Helping Adults Build a Successful Educational Plan

1. Helping Adults Build a Successful Educational Plan National College Transitions Conference November 2012 Betsy Esposito and Elizabeth Lasher Penn State University

2. The Program • Penn State Continuing Education @ UP • Partnership with local educational providers, including shared financial support • Penn State staff involvement and use of university facilities and technology • Enrollment pipeline of motivated, prepared students • Program goals

3. Curriculum

4. Our students • Lewistown • Average age=35 • More women than men • Majority of participants held high school, GED, and/or trade technical credentials • More participants tend to be unemployed • State College • Average age=42 • More women than men • Majority of participants completed high school, some college, associate degree or higher • More participants tend to be employed

5. So……Why all the fuss about Career stuff? In our experience, those who have a plan and establish goals, are more likely to enroll in a good fit program and be retained through graduation.

6. You only knowwhat you know • What do your students tell you about how they decided on a career or major? • How and when did you decide on your career?

7. Super’s Developmental Self-Concept theory • Emphasis on development of self-concept • Self-concept changes over time, develops as a result of experience • As the self-concept becomes more realistic and stable, so does career choice and behavior • People choose occupations that permit them to express their self-concepts

8. Super’s stages & developmental tasks • Stage 1: Growth (0–14) Form self-concept, attitudes, interests, and needs and general understanding of world of work • Stage 2: Exploration (15–24) “Trying out” through classes, work experiences, hobbies. Tentative choice & related skill development • Stage 3: Establishment (25–44) Entry-level skill building and stabilization through work experience • Stage 4: Maintenance (45-64) Continual adjustment process to improve position • Stage 5: Decline (65+) Reduced output, prepare for retirement

9. Focusing on careers

10. Key Components • Awareness of the need to plan ahead • Decision-making skills • Knowledge and use of informational resources • General career information • General world of work information • Detailed information about careers/occupations of preference (Six Factors of Career Maturity, Super & Thompson, 1979)

11. class Visits

12. Making the connection • Getting to know our students • Level the playing field • Introduce the World of Work • Outline the ingredients for career satisfaction & success • Introduce & explain assessments

13. Learning about yourself • Review assessment results (SII, MBTI, Super’s Work Values Inventory, Transferrable Skills Inventory) • Making sense of the larger picture • Aha moments & validations • Reputable resources for further exploration

14. Pulling the plan together • Considering & integrating one’s interests, values, skills, and personality preferences • Research, research, research • Setting SMART goals • Giving voice to one’s fears, anticipated barriers, and excitement • Plan for accountability

15. Involving Admissions Staff • Often make the initial referral to program • Mutual goal of well-prepared students • Class presentation focuses on pursuing postsecondary education and the application process • Can your plan be achieved at Penn State? If not, where? • Student develop a comfort-level with PSU Admissions staff, and PSU in general

16. Financing the plan • Help students to understand how to finance their educational plan • Financial aid is critical to the enrollment plans of most adults, let’s make it understandable • Follow-up individual appointments, if requested • Students develop a comfort-level with PSU Office of Student Aid staff, and PSU in general

17. Contact Information Elizabeth Lasher, Ph.D., LPC ejl155@psu.edu 814-865-3443 Betsy Esposito, M.A. bxb4@psu.edu 814-863-1575