helping adults build a successful educational plan

HELPING ADULTS BUILD

A SUCCESSFUL EDUCATIONAL

PLAN National College Transitions Conference

November 2012Betsy 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=35More women than menMajority of participants held high school, GED, and/or trade technical credentialsMore participants tend to be unemployed

State CollegeAverage age=42More women than menMajority of participants completed high school,

some college, associate degree or higherMore 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 ahead2. Decision-making skills3. Knowledge and use of informational resources4. General career information5. General world of work information6. Detailed information about careers/occupations of

preference(Six Factors of Career Maturity,

Super & Thompson, 1979)

CLASS VISITS

Making the ConnectionLearning 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., LPCejl155@psu.edu

814-865-3443

Betsy Esposito, M.A.bxb4@psu.edu814-863-1575