Meeting Minutes – January 23, 2007

A Career Exploration Model for La Salle University
Centered on Learning Goals for Undergraduate Students * (01-23-07 Draft)

Created by the Career Exploration Team: Dr. Joseph Cicala (chair), Michael Bachman, Genevieve Carlton, Pat Feeley, Lou Lamorte, Dr. Lane Neubauer, Tara Nicolo, Jim Rook, and Magdalena Valentin.

This draft includes specific objectives for the first of the five stages, in response to the Council of Deans’ request that we focus this year on building the first stage for fall, 2007 implementation. Work already is underway, as well, on the specific objectives that will comprise the subsequent stages. The objectives listed under each goal below pertain to full-time, day division undergraduate students. Complementary and supplementary objectives and materials are being and will continue to be developed for part-time, evening division, and, to the extents appropriate, graduate students. (A given: students will advance – and perhaps even retreat – along this continuum of stages in ways that are not so neatly captured by the “freshman/sophomore/junior/senior” paradigm. Services and programs must be available to all students at any/all points along the way, although they will and should betargeted toward particular classes and at particular times. )

Explore Your Potential.
Learning goals to be achieved by the end of freshman year.

Learning Goal 1: Accurately assess values, interests, and skills.

We have selected for our students the Self-Directed Search (SDS) and DISCOVER as our major assessment tools. We are considering other tools for more particular needs.

It will be our objective to introduce all first-year students to the SDS in FYO classes, for follow-up discussions with Freshman Advisors and, if need be, referrals to Counseling Center staff, prior to late fall registration for the spring semester, so that students’ registration planning with their advisors may be informed by the levels of self-knowledge achieved.

It will be our objective that those discussions lead to active use of DISCOVER, in consultation, as needed, with Career Services Center staff, prior to late spring registration for the sophomore fall semester, so that the students’ registration planning with their advisors may be informed by understandings of the relationships between and among the students’ values, interests, and skills; their current, projected, or possible majors and career paths; and the selection of specific courses to help them move forward in the spring semester.

Learning Goal 2: Actively engage in University experiences and with University resources.

It will be our objective for all Freshman Advisors to use their pre-year training with regard to our model to guide, advise, and/or refer students to all possible University resources, including but not limited to the Counseling Center, the Career Services Center, department chairs and program directors, and annual and other kinds of pertinent University activities and events.

Learning Goal 3: Understand exploration as a process, and one that requires active learning.

It will be our objective to help students achieve this level of knowledge and awareness by means of the steps listed above.

It will be our objective to provide both students and Freshman Advisors with detailed checklists of things to do and activities in which to engage to keep major and/or career exploration at or near the center of their collaboration throughout the year. The checklist for students will most likely be in the form of a passport, to reflect and carry through the “explore” theme.

It will be our objective to add a number of events to the University calendar, including but not limited to a “Majors…and More Fair” and a series of individually designed career/networking nights for as many academic departments and programs as possible, so that there are multiple opportunities for learning about majors and careers on a variety of levels.

Learning Goal 4: Reflect and plan.

It will be our objective, by aligning the use and review of our assessment tools with both FYO classes and Freshman Advising, as described above, to embed reflection and planning into the very fabric of the advising experiences and to make it a signature feature of the freshman year at La Salle University.

It will be our objective that students actively and routinely record, using both hard copy and electronic versions of the passport we will devise, their accomplishments and their learning with respect to the tasks and learning goals we have set for this stage, and to employ similar tools for subsequent stages.

It will be our objective that the tools be devised in such ways that they may be easily shared by students with their Freshman Advisors, their subsequent major advisors, Career Services and Counseling Center staff, and others of the students’ choosing.

It will be our objective that we seek and gather from students, Freshman Advisors, and FYO Instructors information about what students are learning throughout their experiences, and, further, that we aggregate, analyze, and report out on those data for purposes of ongoing assessment, sustenance, and enhancement of this model and our overall plans for our students.

It will be our objective to annually train and/or refresh the training of Counseling Center and Career Services Center staff with respect to the underpinnings and uses of all tools needed for the success of our model.

It will be our objective to introduce all Freshman Advisors and Freshman Year Odyssey (FYO) Instructors to our model, and to the roles they will play in the success of the model, during their annual training periods.

It will be our objective to introduce all incoming students to our model, and to the roles they will need to play if it is to be successful for them, during Day ONE and Opening Weekend each year.

Explore Your Possibilities.
Learning goals to be achieved by the end of sophomore year.

Learning Goal 1: Gather information: majors/educational paths, jobs, careers, industries.
Learning Goal 2: Solidify short-term and longer-term goals.
Learning Goal 3: Reflect and plan.

Explore Through Performance.
Learning goals to be achieved by the end of junior year.

Learning Goal 1: Learn/understand ways to gain experience(s).
Learning Goal 2: Engage and/or continue to engage.
Learning Goal 3: Use experience(s) to reflect, modify, and plan.

Explore the Paths to Your Future.
Learning goals to be achieved by the end of senior year.

Learning Goal 1: Define “success.”
Learning Goal 2: Understand steps necessary to achieve short-term and longer-term goals (jobs, graduate/professional school, careers).
Learning Goals 3: Reflect, modify, and plan (and plan ahead).
Learning Goal 4: Learn how to continue to plan and grow.
Learning Goal 5: Prepare for smooth transition to post-undergraduate life.

Explore Always.
Learning goals that cut across/need to animate all stages.

Learning Goal 1: Build association/connection(s) within the University and with University resources, internal and external.
Learning Goal 2: Build and enhance personal, academic, and career networks.
Learning Goal 3: Learn about and how to use all appropriate and available tools and resources.

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