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Burger Flipping or Brain Surgery? The Role of Career Development in a College Success Course

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Title: Burger Flipping or Brain Surgery? The Role of Career Development in a College Success Course


1
Burger Flipping or Brain Surgery? The Role of
Career Development in a College Success Course
  • Marsha Fralick and
  • Barbara Eckenfels

2
Overview
  • Research on benefits of career development
  • Improving retention
  • Increased earnings
  • Essential components of a career development
    program
  • Career development at Lone Star Montgomery

3
College Success A Study of Positive and
Negative Attrition
  • The successful student had a definite goal or
    college major.
  • Based on this research, a career development
    component was added to our college success course.

4
Noteworthy Results
  • Implementing CollegeScope on college campuses
    has resulted in a 26 increase in persistence
    rates!
  • 87 of students had chosen a major by the end of
    the course
  • 62 of students reported more confidence in their
    academic skills
  • 88 of students rated the course as good or very
    good

5
Benefits of Career Development
  • Folsom and Reardon examined research on career
    development from 1920-2003
  • Based on 17,600 students

6
Obvious Benefits
  • Helps students choose a major and career
  • Increases knowledge of career information
  • Helps students with decision-making
  • Students like taking these courses

7
Career Development Increases
  • Internal locus of control
  • Self-knowledge
  • Cognitive development
  • Retention
  • Graduation rates!

8
Graduation Rates
  • 4 Year colleges
  • On average, only 40 graduate in 6 years
  • Community colleges
  • On average, only 20 graduate in 3 years

9
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10
Value of a College Education
  • A person with a bachelors degree earns almost
    twice as much as a high school graduate.

11
(No Transcript)
12
Critical Elements of Career Development
  • Career assessments with individual interpretation
    and feedback
  • Current and reliable career info
  • Written exercises to engage students

13
Critical Element The Assessments
14
Career Assessments
  • Do What You Are
  • Personality assessment
  • MI Advantage
  • Multiple intelligences assessment
  • Integrated into the interactive online textbook,
    CollegeScope
  • Materials personalized for each student based on
    personality type, learning style and multiple
    intelligences

15
Do What You Are
  • Valid
  • Reliable
  • Based on college scenarios that are easy to read
    and understand
  • Personality types (I-E, S-N, T-F, J-P)

16
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17
MI Advantage
  • Based on Howard Gardners theory of multiple
    intelligences
  • Definition The human ability to solve problems
    or design or compose something valued in at least
    one culture
  • Helps students think positively about their
    talents
  • Connects multiple intelligences to careers

18
Sample Profile
19
(No Transcript)
20
Critical Element Current and Reliable Career
Information
21
Career Information
  • Both the personality and multiple intelligences
    assessments connect to the ONet database of
    careers

22
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23
Critical Element Written Exercises to Engage
Students
24
Journal Entries
25
My Portfolio
26
  • Students add
  • careers to their
  • online portfolio

27
Personal Feedback
28
Career Success
  • Chapter 1 Understanding Motivation
  • Chapter 2 Exploring your Personality and Major
  • Chapter 3 Learning Style and Intelligence
  • Chapter 4 Exploring Interests and Values
  • Chapter 5 Planning Your Career and Education

29
College Success
  • Chapter 6 Managing Time and Money
  • Chapter 7 Improving Memory and Reading
  • Chapter 8 Taking Notes, Writing and Speaking
  • Chapter 9 Test Taking

30
Lifelong Success
  • Chapter 10 Communication and Relationships
  • Chapter 11 Thinking Critically and Creatively
  • Chapter 12 Maintaining a Healthy Lifestyle
  • Chapter 13 Appreciating Diversity
  • Chapter 14 Thinking Positively about the Future

31
Lone Star College - Montgomery EDUC 1300
Learning Strategies
Barbara Eckenfels, MS Faculty Counselor/EDUC
1300 Professor
32
Are You an Occupational Ignoramus?
Most Students Are..and its a Risky
Business
From a 1975 Career
Pamphlet at Florida State University
33
Burger Flipping or Brain
Surgery?...
Most students have never been taught career
development skills so they do not know how to
choose careers that meet their personality
preferences, interests, values, and aptitudes.
34
  • EDUC 1300 Learning Strategies
  • Lone Star College System QEP initiative
    Activities are embedded within our student
    success course
  • 1. Set a goal
  • 2. Make a plan
  • 3. Get connected (with faculty,
  • advisor or counselor)
  • Get involved (Join campus
  • organizations and volunteer)

35
Lone Star College System Education 1300 with
Career Development and Advising
Semester Completion Success Persistence
Fall 2011 System 84 75 76
Fall 2011 Montgomery 77 80 72
Fall 2011 Best Start Montgomery 85 88 81
Completion Students completed the course with
any grade. Success Students earned an A, B, or C
grade Persistence Students persisted from fall
2010-spring 2011
36
The Rationale for Including Career Exploration
in a Student Success Course
  • Students who need support services the most are
    the ones least likely to take advantage of them.
  • (Friedlander, 1980 Walter Smith, 1990
  • Knapp Karabenick, 1988)

Career Center/Career Counseling
37

Career Exploration in your Student
Success Course
  • Many students change their major several times
    during their college career.
  • Students will learn career development skills
    that they will use throughout their lifetime!
    (Individuals will change careers 5 times in
    their lifetime).
  • Students must reach a level of career readiness
    before they will engage in career exploration. 17
    18 years 1st year of college.

38

A career-planning program that is delivered
intrusively and proactively to first-year
students
  • Promotes student retention and satisfaction
    with the
  • college.
  • Increases likelihood students will pursue a
    career
  • path that is personally meaningful and
    self-fulfilling.
  • Early, proactive support programs address
    students
  • needs in an anticipatory fashion before they
    require
  • reactive intervention. (Cuseo, J., 2005)

39
There was significant increase in the use of
the Do What You Are after the EDUC 1300
classes were introduced
  • Total completed inventories March 2004
  • to present- 12754.
  • From March 2004 to August 2008 total
  • used was 2079.
  • From Sept. 2008 to present total used
  • 10225!

40
EDUC 1300 Learning Strategies Course
Activities
  • Personality Paper- (DWYA)
  • QEP Career Exploration Project
  • QEP Degree Planning Assignment
  • meet with an advisor or counselor
  • QEP Path to Success Paper- Noel-Levitz
  • CSI and MYSA
  • My Future Assignment

41
QEP Career Exploration Project
  • Activity Your Career How Much Do You Know?
  • I use as an introduction to the career chapter
  • Can you answer these questions?
  • Outlook?
  • Salary with and without experience?
  • Knowledge, skills and abilities needed?
  • The Good, Bad and Ugly about the career?
  • What will you do in a typical day?

42
  • Most students cannot
  • answer all of these
  • questions!
  • Give class 5 minutes to fill out as much
    information as they can on the sheet.
  • I tell them everyone should know this information
    before they make a career choice.
  • They will need to know this information to
    complete their QEP Career Research Project.

43
Research Your Career
  • Students will then be asked to go to the
    computers, taking the Activity Sheet with them.
  • I show them how to navigate three career sites.
    They must follow along on their computer.
  • Students are told that they will use this
    information when they research their careers.

44
Favorite Career Sites
  • Occupational Outlook Handbook
  • http//www.bls.gov/oco/
  • Americas Career Infonet
  • http//www.acinet.org/
  • The Sloan Career Cornerstone Center
  • http//www.careercornerstone.org/

45
Great Sites for Matching Majors with Careers
  • What Can I Do With This Major?
  • http//www.shsu.edu/ccp_www/majors/default.html
  • Rutgers College Majors and Careers
  • http//careerservices.rutgers.edu/CareerHandouts.s
    html

46
How to Research Careers and Majors Handout
  • I give them this sheet to help them navigate the
    sites at home.
  • Helps new instructors learn to navigate the
    sites. Sites can be overwhelming with all the
    information.

47
What Students are Saying About the Course
48
QEP Degree Planning Assignment
  • Students meet with an advisor twice during
  • the semester to talk about academic goals
  • and obtain a Degree Plan.
  • Discuss any barriers they may have and
  • strategies to overcome them.
  • Advisor and/or instructor go over the
  • Noel-Levitz CSI. Students are given a
  • Campus Resources Handout.

49
My Future Project
  • Students Final- Class Presentation
  • Can do a video, power point, poster, poem,
  • artwork, etc.
  • Must include
  • Career information- salary, outlook, duties
  • How career fits their interests, values,
    personality
  • Ideal day
  • What they will wear to work
  • Leisure activities
  • Type of house they want
  • Volunteer activities and more
  • Classmates fill out an evaluation- What have
    you
  • liked most about this student? Give to each
    student.

50
Video My Future Project
51
Overview CollegeScope Webinar
  • Overview of key features
  • Research on effectiveness (Brief)
  • Resources for faculty
  • A quick tour (student and faculty view)
  • Helping your students log in
  • Introducing CollegeScope to your students
  • Improving retention and success
  • Common login problems and easy solutions
  • Assessments

52
Questions?
53
References
  • Cuseo, Joseph. (2003), Academic Advisement and
    Student Retention Empirical Connections System
    Interventions
  • Cuseo, J. (2005). Decided, undecided, and in
    transition Implications for
  • advisement, career counseling, and student
    retention. In R. S. Feldman (Ed.),
  • Improving the first year of college
    Research and practice (pp. 27-50). New York
    Erlbaum. 
  • Friedlander, J. (1980). Are college support
    programs and services reaching high-risk
  • students? Journal of College Student
    Personnel, 21(1), 23-28.
  • Knapp, J. R., Karabenick, S. A. (1988).
    Incidence of formal and informal academic
  • help-seeking in higher education. Journal of
    College Student Development, 29(3),
  • 223-227.
  • Walter, T. L., Smith, J. (1990, April).
    Self-assessment and academic support Do
  • students know they need help? Paper
    presented at the annual Freshman Year
  • Experience Conference, Austin, Texas.
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