Faculty and Career Advising

Abstract

Psychology prioritizes students’ professional or career development by including it as one of the five undergraduate learning goals. Faculty advisors are critical to that development but likely feel less prepared for the role. Departments face challenges assessing associated student learning outcomes. We introduce an instrument programs can use to evaluate outcomes and advisors can use to measure students’ advising needs, perceptions, and preferences. We share results from an undergraduate sample ( N = 91) to illustrate potential data and uses. For example, these students viewed faculty as knowledgeable career advisors and expressed confidence in their major selection but simultaneously reported feeling unprepared for postgraduation life and thought the major was not highly marketable. We offer specific recommendations for using such data to promote professional development.

Improving Student Skills and Career Readiness Through Targeted and Embedded Instruction

“…Though most psychology majors will not seek advanced degrees, researchers have noted that psychology majors are often underprepared to enter the workforce (Appleby, 2018). This point is not lost on the students themselves, who do not feel that such skills are being taught (Martini et al, 2015), and otherwise feel underprepared for postgraduation life (Vespia et al, 2018) and the workplace (Borden & Rajecki, 2000). That is, students' ability to promote their skills and find and apply for jobs is often lacking.…”

Entering the Workforce or Going to Graduate School: Themes in Psychology Alumni Decision Making

“…Workforce alumni passively received information from people in relationships (i.e., advisors, parents). Some psychology majors may appreciate a more directive approach to advising (Vespia et al, 2018). Workforce alumni were unsure about next steps and felt worried and anxious.…”

“…Understanding factors important to choices (i.e., finances, undergraduate experiences, relationships), helps answer this question. Knowledge of diverse factors influencing decisions enables psychology programs to develop curriculum relevant to career decisions across time (APA, 2013; Krumboltz, 2009), it facilitates productive faculty-student dialogues about career plans (Halonen & Dunn, 2018;Vespia et al, 2018), and helps undergraduates transition from students to professionals well equipped to navigate changes within their own career story (Ciarocco, 2018;Hettich, 2010).…”

“…At the same time, many faculty advisors feel unprepared to provide career information for workforce graduates (Halonen & Dunn, 2018). Facilitating the school to work transition requires knowledge of factors students identify as important to choices (i.e., relationships) and how planning influences these choices (i.e., job search timelines) (Hettich, 2010;Vespia et al, 2018). Second, we know very little about why psychology majors choose to attend graduate school (Lancaster & Smith, 2004;Zimak et al, 2011).…”

“…Fourth, some research suggests that psychology majors have difficulty with career decision making since there is no well-defined script or job title corresponding to the major (Hettich, 2010;Landrum, 2018). If psychology majors experience uncertainty as they transition away from college, a more directive and prescriptive approach to career advising may be needed (Vespia et al, 2018). Finally, first-generation students, undergraduates who are the first in their family to attend college, need more help with career development (Tate et al, 2015a).…”