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HELPING ADULTS BUILD
A SUCCESSFUL EDUCATIONAL
PLAN National College Transitions Conference
November 2012
Betsy Esposito and Elizabeth Lasher
Penn State University
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
CURRICULUM
Educational
Plan
WritingStudy Skills
Career Exploration
and Assessment
s
ResearchLibrary
and Internet
Technology
PPTANGEL
Public Speaking
Penn State Staff
Admissions and Aid
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
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.
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?
SUPER’S DEVELOPMENTAL SELF-CONCEPT THEORYEmphasis 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
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
FOCUSING ON CAREERS
Educational
Plan
WritingStudy Skills
Career Exploration
and Assessments
ResearchLibrary
and Internet
Technology
PPTANGEL
Public Speaking
Penn State Staff
Admissions and Aid
KEY COMPONENTS
1. Awareness of the need to plan ahead
2. Decision-making skills
3. Knowledge and use of informational resources
4. General career information
5. General world of work information
6. Detailed information about careers/occupations of preference
(Six Factors of Career Maturity,
Super & Thompson, 1979)
CLASS VISITS
Making the
Connection
Learning About
Yourself: Becoming an
Informed Consumer
Pulling the Plan Together & Moving Forward
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
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
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
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
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
CONTACT INFORMATION
Elizabeth Lasher, Ph.D., LPC
814-865-3443
Betsy Esposito, M.A.
814-863-1575
