Implementing Career Advising Into Your Academic Advising

1. Implementing Career AdvisingInto Your Academic Advising Bobby Gray Associate Director Center for Exploratory Studies UC Advising Conference September 19, 2017

2. Complete College Ohio • Connecting with college and preparing for success is a strategic area of focus for the University System of Ohio Board of Regents in the Complete College Ohio Task Force: Report and Recommendations. • Recommendation 7 in the report is to “Broaden awareness of connections between college completion and career opportunities.” • Integrating career planning into advising and strengthening support for career decision-making is the focus of Strategy 7 in the Advising Strategic Plan • It is expected that members of the student success network, including faculty advisors, will collaboratively provide students with career advice. • Advisors must be knowledgeable about both current and future career opportunities for which a student’s education can be relevant. UC Advising Strategic Plan Academic advisors will be expected to incorporate aspects of career advising into their daily interactions with students. More specifically “This will require (a) the advising focus to expand beyond course planning to degree completion and job placement, and (b) stronger systems of advising that more affirmatively link completion of students’ next steps into the job market or additional education or training.” Advising Strategic Plan: Phase I Final Report. Retrieved from http://www.uc.edu/aas/strategicplan.html The University System of Ohio Board of Regents, Complete College Ohio Task Force: Report and Recommendations. Retrieved from https://www.ohiohighered.org/sites/ohiohighered.org/files/uploads/completion/CCO-task-force-report_FINAL.pdf

3. Academic vs. Career Advising What are your thoughts? Similarities Differences Challenges of adding career advising to your academic advising responsibilities?

4. Definitions Academic Advising Career Advising “Career advising helps students understand how their personal interests, abilities, and values might predict success in the academic and career fields they are considering and how to form academic and career goals accordingly.” Gordon, V. N. (2006). Career advising: An academic advisor's guide. San Francisco, CA: Jossey-Bass. *Career Advising is not Career Counseling or Career Coaching “Academic advising is a series of intentional interactions with a curriculum, pedagogy, and student learning outcomes. It synthesizes and contextualizes a student’s educational experience within the framework of their aspirations, abilities and lives to extend learning beyond the campus boundaries and timeframes.” National: The Global Community for Academic Advising. (2006). NACADA concept of academic advising. Retrieved from NACADA Clearinghouse of Academic Advising Resources Web Site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Concept-of-Academic-Advising-a598.aspx 

5. Career Advising… …IS NOT • Writing a student’s resume or developing a cover letter • Setting up a LinkedIn account for a student • Preparing a student for a job interview • Securing an internship opportunity or co-op position for a student • Assisting with a student’s professional job search …IS • Relating a student’s to identify their interests, abilities, and values to majors/careers • Discussing future opportunities related to majors or careers • Working with students to develop their career goals • Helping a student make connections between their academic courses, experiences, and careers • Referring students to the appropriate resources and experts on campus

6. Theories Influencing Advising Academic Advising Career Advising Trait Factor Theory (Parsons) Matchmaking people and vocations Social Cognitive Theory (Bandura) Self-efficacy, expectations, and goals affected by experiences Personality Theory (Holland) Builds on Trait Factor Theory 6 Areas, RIASEC – a person described as 2 or more types Occupations fit into the six areas Lifespan Theory (Super) Views toward careers change as we age, Exploration 15-24 Career is defined as combination of job and life role Planned Happenstance (Krumboltz) Repositions this idea of uncertainty as an open-mindedness Being receptive to the opportunities and allowing them to guide the way and shape the future Brown, D. (2002). Career choice and development. San Francisco, CA: Jossey-Bass. • Psychosocial (Chickering & Reisser; Erikson; Josselin; Levinson,;Marcia) • Student Identity • Student Life Cycle • Interpersonal Relationships • Cognitive Development (Perry; Piaget) • Intellectual and Ethical Development • How students make sense of their experiences • Scaffolding • Typology (Jung) • Myers-Briggs Type Indicator • Helps explain student reactions to their educational experiences Williams, S. (2007).From Theory to Practice: The Application of Theories of Development to Academic Advising Philosophy and Practice. Retrieved fromhttp://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Applying-Theory-to-Advising-Practice.aspx

7. Career Development Lifespan Theory Exploration (Mid teens through early 20’s) • Tentative (15-17) • Crystallization (18-21) • Specification (early 20’s) • Exploration - major tasks are to develop a realistic self-concept and implement a vocational preference though role tryouts and exploration; there is a gradual narrowing of choices leading to implementation of a preference. Preferences become choices when acted upon. • Tentative -tentative choices incorporating needs, interests, abilities are tried out in fantasy, coursework, part time work, volunteer, shadowing. May identify field and level of work at this sub stage. • Crystallization - General preference is converted into specific choice. Reality dominates as one enters the job market or training after high school. Choosing a college major or field of training. • Specification - trial/little commitment; first job is tried out as life’s work but the implemented choice is provisional and person may cycle back through crystallizing and specifying if not appropriate.

8. Approaches to Advising • Prescriptive • Advisor as Doctor; Student as Patient • Policies, procedures, course registration • Developmental * • More holistic, involves mores participation from the student • Helps students explore and define academic and career goals • Develops decision-making and problem-solving skills • Intrusive • Advisor is proactive and initiates contact • Focus on needs of underprepared, first year, students on probation, students with disabilities • Learning Centered* - Advising is Teaching • Participative and assists in understanding the interrelationships or courses, disciplines, career fields • Strengths Based* • Student strengths and talents guide exploration and learning • Appreciative Inquiry* • Advisor gives full interest and attention to the student • Asking of open ended questions “Career advising does not require advisor competencies that are not already known and practiced by academic advisors” (Gordon, 2005). Gordon, V. (2005, December). What is your career advising I.Q? Academic Advising Today, 28(4). Retrieved from http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/What-is-Your-Career-Advising-IQ.aspx

9. Academic Advisors Need to Be: • “knowledgeable about how students develop vocationally; • able to recognize career-related problems; • career information experts relative to the academic area they are advising; • able to help students gather and process relevant information; and • Proficient in referring students to career-related resources” (Gordon, 2006). “The real difference is made when a student enters his or her advisor's office and says ‘I'm not sure what I want to do with my life’, and the journey begins as the advisor responds ‘what and exciting opportunity, let's talk about that’” (Burton Nelson, 2006). Burton Nelson, Dorothy. (2006). Career Advisors: A new breed. Retrieved from http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Career-advisors.aspx Gordon, V. (2005, December). What is your career advising I.Q? Academic Advising Today, 28(4). Retrieved from http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/What-is-Your-Career-Advising-IQ.aspx

10. What Can You Do? • Know the careers for which your college/major prepares students • Shadow classes, talk to faculty members, job shadow, research • Know what resources exist on campus for career education and professional development • Experiential Learning • Career Fairs • Resume Critiques • Mock Interviews • Job Search Resources • Exploration-based Courses • Professional Development courses • Self-Assessment Tools and Resources • Know when and where to refer students • Center for Pathways Advising and Student Success • Center for Exploratory Studies • Experience-Based Learning and Career Education

11. 4-Year Academic & Career Advising Strategy • Provides checklist for students to use • Academic Advising • Career Advising • Co-Curricular/Professional Development • Great resource for advisors to become knowledgeable about what students should be doing throughout their program • Not all items are needed by all students

12. What Can You Do? • Understand student perspectives • What do your parents do? • Write down all the jobs you can think of in the next 60 seconds. • What is the most important thing to you when you are thinking about your future career? • Tell me what you’ve already learned about a career in….? • What is motivating you to pursue this major/career? • Help students to reflect on and articulate their values, interests, abilities, goals, motivation, etc. • When you look back over this past year, what are you most proud of? • Tell me about your interest in …. • What do you do for fun? • What is your dream job? • Why did you take that particular class to meet your social science requirement? • What are your plans for the summer? It is especially important to ask students these types of questions early in their academic careers

13. What Can You Do? • Help them make connections between courses, experiences, and careers • Why do you think you’re required to take a history course (or English, humanities, social sciences, etc.)? • How are such classes preparing you for the future? – particularly important for 1st and 2nd year students • What are you learning in your marketing class that reinforces your desire to go into marketing? • What did you learn about yourself during your study abroad trip (or internship, co-op, etc.)? • What are you doing to broaden your professional network? • Refer students to the appropriate resources on campus when needed

14. Key Takeaways • You already possess the skills to implement career advising into your academic advising practices. • Learn about the careers that correspond to the majors you advise. • Educate students on what they should be doing, when they should be doing it, and why they need to be doing it. • Make connections and refer, refer, refer!