and sell. Those students can use this as opportunity in the future to talk about rejection and overcoming adversity and failure when they have with job interviews. And just because a student isn't getting their first cloud visit, mean there's not other options that might be a better fit. This little personal anecdote. So my background is in higher ed student affairs and I actually got rejected it via resonance is a retired and that's like a very big Higher Ed thing. And so just because your dog into something that you think you're, you have your heart set on doesn't mean you can't find other avenues to get there. And so I think if you have students that are feeling discouraged or it's struggling to find involvement opportunities, or our office is here to help, right? I'll, I'll put a link in the chat here a little bit, but we want, we want to put your students there. They just need somebody to talk to you to figure out what we even offer. You can always have them scheduled appointment with us. And so I will kind of go through some of our programming that we have coming up. We've already kind of there are open for business 10k, and so that continues throughout until September 17th with different call up meetings and events. And then we have the commentary events coming up. So all of our first-year students for ships, a book or a prime by h or rubella. And I'll make sure to drop that link as well. We have over sunny for Kelly student orgs that students can choose from and explore. But if they can't find something. And Kelly, we also have 800 plus worms here at IU. I also want to mention are sophomore programming, right? I mean, we know our sophomores had a precedent for shear and sell. They might some of our sophomores are navigating this for the first time. And so we are really intentional about making sure we're providing software programming. And this is really a student-driven initiative. Here we had students bring to us that they, they want more software programming. And so we recently launched a new sophomore website that lists all of our self more celebration series events. So things that are really good at honing in and highlight that as key signature events in the software experience. So students wanting to learn more about x2, something to the study abroad experience or looking at career services. And so then my colleagues will talk more about those areas in here a little bit. But we've been very intentional about providing sophomore celebrate him programs and making sure our sophomore students are also getting some of that information they may not have felt like they got last year. And then finally, I just want to hone in and emphasize in them all at bed time and if he has anything else to add, but we do want to help your student. We want them to get involved. Our sole job is to help them navigate this co curriculars then and definitely make sure to have them scheduled mean that they are feeling a little overwhelmed with the involvement process. Are not sure how to get involved. We want every Kelly students be able to nice co-curricular opportunities because we believe in the importance of them to their overall success here at Kelly. Ben, did you have anything you wanted to add? Equally, thanks. I think you've covered really well. I just two things. I kind of want to hit home that I think Floyd mentioned. It's worth reiterating. What is the significance of these out of classroom experiences? Or the world-class in-class experience. So critical internships, pre-professional experiences, and then ultimately recruiting for a job. We'll talk about that later. That's really critical to, but I always talk to students about what I call the bottom line on their resume. And you look at Kelly resumes and they're all really impressive. So impressive that it's almost hard to tell the difference between a few of them. They have so many great experiences. And then you look at, you look down toward the bottom of that resume. And that's where you start to see the personality of each individual student, what their interests are, what their leadership roles have been. And that's a, that's a thing that I'd like to talk to students a lot about how they can differentiate themselves beyond just attending classes. And of course, that's not just, that's a really important part of the experience. We always reiterate, make sure you go to class, make sure you keep your GPA out. Those are all really critical. But the ability to have a story to tell when you're sitting in an interview. The ability to talk about really have to having taken on a leadership role in and to just reiterate closed point about. I know sometimes parents get worried about over involvement and I think that's a fair, a fair thing to be concerned about. Especially so many of our students are really go getters. But especially early on in your time, really exploring all your options. One of the phrases we like to use is explore early to decide later. And so there's no harm in attending even a dozen different opening meetings. We call them call out meeting. So basically informational session. If you can do one thing to encourage your student is to just sort of cast the net wide to start. Take a few, take, take, take a few chances on some things that you may not have. Mcmahon be outside of your comfort zone is Chloe said. And then start to hone in and figure out and focus in on that on that we will employ another child was kind of blown up about that. Do you want to repeat that rule three for us real quick? Some folks wanted to hear that. I don't want to repeat that rule 3, so we'll agree. It's just a kind of rule, but really, it's not everyone does I have applique bricolage leads that Stata, end-all, be-all, but just something to think about as your student is trying to figure out and bought my opportunity. So the rule agree is looking for an organization to actually do it here in professional career goals. The second is something actually by race or something your student really it just enjoys doing, helps them. More balanced schedule. And then the third one is a out of your comfort zone, right? Stepping out of what you're used to, buying something to break because right, like you go to a university, we have so many offerings that maybe you're seated. It happened in high school and so getting out of that comfort zone and being okay with that. Great. Thank you. And last comment before we turn it back over to Laurie, I just want to for for parents here because we've kinda focus a little bit on on first-year parents. But I want to say something to the appearance of sophomores because I know folk for you whose students are in their second year here at telling here at IU, this is an incredibly different experiences that they've had. And so the sophomore program that cloning mentioned, and that will add a link here. I think somebody asked in the chat and I'll grab that link to track it down and put it there for you. But that, I just want, if you can sort of partner with us in helping encourage your students to participate in some of those things. You know, are sophomores are in many ways learning the campus a new, just kind of like a, a new first-year students. And so we're really trying to go over and above for those students to help them kind of maybe not assume that they don't know their way around, but really try to help orient them the campus and give them an on-ramp. That was something that our dean, Dean Kasner, really stress with our staff and with our student leaders to say, how can we, how can we serve that population? How can we serve the sophomores? Well, so if you're a parent of a sophomore, got a lot going on for them, and we hope that you'll help encourage them to take advantage of those opportunities to sort of jump start and sort of make up for some of that lost time. We acknowledge that that's been tough and we want to try to do what we can to make up for that. Thank you both. I really appreciate it. They're both continue to answer questions in the chat. So if you have a follow up to what that enclosed, share it, feel free to ask. Next. I'm going to invite my colleague Renee reco, to share some information and tips on how you can support your students academic success at the Kelly School. Thank you, Laura, and thanks to clothing then that was excellent. A lot of things I'll say kind of piggyback off of this again, I focus on the academic side and of course, academic advisors always encouraging involvement as well. So we go so hand in hand to ensure your student gets such a full and rich experience that Kelly, So I kinda just start at the beginning quickly on a couple of pieces and then dive into a couple more details and even address a couple of the questions from the chat. One thing that I want to note is that all Kelly students are assigned a Kelley School of Business advisors. And those assign advisors do outreach during various times. That might be there outreaching because they're like, hey, it's the slower time come on in and meet with me. It might be because an instructor did a warning about something. They don't seem to be coming to class. They can reach out to them. They also check their graduation and whenever they apply to graduation and make sure they're on track. But with that said, the number one thing is that there are 16 academic advisors and sometimes somebody's out on paid time off, They're out sick, something happens. There's always somebody, an advisor there to help students. So even though they haven't assigned advisor, students are welcome to see any advice or not they want to. We haven't advice and general advising email account. It's busy buys BUS, ADB, and that's also want to be on the Kelly student portal. So if you Google Kelly student portal, you will see information on how to access advising services. But I want to make sure that you know that the main piece is that advisors are there to serve the students into serve and to make sure that they're always available for questions. Now, we encourage students to see an advisor semester Lee or yearly. You're not required to see us ever. But I know that advisor would really like to see their students. One of the tips that I want to give right now that you could pass on your students is really great for students to see their advisor now, because wouldn't advisors, rolling goal is to discuss goals and academic planning. Advisors don't actually enroll students or have any control over the enrollment process. So when students wait to see advisors during that enrollment process, It's a lot busier, a lot more hectic versus now there's a lot more time to have those and discussions and have that planning conversation for spring semester and beyond. Our courses are offered every semester. So to have that plan and to think about different ways that your next semester can look. Now it's really helpful. And the other great thing about seeing an advisor now, if possible, is that we have certain tools and one that's really important is called soar. So if a student goes to 1 dot IU and searches sore SAR, then they will be able to access previous notes from an advisor. So let's say they get up to enrollment time and they're like, wait, I know I met with my advisor but I forgot. Well, we met about if they look and they can see everything that they met with their advisor about a notes on that meeting. There's also other great resources in there, such as the academic advising report, that a student can pull their life progress toward their degree. It's a little bit not as nuanced Earth, little more nuanced and I would like, but it can help and working with an advisor I'm reading that can be really, really helpful for the student to track their progress. So again, if they see divisor now and they kinda forget they can come right back. Now the other big tip is whatever is enrollment time, which is usually October, November, depending, making sure that your student and most on their enrollment date and on time. Now I know there were a few questions which I definitely understand that yes, we have a large incoming directed at MIT class. We have been able to scale up with certain adding sections, adding seats, and crunching numbers as we go through. I am currently myself working with department chairs right now to scale things up and ensure that students have what they need. Now with that said, they may not always get exactly what they want. So being flexible during that time through important. So if they're going into their second semester, they have certain things that have to take. They have a lot of other options. What else to take. So being open to them, students will have an idiom classes a few semesters, they might have a 630 PM, sometimes. They may get an instructor. They really want one semester, maybe not another semester. But being flexible because especially it comes professors, advisors will start to hear patterns about a professor like, oh no, there might not be. Very good. The next student comes in and talks about how there were the greatest instructor. So it's so personal on what's important and what students like. So we have so many wonderful instructors in the Kelley School of Business. And each student's going to connect with that instructor differently. So enrolling on time means you'll get what you need. Might not always be exactly what you want, but students will get what they need to move forward in their degree progress. And that's something really important to know. One thing about parents too. As I know, parents often have questions or want to talk about their students academic goals or their struggles or whatever pieces they want to know more about. And frankly, parents can't be a part of an advising meeting, an e-mail to an advisor, as long as the students is also a part of that. So if a student initiates an e-mail to an advisor and they have parents is copy. That is a welcome invitation for those replies to continue. We cannot leave the student. Often those, even if you have FERPA, even if your student has signed the FERPA agreement, that doesn't give you permission to make decisions or how conversation on behalf of the student. It only allows you to have access to this information with the student president is how we interpret it in our office. But you're more than happy as long as the student initiates that, to be a part of that, then also eliminates a game of telephone. Sometimes as well. I told the parent until the student messages get moths. So this ensures that every time that you want to be a part of it, the people are on the same page and I think that's really important. One last kind of big piece that I want to just lay out there and it really goes down to something that Chloe and Ben talked about is that there are these bubbles inside bubbles of students who might congregate together and have the same path and they think everything has to be the same way I take these classes now and I'm these majors, I did these different things. And really this is the time for students to differentiate their experiences. Mean, it's fine if that's truly passion and that's where they want to go and they find you laugh similar passions, that's very important. But it's also somebody I think about of all these various paths that a student can take. Now of course, there are degree requirements that all students take at certain times like these periodic workhorses. There was a question on there regarding first-year classes as Meta classes. And I want to say. Urine, Kelly, no one's trying to weed out the students that are in the Kelly School. It really is courses to prepare you because as you keep going in the curriculum that you take, more business classes and more rigorous courses. So continuing to get that, those college sea legs and to understand what this is going to mean in terms of time management. But this has gotta mean in terms of rigor. And so that in the first year you're ready to pursue those next pieces because our direct admits or in the Kelly School. So we certainly don't want to see the mean. We want to see them. Rise to the challenge. Work through some resources, tutoring resources, academic support, whatever they need to be successful in those. Really, once you kinda get past those first 45 credits is the aqua prereqs. For example. One thing that we're finding as students think I have to take, I pour the fall of my third year. And there's a lot of other options to take in spring semester and do a study abroad the next fall semester, or even do an internship in a spring semester and you take it in the summer and you can free some pieces up. When it big example of that is I was actually in a chat with the big four accounting firms last week. And they're begging accounting students to do a spring internship because it's so important because that's their busy season. They're going to get the best experience that they didn't spring. And so being able to maybe move i core, Hi, Ace. Summer semester opens up a semester where you can even do an internship and there's ways to move scholarships around. So thinking that everything is this direct path, really every student will make an individual choice, which is why a lot of questions are, talk to an advisor because they can sit down one-on-one with students, talk about their path and what they want to do. The other piece too, to set you apart as we do offer a 12 different majors, seven CO majors, and 200, my over 200 miners on this campus. And this is something I harp on a little bit, is we have so many amazing minors at Indiana University taking advantage of opportunities and what you want to learn outside of Kelley School, have a great curriculum and we love it. But I think that our students are taking enough advantage of the other opportunities out there to differentiate their resume, to differentiate the stories they can tell interviews to see who they are, and to really have that passion to make sure they can explain that to future employers. Maybe enjoy some classes that are just a little bit different than some of the great classes they're taking in the business school. So thinking about what are different ways I can explore talking through that, especially as they're going into planning for their spring semester, planning beyond that and making sure that they're thinking about what their individual journey, yes, because everybody is so different. And again, that's what academic advisors are for. That's the one place where it's really that meet one-on-one with the students as much as possible and seeing them all. So with that said, I think I'm going to pass it back to Lori to introduce our next speaker. Thank you, Renee so much for information about Huston's can be in the classroom. Next, I'm going to invite key a true let the share some updates about study abroad and international programs, which have long been a hallmark of many students undergraduate education at the Kelly School. And as I mentioned earlier, the semester is no exception and we are excitedly looking forward to spring and beyond. So take it away. Thanks Laura. Hi again and good evening. As Lori mentioned, we are slowly resuming international activities and it's something that is, has always been important to the Kelly School and to Indiana University as a whole. And Indiana University has always been a leader in providing global education to students. It is not any different. So we're working very carefully with Indiana University, the opposite overseas study. And there's also a restart committee to scrutinize issues of safety and security and determined programs which are feasible to our students. So to that end, we're making it work and we're excited to have a few students abroad this fall. And we're planning on sending many more students abroad in the spring semester. So I'll talk to you a little bit about different study abroad opportunities that are available to Kelly students. That the type of programs which are available vary based on the place where your student is in their career. So as students advance in their career at kelly, more programs become available to them. And I'll sort of give some highlights about them now. And I want to hearken back a little bit to Chloe's advice about having students maybe get outside of their comfort zone. Studying abroad can really, can really hit that mark. And an offer, a unique story to tell as you go through recruiting or continuing on your path. And Kelly. So there are study abroad programs, even for first-year students, but those programs are pretty limited in the first year. And they really focus on sort of an introduction to business. The include a short amount of time abroad. So the programs that we have for first-year students are available next summer. And we have three programs prepared. One will be three weeks in Germany studying international business. One will be three weeks in Oxford studying cross-cultural management. And we also have a special course that's open to freshmen in the spring semester. It's eight weeks on campus, learning about business in India. And then if, if everything works in terms of safety and security, will be able to take students pretend days to India in July. So that's a unique program that we've often offered to freshmen in the past years. And we're hopeful that that can happen again this coming spring. All the opportunities for study abroad that are available to students are listed on our website. And also we, we will put these kind of announcements for information sessions and how students can get involved weekly in the Kelly Insider newsletter and also other newsletters that students are probably subscribe to you. As students advance in their career. And Kelly, more study abroad opportunities will be available to them. And in the sophomore year, the software is an important year academically, as it does focus on international for all students, regardless of if you study abroad or not. So in the sophomore year, all Kelly students will take a set of courses which are called the globe, which is the Global Foundation score. So one component of the global foundations core is the options for sophomores to take a course in the spring at the Kelly School with the rest of their sophomore courses. It's an eight-week course that focuses specifically on a country. They'll take the course in Bloomington, and then they'll travel with their professor and their classmate for about a week or 10 days to that country. So it's a really focused study abroad program where Kelly students get to really work together and travel together with a professor and usually two staff members as well. These are really interesting courses. We have 16 course is slated for this coming spring. They include classes like luxury markets in France. So you'll spend eight weeks in Bloomington, uh, learning about that topic. And then about a week or 10 days in Paris, visiting different companies that are connected to that topic. But we have another course that focuses on the business of medicine in Costa Rica. So in that scenario, you're taking an eight-week class in Wilmington and then going abroad during spring break to learn more about the business of medicine, Riga and medical tourism. So it's a really interesting set of courses that are offered to sophomores. We usually keep the same portfolio of courses every spring, although we we do add more and more every year. So if you have a first year student, you can take a little bit the website now and imagine we would likely offer those same courses next year, but probably even more. If your student is a second-year student, sophomore, the application to participate in a global business immersion course this coming spring, spring 2022. The application is open now and we're having a series of information sessions this month if they're interested. Of course, we have to say that everything is contingent on this global pandemic that we're still living in. So in the event that a student is enrolled or preparing for a study abroad program in the spring and it cannot happen. We have a backup plan. We've learned now over the past 18 months that we must have a backup plan. And if it's a short-term program, the faculty will still teach the course. The students, we'll learn the content and earn academic credit. But the immersion piece will be a capstone course that doesn't travel. Instead, it will be a virtual immersion piece where they still meet with the companies and the students in those country. But it will be done virtually. We did that the past to spring semesters and it worked out great. Of course, we hope to travel with the students. And like I said, the International Education and the mobility piece is something that we're really looking forward to restarting a student's advance in their career at Kelly. They will also find we have summer study abroad programs. These might be summer internships abroad, or the opportunity to study abroad. Take just a couple of classes in the summer. Most of the summer study abroad programs are open to students after their sophomore or junior year. And then we also have semester abroad programs and the semester abroad programs, or maybe the more typical study abroad that you, that you think about. It's common for Kelly students to do a semester abroad program in their junior or senior year. And that's because they're doing they're foundational coursework at Kelly in the first two years, and then they'll typically do a semester abroad, junior or senior year. The semester abroad programs are typically taught in English, and they take a full semester course work at one of our partner schools abroad. Advanced in a foreign language. They can also, they do have the opportunity to take classes in the local language if that's something that they want to advance in. When students spend a semester abroad, as I mentioned, they'll take a full semester course work while they're there, but it's not all business courses. So they'll usually take one or two business courses for their major while they're abroad. And then they'll round out their study abroad semester with other courses like GenEd courses, the world language and culture requirement courses, or course maybe for their minor, like a psychology minor, for example. It's important to start planning for study abroad early, especially with student wants to do a semester abroad. Usually we like to see It's in the sophomore year if they're thinking about a semester abroad in the junior or senior year. The good news is we have poor Kelly study abroad advisors that are dedicated to talking only to Kelly's students about study abroad. So our offices aren't just across from the academic advisor's office. And we work really closely with the academic advisors to help students fit in a study abroad experience or two in their undergraduate career. So you can find, your student can find the Kelly study abroad advisors in the same student appointment scheduler where they find their academic advisor. So we're really well-connected in that regard. It's easy to to be in touch with the Study Abroad team. I know there's a lot of questions in the chat about the study abroad, so I'll try to answer them here. Here as well, but in the meantime I'll pass it at Murray. Thanks. Thanks. Tab into it. I was going to share that some questions have popped up. I know some of these will be a quick answer for you to reply. And we'll get those questions answered. If you have additional questions, feel free to pop them in the chat at this time. Next, I'd like to invite my colleague Carmen way to share some information about the support that his office provides to students and the undergraduate program. Thank you so much, Laurie. Again, welcome to all of you. My name is Carmen white, and again, I'm one of the associate directors and the director diversity initiatives for the undergraduate program. And our office's goal is to ensure that the school's mission to celebrate diversity and advance equity and inclusion is achieved. This is a very significant goal for our dean. It Kasner. Every student deserves to be, to be seen, heard, valued, affirmed, encouraged, and celebrated, and at the Kelly School, that is the mission of everyone here. And our office is dedicated to ensuring that that mission is seen out. And we do this in a number of ways. We support a lot of scholars, students through advising. We also provide student leadership opportunities through committees that meet with our faculty chair and with our Executive Associate Dean. These are committees that are designed specifically to amplify the voices of students who come from backgrounds that had been historically under-represented in higher education. We also provide diversity education in conjunction with the Office of students. Or we provide very specific opportunities for mentorship for students who had been standardly admitted income from backgrounds that are traditionally underrepresented in higher education. And we also provide support for them as they're endeavoring to get into the Kelly School. Our standard admission students are some of our highest achieving and son about some of our hardest working. And we want to make sure that they are valued and that they recognize that they are just as big of a part of the Kelly community, even though they didn't start here as a kelly direct admit they're extremely important to us. Advocacy is important to us, and of course, we consider ourselves with family and the Office of Diversity Initiatives. Again, it is an office for every single student, not just students who come from backgrounds that are historically underrepresented in higher education. I say advocacy. I mean that a student should be able to come to us and know that whatever concern or issue they bring to us is Handel and dealt with appropriately. And that includes incidences of bias or racism, sexism, homophobia, xenophobia, religious discrimination, any ism or discrimination that occurs. And we deal with, we take these very seriously and the university take them very seriously as well. And we have people in the faculty side of things as well as the staff side of things that work together to ensure that any issue is dealt with appropriately. Really here at the Kelly School, our mission is to ensure that, again, all students feel like they're valued and affirmed and seen and heard. And so to that end, we work to create spaces. For example, like an initiative we're starting very soon called brave spaces, where students were from any background, um, does not have to be under-represented, can come together and talk about its use. For example, what is racism? What is in a phobia? Um, how can we combat these things in our school? How can we ensure that the, that the culture that exists in school is one that is going to support and affirm every single student. And of course we will not stop doing that until we make sure. And goals achieved where a family here, everybody on this call is aligned with us towards the goals of ensuring that diversity is celebrated in equity and inclusion is advance in all areas of the Kelly School, especially the undergraduate program. Thank you. Thank you, Carmen. Next I'm going to invite my colleague Kelly Higgins to share some information about the work the hair off assess to support wellness and school. Hi, everybody. Thank you for your continued attention. I like she mentioned, I'm Kelly Higgins and the Director of Student Support. I'm just going to briefly highlight a few things just to make sure that you know about them and you're aware of them. And then you'll get to spend a lot more time with me in November before your students are coming home for Thanksgiving. I'm talking about sort of an expanded view of our wellness resources. How your students can stay healthy and happy, and how your role as parents can sort of change and really support the growth and development of students that we've been talking about already today. The big highlight from the area of students support that I have today is that we have now expand its the students support historically was a department of one myself, and now we're a party of two. I've invited on an Assistant Director for Student Support, candor white side, who is actually a public health professional. So we'll be able to focus on all aspects of wellness for students and really be able to continue with our robust programming. And really working to help ensure that students have the skills they need to be healthy and happy. Not only at Kelly, but really build skills that can serve them throughout their careers. Within what we're doing between candor and I, we also again this year have a mental health taskforce. So it's a group of students that help inform the type of programming that we're doing and make sure that the voices of students are heard when it comes to their wellness needs. And then a few resources that I wanted to make sure to highlight. So I mentioned already in sort of my thing that has been most impactful so far this year is that the balance room is open and available to students, so that's on the first floor podge. Students are invited in to be able to sort of take a break from the hustle and bustle of the classes and the hallways and just have a moment to re-center themselves. We also have headspace subscriptions available to all Kelly's students that are available on request. So let your students know that they can request, that. They can find out all about that and sort of all of these resources in the Kelly inside our balance spotlight. And many of you have been asking about the Kelly Kelly peer mentoring program. So it's definitely not too late to sign up. If students want to get a link, if they've changed their mind and they do want to mentor and maybe didn't move on before. We can absolutely connect them with a mentor and they can be started on that work throughout the entire academic year. They won't really have missed out on on much at this point. And then also myself and candor are available to meet with students. So if a student is personally having a mental health concern, or they just want to build up their wellness skills or they haven't quite found their people or aren't sure where to start with a resource that they need. They can schedule an appointment with me and I can help guide them through that process and provide some wellness coaching. And then in addition, if students are involved in student organizations where they really want to prioritize groups, mental health and wellness, candor it is available to really consult with those organizations and have them develop similarly personalized and specific wellness related programming for their specific audience. And so we're available to help support your students and to help support you in their transition to college. And I really look forward to talking with you more in November. Thanks Kelly. And last up is Rebecca fuck. And she's going to share some information about career services, and I am going to be doing Q and a after, so I'm going to go ahead and give you the first cue that I was going to ask you so you can go ahead and pull that into your remarks. We've had a lot of questions in, in the acuity chat about internships and when the right time is to look for an intricate and should freshmen do with our internships. So I know you can I'm sure lots of good information on Definitely. Thanks, Laurie. Yes. And I saw a lot of questions coming through on that. So the biggest thing to remember as a freshmen, so between net freshman and sophomore year that summer, your student does not need to have a professional internship. In fact, most companies are not looking to hire your students at that point in time, really, because it's so far between summer and graduation and it's hard to lock in the student area from a company standpoint and from a student's standpoint, it's hard to figure out what you really wanted to do at that point. So we do have some opportunities for students, but some companies do. But most of our freshmen students from really find opportunities for that summer on their own. And that's through networking, that's through family connections. Maybe people can be life Berets, people can be camp counselors. We can work at a restaurant. It really doesn't matter. What you want to focus on is the soft skills that was mentioned earlier today. Really think about leadership, problem-solving, critical thinking. You're dealing with difficult people. People, you know, you, you do all of that in any of those jobs who just don't think about it that way. So again, don't worry if your student does it have a professional internship between that and at freshman and sophomore year, the vast vast majority do not. And again, it's totally not expected from an employer standpoint. So I know some people said when, when should I start looking or when should I start talking to our office? We recommend you start from a and now we are a very open office. We're a big building. We're actually in a building that's attached to hedge hall. It's in the I mean to say behind Hajj hall. Along feeling I had staff have eight professional coaches, 23 per peer coaches who are juniors and seniors who are trained in career services. Also a team of six in Employer Relations. So our job is to find opportunities for your students. So the biggest thing I'd say for your students to be looking at is, well, two things actually. One that we send out a weekly e-mail, I'm Tuesday mornings that really highlights all the things that your students should be doing at that particular point in time. And then to a website you want to be watching your scene and you as parents, It's careers that Kelly that IU.edu again, careers that Kelly that IU.edu. And on that website, it gives lots and actually have a ton of information on there. But he talks about resumes. You set up your resume for different majors. It talks about informational interviewing. It talks about majors. Talks about what types of jobs and you get from different majors. It gives you a link to a system called Handshake. Handshake is our job board. It's actually I'll all jobs will be posted through Handshake, both internships and full-time. And your students can length and Handshake through this, this website that I mentioned. It also highlights all of our upcoming events and we have a ton of them. There's a lot there's a whole series refreshment. There's a series for sophomores and then everybody else. So it's called Pali to careers. We also have special programming for our international students. There's always different programming happening ands is students really should be on the lookout at, again, through that websites. Are thinking ahead. I'd say freshmen that as much right now, but maybe sophomores and juniors and seniors. We're in the middle of having a whole lot of employer networking nights and career fairs. In fact, actually tonight from 5 to 7, we had a big employer networking night with 55 companies. And these are all virtual this year. Unfortunately, we would love to have them on campus, but most companies are not letting their employees travel. So it's more of company viewpoint on that versus our viewpoint on that. And as you probably have seen, most companies actually have been delaying their return to the office. So at this point, it made the most sense to allow or to keep these virtual for this year or at least for this fall. Hopefully, we can have some in-person events in the spring. This doesn't mean though, that we aren't having companies on campus. And actually there's quite a bit of companies coming to campus more for networking events, to small copycat type things. But the handing out swag and the middle of the hallway is that Kelly abs really just have your students be on the lookout for what type of companies might be around. Then again, there'll be there'll be around pretty much all year. It just tends to be a lot less on campus right now than we normally would have. Overall, we have roughly 1300 companies that hire our students. And as always growing. So we have lots and lots of ways to help your student find those opportunities. And again, I'd say really the most important thing for your students to do would be me watching our website or information, as well as comfortably events, come and talk to our career coaches. If your student knows exactly what they want to do, great, That's awesome. Let's talk about it. If they have no idea, That's also awesome. Let's sit there and figure out what, how we can help them and what they may enjoy doing and help try to start testing some different paths. There's lots of opportunities to change your mind while in school. We talked about that in the academic standpoint, adding and majors and minors, but also from a career standpoint. So really would love to have your students come in and just start, start having this. Some of my most favorite conversations are the ones where students come in and really don't know what they want to do. And we start, start brainstorming that and testing things. And then they come back and have further conversations. So they are welcome to come and talk to us as much as they want. We would love that. We'd much rather have students come into our office versus not at all. But again, just please have your students reach out to us. They can email that, can walk in. We have drop-in hours every weekday from time the GRI and making sure to again, check out that website that I mentioned. So sorry, I'll turn it back to you. Thanks, Rebecca. I'm gonna ask you one question that came up in a couple of different ways for us. And I'm wondering if you could talk a little bit about sort of what the overall landscape is looking like. There's questions about will there be enough jobs, will there be enough entrenched chips? I know all of us have read about the ups and downs in the media about the labor market. And it might be helpful to hear a little bit about what you're seeing in your shop. Sure. Actually this is a really good employment market for our students. We are seeing a ton of dabs in tons. I mean, currently there's probably 10 thousand jobs posted on our system. That includes, again, both internships and full-time. So it's not just for business students. I mean, this is, writes an IU Bloomington wide got bored by. It really provides opportunities for you. No matter what they want to get into, we're also seeing a lot of companies increasing salaries. So consulting, investment banking, investment management, even corporate finance. Now that we're just starting to hear about, salaries are increasing. Employee, employers are desperate for quality talented employees, and that's why they like iron alloys. So actually the really, really good time to be looking for a job. And that, so please heavier your sophomores, juniors, seniors having n and talking to us about internships and full-time. And then again, this freshmen come in and start looking because there are maybe more things out there next summer than we normally have. But but again, we'd love to have that conversation. Thanks, Rebecca. Okay. One question that came up and I know we've had a few other people ask as well and I'm gonna post this to Sarah Harold is how can people enroll in the additional webinars? I know we haven't sent out the invitation yet. But how can they keep an eye out for this? Could you repeat that, Marie? I'm sorry. Yeah. How can parents register for the upcoming webinars that we'll be doing later this fall and in the spring. Good question. We have not set the dates on the upcoming webinars. We have the next webinar that will be set November featuring Kelly again, helping your students achieve success. When we have that date, we will send another email as a freshman email, as well as the Facebook. We have lots of announcements where we will have that registration link and if that evolution are ready. Thank Sarah, appreciative. Ask some broader questions. And so I'll invite any of my colleagues who feel up for, for answering to jump in here. If you have one bit of advice for a parent of a first-year students, support support their student this semester and being successful. What would you offer to them? Hello. I can start with a piece of advice. So one thing that I like to talk to students about a lot is that it's a big transition moving to college. And one of the pitfalls that students can really fall into is comparing themselves to all of their peers. So that might be their peers on campus, but it might be their peers sort of on social media at other institutions and other schools. Because inevitably it's going to look like everybody else in your classroom, your dorm floor has made friends, has it all figured out? Isn't missing home, doesn't miss their dog, isn't going through that, the bumps of that transition. And so whatever students can do to just sort of focus on their own path and not do that comparison in sort of remember that transitions are hard, but almost always better things are on the other side, I think is a really important perspective for students to come into their first semester with. I think especially during these times when no one on this call, no one on the campus is having the same year that they had last year, the same semester that they had last year, whether their first years are seniors. And so it's just important to give yourself some grace there. I'll say I always say I agree with Kelly. After I hear something to Achilles. I'll say something that probably a lot of you heard as is, I probably would say to my kid, though they're very young, they're nowhere near College this point, I would ask them, Hey, are you sleeping? Are you eating? Are you laughing? And what have you done for yourself today? I think, and I know that I imagined that a lot of your, your, your, your students, your kids will, might roll their eyes at that, at the beginning. But I think that reinforcing those things, are you sleeping? Are you eating? Are you laughing and what have you done for yourself today are very important. Because Kelly students, I wouldn't say especially, but I think Kelly students are very intense. They're very focused on achievement. They're very focused on doing well and they're going to do well. But one of the things that it can be easy for them to forget is that they also deserve the kind of self-care that a lot of times students neglect and I think especially Kelly students can neglect because they are so driven and so focused on achievement. So again, I'll say, are you sleeping or eating, or you laughing? And what have you done for yourself today? That would be my suggestion. I'll prop and I think floor and in locked in a different way. I'd say explore your ideas and what you think that might be interested in tough out different things. That's where your classes can help. Your different internships can help. It's okay to not be sure I'm focusing in again, tying to back to Elliot Harmon, say it's take care of yourself while you're doing that, but could broaden your mind. Colleges a wonderful time to do that. And I'd also say get out of Kelly. Renee mentioned that earlier. I'm Kelly MBA grad, and sadly, I can't tell you what still going to be Becky Kelly for 11 years now? I can't tell you what a lot of the rest of the buildings around camels are. And I know that's my own fault right now. But as a student, I had no idea. So make sure your students get out there, wander campus, explore, try different made miners. Take it Here in there because you can learn so much about AB from it and it probably will be useful and whatever they decide to do. I'm just going to jump in and, and I think this is kind of already been said, but I think it's worth reiterating that, you know, as a parent, I feel like one of them was challenging tensions of being at least for myself, is that balance between letting your child be independent and then also wanting to help advocate and support that. So how do you how do you dial in that counts of challenge and support? And I guess my advice would be to, if you know that you naturally tend to air more on the support side and wanting to do things for your student. Challenge yourself to, to push something back on them, to help them learn self-advocacy. You know, I always try to tell students, you know, your mom and your dad can't go to your job interview for you? They can't show up at your first internship on your behalf. You're going to have to learn how to do that for yourself. And so you know that you err more towards that. Wanting to do things for your students. Maybe think about how can you challenge yourself to give them the space or to push them back to one of us as a way of practicing self-advocacy. And then if you're a kick them out of the nest type parent, make sure you check in on them. I don't think anybody on this webinar probably is. But make sure that they know what resources they have available. We have a lot of really independent students too, who have who've had a lot of experience getting good grades and being able to get into all the things they apply for. And then when they hit their first sort of failure, can, can really serves kind of go into a tailspin. So just encourage them to get that support, dialing in challenge and support it. Everyone. Thanks Ben, I love that challenge and support motto. And I think in advising, but study abroad advising and academic advising, that's something that we echo a lot to students. I think what, what has always captured my imagination here at the Kelly School is that there are so many opportunities for students to have and it might be a little overwhelming at first. So my advice for students is simply to ask questions and sort of to see what, what, what piques their interests. So if it's not already evident on this call, We have a full undergraduate staff that is available and Hodge Hall every day and committed to working with students. And we're here as resources. So, you know, I hate to think that a student would come in as a senior and say I had no idea that all of you were available and I will these opportunities were available. So I think if they can get into the practice of asking questions and looking, looking for new resources and ideas. I think there'll be pleasantly surprised with all of the options that are here. Thank you so much to all my colleagues for sharing these tips and and sharing your time this evening. In case you haven't picked up on it. We really love what we do. And I can tell you, I've been an undergraduate program for 15 years and many of my colleagues have been here for a very long time. And it's because we really care deeply about the school and the community here and ultimately believe in the work that we are privileged to do with your children and our students day in and day out. So we thank you for sharing them with us. It is, it's truly our pleasure to be a part of their education and part of this journey. And we really you, each of you as partners. We are sort of multiple legs on a stand that helps sort of prop them up and in and grow and become the basalt. So thank you again for joining us. I'll hand hand the mic over so to speak to Sarah harold to wrap things up. Thank you, Laurie. Thank you to all my colleague presenters. As a former Kelly parent, I can assure you that your students are in very good hands and they have plenty of resources available to help them be successful while I carry, please encourage them to take advantage of everything available. Trust that the staff, because what you see is what you get and they're just incredible. Thank you for attending and we look forward to seeing you at the next webinar, November, I promise you that that information will be coming up. Next newsletter will have a registration link. And if you have ideas of things that you would like to hear, please contact me and let me know and we will deliver a presentation that is of interest to you. So thank you everyone for coming tonight and have a great evening. Goodnight.

Supporting career development

Join Rebecca Cook, Executive Director of Kelley Undergraduate Career Services, to discover how you can help your student at each stage of their career development.

Description of the video:

SARA HEROLD: Hello everyone. I'm Sara Harold and I'm with the Kelley Office of Development and Engagement. And I would like to welcome and thank you for joining us this evening. And we thank our hosts. We have Rebecca Cook, who's the Executive Director of Undergraduate Career Services at Kelley and our Kelley parent Helene Deutsch will be our moderator this evening. So Helene, would you mind sharing a bit about yourself and then introduce Rebecca? So I will let you both take it from here. Thank you. HELENE DEUTSCH: Thank you so much, Sara. So everyone, My name is Helene Deutsch. I live in New York City, I'm a partner in an executive search firm specializing in legal compliance and Government Affairs. Hence, my involvement with the Career Development Committee of the Dean's Family Council and working closely with Rebecca Cook on that committee, my son is a junior at Kelley. He's majoring in marketing. And I got involved with the Dean's Council three years ago already, it went fast. And yeah, I have really enjoyed it. This is the second time we're doing this large-scale parent webinar on careers, at least that I've been involved in. And so we hope that it'll be informative to you and feel free to reach out to Rebecca or me with questions and we will make sure that you get them answered. That's after the webinar. During the webinar, if you have questions, I will be monitoring the chat. I can't promise that we're going to answer every question because last time there were many more questions than we could accommodate in the time that we had allotted. And also, I would just ask if you could please ask questions that are have more of a general interest as opposed to questions that are unique to your specific student. If you do have specific student questions, again, Rebecca or I can try to either field those questions or direct you to the appropriate person. I'll put my e-mail in the group chat and I know Rebecca will do the same. Thank you so much for joining and Rebecca Cook, take it away. REBECCA COOK: Good evening, everybody. The picture behind me is not what it currently looks like in Bloomington, but it is coming. So it might look what it might be, what it looks like smell. Right now we think it's a rain and probably a little bit of ice. But anyway, excited to talk to you tonight. And I have some prepared comments in that sense of common questions and everything but then really would like to open it up to everyone else. Just for those of you who I haven't met yet, I'm a Kelley MBA alum. My background or my first career, I'd say is Investment Management, so my MBA is in finance and investments and then work on equity research and portfolio management for about 14 years. I came back to Kelley 11 years ago and worked in graduate career services. as the head of coaching and development and then ran the full-time MBA program and now I've been on the undergrad side for a little over two years, or about 2.5 years actually. And it's been an interesting journey. So let's get started. And as we mentioned, please feel free to put questions into the chat session or the Q and A, and we'll be monitoring those throughout. So first thing I wanted to talk about is the state of the hiring market right now. And to be honest, it's great. We have so many opportunities out there for students, both internships and full-time. And really in all different areas, you name it, no matter what your child is majoring in, we have opportunities and we are literally being called every single day by companies. Saying, Hey, we need a couple more people here, a couple more people there. And asking, can we talk to your students? Sure, we'd love to have you talk to our students. So the hiring is really, really good. Also on a positive note that I hope that you appreciate is salaries are going up. So your childhood will be paid more. This is really being led by the Investment Banking space, which is then fed into management. Really all the investment side like corporate finance and consulting, and it's trickling down into the other areas. Last year, our average salaries for the class of 21 that just graduated, their average salary was about $68,000 And this year is going to be over $70k. I don't know what it will be yet obviously because we have lots of lots of time to go, but it's tracking well over that right now. So always looking very positive in that sense. But again, there's really tons and tons of opportunities out there for your students. A lot of questions that we get is, what, what should my student be doing depending on the year of school that they're in? So I'm going to walk through the four years of school and just thinking about what the students should be doing, what is realistic, and then kind of how to help them. So if your student is a freshmen, we usually say, you know, first of all, figure out college. So it's different, it's new, it's exciting and a lot of different things are going. So start figuring out your classes, figuring out or beginning to figure out what you want to do. We have a lot of students who come in and declare a major, but they're not really sure what that is or what do you want to do within that major. So if this is an opportunity for people to be you know again experiencing those classes, joining some clubs, seeing what's out there and testing things And then beginning to say OK I like this or I don't like this. And that'll help again, lead them to a career or are at least thinking about a career that might make more sense for them. In terms of internships between that freshman and sophomore year. Historically endemic, there really weren't that many opportunities for freshman. Most companies weren't looking that far in advance. Most professional companies weren't looking that far in advance to hire someone. It's just way too long between freshman and sophomore, summer and graduation. So if they love the student, that's great, but they really couldn't lock them in for the next three or four years. Students do get professional internships, but they do tend to happen more through family connections or friends or whatever, you know, finding them on their own. There's a caveat to this now. And what we've seen, because I think of the pandemic and because of the fact that pretty much everybody is understaffed, a lot more companies are willing to look at freshmen. So there are opportunities, more opportunities for freshmen today than historically there have been. What students can do is, we have a tool called Handshake, which is our career tool where students look for opportunities and jobs. They can search by freshman internships and they're going to see a lot more things there than they historically have. So again, there's more opportunities for professional internships. But one of the key takeaways, especially for the summer, is your child does not have to have a professional internship. It's okay. They can honestly do anything. They can be a life guard, they can be a camp counselor, they can be a golf caddy. That is fine. Employers don't expect students to have professional internships this summer. They're really looking at what are the skills that they've developed. So for example, if someone is a professional or a caddy for the summer, they develop communication skills. They develop skills of dealing with difficult customers. They develop how to influence others without any authority. There's a lot of good skill sets that students develop doing just that, same with life guarding, same with as a camp counselor or a nanny even. They developed a lot of great skill sets from that. And that's what the employer is going to be looking for. It's more what are those soft skills that are relevant? So we have a lot of parents calling or students come and say, I desperately need a professional internship between that freshmen and sophomore year. You don't again, just do something. And again then we can work with that student to then help create ways to say what they learned. So that's freshman and sophomore summer. Junior summer, that one begins to be more on that professional level. And there are a lot of companies that have, like they're called early ID or leadership programs or certain kind of early programs where they actually have students come for a couple days to a couple weeks where they're learning about the students and the students are learning about them. There's a lot of opportunities out there in this space. And so that's a way that again, that sophomore to junior year summer could be filled with a couple of those because again, they're shorter. So you could do a couple of different things to test things out. Also, more and more companies are looking to hire sophomores now. Again, that sophomore summer instead of just only juniors. So again, because of the environment, because everybody's understaffed, we are seeing a lot more companies that are open to sophomores now for that summer instead of in the past, again, only being open to juniors. So lots of opportunities there again, utilizing Handshake, looking for different companies or different things. There's a ton out there. The junior to senior year summer is more your primary summer. That's the one you really want to be interning in ideally what you want to do. A lot of companies, your big companies, tend to hire their interns off of that summer. So if you intern at Deloitte or PwC or Goldman Sachs, they will hire from that intern pool. And not completely but majority. And so that's a big thing. Also, you know, a lot of students will come in and say well, I have a choice between maybe a smaller company that I like a bit more, or Deloitte, for example, and I have more of a chance to get hired full-time from Deloitte. But I really like the other company better. Honestly you should go to the other company. And the reason is when you think about it holistically, most companies in the world can't or don't know, a year in advance who they can hire or how many they can hire. It just doesn't work that way. You don't know what's happening in the economy. You don't know what your revenue stream looks like. You don't know what your client base looks like. So the vast majority of companies can't hire you in the August of the year for the following summer. It's more of just again, the big companies know okay we're going to hire ten interns and go from there. So there's tons of opportunities in this space that is more typical summer for hiring interns. And again, some can lead to a full-time opportunity, some don't, but it's not a detriment to a company if they don't hire. The last thing is, you know, senior year looking for full-time opportunities. This is really when you should be spending a lot of time connecting with companies, networking, really just building out those connections and making sure you're heading into something you want to do. Ideally, you did something during the junior year, summer, loved it and you know exactly what you want. Sometimes it happens where you come back and say I hated it. I don't wanna do that. So now you're transitioning and that's where again, we can help with that in my office, really trying to think, okay, how can we take what you've done and help you figure out what you like, what you really want to do versus something that you don't want to do. The key, I think through all four years is networking. And this is where you want your students to be spending time. Learning about companies. Attending different events where they can be exposed to different companies. And our office provides a ton of opportunities like that. We have career fairs. We have four big career fairs in the fall. We just had one, we have one big career fair in the spring. We had a 112 companies with us two weeks ago, virtually. And but all different employers, all different kinds of employers, all majors, are really a ton of opportunities out there, again, for internships and full-time. We also host things called employer networking nights, which tend to be smaller, a little bit more casual engagements. And we've had two. One was yesterday. And we have one more next week coming up on the 10th and a second one coming up on the 24th. The one on the tenth is going to be virtual, the 24th is going to be in person in our career center. So a couple of different opportunities coming up for students to network with companies. Any age student can come, any age student is invited to join. And these again, tend to be a little bit more casual events. The virtual ones are all held on Handshake which I mentioned before, which again is our recruiting tool. And these are where students have to register. And then they, so they register which is the first step. And then they sign up for either group sessions for companies offering it. That's where, group sessions have maybe 30 people or so with one or two of the employers in a Zoom room type of thing. And/or they can sign up for one-on-one sessions of companies. And these one-on-one sessions are 10 minutes long and a great opportunity to start a conversation with a potential new employer. They're not interviews, they are just again, getting to meet somebody, asking some questions. So if somebody is a freshman or sophomore, it's a great opportunity to start talking about what do they do, what they like about their job? What types of roles are they hiring for? Versus more of a junior, senior, hopefully you've done more homework on those companies and you can begin to talk a little bit more in depth about things they might be offering. Throughout Handshake and actually for all of these different companies is this what they're looking for or what types of roles they are hiring for. And typical majors. Again, just trying to get the basic information. But these one-on-one sessions are a great way to start that conversation. And then the students should ideally be following up with those employers afterwards to set up a further conversation. So again, there are lots of things happening and we have two more networking nights still coming up here. And then we may add some more. Again, like I said at the beginning, we have so many companies coming to us today asking for more students, that we probably will have more of these. Because the companies are really wanting to do so. One thing to note is, I mentioned, a lot of these have been virtual and because of the pandemic, we've had to hold a lot of these still virtual, that's beginning to change. Like I said, we are moving our one at the end of this month in person. Hopefully. The biggest catch right now has been companies non willingness to travel or not ability to travel. A lot of companies either have stayed virtual and not come back to the office. Or some companies are still in situations where they can't be or they're not allowed to be in large groups of people. So it's been more the company side of this point saying, we can't quite do that yet. Versus our decision permanently as a Kelley team. We'd love to have companies there. We actually had two companies in our office interviewing today and it was great. And then another one actually during office hours. So it's fun to begin to see companies move back and I think you'll continue to see that throughout this year and then hopefully next year it'll be a bit more back to normal. And I guess along those lines going forward, I would still expect a lot of interviews to be virtual, just for planning purposes. And that actually was happening even before the pandemic. Some companies had already transitioned to fully virtual first rounds for their interviewing like PwC and a couple others. And then the pandemic happened and obviously everybody switched to virtual. But I do think you'll probably see companies, some companies staying with at least partially virtual interviews and then some coming back to fully in-person. So it's going to be a mix. So I think students need to be comfortable with both virtual and in-person. Let's see here the couple of questions we've also been getting is a lot of students come or parents will call and say okay my students applied to a lot of different opportunities in New York and he didn't get any, what's wrong? And one thing to remember is just applying to jobs is not a career search. They can do it. You can go for hours. You can send out lots of different applications but it doesn't help you much. You're one of many, many people in some cases, thousands of people applying to different jobs. So it doesn't help you stand out there. The real best way to do this job search is to obviously apply, but also to be networking like I mentioned. And a great way to structure this a bit, is have a student come up with 20, 30 companies they're interested in. I don't care how somebody makes that list. They could make it geographically based or interest based or however, industry-based, whatever. But 20 to 30 companies that they're interested in and then look for do they have job postings or not, it's ok if they don't. And then also can I find alums there or connections there. Kind of making a spreadsheet or whatever's the easiest way to do it, but creating a spreadsheet where you are building a plan, essentially. You have certain companies you're looking at, you have do they have postings or not. And then can I find people to talk to, then start reaching out to those people that you found. We can help those students add to that list if they want. But start reaching out to those people, take them in chunks. Take the first five or the first ten, it makes it manageable and it makes it easier for the student to say, okay, today I reached out to five different people, I will follow up with them in a week if I don't hear back. But then maybe in two days I'll reach out to five more. And again, it becomes less overwhelming. I think one of the biggest things we see or hear from students is the job search is overwhelming. There's tons and tons out there, which is good, but it's also bad. And they don't know where to start. And this provides a start for students and it provides a way for them to begin something. Feel that they've accomplished something, but also start having conversations with people. And that's again, the most important thing. Because really if you drill down to it, if you submit a PDF or a piece of paper to somebody, that's all you are. Really when you think about it, they don't know you as a person, you want to become a person to these recruiters. So that's where it's getting phone calls with them or doing sessions with them, seeing them if they come to campus. I mentioned we had coffee chats today, info sessions going on with different companies. There are companies on campus and they want to talk to students. So both virtually and in person. But so really having students reach out to people, and connect with alum or with recruiters at these companies. It's so very important and again, we can help with that. I guess we should talk a little bit more about what we actually have, and what we can offer students. And that is really everything related to the job search. That's where a student can come in and say I had no idea what I want to do. And that is totally okay. To the other end of that spectrum a student can come in and say, I know exactly what I want to do it. Here's where I want to do it. Okay, let's set up a plan for that. And this is really starting from scratch, starting with, okay, what do I think I want to do, what types of companies am I interested in? Is there any specific geography I want to focus on? My major at this point, do I want to have a co-major or a couple or minors or anything. What does that look like? Is it beneficial? We can help with resumes, cover letters, networking opportunities, mock interviews, practicing those interviews. I've mentioned before that we both have in-person and virtual interviewing. So we have obviously in-person practice. You can practice just with us. We can practice virtually through Zoom. And we have tools, one specifically called Stand Out, that is a virtual interview tool. So we recommend students be practicing that a lot. We can talk to students about offers. I just actually right before this call a student emailed me because they did get their internship offer today and let's talk about it. Talk about what the opportunity is. So talk about internship full-time, talk about negotiation. Talk about potentially withstanding an offer in the sense if the company was trying to push them or give them just a short amount of time to decide, we can help with that. Students aren't sure what they want to do or they aren't sure what companies to reach out to, come talk to us. Because like I said, we have companies reaching out to us all the time. So if I have a student come to me and say I'm interested in finance. Okay, what type? If they say corporate finance, great, okay, here's five different companies that I know are recruiting. And we can help connect the student. Again, really all of these different tools and things to help students with. And then when they get that offer and report that offer, we have swag, we have Kelley hire swag, we have T-shirts, hats, mugs, that students love, we take pictures with them and it's kind of fun to celebrate. So lots and lots of different tools for student. I've mentioned the handshake tool, which again is our main priority for recruiting tool, there's also a great website which I can post, but its careers.kelley.iu.edu. Again, It's careers.kelley.iu.edu. And that is our main website for information. So if you go to that website you're going to see lots of information about different majors and different careers. Different careers you can go into. So let's say you're a finance major, it lists all the different types of careers that are possible, hire-to-hiring companies, salary information, sample resumes are out here, we have a guideline for four years of career planning, action words for building your resume. Cover letter examples. There's an interactive tool for looking at different outcomes for a career search. If I want to go to finance in this area, this is the typical salary. This is where people typically go. Well geographically and company wise. There's tons and tons of information here. There's also a lot of programming information, we have specific programming for first years, for sophomores, for our juniors and seniors, international students, we have lots of different programming that we offer for in-person and virtually. So students can find that on the website. Upcoming events, different jobs that we're highlighting. So lots and lots of different things are available here. So I recommend students and you go onto this website. Actually one thing before I forget, I just remembered, I mentioned the upcoming employer networking nights. If you have sophomores or freshmen on this Friday, we have a sophomore leadership development program panel where from 2:00 PM to 4:00 PM on Friday with 18 different companies making this panel to talk about the different programs that they have. So we'll start it off with each company just giving like a two-minute version of what they have in terms of their programming. And then students can be broken up into lots of different breakout rooms with the different companies. All sorts of companies coming, consulting, accounting, finance, you name it. But that's a great thing. If you have a freshman or sophomore specifically because that is the program. It's not for juniors or seniors. Again, I think lots of opportunities out there. I'm just going to try to wrap up a little bit but lots of companies coming in, lots of events happening. I think if your student is coming to you and say they aren't seeing anything or they're struggling. The best thing you can do is have them reach out to us. That's why we're here. They can go on to Handshake or they can use the careers.kelley website and sign up for an appointment with a coach. We have 10 professional coaches. We have 23 peer coaches who are juniors and seniors who are trained in helping students. So students can come in and sign up again for either one to meet with us. We have drop-in hours every day from 10:00 AM to 3:00 PM where they can walk in register and something will see them in the next minute or two. So that opportunity is available. But the biggest thing is have them come talk to us because I can't tell you how many times I'll have a parent call and honestly be angry with me saying you haven't helped my student. And 99% of the time that student has never walked in my office. And we track everything. So we track when they've registered with things, we track when they've gone to career fairs, networking nights, had appointments or coaches, what jobs they apply to, et cetera. It's all through Handshake. So we know how active or not a student has been. And that's usually what's happening. So I'd say the best thing you can do, the best advice you can give your child is to come talk to us. We're more than happy to meet with them. More than happy to help them through this process because that's why we're here. That's what's fun about our jobs is we love celebrating students as they get those offers and we just need to share that excitement with them. You know, I've worked with students for months and then finally they get that opportunity and it's so awesome to see and experience. Again, that's why we're here. So best thing you can do is have them come talk to us, have them start that conversation and that we can be accountability partners with them. We're not their parents. So they might listen to us maybe, and again we're here to help. So I see there's a bunch of questions, so Helene, I will turn it to you to tell me what questions there are. HELENE: Absolutely. So you mentioned a program for freshmen and sophomores, the leadership program on Friday night, there have been a flurry of questions about asking for more detail on how do they register, who are the companies that are going to be coming, anything more that you can share about that particular program that you referenced? REBECCA: Yeah. So the students have to go on Handshake to register. So have the student log into Handshake and there's two steps. They will register for it is the first step. And then I'm trying to pull it up. And then they can then join in. Actually, I think for this one actually, they just have to join, they just have to register. They're not doing one-on-one sessions in this case, they'll do small group sessions with these companies. The 18 companies are Abbott, Excensure, Aldi, the grocery store, Altria, Bank of America, EKB, Lu in-company. Charles River Associates, Crow, O'Connor, EY, Grant Thornton, KPMG, Plant Brand, PWC, RSM, Stryker, and Zimmer. So it's a very wide range of things. Again, consulting, accounting, marketing. Some of this will be, yeah, supply chain in some cases. So most, most majors pretty much are covered in this. And these again, what it is is a two hour length, it's 2:00 PM to 4:00 PM on Friday. It's all virtual. And the first, roughly, let's say 40 minutes or so will be, each of these companies will give a quick excerpt of what their different programming is for the summer. And then the remainder of the time will be spent where the students can bounce around in different Zoom rooms. HELENE: And if they have class during that two to four period, are they able to come late? REBECCA: As long as they're registered, they can pop in and they would just have missed the beginning where each company talks, again, it's only two minutes, on their program. So they can easily pick that back up. HELENE: Great. And you mentioned a bunch of networking events that are still going on is there going to be another internship or a job fair? REBECCA: Well, let me explain a little bit about it. These are our job fairs. So we're calling them different things. So prior to the pandemic, when we used to get together in really large crowds these were really big career fairs at our convention center here in town. And these were 1000-1200 students at one time, so big events, roughly 100 employers. So those are great, but they're also intimidating. And everybody's walking around in suits. And especially if you freshmen and sophomores, they're like, I don't know what to do. How do I go talk to companies? You have huge lines. And that's what it was. And we then also created something called employer networking nights. These were designed to be smaller. They were held in our building. So it would be 10/20 companies total. And students would be more business casual. And it would be an opportunity for students to come and just talk with those companies in a less intimidating environment and just start making those connections. So that's the difference of the two. They're both career fairs essentially. I mean, they're both situations where companies are hiring. They wouldn't come to these if they weren't. So there are job opportunities out of all of these. So in the spring we have, well we have bigger work career fairs in the fall. In the spring we usually have one big one which we had. And now we're doing or in the middle of doing a bunch of different networking nights, again, smaller events. So the ones upcoming, for the one on the 10th, that's the virtual one. We have 38 companies coming. And that's where students can register through Handshake and then sign up for one-on-one sessions with the companies they are interested in. So that's in the evening, they're usually 5:00 PM to 7:00 PM. And so that's on the 10th. And on the 24th, that's the one in-person. And right now we have13 companies coming and that's again, the student would register through Handshake. But then they'll just come into our space from 5:00 PM to 7:00 PM timing and walk around and visit companies they're interested in. So it's again, much more casual. But all of these companies are hiring. All of these companies are dying for people. HELENE: So you mentioned Handshake a number of times. Can you be more explicit, please, about how students actually get into Handshake, how they figure out that tool, and what is it specifically are companies looking for Kelley students or those opportunities available to any school that has Handshake? REBECCA: Okay. So Handshake is actually pre-set up for all students. And all they have to do is if they go to the right, the easiest way to get there, I guess, is go to the careers.kelley website that I mentioned before. And in the upper right-hand corner, there's a little button that says Handshake. So you click on that. And if, if your students not already identified to get in, they'll need to do a single sign-on to get in. But they do this all of the time. Once they're in the system, there are a ton of different opportunities and events and things. So it can be overwhelming. What the best way to do it is depending on what they're looking for. So let's just say they're looking for sophomore internships. There's a search button in the left side. Type in sophomore internships and sophomore finance internships or sophomore marketing internships. And what it's going to do is it's going to start pulling up things that are relevant to that. Also, the student, when they first log into Handshake or anytime they log into Handshake, they want to make sure that their profile is complete or as complete as possible. Their name, their year in school, their major. Those things are automatically brought in through IU's data system. But if anything's changed the student can change it right there. But they want to put in any experiences they've had in terms of work experiences, they want to put it in any clubs they're involved in, whether they're Kelley or outside of Kelley. They want to put in any classes that may be relevant to whatever they're interested in doing. If they have any specific geographic areas, they want to go to they can put that in there, but really fill out their profile as much as possible. And I recognize this is going to change as they move in their career within Kelley. Chances are they're going to get involved with more things or do more events or take more classes or join more clubs. So make sure that this is constantly being updated. You also want to make sure that this is set to public. And that's important because the primary or the basic setting is private and if someone's profile is private, a company can't see them. And companies look through Handshake all the time to find candidates. So you want to make sure that it's set to a public setting where companies can actually see their profile. Also with Handshake you can upload resumes. You can upload cover letters or I mean, I guess a transcript if you wanted to, but you can put in documents that you're interested in. The system also can say, okay, it knows because of your profile, it knows or thinks of what you want to do. So it's going to send you more relevant information, it uses artificial intelligence to send specific jobs to specific people depending on what they say. So for example, I have a test account in here. It says, I think I am interested in investment banking. And so it sends me things, it thinks that I'm a student, so it's just to give me information on different opportunities. So it's again, it's big. There's a lot here. So the best way to use this, there's tons of different filters, and that's again, where you can put in your specific major, specific geography or specific year in school. And the more you filter it down, the more you can be helped. HELENE: Great. For freshman or sophomore parents who've never had a student go through the career center, can you just give a quick landscape? So where's your office? Does every student have a career advisor? When they show up to a career fair, are they supposed to be in a suit and tie? Or you mentioned some of them are more casual. What are they supposed to bring, like, what are the basics? REBECCA: Okay. Sure. So you as parents might have been in Hodge Hall, which is the main undergraduate building at Kelley. But your student has definitely been in there because that's where the classes are. We are in a building that's connected the Hodge, but it's behind it. It's technically to the north along Fee Lane. So if they walk on the first floor of Hodge Hall all the way to the far end from the main entrance. So all the way to the far end you're going to find a small flight of stairs. You're going to go down the stairs and we're right there. It's connected. And you'll see that we have a huge atrium area, bright, sunny, usually. Music playing, we have coffee everyday available to students. So it's actually a good place for them to find. We have study tables that students can come and study in our space at anytime you want during the day. But it's a great place where students can come in and just feel comfortable in. Then they can walk in and just start asking them, you know come in and ask questions. So if they want to just meet with a peer coach to start, again, these are juniors and seniors who are trained in resume writing and a lot of the basics in career search. That might be less intimidating than meeting with a professional coach. And so all they really have to do is walk in. They're going to meet Patty who's at our front desk who's awesome. And she will tell them to check in at a computer and then they'll put their name in and they'll sit down and do whatever. Your coaches will get them within a couple minutes and then they'll sit down and have that chat. Otherwise, if they would like to meet with a professional coach through Handshake they can register for appointments, to make an appointment with a coach. So all of our coaches put their availability times out on Handshake. And so for a student, sometimes they might come to us and say I can't find anything available. Usually it's because they're looking for a very specific time-frame. Or let's say they're looking at 20 minute slots and the coach is only in 30 minute slots. So just be pretty wide if impossible to see what's out there for appointments, but then they can make appointments on, we have lots of categories just to give the coach an idea of what they're going to talk about. Could be a resume review. Could be a mock interview, could be career search broadly, could be getting ready for an interview or like getting set for that first interviewer or second interview. Could be offering a negotiation, professional communication, lots of different things that somebody could choose. But then they would sit down with either the peer coach or the professional career coach. and just start talking, you know, have a conversation. It's really just somebody to bounce ideas off of. Somebody who could say, Okay, I can see that you're, you're a little scared about this or you're intimidated by this. Let's talk through that and figure out how we can make this easier for you. My professional coaches are awesome, they're all extremely friendly, engaged, they all come from different corporate backgrounds. So really nice people just to come and talk to you and build that relationship. Tied to the question for the career fair, so if you come to one of the networking nights, if it's virtually, I would say just wear at nice shirt. They can't see you from the bottom obviously. So just wear a nice shirt or a sweater. And that is where if you're intimidated, I'd say start with a group session. You're going to be one of maybe up to 30 people. You don't have to say anything. You can just listen and learn about a company that you might be interested in. If you'd like, you can sign up for one-on-one sessions with those companies. And again, that's more of a just getting to know you personally. You can say I'm a freshman, I'm still exploring what I want to do, but I think I might want to go into consulting. Could you tell me about opportunities within your firm? Companies aren't expecting you to know everything yet. There's still lots of time left. So it's 10 minutes, it's not a very long time, but it's a way for students to begin to build that relationship or begin the conversation. If you come to the in-person one, that's more business casual and that's khaki pants and a button down shirt, something along those lines. Not a suit, you don't need a suit jacket. And I'd say bring a pad of paper or something just so you can take some notes. A padfolio, if any of your students don't have padfolios, kind of the black, usually black, leather folder type things, we have a ton of them that we are giving away and they all say Kelley so you can just ask at our front desk and we have plenty of them if somebody needs one. So it's a good place to collect business cards or maybe keep a copy of your resume. You're not expected to hand out your resume at these things but in case you wanted it, just to have one. But again, mostly more note-taking. So you can talk to a recruiter and then maybe once you're down, step away and takes notes and remember what their name is or maybe something interesting they told you because then that's a great way to reach back out to them to further the conversation. HELENE: Thank you. And how do students find out about all of these resources? Is there a webinar like this for students or is it just incumbent upon the parents to tell their students where to go and what to do. REBECCA: It's all on that careers.kelley website. There's a ton of information on Handshake for all of these events and fairs. We send out a weekly newsletter on Tuesday mornings that lists all of the stuff and it's kind of an ongoing tips and tricks and how to best do virtual interviews, Handshake, and all those things. So there's also the undergraduate program office sends out a newsletter on Monday mornings. And that lists a lot, if there's upcoming career events, major ones happening, it lists that there as well. But if companies are here doing like coffee chats or anything, that'll all be through Handshake. So the student really needs to be looking at Handshake and looking and say, okay, what are upcoming events? What are upcoming fairs? And then obviously looking for opportunities. But a lot of that will also be on that careers.kelley website. So if you go to the careers.kelley website, on the right hand side, there's a list of upcoming events. HELENE: So a lot of the tools presuppose that the students actually know what they want to major in and know what they want to do with their lives. But how do you recommend students go about trying to figure that out? Is it simply through classes? Are there people in your office that could help guide them to that epiphany? REBECCA: Both, actually, like, I am a finance major, I'm going to pick on finance at the moment. So I'd say probably two-thirds of our students come in and say they're finance majors. And, some really want to be, and some just put it down because they think it sounds interesting. A lot of times students may realize I don't want to do finance. And so as they begin to take classes at Kelley, obviously in freshman classes you're not going to get in-depth on any of these things, but you're going to begin to take accounting, you're going to begin to take some of your computer courses. you're going to begin to be exposed to some of these different things. And so I'd say between classes, thinking about clubs, we have 70 something clubs within Kelley alone that students can join. And those are great ways to begin to expose oneself to a career. All of those clubs bring in companies, all of them are talking about different opportunities. So maybe a student can join a couple different clubs. And then maybe they're going to like one or two of them. Or maybe they're not going to like any of them and then try something else. So lots of opportunities there to be exploring. Also come to talk to us. I mean I think it's fun when students come in and say I don't know what I want to do. Okay, Let's talk about it. And chances are there's something maybe in high school that they really liked. Or sometimes it's more of a conversation about what they don't like. And so since I don't have any idea, like all these things, well let's talk about something that you don't like and by actually picking out the things they don't like you can actually narrow it down a little bit more. But usually after that, what I would do is have students start connecting with people and networking, and literally asking, what do you do? What is your job like? And started to learn and asking those questions. Again, they're empowered. It's the perfect time and it's the perfect excuse for people or a student to ask and people love to give advice. So it's, it's really a chance for students to start exploring and say okay what is this career? It sounds interesting. What is it? Also again on the careers.kelley website, there's lots of information about the different careers, so reading and looking and saying okay this looks interesting to more or this doesn't, but there's lots of time for students to figure this out. They do not need to know exactly what this is freshman year or even sophomore year for some cases. HELENE: How do the compass classes intersect with the work that your office does? REBECCA: Yeah. So we help build out Compass and so Compass. One is more kind of beginning to figure out who am I and how do I tell that story? And we have our peer coaches in those Compass classes helping with resumes. helping with beginning to tell that story, beginning that information. So we're integrated in the sense of kind of being within the class. We have our professional coaches also going into those classes and start talking about some of these things and how can you take what you're learning in Compass and really have that help you, then begin that job search. You're looking at what are your skills, what are your interests, your values? How does that tie to some careers that I'm potentially interested in? Compass Two, then, really starts more on the networking and interviewing phase. And anybody in Compass Two, their resume is reviewed by one of our professional coaches, we're actually in the middle of that right now. And all students will have a mock interview with one of our professional coaches. So starting next week for two weeks, we will be doing 720 mock interviews for the people in the first eight weeks of this semester's compass class. We'll do another 720-ish in April. So we're integrated in that sense, as well as again, going into those classes, we have professional panels that we put together within Compass Two where students get exposed to usually three or four different employers. Usually younger ones, kind of talking about when they were at Kelley and then how they transitioned into their career. So help with the employer aspect there. A couple different ways often will help. Prior to the pandemic, we held some different networking events, specifically for the Compass classes and we're hoping to get back to that this next fall. Compass Three tends to be a little bit more leadership and teamwork base. So we don't have quite as much integration with that, but actually, Compass Three is being revamped right now, so we probably will have more going forward. HELENE: Great. Thank you. Um, there were a couple of questions about the clubs. Apparently some of the clubs are very competitive and you're denied membership. So how do you help a student figure out which clubs they should participate in that are consistent with the major that they might want to explore and which ones are non-competitive? REBECCA: Yeah. Yeah. You're right. I mean, some are and some aren't. And it's more of thinking through what the student's really interested in, thinking through, okay, again, if they're a finance major, I don't know how many finance clubs, but there are a whole bunch. And so trying to figure out which one makes the most sense for what I might be interested in doing. And usually some of them are not, they're not competitive and they let everybody in, versus some are a little bit more competitive. So if somebody doesn't get into one club it doesn't mean they can't be successful in something else. And again, get very similar skill sets. We have something called a Kelley Women's Initiative, which is, think of it like an umbrella organization over all of our women's orgs, we have eight different women's organizations. Women in Business is probably the most competitive, and they have a limited number of students that they let in each year but the other seven are not. And they can be very focused in sense of women in accounting or women's financial association or women in CO, or global business women. There's lots of different ways where people can get involved and have very rewarding experiences, becoming leaders if they want to, or again, just building up their experience in whatever area. So we're happy to talk to them about that also I really recommend talking to the head of student life in the undergrad program office. They, they are more than happy to help students with this process and help figure out what are great opportunities for each student. HELENE: Great. Can you provide just some general demographics about Kelley students, when they graduate, what part of the country do they end? Midwest, East Coast, West Coast? And what types of companies are the majority of them going to? Financial services, accounting, etc.? REBECCA: Sure, I can do a couple off the top of my head and then I'll pull the website up. So really we go everywhere. So last year we had 97% of our students had full-time offers or grad school at 90 days out, so we look at graduation until like three months out. And so we're very proud of that. Usually about 48% go to Chicago. A lot of people want to end up in Chicago whether they're from there or not and then usually the second highest city is New York. And then the third highest is Indianapolis. So a lot of times people think, Oh, it's Indiana, everybody stays in the state of Indiana. That's so not true, I think we only have usually 12 maybe 14% of our students actually stay in the State. West Coast is growing, usually depends on the year, I'd say 8 to 12% of our students go West Coast, could be higher. But really we have alums everywhere. I mean, literally a student can come into our office and say I want to go to Miami. And we have alums in Miami we can hook them up with. Yeah, we do a lot of students go to Chicago, but again, that's more because they're choosing to. I'd say less than half of those are actually from Chicago. They just want to go to Chicago. Pretty much people can go anywhere. Let me pull up the website real quickly. In terms of careers, just looking at last year's class. The top employers typically are some order of Deloitte, EY, PwC, KPMG. And that's for two reasons. One is because they hire accounting, but they also hire consulting. So you always will see really big numbers of hires from those four companies just because they're hiring from a variety of different careers. And it actually has changed a bit, it used to be historically a lot of accounting majors would go there and less consulting. And it's actually flipped over the last couple years as consulting has grown and becomes more interesting and exciting to people. So those numbers are going to be always big. The remaining top ten would be Grand Thornton, Bank of America, JPMorgan, RSM, Oracle, Goldman, then you have other mixes of Amazon, Target, Salesforce, Bain, AT&T. It's a really wide mix and it changes a little bit each year. But again, it's a wide base and these companies are based pretty much everywhere. In terms of majors, right? Or where they wanted to go, was the other question? HELENE: Types of institutions. REBECCA: So those are the companies and then in terms of careers itself, let me switch tables here, I'd say finance is going to be your biggest number with a lot of that mix of corporate finance and investment banking and investment management, going to a bit from there to wealth management and things. Accounting is up there. Supply chain and marketing are growing. They've always been there, but they're just not as big of numbers. Again, 2/3 of our majors are accounting and people coming in as finance majors, so marketing and supply chain are definitely growing areas. Business Economics and Public Policy is going to be a smaller number of students but honestly some of the higher salaries in some cases, which is interesting. HELENE: Great. So we have a few questions that pertain to particular class years. So for freshman, one of the questions is, and I know we only have five minutes, so I'm going to try to get through them quickly, so what are your thoughts on an international opportunity for someone between freshman and sophomore, the summer between freshman and sophomore year? Good, bad, indifferent? A language class, volunteering, something outside of the US? REBECCA: I mean, honestly, I'd say any international opportunities, I would say completely to do. They're great to put on resumes, they're wonderful experiences no matter what that is. Yeah, I would highly, highly recommend it. And whether it doesn't happen between their freshman, sophomore year, at some point in time during your experience at Kelley, try to go abroad, whether you want to go for a semester or a week or two, whatever. There's so many different opportunities there. But all of them are fantastic in lots of different ways and really provide the student opportunities to grow and experience new things. If there's language involved that's always a win for a resume. No matter what language it is. So it's always a great talking point and actually can help in terms of hiring. So yea I would definitely go. Yeah. HELENE: Great. REBECCA: I love to travel though too so I'm going to put that caveat in there. HELENE: Yeah. What about the summer after sophomore year? How important is a professional internship? Is it still okay to be a camp counselor, a lifeguard? REBECCA: Yes. But, I would say you would want to start thinking about maybe these leadership programs. So is that require? No, it's not to have a professional internship. But, you want to start thinking about what are really those skills and what can I be doing that might be relevant to what I want to do when I graduate? So what I mean by that, let's say somebody's a camp counselor for that summer, for example. But they want to be a finance person. Is there a way they could help out at the camp in terms of financials or if they could maybe do something a little virtually on the side. Or are there classes that they can take that can help build, virtually, that can help build up some of their knowledge base in certain things. So you can expand on your Excel, you can expand on some accounting classes, these don't have to be physical college classes but it could be just for learning. If you want to go to finance, there's a set of different trainings that you can do that are public. So you can maybe use some of your time to do that. So you want to be thinking about, okay, how can I make whatever I'm doing relevant to what I want to do in the future. It doesn't exactly, again, have to be totally tied, but what are the skill sets that I'm working on or developing that will be helped. My office can help a lot. I'm going to look at what somebody did in a very different way than probably they are. They like, oh, I did something, and I don't know how it connects. And I'm like oh well you can pick out this skill and this skill set and how we did this. So we can help how you frame that in terms of a resume goal. HELENE: So for the junior parents, which are probably in a panic if their students do not have internships, yet, is it too late? A. And B, are the students who have gone abroad the second semester, junior year disadvantaged in terms of their search for an internship? REBECCA: To both is no. Again, the hiring market is awesome right now. I didn't mentioned this before, but prior to the pandemic you really saw a lot, or most hiring, or a significant portion of hiring, happening in the fall and then the spring really tailed off. And that is not happening. It went up but it's pretty stable. So there are so many different opportunities out there for students right now. And again, if they come into our office, we can literally sit down with them and say okay, you should be looking here, here, and here, working with our Employer Relations team as they are fielding calls every single day. So nowhere near too late. There are so many opportunities. Happy to help with that. Going abroad, again, it's a great experience for the students and so I'm thrilled that they are wherever they are. And I know tons of students who are doing interviews abroad. Granted the time zone usually screws you up. But you can still network. You have email, you can do Zoom. So you can definitely continue that job search, I've been actually emailing with a student in Barcelona for the last couple of days. And he actually just got an offer the other day. But he had been going through that process partially while he was abroad. And so you talk to students all the time who are in different places, it doesn't matter. HELENE: So we're out of time. Thank you, Rebecca, would you mind putting your e-mail into the chat? I'm going to do the same. Thank you, Sarah for starting that for me. So I know we didn't get to every single question, but we want to be respectful of Rebecca's time. It's her evening. She worked a long day, I'm sure with all the students so Rebecca, thank you so so much. Very, very illuminating all the time. And for parents who have questions that did not get out, do not hesitate to reach out to me or to Rebecca and we will direct you to the correct person or be able to answer your questions ourselves. Don't hesitate, and we wish your Students great luck and hopefully they're all safe in the ice storm that's coming tomorrow. REBECCA: And I'm having issues typing. So my email is Rebcook as in R-E-B-C-O-O-K, at indiana.edu. Or you can find it on our website. I've listed a whole bunch of places. HELENE: Great. Thank you so much. Have a great evening, everyone. REBECCA: Thank you.

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