National College Transitions Conference November 2012 Betsy Esposito and Elizabeth Lasher Penn State University

 Penn State Continuing 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

Educational Plan Writing Study Skills Career Exploration and Assessments Research Library and Internet Technology PPT ANGEL Public Speaking Penn State Staff Admissions and Aid

 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

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.

 What do your students tell you about how they decided on a career or major?  How and when did you decide on your career?

 Emphasis 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

 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

Educational Plan Writing Study Skills Career Exploration and Assessments Research Library and Internet Technology PPT ANGEL Public Speaking Penn State Staff Admissions and Aid

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)

Making the Connection Learning About Yourself: Becoming an Informed Consumer Pulling the Plan Together & Moving Forward

 Getting to know our students  Level the playing field  Introduce the World of Work  Outline the ingredients for career satisfaction & success  Introduce & explain assessments

 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

 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

 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

 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

Elizabeth Lasher, Ph.D., LPC Betsy Esposito, M.A