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Using Student Development Theory to Inform Career Advising

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by

J Gray

on 30 January 2014

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Transcript of Using Student Development Theory to Inform Career Advising

Using Student Development Theory to Inform Career Advising
Undergraduates experience four stages of
Dualism
Multiplicity


.
COLLEGE CREATES
Cognitive
Development

Relativism

.


Dualism, Multiplicity,
Relativism, Commitment
STUDENTS - see the world in black and white, crave certainty and assume only one career choice will yield desired outcomes, They bristle at undecided and select a major to avoid a stigmatizing label.
ADVISORS - should speak about career exploration rather than encourage early choice of major or career, and recommend activities that foster career exploration. Suggest institutions re-title undecided to exploratory etc.
STUDENTS - appreciate the many plausible answers to a question, understand that more than one major may be viable options, but may be reluctant to make a major or career selection.
ADVISORS - remind students that an initial commitment is not a lifetime decision. Encourage reflection on their career exploration by asking them about links they have found between careers and identity.
STUDENTS - begin to understand that opinions must be supported by facts, are ready to evaluate options, narrow choices and need detailed information about specific careers.
ADVISORS - teach students how to evaluate information, follow up with students who have explored alternatives. Simply exposing divergent views without supporting true engagement may not be most effective way to foster development.
Integration of work and learning, including collaborative relationships among the educational institution, the business community, and the wider community, will enhance the experience for students.
Recognition and respect for difference, as demonstrated by institution wide respect for individual diversity, is engendered by the acknowledgment that different approaches and interventions may be needed for students with different backgrounds, lifestyles, and ethnic heritage.
Advisors may ask students the role of family and close friends in their decisions about careers. They may ask students how their lifestyle choices affect career decisions.
Decision Making
Advisors should never assume that a student's early major or career choice is the final word.
DECISION MAKING
Decision Making
STUDENT - express increasingly unspecific career choices as they near graduation, and returning from semester breaks have faced disequilibrium.
ADVISOR - Ask whether student is still committed to the original direction or other options being considered.
Should not blindly accept student declarations without challenging them with probing questions that uncover the processes that led to the decision and encouraging them to support their opinions and assumptions.
Central to the development of authentic purpose is self-authorship, the ability to generate values and identity internally rather than relying on beliefs of others.
Oh...your parents are here? Great.
Millennials seek career advice from parents and can be intensively involved in the student's career decision making.
Advisors can ask advisees the level of involvement their parents have had in shaping their career exploration and decision-making processes. They can encourage students to consider parental advice within the context of all the information students gathered as part of the career development process rather than as the only advice they should heed.
ADVISORS
STUDENTS
The Social Context of Career Advising
STUDENTS – Hold to a position by integrating the knowledge they have learned with their own experiences. They face issues of personal responsibility and understand that commitment is not a static event, but evolves over a lifetime.
ADVISORS – Support students decisions, acknowledge the difficulty of the commitment, and help them celebrate the journey they made!
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