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Career Courses in U.S. Universities

Career Courses in U.S. Universities. Robert C. Reardon, Ph.D. Florida State University *With assistance from Janet G. Lenz, PhD, & Beth Lulgjuraj, MS/EdS. History of career courses in U.S. colleges and universities Course philosophies and purposes Starting a course

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Career Courses in U.S. Universities

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  1. Career Courses in U.S. Universities Robert C. Reardon, Ph.D. Florida State University *With assistance from Janet G. Lenz, PhD, & Beth Lulgjuraj, MS/EdS

  2. History of career courses in U.S. colleges and universities Course philosophies and purposes Starting a course Outcomes and research results The Florida State University course Presentation Overview

  3. Career Courses in the U.S. • Based on psychology of work, occupational sociology, labor market economics disciplines • Provide life/career planning knowledge • Orient beginning students to fields of studies and occupations, provide a transition course for seniors, or both • Increase program funding through student credit hour (SCH) production • Increase student retention and degree completion

  4. Began in early 1900s as college orientation courses Most U.S. universities offer career courses Over 30 course textbooks published May be general education or specialized (discipline specific) courses History and Features

  5. Meta-analytic studies show career courses produce large gains in career decidedness and career maturity Career courses were no. 3 of 8 effective interventions Effective career courses have 1) written student goals (ILP) 2) individual student program reports 3) objective career information presented 4) study of effective models/mentors 5) assistance in developing support networks Folsom & Reardon (2003. College Career Courses: Design and Accountability. Journal of Career Assessment Course Outcomes

  6. 48 journal reports of U.S. career courses since 1920s Over 83 reference citations to career course studies Over 90% of studies showed positive outputs, e.g., career decision making, career thoughts, career maturity, locus of control, vocational identity 87% reported positive outcomes, e.g., higher satisfaction, retention, graduation rates; fewer course withdrawals Folsom & Reardon (2003). College Career Courses: Design and Accountability. Journal of Career Assessment Research Results

  7. Getting Started • Are academic unit leaders supportive? • Is student affairs leadership supportive? • What is the level of support for the career course relative to other courses? • Is instructional consultation and support available on campus?

  8. Design & Scope. Will the Course be: • Comprehensive, e.g., career exploration & employability skills? • Meet both general education requirements? • Required in one or more majors? • A service, e.g., supplement career counseling, or focused on content, e.g., knowledge based? • Credit or noncredit? Variable credit? • A large or small class? • For entering or continuing students? • Elective or required? • Open registration or targeted for groups of students?

  9. Career Theory Base of the Course • Single theory base • Non-explicit theory base • Eclectic theory base

  10. When Will the Course be Offered? • Best times for students, e.g., avoid 8 a.m. • Best times for instructors • Best times for facility use, e.g., classrooms, career center • How many times per week and for how long?

  11. Academic “home” of the Course • Does the “home” make a difference in course approval, marketing, funding? • Core course for majors or service course for other students? • Course available through continuing education or for distance students?

  12. Funds Generated by the Course • What institutional policies affect collection & distribution of fees? • Are there rules regarding distribution of funds generated by non-instructional staff?

  13. Who Will Teach the Course? • Regular faculty • Professional staff in counseling, career services, advising • Graduate students • Adjuncts • Team-teaching

  14. Connecting Course to Career Services Program • Career Center as a laboratory for the course • Recruiters used as guest presenters • Course used to market career services and programs, e.g., information, internships, portfolio, networking

  15. Promoting & Advertising the Course • Direct marketing to students • Academic advisors, career center, and professional student services staff • Faculty and academic departments • Orientation & new student programs • Web sites and links • Parents

  16. Text & Teaching Materials • Instructor developed vs. published materials • Individual learning plans (ILPs) • Internet & distance learning incorporated into course • Use of library materials in main college library or career center • Grading procedures, e.g., performance contracts, classroom tests • Course materials validated in independent, refereed research reports • Course materials include products/activities with established validity and reliability

  17. How will course be evaluated? • Student ratings of satisfaction and quality of instruction • Independent evaluators • Use of standardized instruments, e.g., Career Thoughts Inventory (CTI), My Vocational Situation (MVS) • Review of retention rates over short and long term periods • Strategic review of course: how, when, who

  18. 12 sections per year (28-32 students per class) Variable credit and repeatable Elective course Instructor-student ratio: 1:7-10 Team-taught instruction model Small groups, individual conferences Career Center as course laboratory Comprehensive in scope CIP and RIASEC theories used Meets 1.5 hours twice weekly The FSU Course

  19. FSU Course Learning Sequence Unit I Unit II Unit III InformationInterview Reports Self DirectedSearch Review SDSInterpretive Report& Skills Assignment CFAPaper Autobiography CFAWorksheet Draft Resume DraftCover Letter Skills Assessment InformationInterviews Draft IndividualAction Plan Career ThoughtsInventory Strategic AcademicCareer Plan InstructorConference SIGI 3or eDiscover Choices Planner FinalResume Final IndividualAction Plan FinalCover Letter

  20. Eight published studies reporting course design and learning impact Offered continuously since 1973 Positive student satisfaction ratings Text and Instructor’s Manual published by Cengage Press FSU Course Evaluations

  21. Text and Instructor’s Manual in 3rd editions Syllabus available on-line PowerPoint slides available on-line Team teaching reduces instructor burnout Training of course instructors Ongoing laboratory for career research First edition of text translated in China FSU Course Features

  22. Robert C. Reardon, PhD. Senior Research Associate Florida State University Career Center Dunlap Success Center 2124 PO Box 3064162 100 South Woodward Avenue Tallahassee, FL 32306-4162 phone: 850-644-9777 rreardon@fsu.edu For more information contact:

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