advising integral disagree? - iowa state...

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Making Career Advising Integral to Academic Advising

May 13, 2008

Joanne DammingerExecutive Assistant to the Vice President for Student AffairsRowan University

Kenneth F. Hughey Professor, Department of Special Education, Counseling & Student AffairsKansas State University

Agree or Disagree?

Career advising or helping students make careerstudents make career

decisions is a significant part of my role as an

academic advisor

Questions to Consider

• Is the rate of change increasing or decreasing?• Is the impact of a global economy p g yincreasing or decreasing?• Is the complexity of the workplace or environment increasing or decreasing?

Questions to Consider

• Are the number and complexity of decisions and options increasing or decreasing?g• To what extent are students knowledgeable about the options available?

Presentation GoalsEnhance understanding of:

• Career advising, a rationale for career advising, and integrating career and academic advising• Theories of career development applicable to career advisingcareer advising• Advisor competencies for career advising• Career advising process• Student learning outcomes for career advising• Resources, activities, and interventions to enhance career advising

Three broad factors:

1. Clear understanding of self, aptitudes, abilities, interests, ambitions, resources, limitations, and their causes

2. Knowledge of the requirements and conditions of success advantages and disadvantages

Frank Parsons. (1909). Choosing a Vocation.

success, advantages and disadvantages, compensation, opportunities, and prospects in different lines of work

3. True reasoning on the relations of these two conditions

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All students need career advising, even those who

enter college already decided

Virginia Gordon. (2006). Career Advising: An Academic Advisors Guide.

g yon an academic major

Careerthe totality of work one does in his/her lifetimedoes in his/her lifetime

Sears, S. (1982). A Definition of Career Guidance Terms.

Careersare unique to each person and

created by what one chooses or does not choose.

They are dynamic and unfold throughout life.

Herr, E. L., Cramer, S. H., & Niles, S. G. (2004). Career Guidance and Counseling through the Lifespan: Systematic

Approaches.

the lifelong psychological and behavioral processes as well as

t t l i fl h i

Career Development

contextual influences shaping one’s career over the life span

Niles, S. G., & Harris‐Bowlsbey, J. (2005). Career Development Interventions for the 21st Century.

Career Advisinghelps students understand how their

personal interests, abilities, and values might predict success in the academic d fi ld th id i d


and career fields they are considering and how to form their academic and career

goals accordingly

is a process aimed at helping students effectively use

Career Advising

information about themselves and the options available

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Complexity

Students making academic and

Why do it?

Bullock, E. E., Reardon, R. C., & Lenz, J. G. (2007). Planning Good Academic and Career Decisions.

career decisions feel “as though they are trying to solve a riddle”

The competenciesneeded to be successful in the workplace andin the workplace and future are changing

Misguided aspirationsand underpreparedness for college work make afor college work make a strong case for career and

academic advising

Undecided Studentsoften need

career advising

Approximately 75% of college students change majors

Being unsuccessful inBeing unsuccessful in determining majors or the

inability to develop career goals may lead to attrition

Having definedcareer goals is related to

d i

Hull‐Blanks et al. (2005). Career Goals and Retention‐Related Factors Among College Freshmen.

student retention

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The numbers and diversityof students attending

postsecondary institutions p ysupport the need for effective career advising as an integral part of academic advising

Making career advising integral to academic advising provides the opportunity to:

• enhance students’ academic and d l tcareer development

• help students work toward career and academic goals

• prepare students for the future

Opportunity Limitations

• 69% of Americans lack the knowledge to make informed career

National Career Development Association Poll (1988)

decisions

• 39% do not have a career plan

Knowledgeable decisionmaking is extremely

important to the quality of life and degree of work

satisfaction that one might experience

One of the primary outcomes of anyadvising program is for students to use personal and educational goals to guide their decisions and to

Council for the Advancement of Standards. (2005). Academic Advising Program: CAS Standards and Guidelines.

understand the effect of these goals on one another

Theorycan be considered a

road map that assists in

Krumboltz, J. D. (1996). A Learning Theory of Career Counseling.

road map that assists in decision making

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Knowledge of Career Theorygenerally helps advisors

understand students’ decision making and can specifically guide questions and discussion for increased benefits to students

Trait and Factor Theories

Work satisfaction can result when one’s interests valueswhen one s interests, values and skills are well matched to

the work environment

Theory of Vocational Personalities and Work Environments

• Realistic (persistent, genuine, practical)• Artistic (introspective, imaginative, expressive)• Investigative (analytical, precise, rational)

Holland, J. L. (1985, 1997). Making Vocational Choices: A Theory of Vocational Personalities and Work Environments.

g ( y , p , )• Social (cooperative, friendly, helpful)• Enterprising (domineering, agreeable, ambitious) • Conventional (conforming, practical, and orderly)

“Know Thyself”• Interests• Values• Abilities• Needs• Personalities• Learning Patterns

Cognitive Information Processing Approach

1. Self‐understanding

2. Knowledge of occupations

3 Combining these to make choices3. Combining these to make choices and decisions

4. Metacognitions (career thoughts)

Peterson, G. W., Sampson, J. P., Jr., & Reardon, R. C. (1991). Career Development and Services: A Cognitive Approach.


1. Communication

l

Problem Solving and Career Decision Making Cycle

2. Analysis

3. Synthesis

4. Valuing

5. Execution

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Life‐Span, Life‐Space TheoryCareer development is a lifelong process

that develops over the life span.

Developmental career choices are

Super, D. E. (1990). A Life-Span, Life-Space Approach to Career Development.

influenced by self‐knowledge of one’s interests, values, abilities, personalities,

needs and self‐concepts.

Life‐Span, Life‐Space Theory

Developmental stages

1. Growth

2. Exploration2. Exploration

3. Establishment

4. Maintenance

5. Disengagement

Life‐Span, Life‐Space Theory

1. Son or daughter

2 Student

6. Spouse or partner

Lifetime Roles

2. Student

3. Leisurite

4. Citizen

5. Worker

p

7. Homemaker

8. Parent

9. Pensioner

Krumboltz’s Learning Theory of Career Counseling

Four Factors:1. Genetic endowments and special abilities

2 E i t l diti d t

Krumboltz, J. D. (1996). A Learning Theory of Career Counseling.

2. Environmental conditions and events

3. Learning experiences

4. Task approach skills


Krumboltz believes:

• individuals learn from their economic, social and cultural ,experiences

• these experiences produce the uniqueness of each individual and their actions


Beliefs, whether accurate or not, guide our thoughts about future events and

affect our work habits, thought processes and performance

If you don’t know where you are going, any road will get you there

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Career Advisingmay be thought of as a less psychologically intensive


approach than career counseling

Good advising may be the single most underestimated

Advisor Knowledge and Competencies

characteristic of a successful college experience

Light, R. J. (2001). Making the Most of College.

The responsibilities for advising and counseling are compatible and

Kuhn, T., Gordon, V. N., & Webber, J. (2006). The Advising and Counseling Continuum: Triggers for Referral.

are compatible and overlapping

If student concernsare remedial, problem‐

focused issues, they likely require the expertise of a counselor, psychologist, or

career counselor

2007 NACADA Online SurveyMore than 80% would like to know more about:

• how to motivate students with respect to career and academic planning

• how to ask better questions to facilitate advising q gwith students

• the changing workplace and implications for students

• how to recognize and respond to career issues in advising students

Knowledge to Enhance Career Advising

• Career and student development theories

• Career information and resources, including technology

• Career assessment and use of results

• Career planning and decision making

• Advising/counseling/communication skills

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• Referral• Teaching• Changing workplace

Knowledge to Enhance Career Advising

Changing workplace

• Assessment, evaluation, and accountability

• Students’ special needs

Questions

• Who provides career advising on campuses?advising on campuses?

• Where is career advising provided on campuses?

Effective Career Advisingcan take place in all engaging

academic advising sessions, provided that advisors are helping students tothat advisors are helping students to see the connections between their academic choices and planning for

their futures

Advisors need to be preparedto help students understand how career fields are related to the educational decisions they

are making. If advisors don’t help their advisees integrate these two areas of


information, the students will tap other sources that many not be as accurate, timely

or reliable.

Gordon’s 3‐I Process

1. InquireEstablish rapportAssess needs

2. InformUnderstand connections

expanded Set goals

3. IntegrateSuggest interventionsReview and integrateEvaluate and plan

Inquire

1. Establish rapport/build working relationship with student

2. Determine student’s knowledge base and assess needs

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Open‐ended questions

Empathic listening

Good eye contact

Positive reinforcement

Inform

3. Help students understand connections

4. Set career advising goals with the student

Goals should include:

knowledge needed to pursue or continue in an academic program

foresight to see how academic decisions fit into plans for graduation and steps beyond

Inform5. Suggest and explain interventions to

assist student in Self, Major, and Career Exploration and begin Career Planning

Interest Inventory

Interactive guidance systems

Field experiences Internships Campus

Resources

Advisors assist student to:

turn data into information and action plans

connect to other resources on campus to continue their exploration

Integrate6. Review and integrate gathered

information, including interpretation of exploration results, and affirm or formulate thoughts and choices about major and career plans

7. Evaluate and plan any short or long term follow up with the student

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Student Learning OutcomesYou are your own best educator and learner… Lifelong learning isn’t a

luxury; it’s a necessity. Being a lifelong learner is your only way of coping with rapid change, knowledge explosion,

and complex relationships.Clifton, D. O., & Anderson, E. (2002). StrengthsQuest: Discover and

Develop your Strengths in Academics, Career, and Beyond.

Changing Assumptions That was then This is nowFind secure jobs and stay with them

Develop the ability to anticipate, make, and manage change; this leadsmanage change; this leads to security

Postsecondary degrees are needed for success

Learning is continuous and lifelong; obtain both formal and informal education

Learning Agility

the ability to adjust, adapt, respond to, and be resourceful in the face of new, rapidly

changing conditionsFeller, R., & Whichard, J. (2005). Knowledge Nomads and the Nervously

Employed: Workplace Change & Courageous Choices.

CAS Standardsand

NACADA Statement of Core Values

Available in the NACADA Clearinghouse

Student Learning Outcomes What students will demonstrate, know,

value, and doExamples:• Understand the relationship between academic and career information and decisionsinformation and decisions• Learn and apply career decision-making skills• Make informed, considered academic and career decisions• Develop plans to meet academic and career goals• Learn about and explore academic and career opportunities• Assess and reassess progress toward academic and career goals and plans

CAS standardsThe formal education of students is purposeful,

holistic, and consists of the curriculum and the

co‐curriculumCouncil for the Advancement of Standards. (2005). Academic Advising

Program: CAS Standards and Guidelines.

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Student Learning Outcomes • Personal and educational goals — Sets, articulates, and pursues individual goals

• Realistic self‐appraisal — Evaluates personal and academic skills, abilities, and interests and uses this , ,appraisal to establish appropriate educational plans

• Clarified values — Identifies personal, work, and lifestyle values and explains how they influence decision making in regard to course selection, course load, and major and minor selections

Student Learning Outcomes

• Career choices — Describes career choice and choices of academic major and minor based on interests, values, skills, and abilities

• Effective communication Communicates• Effective communication — Communicates personal and academic strengths and weaknesses that affect academic plans

• Leadership development — Articulates leadership philosophy or style

CAS standards• Craft a coherent educational plan based on assessment of abilities, aspirations, interests, and values;• Use complex information from various sources to

Student Learning Outcomes

National Academic Advising Association. (2006). NACADA Concept of Academic Advising.

set goals, reach decisions, and achieve those goals;

• Cultivate the intellectual habits that lead to a lifetime of learning.

Courageous Choices• What do students need to cultivate within themselves to ensure they take responsibility for creating their lives?

• What are students’ core values and how do they demonstrate them?

• How can students align their values with their career goals to find significance in all they do?

• How can students best serve their families? Their communities? Their country? Their world?

• What are students willing to give up to make time for reflection?

Feller, R., & Whichard, J. (2005). Knowledge Nomads and the Nervously Employed: Workplace Change & Courageous Choices.

Self‐Assessment Instruments• Campbell Interest and Skill Survey (CISS)

• Holland’s Self‐Directed Search (SDS)• Strong Interest Inventory (SII)• Myers‐Briggs Type Indicator (MBTI)

• Career Assessment Inventory (CAI)

See Reference • Career Assessment Inventory (CAI)

• Career Occupational Preference System COPSystem

• The Career Key • Career Maze

• CareerStorm Online Assessment Center

• StrengthsQuest

Reference Section

Online Computer‐Assisted Career Guidance Systems (CACGS)

MyRoad

SIGI 3COIN

CHOICESSee Reference SIGI

DISCOVER

Bridges

CHOICES

Focus II

Reference Section

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Online and Paper Resources for Major and Career Exploration

Occupational Outlook Handbook (OOH)

O*NET Resource Center

America’s Career Kit

Career Info Net

See Reference Career Guide to Industries

Occupation Employment Statistics

What Can I Do With a Major in Series

Occupational Outlook Quarterly

Employment and Industry Trends

Career Guides from JobStar

Vocational Biographies

Reference Section

Institutional Websites • Rowan University Career and Academic Planning Center

• Arizona State University • Indiana University‐Purdue University Indianapolis

• Florida State UniversitySee Reference • James Madison University

• University of Missouri‐Columbia

• University of North Carolina‐Wilmington

• Virginia Tech• Integrated Centers for Academic Advising and Career Development, NACADA Clearinghouse of Academic Advising Resources

Reference Section

Making Career Advising Integral to Academic Advising

National Academic Advising Association

Joanne [email protected]

Ken Hughey [email protected]

National Academic Advising AssociationCopyright 2008

All Rights Reserved

The contents of all material in this Webinar presentation are copyrighted by the National Academic Advising Association. All rights are reserved by NACADA, and content may not be reproduced, downloaded, disseminated, published, or transferred in any form or by any means. Copyright infringement is a violation of federal law and is subject to criminal and civil penalties. NACADA and National Academic Advising Association are service marks of the National Academic Advising Association.

Case Studies

We hope you will use the studies to continue the conversation about the value and practice of career advising on your campus.

Case of Chris

Chris, a first‐year Computer Science major, seeks advising before registering for his second semester of freshman year. He is very happy that he is meeting with the same advisor that he saw previously when he needed to drop a course because the advisor was nice and appeared to listen to him. Chris is a little worried about something else today. He is not sure he wants to stay in the Computer Science major. He really likes computers but from some of the things that have been said in class, he is concerned that he will not get enough interaction with other people when he gets his first job. Chris recognizes that he is very social and likes to work in groups with others rather than by himself. Chris mentions this in the advising appointment but quickly says that he does not know any other major he might like so he is going to stick with Computer Science. After all, his brother majored in Computer Science and he loves programming and is making really good money. Chris decides he just needs to get a list of courses and be on his way.

Case of Angelique

Angelique, a first‐year student, thinks she wanted to major in Public Relations. She is friendly, inquisitive, and has always been considered a ready advice‐giver to her friends. After her first semester of taking some public relations classes and learning more about what is expected in the field, she worried that she wouldn’t be strategic enough to create a media plan for clients. Angelique visits her academic advisor because she needs to register the following week for classes and she mentions her thoughts. She tells the advisor about her creative ideas, but explains she is worried about not being able to bring them from her head to paper in time to meet deadlines. Angelique really likes the fact that she’ll be able to help companies with branding and promotion, but she is nervous she won’t be able to conceptualize what they’re asking. Angelique is not sure if she should stay in the major. Adapted by J. Damminger from K. Hood (’09)

Self‐Assessment Instruments Campbell™ Interest and Skill Survey (CISS). http://www.pearsonassessments.com/tests/ciss.htm Holland’s Self Directed Search. http://www.self‐directed‐search.com/ Strong Interest Inventory. http://www.cpp.com/products/strong/index.asp Myers‐Briggs Type Indicator® (MBTI). http://www.myersbriggs.org/ Career Assessment Inventory (CAI). http://www.pearsonassessments.com/tests/cai_v.htm Career Occupational Preference System. http://www.edits.net/career.html The Career Key. http://www.careerkey.org/ Career Maze. http://www.careermaze.com CareerStorm Online Assessment Center. http://www.careerstorm.com/ Strengthsquest. https://www.strengthsquest.com/ Online Computer‐Assisted Career Guidance Systems (CACGS) MyRoad by College Board. https://myroad.collegeboard.com/myroad/navigator.jsp SIGI3 by Valpar International Corporation. http://www.sigi3.org/ DISCOVER by ACT. https://actapps.act.org/eDISCOVER/ Bridges by Bridges Transitions Inc. https://access.bridges.com/ COIN by EBSCO Industries, Inc. http://www.coin3.com/ Choices. http://www.careerware.com/ Focus II by Career Dimensions®, Inc. http://www.focuscareer.com/ Online and Paper Resources for Major and Career Exploration Occupational Outlook Handbook (OOH). http://www.bls.gov/oco/ O*NET Resource Center. http://www.onetcenter.org/ America’s Career Kit. http://www.ajb.kni.us/ Career Info Net. http://www.acinet.org/ Career Guide to Industries. http://www.bls.gov/oco/cg/ Occupation Employment Statistics. US Department of Labor. http://www.bls.gov/oes/home.htm What Can I Do With a Major in Series. http://www.uncwil.edu/stuaff/career/majors/ Occupational Outlook Quarterly. http://www.bls.gov/opub/ooq/ooqhome.htm Employment and Industry Trends. http://www.rileyguide.com/trends/html Career Guides from JobStar. http://jobstar.org/tools/career/index.php Vocational Biographies. http://www.vocbio.com/ Colleges and University Career Centers and Associated Websites • Rowan University Career and Academic Planning Center.

http://www.rowan.edu/studentaffairs/cap/ • Arizona State University. http://www.asu.edu/studentaffairs/career/Students/ • Indiana University‐Purdue University Indianapolis. http://www.career.iupui.edu/ • Florida State University. http://www.career.fsu.edu/ • James Madison University. http://www.jmu.edu/cap/ • University of Missouri‐Columbia. http://career.missouri.edu/ • University of North Carolina‐Wilmington. http://www.uncw.edu/stuaff/career/ • Virginia Tech. http://career.vt.edu/ • Integrated Centers for Academic Advising and Career Development.

http://www.nacada.ksu.edu/Clearinghouse/Links/Careers__Advising.htm

Additional References and Recommended Resources Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods (3rd ed.). Boston: Allyn and Bacon.

Brown, D. (2003). Career information, career counseling, and career development (8th ed.). Boston: Allyn and Bacon.

Bullock, E. E., Reardon, R. C., & Lenz, J. G. (2007). Planning good academic and career decisions. In G. L. Kramer & Associates, Fostering student success in the campus community (pp. 193‐213). San Francisco: Jossey‐Bass.

described students making academic and career decisions feeling “as though they are trying to solve a riddle” (p. 193).

Clifton, D. O., & Anderson, E. (2002). StrengthsQuest: Discover and develop your strengths in academics, career, and beyond. Washington, DC: The Gallup Organization.

. . . You are your own best educator and learner. Never forget that we live in a fast‐moving world in which only three things are certain: (1) rapid change, (2) continuing knowledge explosion, and (3) increasingly complex relationships that are more difficult to maintain. To cope, let alone achieve in this environment, everyone faces the possibility of becoming “obsolete” if they don’t keep learning. Lifelong learning isn’t a luxury; it’s a necessity. Being a lifelong learner is your only way of coping with rapid change, knowledge explosion, and complex relationships. No matter what field you enter, you must forever be a learner, or you will get left behind. (pp. 215‐216)

Council for the Advancement of Standards. (2005). Academic advising program: CAS standards and guidelines. Retrieved February 6, 2008, from http://www.nacada.ksu.edu/Clearinghouse/Research_Related/CASStandardsForAdvising.pdf

One of the primary outcomes of any advising program is for students to use personal and educational goals to guide their decisions and to understand the effect of these goals on one another. “The ultimate responsibility for making educational plans and life goals should rest with the individual student” (p. 4). “The formal education of students is purposeful, holistic, and consists of the curriculum and the co‐curriculum” (p. 1).

Crookston, T. O. (1972). A developmental view of academic advising as teaching. Journal of College Student Personnel, 13, 12‐17.

noted that developmental advising was “concerned not only with a specific personal or vocational decision but also with facilitating the student’s rational processes, environmental and interpersonal interactions, behavioral awareness, and problem‐solving, decision‐making, and evaluation skills” (p. 12).

Damminger, J. K. (2007). Self‐Assessment: Relevance and value in first‐year advising. In M. S. Hunter, B. McCalla‐Wriggins, & E. R. White (Eds.), Academic advising: New insights for teaching and learning in the first year (Monograph No. 46 [National Resource Center]; Monograph No. 14 [National Academic Advising Association]; pp. 59‐69). Columbia, SC: University of South Carolina, National Resource Center for The First‐Year Experience and Students in Transition.

Feller, R. (1991). Employment and career development in a world of change: What is ahead for the next twenty‐five years? Journal of Employment Counseling, 28, 13‐20.

“Change is the new status quo” (p.14).

Feller, R. W. (2003). Aligning school counseling, the changing workplace, and career development assumptions. Professional School Counseling, 6, 262‐271.

Feller, R. W. (2005). Post‐secondary success planning. Webinar presented by the American School Counselor Association. Alexandria, VA.

Feller, R., & Whichard, J. (2005). Knowledge nomads and the nervously employed: Workplace change & courageous choices. Austin, TX: PRO‐ED.

Recommend that students develop learning agility—“the ability to adjust, adapt, respond to, and be resourceful in the face of new, rapidly changing conditions” (p. 105)

Gordon, V. N. (1984). The undecided college student: An academic and career advising challenge. Springfield, IL: Charles C. Thomas.

Gordon, V. N. (1995). The undecided college student: An academic and career advising challenge (2nd ed.). Springfield, IL: Charles C. Thomas.

Gordon, V. N. (1998). Career undecideness types: A literature review. The Career Development Quarterly, 46, 386‐403.

Gordon, V. N. (2006). Career advising: An academic advisors guide. San Francisco: Jossey‐Bass.

“All students need career advising, even those who enter college already decided on an academic major” (p. 5). 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 their academic and career goals accordingly” (p. 12).

Gordon, V. N. (2007a). The undecided college student: An academic and career advising challenge (3rd ed.). Springfield, IL: Charles C. Thomas.

Gordon, V. N. (2007b). Undecided students: A special population. In L. Huff & P. Jordan (Eds.), Advising special student populations (pp. 187‐222). Manhattan, KS: NACADA.

Students who change majors make up approximately 75% of college students…being unsuccessful in determining majors or the inability to develop career goals may lead to attrition.

Gordon, V. N., & Steele, G. E. (1992). Advising major‐changers: Students in transition. NACADA Journal, 12(1), 22‐27.

Gore, P. A., Jr., & Metz, A. J. (in press). Foundations: Advising for career and life planning. In V. N. Gordon, W. R. Habley, & T. J. Grites (Eds.), Academic advising: A comprehensive handbook (2nd ed.). San Francisco: Jossey‐Bass.

“By providing career advising interventions that draw on theory, are developmentally and contextually appropriate, make use of evidence‐based techniques, and promote the acquisition or development of academic and workplace success skills, attitudes, and behaviors, advisors are promoting the long‐term academic and career success of their students.”

Gray, K. C., & Herr, E. L. (2006). Other ways to win: Creating alternatives for high school graduates (3rd ed.). Thousand Oaks, CA: Corwin Press.

“Today, most youth aspire to baccalaureate education” (p. 62) ‐ many more students expect to be working in professional occupations as compared to technical occupations (59% vs. 6%).

Gysbers, N. C., Heppner, M. J., & Johnston, J. A. (2003). Career counseling: Process, issues, and techniques (2nd ed.). Boston: Allyn and Bacon.

Habley, W. (2006, October). Look who’s coming to college. Paper presented at the NACADA 31st Annual Conference on Academic Advising, Baltimore, MD.

Herman Group. (workforce and workplace trends). http://www.hermangroup.com/

Herr, E. L., Cramer, S. H., & Niles, S. G. (2004). Career guidance and counseling through the lifespan: Systematic approaches (6th ed.). Boston: Allyn and Bacon.

“Careers are unique to each person and created by what one chooses or does not choose. They are dynamic and unfold throughout life” (p. 42).

Holland, J. L. (1985). Making vocational choices: A theory of vocational personalities and work environments (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

The most widely used and influential trait and factor theory.

Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: PAR. Horn, L., & Griffith, J. (2006). Profile of undergraduates in the US postsecondary institutions: 2003‐04 (NCES 2006‐184). Washington, DC: US Department of Education, National Center for Education Statistics, Institute for Education Sciences.

In 1980 minorities comprised 16.1% of the students and in 2005 it was 30.9%. The proportion of students who are minorities is increasing; from 15% in 1976 to 30% in 2004. 11% of undergraduate students reported having a disability in 2003‐04.

Hughey, J. K., & Hughey, K. F. (2006). The changing workplace: Implications for academic and career advising. Academic Advising Today, 29(3). Retrieved from http://www.nacada.ksu.edu/AAT/NW29_3.htm

Hull‐Blanks, E., Robinson Kurpius, S. E., Befort, C., Foley Nicpon, M., & Huser, L. (2005). Career goals and retention‐related factors among college freshmen. Journal of Career Development, 32, 16‐30.

Students having defined career goals is related to retention ‐ “job‐related career goals were the ones found to relate to persistence decisions” (p. 24). “Clearly, having an identified goal that is dependent on successful completion of an education facilitates decisions to remain in school” (p. 24).

Hussar, W. J., & Bailey, T. M. (2007). Projections of education statistics to 2016 (NCES 2008‐060). Washington, DC: US Department of Education, National Center for Education Statistics, Institute of Education Sciences.

Between 2005 and 2016, undergraduate enrollment is projected to increase by 16% for undergraduate students.

Isaacson, L. E., & Brown, D. (2000). Career information, career counseling, and career development (7th ed.). Boston: Allyn and Bacon.

Keeling, S. (2003). Advising the Millenial generation. NACADA Journal, 23(1 & 2), 30‐36.

Being aware of generational characteristics and tendencies of students can enhance advisors work with students.

Krumboltz, J. D. (1996). A learning theory of career counseling. In M. L. Savickas & W. B. Walsh (Eds.), Handbook of career counseling theory and practice (pp. 55‐80). Palo Alto, CA: Davies‐Black.

Theory can be considered a road map that assists in decision making. One’s interactions and experiences have consequences and these experiences produce the uniqueness of each individual and their actions. Beliefs, whether accurate or not, guide our thoughts about future events and affect our work habits, thought processes and performance.

Kuhn, T., Gordon, V. N., & Webber, J. (2006). The advising and counseling continuum: Triggers for referral. NACADA Journal, 26(1), 24‐31.

“The responsibilities for advising and counseling are compatible and overlapping” (p. 26).

(2008). Learning Connections Inventory. Available at Learning Connections Resources Web site at http://www.lcrinfo.com/index.shtml. Let Me Learn. Available at http://www.letmelearn.org/

Light, R. J. (2001). Making the most of college. Cambridge, MA: Harvard University Press.

“Good advising may be the single most underestimated characteristic of a successful college experience” (p.81). Effective advisors “asked questions, or posed a challenge, that forced them to think about the relationship of their academic work to their personal lives” (p. 88).

Lowenstein, M. (2005). If advising is teaching, what do advisors teach? NACADA Journal, 25(2), 65‐73.

McCalla‐Wriggins, B. (2000). Integrating academic advising and career and life planning. In V. N. Gordon, W. R. Habley, & Associates, Academic advising: A comprehensive handbook (pp. 162‐176). San Francisco: Jossey‐Bass.

McCarthy, M., & Kuh, G. D. (2006). Are students ready for college? What student engagement data say; how realistic are high school students’ educational aspirations? Phi Delta Kappan, 87, 664‐669.

Even though 80% of high school students indicated they planned to attend postsecondary education, many did not engage in the academic activities that prepared them for this.

Mitchell, K. E., Levin, A. S., & Krumboltz, J. D. (1999). Planned happenstance: Constructing unexpected career opportunities. Journal of Counseling & Development, 77, 115‐124.

National Academic Advising Association. (2005). NACADA statement of core values of academic advising. Retrieved February 4, 2008, from the NACADA Clearinghouse of Academic Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Core‐Values.htm

National Academic Advising Association. (2006). NACADA concept of academic advising. Retrieved February 4, 2008, from http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Concept‐Advising.htm

NewWork News: Gary Johnson’s Brave New Work World. Available at http://www.newwork.com/

Niles, S. G., & Harris‐Bowlsbey, J. (2005). Career development interventions for the 21st century (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

described career development as “the lifelong psychological and behavioral processes as well as contextual influences shaping one’s career over the life span” (p. 12).

suggest that many people have experienced limited opportunities to self‐explore and lack the basic knowledge of what various occupations entail and the training and education needed to enter and be sustained in a career of choice

Noel‐Levitz, Inc. (2007). 2007 national freshman attitudes report. Coralville, IA: Author.

24.8% of the students reported becoming very confused when trying to choose an occupation; and 20.6% reported being very confused about the occupation to pursue.

O’Banion, T. (1972). An academic advising model. Junior College Journal, 42(6), 62‐69.

“The process of academic advising includes the following dimensions: (1) exploration of life goals, (2) exploration of vocational goals, (3) program choice, (4) course choice, and (5) scheduling courses” (p. 62).

Parsons, F. (1908). Choosing a vocation. Boston: Houghton Mifflin.

“. . ., then drop them into this complex world to sink or swim as the case may be. Yet there is no part of life where the need for guidance is more emphatic than in the transition from school to work,‐‐the choice of a vocation, adequate preparation for it, and the attainment of efficiency and success. The building of a career is quite as difficult a problem as the building of a house, yet few ever sit down with pencil and paper, with expert information, and counsel, to plan a working career and deal with the life problem scientifically, as they would deal with the problem of building a house, taking the advice of an architect to help them” (p. 4). “In the wise choice of a vocation there are three broad factors: (1) a clear understanding of yourself, your aptitudes, abilities, interests, ambitions, resources, limitations, and their causes; (2) a knowledge of the requirements and conditions of success, advantages and disadvantages, compensation, opportunities, and prospects in different lines of work; (3) true reasoning on the relations of these two conditions” (p. 5).

Peterson, G. W., Sampson, J. P., Jr., & Reardon, R. C. (1991). Career development and services: A cognitive approach. Pacific Grove, CA: Brooks/Cole.


Pyle, K. R. (2001). Career counseling in an information age: The promise of high touch in a high tech age. Career Planning and Adult Development Journal, 16(3). Retrieved on March 27, 2008, from http://www.careertrainer.com/Request.jsp?lView=ViewArticle&Article=OID%3A111930&Page=OID%3A111933

Sampson, J. P., Jr., Reardon, R. C., Peterson, G. W., & Lenz, J. G. (2004). Career counseling & services: A cognitive information processing approach. Belmont, CA: Brooks/Cole—Thomson Learning. Sears, S. (1982). A definition of career guidance terms: A National Vocational Guidance Association perspective. The Vocational Guidance Quarterly, 31, 137‐143.

Sears, S. (1982). A definition of career guidance terms: A National Vocational Guidance Association perspective. Vocational Guidance Quarterly, 31, 137‐143.

defined career as “the totality of work one does in his/her lifetime” (p. 139). defined career development as “the total constellation of psychological, sociological, educational, physical, economic, and chance factors that combine to shape the career of any given individual over the life span” (p. 139).

Snyder, T. D. (2007). Mini‐digest of education statistics 2006. Washington, DC: US Department of Education, National Center for Education Statistics, Institute of Education Sciences.

There were 13.8 million undergraduates in 1990 and 17.5 million in 2005.

Steele, G. E., & McDonald, M. L. (2000). Advising students in transition. In V. N. Gordon, W. R. Habley, & Associates, Academic advising: A comprehensive handbook (pp. 144‐161). San Francisco: Jossey‐Bass.

Super, D. E. (1990). A life‐span, life‐space approach to career development. In D. Brown, L. Brooks, and Associates, Career choice and development: Applying contemporary theories to practice (2nd ed., pp. 197‐261). San Francisco: Jossey‐Bass.

Life‐Span, Life‐Space Theory is the leading developmental approach to career decision making and interventions that exits to assist students.

Tinto, V. (2004). Student retention and graduation: Facing the truth, living with the consequences. Washington, DC: Pell Institute for the Study of Opportunity in Higher Education.

“Effective advising is an essential part of successful retention programs” (p. 8).

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