• Tuesday, May 29, 2012

Previous

Next

Marist College Official Provides Job Help to Grads via Twitter

July 12, 2011, 10:00 am

Timmian C. Massie, chief public-affairs officer for Marist College, in New York, gave a recent graduate a glowing job recommendation, and it only took about 140 characters and less than five minutes.

Jim Urso, a recent Marist graduate, was offered a job last week with Hofstra University after Mr. Massie introduced the former intern to the university’s media-relations department via Twitter, the popular microblogging service that limits updates to just 140 characters.

“There’s an air of authenticity through social media where you can really see what someone is about,” said Mr. Urso, who communicated directly with several recruiters via tweets and private messages on Twitter.

Mr. Urso said it was Mr. Massie’s personal Twitter recommendation that led to his coming position as an assistant director of public relations at the university.

Mr. Massie, who also teaches public relations as a part-time lecturer, often uses his personal Twitter account to directly connect students with employers. He helped Alyssa Bronander, another recent Marist graduate, in her job search by tagging her in a tweet asking why no one had hired her. Within minutes, she got a résumé request from a Marist alumnus trying to fill an open position.

Outside of class, Mr. Massie provides students with an informal crash course in social media by using himself as an example. “Follow me for 48 hours and you’ll know all about me,” he tells his students. And by “follow” he means on Twitter, where he has nearly 2,000 followers and tweets several dozen times a day.

As a blogger, he encourages students to build a smart online presence by commenting on blogs related to their field of study because it’s what employers have come to expect. “This group of college grads—they’re called digital natives,” Mr. Massie said. “They’re expected to be fully aware of the applications of social media.”

But he knows of several students who don’t know how to exploit the professional side of social networks, even though they’re good at posting pictures to Facebook from last night’s party. “Your online presence is a reflection of you,” Mr. Massie said, stressing that social media is all about following and being followed by the right people.

Mr. Urso explained that Mr. Massie sets up a primer for promising students, but that it is ultimately a two-way street. “He educates people on how to use social networks, puts them in contact [with prospective employers] through social media, and the students do the rest of the work,” he said.

For promoting recent graduates with limited experience, Mr. Massie suggested Twitter and Facebook over résumé-sharing sites like LinkedIn because professors can more easily vouch for students.

The Marist social-networking guru attends public-relations conferences throughout the year and said that universities should use social media to help students in their job searches.

“Every college and university should be doing this as another form of outreach,” he said. “If you’re not on social media—particularly if you’re in the communications field—you’re behind the times.”

This entry was posted in Social Networking. Bookmark the permalink.

  • Print
  • Comment
  • lmakay

    Mr. Massie took it upon himself to help his students by going beyond the traditional letter of recommendation in a way that would help his student both get noticed and demonstrate that he was mentored by faculty that are networked, instead of remotely isolated in the ivory tower.  I think as faculty we should all leverage social media and become more active in networking.  In addition, many are discussing including a technology literacy course to help students discover the capabilites to move beyond their Facebook pages. 

    If we as faculty we using social media for this purpose, I wonder how many more students would leave their univeristy with a job in hand.

    Thanks for moving us in this driection Mr. Massie!

  • mahoneypoststar

    The second I saw this item come up on Twitter, I knew Tim Massie had to be involved. And I was right. Tim mentored me while I was a student at Dutchess Community College back in the early ’80s and as a news reporter at my first job at WEOK/WPDH. This doesn’t surprise me at all.

  • profmurph

    AUTHOR: “And if the measures could gauge value added, might that create an incentive to admit low-income students whose full potential is not reflected in entering scores but could shine with the right supports?” This is the real theme of the article–not a better way to evaluate colleges. It is all about eliminating any qualifications and admitting low-income, mostly black youth and making it free. Unfortunately this approach is not only destroying standards in society, but also a whole culture. One that now believes that they “are entitled”. Hardly a way for them to meld into the productive mainstream.

  • jcbmack

    profmurph, the article is not suggesting that students who cannot read, write or do basic math and who score in the lowest % be given a free ride into a top tier institution, but it is making the case for high performing indigent students who do not meet SAT/RCT/GRE score requirements but who show potential to succeed well in a top tier/exclusive University. Honestly there are many low income Hispanic and White youth who could benefit from such changes in rankings/incentives as well. Why should wealthy white students be the only ones “entitled” to a top notch education? There are many black youth as you put it who would ace a Harvard or Yale education just fine if it were paid for, and indeed for deserving students the education ought to be free if they cannot afford it. Now, I do know, in fact Harvard and Yale do have programs that pay for admitted students who cannot afford to pay the tuition since financial aid is not nearly enough to pay all expenses. In the 1950′s education was considered an entitlement in fact and was fully paid for by grants for mostly white students. 

  • jcbmack

    Great article and such measures ought to  be implemented. 

  • 5768

    “If we instead evaluated colleges based on actual outputs, might that create healthy incentives to focus on how much learning goes on in a school?”

    I recollect a time when students who weren’t deemed ready for the 4th grade were required to retake the third. I  recollect a time when a professor was entrusted to assert his/her judgment and evaluate students based on his/her assessment of “actual outputs,” not an assessment based on what the student wanted to hear. What happened? I suggest the disincentives for any such “measurable metrics” in the classroom (re: the professional judgment and authority of the educator) have overcome and undermined anything that implementation of “healthy incentives” would try to reverse.

    “As a way of jump-starting this process, some are asking, would it make sense for four to five leading universities to pick a discipline, such as physics, and develop a reasonable set of outcomes and ways of measuring student progress?”

    Sounds good in theory. Yet stories of senior chemistry majors who don’t “know” the simplest of freshmen chemistry descriptive facts such as “chlorine is a yellowish-green gas,” “the oxidation state of silver is 1+”–are as increasingly common as they were legendary 50 years ago. I suppose we could “develop a reasonable set of outcomes” which would insist such descriptive facts of the physical world be mastered the freshman year, and that we de facto fail students who don’t take us at our word when we tell them they must learn them. But…(1) that sounds too much like “memorization” (forbid, forbid one must actually know the _facts_), and (2) that sounds like abuse of authority, and (3) the ensuing numbers of failed students who are bent on not taking the teacher at his/her word would undoubtedly lead to swift removal of the teacher.

    We may simply have too many conflicting and contradictory ideas to support quality education in the US today.

  • 11167997

    I suggest Mr. Kahlenberg do his homework: there is a growing movement in higher education that doesn’t use tests or Effect Size value added scores of small sample of paid student volunteer test takers, rather is working to set competence-based learning outcome statements for the award of degrees.  It involves the Degree Qualifications Profile (which Kahlenberg ought to read), covering associate’s, bachelor’s, and master’s degrees in a set of ratcheted challenge levels, and Tuning USA, which has and is working in 5 states and a dozen fields to produce templates for learning outcomes in the disciplines.  The former has been picked up by 2 regional accreditors, 3 national higher education associations, and (soon to be announced) one entire state system.  The latter has now attracted the American Historical Association to extend what the Indiana and Utah systems previously did with history to another half-dozen state systems.  The sets of competences arrived at in both cases vary (so they are hardly standardized), but they use the same tools and processes, and all students are affected—not just those who volunteer to take tests for a fee.  Read up!

  • cwinton

    Hold onto your wallets.  The assessment folks will demand you spend $5 for every $1 spent productively to “prove” you spent the $1 productively, never mind the self-perpetuating and expanding assessment bureaucracies that are now so common in higher education.  Given the staff and effort required to implement the kinds of schemes these folks dream up it’s hardly a wonder the cost of higher education has risen dramatically faster than inflation … it sure hasn’t been the cost of actual instruction that’s driving the upward spiral of costs.  Where have all the faculty gone?  At the rate we are going, soon to be adjuncts, every one.  The already massive testing industry must be licking their chops.  As for capstones and portfolios, those have been in place in many disciplines (at least in reputable institutions) for at least 25 years now.  Although one may well question the legitimacy of how inputs are being measured, just remember the computing GIGO axiom (“garbage in, garbage out”).  By all means let’s raise quality, but I think the place you start is with faculty and students, not artificial measures that purport to provide meaningful information.

  • 11134078

    For instance, a proper “outcome” for an undergraduate course in the Victorian novel could well be acquisition of a certain acquaintance with the politics and social customs of the times. I suppose this could be more or less measured, assuming test makers with adequate knowledge and intelligence themselves. But another outcome occurs to me as I read Trollope’s Paliser novels: acquiring the beginnings of wisdom by thinking through some of their implications. (Yes, yes, re-read them yourselves!) Now, I suppose Arne Duncan would think that, too, could be measured and quantified. But who among us would agree?

  • goddess_sophia

    Congress should move to eliminate the US News rankings as they are bull@#$%.