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CACEE 2014 - Career Ed & Engagement

for CACEE Conf on May 22/14 by Tony
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on 10 June 2016

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Transcript of CACEE 2014 - Career Ed & Engagement

What is Your Situation?
Art
Asian American Studies
Chemistry
Economics
English
Geography
Government
Psychology
Cartoonist
Teaching ESL in Korea
Veterinarian
Bond Trader on Wall Street
Editor, Major Publishing House
High School Geography Teacher
Special Prosecutor
Psychotherapist
MAJOR
What was your childhood dream?
What are you pursuing now?
How did baking for friends change her life?
What did she learn about herself through that experience?
seeking
one focus
doesn't work out...
discover a new possibility
discover more possibilities
some possibilites don't work out
none of the options are realistic for now
discover more possibilities
several
possibilities
"the one" may change in the future
your experience will clarify which options work better
for you
explore to find out what possibilities are out there
What percentage of university graduates say their careers were significantly influenced by unplanned events?
70%
"Create Your Own Luck" [CYOL] Competencies
Curiosity
view opportunities as possible and available
Persistence
Flexibility
Risk Taking
Optimism
exerting effort despite hurdles
exploring new opportunities
being open to changing your attitude and circumstances
not being afraid to do something even if you are unsure if or how it will turn out
Did you recognize any of the the 5 CYOL competencies:
- curiosity
- persistence
- flexibility
- risk taking
- optimism
Wandering Map

Any questions?
To book an advising appointment, visit our centre
in Maggie Benston Centre (MBC 0300) or call our front desk at 778.782.3106.

Office Hours are 9:00 am to 4:30pm

For more resources and career-related information,
visit our website: www.sfu.ca/career
?
CAREER EDUCATION
IN THE AGE OF ENGAGEMENT
seeking
one
focus
several
possibilities
TO BE CONTINUED...
JOB
Art
Asian American Studies
Chemistry
Economics
English
Geography
Government
Psychology
Special Prosecutor
Bond Trader on Wall Street
Teaching ESL in Korea
Veterinarian
Psychotherapist
Editor, Major Publishing House
High School Geography Teacher
Cartoonist
MAJOR
JOB
Luck Readiness Index &
"Create Your Own Luck" Score
REMEMBER...
THE ROLE OF CHANCE:

- 69% of students reported that chance events influenced their career decision (Bright, Pryor, & Harpham, 2005)


- 70% of university grads say their careers were significantly influenced by unplanned events (Krumboltz)
About the Presenter:
Career Services & Volunteer Services (6 yrs)
Co-operative Education (9+ yrs)
M.A. in Education (2012): "Career Education in the Age of Engagement"
Praised by BC Educators
Grade 2 Teacher once said:
"Pleasure to have in the class"
After-Tax Income, by Level of Educational Attainment, 2005:
No certificate, diploma or degree: $15,523
High School or equivalent : $19,744
College, CEGEP or other
non-University credential : $27,741
University certificate, diploma
or degree : $35,168
Source: Statistics Canada's 2006 Census
SELECTED RECOMMENDATIONS
AND SOME
STUFF WE'RE DOING


70% of university grads work in areas outside their field of study (WorkLife Group, Australia)

http://career.worklifegroup.com/graduate/a-degree-is-not-a-life-sentence-30.html
QUESTION:
Do you know anyone who is working in an occupation that is different from what they initially envisioned?
FINALLY:

Slightly more than 50% of Canadian university graduates reported having jobs closely related to their field of study, two years after graduation

- Stats Can, National Graduates Survey, (class of 2005)
OUR NEW ROLE
(influenced by Chaos Theory of Careers and Happenstance Learning Theory):

Increase student confidence to acknowledge, embrace and thrive on change

To encourage action (small steps)



Economy was HOT!!! (as were Fergie &
Avril Lavigne)

RIM was a dominant force in the international tech scene

Positions with the federal government were highly secure
REMEMBER 2007?
MAJOR

Art
Asian American Studies
Chemistry
Economics
English
Geography
Government
Psychology
JOB

Cartoonist
Teaching ESL in Korea
Veterinarian
Bond Trader on Wall Street
Editor, Major Publishing House
High School Geography Teacher
Special Prosecutor
Psychotherapist
JOB

Special Prosecutor
Bond Trader on Wall Street
Teaching ESL in Korea
Veterinarian
Psychotherapist
Editor, Major Publishing House
High School Geography Teacher
Cartoonist
MAJOR

Art
Asian American Studies
Chemistry
Economics
English
Geography
Government
Psychology
That's a wrap!
and that's a sandwich...
and that's a wiener dog in a bun.
In 2000, GROWTH IN AVERAGE EARNINGS between the ages of 25 AND 54 was:

49% for those with a high school diploma

53% for those with a college diploma

NEARLY 100% for those with a university diploma


SOURCE: STATISTICS CANADA, 2005. EDUCATION INDICATORS IN CANADA: REPORT OF THE PAN-CANADIAN EDUCATION INDICATORS PROGRAM, CATALOGUE NO. 81-582-XIE.
Making a career decision used to be the goal. It should no longer be the goal. We have no way of recommending what anyone’s future occupation should be. The world is changing too fast for us even to be sure what occupations will exist tomorrow.

(Krumboltz, 2011).
What do they have in common?
Can you identify the following people?
Final words from a Barbarian?
- Brooks, K., "You Majored in What?"
Disability Services in Post-Secondary (7 yrs)
Today's Session:
Career Theories and Frameworks


Student Engagement & Retention - Quick Review


Analysis of SFU Initiatives




For two-thirds of first-year students, employment and career related issues are the single most important reason for attending university.

- Canadian University Survey Consortium, 2013
The other side: STUDENT DEBT

- average student debt (2005) = $18,800
- 27% of grads had debt over $25,000

- average for loan payback is 7.4 years
- for 20%, it is > 10 years

- Luong, 2010
Also:

18.5% of Canadian university grads earn less than half of the country's median income of $37,002.

- Bradshaw, 2011
SFU INSTITUTIONAL DOCUMENTS


SFU Undergraduate Curriculum Implementation Task Force - New Directions for the Undergraduate Curriculum (2004)



SFU Task Force on Teaching and Learning - Recommendations Report (2010)



SFU Strategic Vision (2012)



The Engaged University
Engaging Students
Engaging Research
Engaging Communities


* A new emphasis on undergrad
students
Renewed undergrad emphasis happening across the country despite the fact that critiques have been "ignored or discounted" by most universities for the last two decades.
- Marshall, 2011
Possible opportunity to capitalize on this renewed undergrad emphasis, particularly given students' stated interest in career/employment issues.
AREAS TO EXPLORE:

What is meant by student engagement and retention and is there a relationship with career development?

What does current University policy/practice say about student engagement or student career development?

How can this influence our practice?
TINTO

Theory of Retention enjoys “near paradigmatic status”
emphasizes the role the institution plays in supporting retention
initiatives should be integrated (not add-ons)
importance of positive student interactions, particularly in 1st year
frustrated that work has not translated into more effective practice
argue for integrated use of an institution’s resources in education of the ‘whole student’

call for greater collaboration between academic and student affairs units

transformative education exposes students to opportunities for intentional learning – inside & outside the classroom

emphasis on learning outcomes
Notable influence:

broader view of what is considered educationally valuable and who contributes to learning

explicit references to value of experiential education

movement to identifying learning outcomes, many with career orientations

inspiration for career educators???
Seven Guidelines for the Shaping of Best Practice in Retention: Braxton, Brier & Steele (2007)
Those who teach or advise undergrad students should embrace an abiding concern for the career developments of those students

Respect students by being appropriately sensitive to their needs and concerns

Develop and foster a culture of enforced student success

Involve faculty members in programs and activities

Practice institutional integrity

Foster the development of student affinity groups and friendships

Select and implement retention interventions described in the literature

Student Engagement and Retention
THEORIES & FRAMEWORKS

Chaos Theory of Careers, Bright & Pryor


Happenstance Learning Theory, Krumboltz


Blueprint for Life/Work Designs


Essential Skills Framework
PLUS:

Career Cycles Narrative Method of Practice


"The Adventures of Johnny Bunko...", by Daniel Pink
National Survey of Student Engagement (NSSE)

1500 institutions across North America since 2000
engagement data serves as proxies for student learning
collects information in five categories: Student behaviours; institutional requirements; reactions to the institution; student background; and self-reported growth
KUH

identified 19 "educationally purposeful activities" that are positively related to first-year student grades and by persistence between the first and second of year of college

"talked about career plans with a faculty member or advisor"
"participated in a community-based project"
CHICKERING

development involves the change that occurs in students as they “encounter increasing complexity in ideas, values, and other people”
ASTIN

Theory of Involvement suggests that the amount of learning or development is directly proportional to the quality and quantity of involvement

Though all involvement is important, interactions with peers and faculty members have the most impact on development

REASON, TERENZINI, & DOMINGO

students’ perception of a supportive environment in which faculty and university staff provided academic and non-academic support was the greatest indicator of academic competence

“the vast majority of the explained variance in academic competence is attributable to what happened to students during their first year and not to the characteristics they brought with them to college”
Learning Reconsidered (2004 - National Assn of Student Personnel Administrators (NASPA) & American College Personnel Assn (ACPA)
Returning to Kuh's 'Educationallly Purposeful Activities' ...

Educationally Purposeful Activities (Kuh et al., 2008)

Related Competency from Blueprint for Life/Work Designs
Related Skill from Essential Skills
Worked with other students on projects during class
•Interact positively and effectively with others
•Working with Others
Participated in a community-based project
•Interact positively and effectively with others•Understand the relationship between work and society/economy
•multiple
Talked about career plans with a faculty member or advisor
•Locate and effectively use life/work information
•Oral Communication•Thinking
Worked harder than you thought you could to meet an instructor’s expectations
•Change and grow throughout one’s life
•Continuous Learning•Thinking
COMPARING TO BLUEPRINT & ESSENTIAL SKILLS
*14 of 19 EPAs relate to a Blueprint competency
*17 of 19 EPAs relate to at least one of the Essential Skills

KUH, 2010

“it’s high time we look for ways to use [the] work experience to enrich rather than detract from learning and college completion”

“few promise to deliver as much bang for the buck as making work more relevant to learning, and vice versa”

NOTABLE CONNECTIONS BETWEEN STUDENT ENGAGEMENT/RETENTION & CAREER DEVELOPMENT



CHICKERING (student development):

"We need collaborative relationships not only with the world of business, but with community organizations and volunteer programs. Such integration will help students develop knowledge, competence, and personal characteristics that will persist for a lifetime.


ASTIN (involvement):

“if we create opportunities for students to interact and learn together in an academic environment, some good things will happen…. While it is not always possible to know beforehand just what these good things will be, the students seldom disappoint us”


TINTO (integration and interaction):

"while many institutions tout the importance of increasing student retention, not enough have taken student retention seriously…. They are willing to append retention efforts to their ongoing activities, but much less willing to alter those activities in ways that address the deeper roots of student attrition"
HIGHLIGHTS OF THE RECOMMENDATIONS INCLUDE:

1.New requirements re: English competency; writing skills; and quantitative skills.

2.New WQB graduation requirements.

3.Establishment of a student learning centre.

4.Creation of foundational writing and quantitative skills courses (UCITF, 2004).


Develop a plan to raise awareness of the broad range of SFU teaching and learning successes

Involve 'community' members and recognize “the multiple roles necessary for teaching and learning (faculty, staff, students)”

“Better align, grow and accredit and realize the full learning potential of the many and varied experiential programs offered at this university”


(1) depth and breadth of knowledge
(2) knowledge of methodologies
(3) application of knowledge
(4) communication skills
(5) awareness of limits of knowledge
(6) autonomy and professional capacity


2. Engaging Research: To be a world leader in knowledge mobilization building on a strong foundation of fundamental research.


3. Engaging Communities: To be Canada’s most community-engaged research university.


Simon Fraser University adopts, or considers adopting, the Blueprint for Life/Work Designs (or related) framework as a way of assessing whether University programming is addressing the goals laid out in the Strategic Vision (2012).

* Within SFU WIL, Blueprint competencies are integral part of curriculum review process.
Simon Fraser University develops a comprehensive plan to address the needs of students’ self-image and general mental health.



* Career Services & Volunteer Services inaugural "Champion" of Healthy Campus Community initiative
Simon Fraser University develops a plan to support the development of the Blueprint competency areas that appear to be valued within the Strategic Vision but are not addressed within the other initiatives reviewed.

Maintain balanced life and work roles
Understand the changing nature of life/work roles understand
Engage in and manage one’s own life/work building process.
All faculties (and some schools or departments) develop a career engagement strategy for their students.

* supports retention/engagement goals of academic units and career messaging better received by students

* embedding programming within classes should be a priority - academics trumps career when classes start
THANK YOU!
SFU student engagement and retention initiatives incorporate contemporary career development perspectives in their design and delivery.

* long-standing relationship with Back on Track program and Student Development programs (P2L & LEAD)
Simon Fraser University identifies campus-based experiential opportunities that could be enhanced with career development and student engagement programming.

* initiatives with Work Study, international experiences, etc.
Simon Fraser University develops appropriate means to evaluate the impact of co-curricular programming, including career-focused programming.

* incorporating recommendations from Canadian Working Group in Evidence-Based Practice in Career Development (CRWG)
Getting the Voice
of Students
and Alumni...
Stats of SFU Students:
32% - stress had impact on academic performance
84% - overwhelmed by all they had to do
51% - things are hopeless

- American College Health Assn, 2010
individuals are complex and dynamical systems acting within a matrix of other complex dynamical systems
change and chance are integrated realities of existence
encourage individuals to embrace uncertainty
small changes can have major impact; large changes can have minor impact
Human behaviour is the product of planned and unplanned learning situations
Goal of career support is to help clients take actions
Actions can generate beneficial unplanned events
1.Reading
2.Document Use
3.Numeracy
4.Writing
5.Oral Communication
6.Working with Others
7.Thinking
8.Computer Use
9.Continuous Learning
BC Study

45% of students in dropped out in year one earned admission with “A” averages and another 40% earned admission with “B” averages (Conway, 2001)
So what's important to students?

VIDEO:
Wondering Where Your Degree Might Take You?
“in graduating students who are more literate, numerate and broadly knowledgeable, we will improve the employment prospects of our degree-holders”
The connection to retention
and engagement...

Making a career decision used to be the goal. It should no longer be the goal. We have no way of recommending what anyone's future occupation should be. The world is changing too fast for us to be sure what occupations will exist tomorrow.
Krumboltz, 2011
WHAT YOU ALREADY KNOW
Education level is the strongest correlate of employment and income levels.
Statistics Canada, 2010
Tony Botelho, SFU
for CACEE 2014
Just over half of Canadian university graduates had jobs closely related to their field of study, two years after graduation
(Bourdarbat and Montmarquette, 2009)
But how to support students?
Career development programming reduces numbers of dropouts (both at the secondary and post-secondary level)... by assisting youth in seeing the relevancy of their learning as it is tied to pathways to the labour market
Canadian Policy Research Networks, 2006
Final words from a Barbarian

(time permitting)
5 Recommendations (most focused on classroom-learning:
Recommendation #2:
Call for development of "ideal set of attributs":
*greater alignment with Blueprint and Essential Skills
Three overarching goals:
1. Engaging Students:
To equip SFU students with the knowledge, skills, and experiences that prepare them for life in an ever-changing and challenging world.
*preparation for "ever-changing and challenging world" consistent with Blueprint and emergent career theories
Selected Recommendations and Some Stuff
We're Doing
Full transcript