Comparing Rayman’s Ten Imperatives to My College Experience Essay

My career goals include working as and becoming a certified school counselor in the State of Florida, setting up the collaboration of district resources instead of the current departmental divisions, and synergizing through a team approach. Given that I currently am in the position of School Counselor I understand I need a deeper knowledge base to best serve the students. I believe that the goal of becoming a certified school counselor will be achieved through the education, residency, practicum, and internship that are part of this program. As a Professional School Counselor, I hope to impact change across my school district with setting up collaboration of district resources resources for the benefit of all students. I have worked in a system in which everything stays very departmentalized and I would like to see synergizing across those departments. Turning the district into a true team is a long-term achievable goal, with myself as the counselor just being one member of that team (Erford, 2015).

After reading Sonja Ardoin’s (2014) “the strategic guide to shaping your student affairs career” book, I read a variety of important content that has allowed me to reflect not only in my fieldwork position, as an Advising Assistant for the Puente Program, but also my current status as a graduate student in the Educational Counseling program.

The mission of the Career Center is, “to design and deliver high-quality career services to UNT students and alumni through collaboration with campus, local, and global partnerships” (Career Center, 2014). This is supported by their vision statement, “Empowering students and alumni to identify and achieve individual goals for career success” (Career Center, 2014). The mission and vision statements both closely align with the Council for the Advancement of Higher Education (CAS, 2015), the National Association Colleges and Employers (NACE), and The University of North Texas (UNT). According to the UNT website, the mission of UNT is, “a major public research university deeply committed to advancing educational excellence and preparing students to become thoughtful, engaged citizens of the world” (Mission, 2015). The Career Center complements the mission of the institution by providing services that enable students to pursue

The Office of Career Services purpose is to assist the institution’s students and alumni in exploring meaningful career-educational experience, developing job search skills, and achieving employment or gaining acceptance into graduate or professional schools. Students from six schools, including the School of Agriculture, Research, Extensions,

Career Academies is implemented within the high school setting and strives to provide instruction in small learning communities. Additionally, the program offers youth both academics and exposure to a particular occupation or sector. The important key Career Academies focus is on partnering with local employers to provide concrete work-based learning opportunities (Wilmer and Bloom, 2014). This program is open to both at-risk men and women with the goal of impacting families that may have began before high school graduation.

Most researchers agree that academic advising is a beneficial service that universities can provide to their students to support student success in academic and personal career achievement. Petty (2014) focuses on the challenges that first-generation students go through and points out that academic advising gives them the motivation and support needed to succeed. Petty (2014) found that academic advising should provide students with a chance to focus on their academic and personal goals and explore a variety of career pathways based on their interests. Drop-out rates and on-time graduation are affecting students who are not seeking academic advising services. Petty states that students who attend post-secondary institutions leave college without

By using history, it is easy to see why career counselors are essential and needed. In some cases, history does repeat itself and this is where career counselors can learn from the past. By using new techniques and assessments, career counselors are able to guide clients in the right vocational direction. The use of the NCDA can guide clients through career counseling as well. A career counselor can use the NCDA as a reference/resource for clients. Clients can use this resource as a means to find employment and enhance career development (NCDA, 2015). As a future counselor, I can incorporate history and the NCDA into my counseling

Career Counseling is not a simple task and definitely is not the same as counseling a client for mental illness. One thing that will be similar is that one will encounter obstacles and barriers in career counseling like one would counseling a client for mental illness. Obstacles may look like various different things; however, the writer will identify and elaborate on three different obstacles that obstructs the process. The writer will also elaborate on how to address these obstacles. These obstacles are not motivation and job finding, work dissatisfaction, and career transitioning. These three issues may contribute to difficulties in the career counseling process. First, the writer will explore

Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed. This is a highly debated topic; where some people think the educational institutions do not have the right to tell a student if they are suited for a particular career path while others feel this is part of the education process to help narrow down the choices as to what career path is best suited for the student. Educational institutions are the driving force to provide a quality education while enhancing the many skills an individual may hold. Data from an accredited University and statements from a noted Psychotherapist provide the facts that students need guidance in making informed choices for their

I believe vision promotes and excels college alumni into accelerating career pathways that promote autonomy, innovation, and leadership expressed independently and as a team. Fostering the next generation builds the framework for the assumptions relied upon to support the community needs for career ready hires. In addition, vision aligns personal beliefs and career goals as a career services, director. I would articulate, steward, and promote this vision to foster alignment with stakeholders – students, parents, and community leaders. In turn, encouraging career goals through exploration through desires, needs, individual values, behavior and actions. Simply the opportunity to lead in providing students with tools to make strategic and informed decisions about the career paths.

Clifford Frontera is a sophomore pursuing a Bachelor of Arts degree in Psychology with a possible minor in Organizational Behavior at Brooklyn College. He is currently still exploring the industry of Psychology that he would like to go into, but is interested in Human Resources. Clifford has also considered in going into the Marketing field. He has been awarded Dean’s List from Fall 2015- Fall 2016. Currently, he works as a College Assistant at the Magner Career Center at Brooklyn College where he helps students connect with their dream careers. He finds that the most rewarding thing of working there is seeing students that were unsure of what they want to do leaving the office with

Janice Tester has been working as a Career Advisor for McGill Career planning Service Office (CaPS) for over 17 years. In 2014, I started to serve as a peer educator in CaPS office and Janice became my supervisor since then. Despite the fact that we worked closely together in the past two years, I never get a chance to know her accomplishments in the job and how she perceive her work. This became my initial motivation to interview her. Another reason is that, given the importance of career advising service in McGill, its performance is difficult to evaluate. A throughout analysis on this position can be helpful for its performance improvement.

As a junior Finance Major in college at Arkansas State University, it is important that I, along with other college students, begin to plan for a career after university. I feel like a quote I once read on a poster in teacher’s classroom in high school would go along perfectly with the topic of career planning. “Failure to prepare is preparing to fail.” By preparing for a career, this allows a student to really see what opportunities/jobs their degree can offer them. A college student should always know what job opportunities their major offers them along with knowing what career planning opportunities their college offers.

Many of the principles of the SLI focus on the necessity for faculty to collaborate with student affairs professionals to make student learning a campus-wide priority. George Kuh (1996) used the principles in the SLI to develop six principles to guide institutions to integrate the curriculum and extra-curriculum: generate enthusiasm for institutional renewal; create a common vision of learning; develop a common language; foster collaboration and cross-functional dialogue; examine the influence of student cultures on student learning; and focus on systematic change. The common element in each of the six principles is campus-wide collaboration.

Career Counseling, or Career Services depending on the institution, is frequently offered on a one-on-one basis, but at times this service is provided through group workshops, classes, or computerized guidance systems. Traditionally a standard function of the career services role is to help students develop job search skills however the scope of the