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Career Advising for the Non-Freshman Freshman: Making Dual Enrollment Students' Dreams a Reality

This article explores the impact of dual enrollment programs like Running Start on career development. It discusses the motivations behind students' participation, the importance of gaining experience, and provides action plans for supporting dual enrollment students. The article also includes employer perspectives and examples of campus initiatives.

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Career Advising for the Non-Freshman Freshman: Making Dual Enrollment Students' Dreams a Reality

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  1. Career Advising for the Non-Freshman Freshman: Helping Dual Enrollment/ Running Start Students Make Their Dream a Reality Cybrina Cooper - Alyssa Nastasi - Beverly Vari

  2. Dual enrollment - concurrent enrollment • Dual Enrollment/Concurrent Enrollment: program that allows students to be enrolled in two separate, academically related institutions • 2 million students enrolled nationwide • Individual state resource

  3. What is Running Start? • Washington, New Hampshire, Hawaii, Montana, and Illinois; a type of dual enrollment program • Washington State: provides up to 2 years of paid tuition • Washington Running Start participation follows national trend, continually increasing • Expectations of the students

  4. Traditional Student vs. Running Start Traditional student Graduate HS & enter UNI Graduate UNI Exploration Specialization Avg. age 22 Running Start Student Graduate HS Graduate UNI Avg. age 20 Specialization Skips Exploration Junior credit status, but technically a freshman. “Non-Freshman Freshman”

  5. Poll • Why do you think students participate in Running Start/take dual enrollment classes?

  6. Outline • What brought us here? • Who are the students? Why did they take this route? • How does this impact Career Development? • Importance of gaining experience • Activity • Action plans

  7. What brought us here? • Career Development, Pre-College Outreach, Orientation = co-located at UW Tacoma • Massive increase in RST students • Public/private comparison and employer perspective prompted collaboration with SMU and Enterprise • Identified we needed more data

  8. Surveys, surveys everywhere University of Washington Tacoma Four-year urban-serving university, undergrad enrollment: 4550 This fall, surveyed 177 first year Running Start students via email Received 37 responses (20% response rate) Saint Martin’s University Four-year undergraduate and graduate; private, Catholic, liberal arts university, undergrad enrollment: 1300 Surveys sent to all SMU students via email 60 responses, of those 53 were Running Start

  9. Background on “non-freshman freshman” Results from 2018 student survey

  10. Background on “non-freshman freshman” Entering workforce under 21 with a bachelor's degree

  11. Background on “non-freshman freshman”

  12. Emerging Question • What could the Running Start/Dual Enrollment Career Development Model on your campus look like?

  13. Campus impact • Campus-wide • Faculty and classroom • Each campus is identifying ways to prepare students: examples UWT/SMU • Emerging questions: • How can we best prepare students post-grad? • What are employers noticing?

  14. Examples of employer encounters

  15. Employer impact

  16. Employer perspective - importance of gaining experience • SMU surveyed employers (15 responses) Top 3 skills employers reported most important from recent college graduates* • Ability to work in a team • Strong work ethic • Problem solving skills Top 3 skills employers reported lacking from recent college graduates • Initiative • Flexibility • Communication skills (written)/Strong work ethic (tie) *All graduates, not just Running Start

  17. Employer perspective - importance of gaining experience “What you get by achieving your goals, is not as important as what you become by achieving your goals.” - Zig Ziglar

  18. Instructions for activity - student personas • All personas are based on real experiences/students* • Get in groups around a student persona • Student A (employer scenario) • Student B (career development scenario) • Student C (employer or career development scenario) • Read the description and discuss how you would support that student! *Key information is changed to protect student identity; some information combined from multiple students

  19. Student A You are an employer that is sitting down with Khloe in an information interview. Khloe entered into the university with enough credits to make her a junior even though she’s technically a first-year student. She is eager to land a job as a manager at a large retail operation. She’s excited to graduate next year and start her career at just 19 years old. She has a 3.7 GPA and keeps busy with her studies. Help Khloe land her first big career move!

  20. Student B Emmett is a 20 year old senior who joined Running Start in the first place because his girlfriend was participating. They broke up and he still remained in the program but without a friend/support base. He didn’t explore, get an internship, or use his resources to the max while completing Running Start courses, nor in college. He stayed focused on school and just wanted to finish. As a soon to be graduate, he thought his last hope was attending a networking event to try to find a job. He registered for the event, showed up, but wasn’t allowed in because there was alcohol present and he was not 21 as a senior. What would you recommend that he do?

  21. Student C Hailey is a 21 year old senior in Civil Engineering who joined Running Start because she wanted to save money on student loans and finish school faster to enter into the workforce. During her last 2 years at the university, she has not had the time to get involved with any on-campus leadership organizations or jobs related to her field (she works as a barista to help pay for her expenses). She’s nervous she won’t get hired because of her lack of experience, so she shows up to the Spring STEM Fair. What advice do you give her?

  22. Employer Perspective on Bridging The Skills Gap

  23. How can we support these students? • Articulate what they have done in the classroom if they do not have other experience - Husky Experience, UW Seattle • Elevator pitch • Network! • Share what employers want with the students “The best way to predict the future….is to create it!” -Abraham Lincoln

  24. Questions to consider • How is dual enrollment impacting the needs of students at your organization? • What opportunities does this changing population open up for your work? • How can you help educate and lead within your organization to support this population of students? (early adopters, professional opp)

  25. Questions? Comments? Ideas?

  26. Thank you Beverly Vari, Career Development Specialist University of Washington Tacoma Bvari@uw.edu Cybrina Cooper, Talent Acquisition Specialist Enterprise Holdings Cybrina.R.Cooper@ehi.com Alyssa Nastasi, Assistant Director and Internship Coordinator Saint Martin’s University Anastasi@stmartin.edu

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