Marcy Bullock:
Hello, listeners. I’m Marcy Bullock, workforce expert and career coach. Today, we are talking with an inspiring leader on the West Coast about innovation in career education. Welcome, Dr. James Tarbox.

James Tarbox:
Hi, Marcy. It’s a pleasure to be here, and happy Friday!

Marcy Bullock:
Happy Friday to you, too! Dr. Tarbox—James, as you said I can call you—is the Assistant Provost of Career Education at Stanford University, where he’s been for three years, making significant advancements. Before this, he served as Executive Director of the Career Center at San Diego State University. With such a wealth of experience, we’re excited to learn from you about higher education’s current landscape. Let’s start with your journey. How did you arrive at your current role?

James Tarbox:
Thanks, Marcy! It’s been a winding but rewarding path. My career started during my PhD at Penn State, where I worked with first-year MBA students in the Smeal Business School. That experience shifted my focus from academia to career services. After finishing my PhD, I held a visiting professorship at the University of San Diego, where I transitioned into career services as Assistant Director and later Associate Director.

I then joined San Diego State, where I focused on expanding opportunities for all students. About three and a half years ago, Stanford reached out, and I’ve enjoyed working here ever since. My work now centers on fostering diversity, equity, inclusion, and belonging (DEIB) in career education while collaborating with an amazing team.

Marcy Bullock:
That’s fantastic! Speaking of DEIB, how does your center prioritize these values for students and alumni?

James Tarbox:
Great question. I think about it in three ways. First, our organizational structure reflects our commitment through the BASE (Belonging, Access, and Career Equity) team. They collaborate with community centers to show students that we see and support them.

Second, we focus on staff development. For instance, we use the Intercultural Development Inventory (IDI) and form task forces to build intercultural competence within our team.

Lastly, we emphasize voice. By amplifying and empowering students’ voices, we connect meaningfully with the campus and alumni, ensuring that our work resonates with diverse communities.

Marcy Bullock:
It’s inspiring to hear about your structured approach. I also found Stanford’s Integrative Learning Portfolio Lab (ILPL) fascinating. Can you explain how it helps students craft their stories?

James Tarbox:
Of course! The ILPL, developed in partnership with the School of Engineering, helps students create ePortfolios. It teaches them to consider their audience, craft intentional messages, and choose the right platforms to share their narratives. This initiative builds storytelling skills, often underdeveloped despite students’ familiarity with technology.

Marcy Bullock:
That’s such a unique resource! What lessons have you learned from working on DEIB initiatives that could benefit others in higher education?

James Tarbox:
First, adopt a growth mindset—we’re all students when it comes to DEIB. Second, prioritize relationships, as they create the foundation for meaningful dialogue. Third, recognize that DEIB is a shared effort across campus. Collaboration enriches everyone involved and builds a stronger community.

Marcy Bullock:
Absolutely. I love your focus on relationships and mentorship. How do mentorship programs contribute to increasing social capital for marginalized students?

James Tarbox:
Mentorship bridges students to new communities and opportunities. It allows them to see themselves in spaces they might not have considered before. A well-run mentorship program also helps students navigate relationships and understand their values, empowering them for the future.

Marcy Bullock:
You mentioned some challenges with mentorship programs earlier. How have you addressed those issues?

James Tarbox:
One challenge is mismatched expectations. To address this, we now focus on clear communication, training for both mentors and mentees, and providing spaces where students can develop relationship skills without pressure. Generational differences in communication styles can also be tricky, but encouraging open dialogue helps bridge these gaps.

Marcy Bullock:
That’s so insightful. You also touched on technology’s role in career development. How can AI and other tools help students with less social capital?

James Tarbox:
Technology offers access. For example, sandboxes or small workshops allow students to experiment with tools like AI in a low-pressure environment. They can practice using AI for tasks like drafting cover letters while maintaining their authentic voice. However, technology is most effective when paired with human guidance to help students maximize its potential.

Marcy Bullock:
Absolutely. Speaking of technology, the Meaningful Work Kit is a fantastic resource. Can you explain how it supports career exploration?

James Tarbox:
The Meaningful Work Kit helps users identify their top values, which can guide career decisions. It’s free and accessible online, with resources for individuals and instructors. Over 12,000 people have used it since its launch in 2022. It’s a great tool for self-discovery and career alignment.

Marcy Bullock:
Amazing! As we wrap up, what’s your vision for the future of career services?

James Tarbox:
Career development is lifelong. At Stanford, we’ve embraced this through initiatives like Stanford PlusFive which supports alumni in their early careers. Moving forward, I hope career services integrate more deeply with other aspects of student development, leveraging technology and relationships to empower individuals across their entire life span.

Marcy Bullock:
Thank you, James, for sharing such valuable insights. Have a wonderful day!

James Tarbox:
Thanks, Marcy. You too!