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Career Courses in U.S. Universities
Robert C. Reardon, Ph.D.Florida State University
*With assistance from Janet G. Lenz, PhD, & Beth Lulgjuraj, MS/EdS
Presentation Overview
History of career courses in U.S. colleges and universities
Course philosophies and purposes Starting a course Outcomes and research results The Florida State University course
Career Courses in the U.S.
Based on psychology of work, occupational sociology, labor market economics disciplines
Provide life/career planning knowledge Orient beginning students to fields of studies and
occupations, provide a transition course for seniors, or both
Increase program funding through student credit hour (SCH) production
Increase student retention and degree completion
History and Features
Began in early 1900s as college orientation courses
Most U.S. universities offer career courses Over 30 course textbooks published May be general education or specialized
(discipline specific) courses
Course Outcomes
Meta-analytic studies show career courses produce large gains in career decidedness and career maturity
Career courses were no. 3 of 8 effective interventions Effective career courses have
1) written student goals (ILP) 2) individual student program reports 3) objective career information presented 4) study of effective models/mentors 5) assistance in developing support networks
Folsom & Reardon (2003. College Career Courses: Design and Accountability. Journal of Career Assessment
Research Results
48 journal reports of U.S. career courses since 1920s Over 83 reference citations to career course studies Over 90% of studies showed positive outputs, e.g.,
career decision making, career thoughts, career maturity, locus of control, vocational identity
87% reported positive outcomes, e.g., higher satisfaction, retention, graduation rates; fewer course withdrawals
Folsom & Reardon (2003). College Career Courses: Design and Accountability. Journal of Career Assessment
Getting Started
Are academic unit leaders supportive? Is student affairs leadership supportive? What is the level of support for the career
course relative to other courses? Is instructional consultation and support
available on campus?
Design & Scope. Will the Course be:
Comprehensive, e.g., career exploration & employability skills?
Meet both general education requirements? Required in one or more majors? A service, e.g., supplement career counseling, or focused on
content, e.g., knowledge based? Credit or noncredit? Variable credit? A large or small class? For entering or continuing students? Elective or required? Open registration or targeted for groups of students?
Career Theory Base of the Course
Single theory base Non-explicit theory base Eclectic theory base
When Will the Course be Offered?
Best times for students, e.g., avoid 8 a.m. Best times for instructors Best times for facility use, e.g.,
classrooms, career center How many times per week
and for how long?
Academic “home” of the Course
Does the “home” make a difference in course approval, marketing, funding?
Core course for majors or service course for other students?
Course available through continuing education or for distance students?
Funds Generated by the Course
What institutional policies affect collection & distribution of fees?
Are there rules regarding distribution of funds generated by non-instructional staff?
Who Will Teach the Course?
Regular faculty Professional staff in counseling, career
services, advising Graduate students Adjuncts Team-teaching
Connecting Course to Career Services Program
Career Center as a laboratory for the course Recruiters used as guest presenters Course used to market career services and
programs, e.g., information, internships, portfolio, networking
Promoting & Advertising the Course
Direct marketing to students Academic advisors, career center, and professional
student services staff Faculty and academic departments Orientation & new student programs Web sites and links Parents
Text & Teaching Materials
Instructor developed vs. published materials Individual learning plans (ILPs) Internet & distance learning incorporated into course Use of library materials in main college library or career
center Grading procedures, e.g., performance contracts,
classroom tests Course materials validated in independent, refereed
research reports Course materials include products/activities with
established validity and reliability
How will course be evaluated? Student ratings of satisfaction and quality of
instruction Independent evaluators Use of standardized instruments, e.g., Career
Thoughts Inventory (CTI), My Vocational Situation (MVS)
Review of retention rates over short and long term periods
Strategic review of course: how, when, who
The FSU Course
12 sections per year (28-32 students per class) Variable credit and repeatable Elective course Instructor-student ratio: 1:7-10 Team-taught instruction model
• Small groups, individual conferences Career Center as course laboratory Comprehensive in scope CIP and RIASEC theories used Meets 1.5 hours twice weekly
FSU Course Learning Sequence
Self DirectedSearch
Autobiography
Skills Assessment
Career ThoughtsInventory
InstructorConference
Final IndividualAction Plan
SIGI 3or eDiscover
CFAPaper
InformationInterview Reports
Draft Resume
Strategic AcademicCareer Plan
FinalCover Letter
FinalResume
Draft IndividualAction Plan
CFAWorksheet
Review SDSInterpretive Report& Skills Assignment
ChoicesPlanner
DraftCover Letter
InformationInterviews
Unit IUnit I Unit IIUnit II Unit IIIUnit III
FSU Course Evaluations
Eight published studies reporting course design and learning impact
Offered continuously since 1973 Positive student satisfaction ratings Text and Instructor’s Manual published by
Cengage Press
FSU Course Features
Text and Instructor’s Manual in 3rd editions Syllabus available on-line PowerPoint slides available on-line Team teaching reduces instructor burnout Training of course instructors Ongoing laboratory for career research First edition of text translated in China
For more information contact:
Robert C. Reardon, PhD.Senior Research AssociateFlorida State University Career CenterDunlap Success Center 2124PO Box 3064162100 South Woodward AvenueTallahassee, FL 32306-4162phone: [email protected]
