Stepping Up to Stepping Out E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B SS Single Issue Student Services
• Sprache: Englisch

Seitenzahl: 205

Veröffentlichungsjahr: 2012

Beschreibung

Undergraduate students come to college from a myriad of pathwaysfor a variety of purposes, and the same can be said of them as theyleave to head off into their next endeavors. Arguably, the mostimportant goal of higher education is to prepare students toachieve their postcollege aspirations, and campuses typicallypursue that goal through a combination of curricular andco-curricular programs and services for students. This issue offers readers a glimpse into contemporary contextand practice related to helping students with their after-collegetransition from one form of education (two-year or four-year) tothe next (four-year, graduate, or professional school), fromeducation to workforce, or from education to military service. This is the 138th volume of this Jossey-Bass highereducation quarterly series. An indispensable resource for vicepresidents of student affairs, deans of students, studentcounselors, and other student services professionals, NewDirections for Student Services offers guidelines andprograms for aiding students in their total development: emotional,social, physical, and intellectual.

Leseprobe

Table of Contents

Cover

Title page

Copyright page

Editors’ Notes

Chapter 1: Preparing Students for After-College Life: The Context

Historical Context

Contemporary Context

Conclusion

Chapter 2: Engaging Theories and Models to Inform Practice

Role Acquisition Theory

The Theory of Self-Authorship

Socialization Theory

Transition Theory

On-Time and Off-Time Events

Generations

Vocational Theory

Conclusion

Chapter 3: Pathway Programs to Life after College

Theories and Models

Defining Programming

Types of Transitions and Programming to Support Students

Community College to University

Undergraduate to Graduate Studies

University to Work

University to Military

Looking Forward

Chapter 4: Four Programmatic Approaches to Assisting Students’ Transition from College

Barry University’s Graduate School Awareness Week

DeSales University’s Senior Success Series

The University of Georgia’s Career Academy

University of Florida Opportunity Scholars and the Academy of Leadership Programs

Conclusion

Chapter 5: Overview of Curricular Approaches

Articulation Agreements

Career Courses

Capstone Courses

Internships for Credit

Conclusion

Chapter 6: Case Studies of Curricular Approaches

George Mason University

Louisiana State’s Strategic Career Development Course

UNC-Charlotte: College Transition Transfers

Conclusion

Chapter 7: Looking Forward: New Challenges and Opportunities

Job Market Changes

The Evolving Job Search Process

Changes in Higher Education and Job Preparedness

Future Considerations

Index

STEPPING UP TO STEPPING OUT: HELPING STUDENTS PREPARE FOR LIFE AFTER COLLEGE

George S. McClellan and Jill Parker (eds.)

New Directions for Student Services, no. 138

Elizabeth J. Whitt, Editor-in-Chief

John H. Schuh, Associate Editor

Copyright © 2012 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. No part of this publication may be reproduced in any form or by any means, except as permitted under section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permis‑ sion of the publisher or authorization through the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923; [phone]; fax [phone]. The copyright notice appearing at the bottom of the first page of an article in this journal indicates the copyright holder’s con‑ sent that copies may be made for personal or internal use, or for personal or internal use of specific clients, on the condition that the copier pay for copying beyond that permitted by law. This consent does not extend to other kinds of copying, such as copying for general distribution, for adver- tising or promotional purposes, for creating collective works, or for resale. Such permission requests and other permission inquiries should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River St., Hoboken, NJ 07030; [phone], fax [phone], www.wiley.com/go/permissions.

NEW DIRECTIONS FOR STUDENT SERVICES (ISSN 0164-7970, e-ISSN 1536-0695) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594. Periodicals Postage Paid at San Francisco, California, and at additional mailing offices. POSTMASTER: Send address changes to New Directions for Student Services, Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594.

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EDITORS’ NOTES

One constant in the course of the history of higher education in the United States is that its goal has always been to prepare students for full and meaningful lives after college. However, both the vision of what form that preparation should take and the composition of the student body have been in a continuous state of change throughout that same span of time. Our purpose in presenting this monograph is to offer a discussion of contemporary practices in preparing students for life after college, while taking note of the history and also offering some thoughts on the future.

The New Directions in Student Services series comprises texts that are intended to be sourcebooks—that is, they are meant to be practical, timely, and relatively brief. Managing a discussion on preparing students for after-college life within the series’ framework requires that we make some decisions regarding both the content and the organization of the chapters being solicited from our authors.

The first choice we addressed was establishing the scope of content for the monograph. Life after college is a fairly broad landscape. Narrowing the scope of the discussion to focus on preparing students for particular types of transitions seemed reasonable, in order to assure that the monograph would prove significantly helpful to our readers. Recognizing that such narrowing would also minimize discussion of other forms of transition, we made two choices related to scope. First, we decided to limit the discussion to life after undergraduate education. This choice was driven by the practical consideration of the greater number of students involved in these transitions and the corresponding number of student affairs professionals and others involved in helping these students. Preparing graduate and professional students for life after college is another important and interesting opportunity for student affairs professionals, and we hope to see discussions on this topic in future articles, chapters, monographs, and books.

Having chosen to address undergraduate education, our second choice was to focus the discussion on three particular activities of life after college: transition from one form of education (two-year or four-year) to the next (four-year or graduate and professional school), transition from education to workforce, and transition from education to military service. Here again our thinking was guided by practical considerations regarding the numbers of students who are engaged in each of these three transitions. Discussion of the transition from education to a period of public service, or to a period of personal exploration and reflection, or to a period of building a family would all be welcome additions to the literature of student affairs. Another welcome addition to the literature, albeit a challenging one to organize given its considerable scope, would be a monograph (or book) focused on helping students to develop life skills related to financial literacy and health, including money management, handling of contracts (employment, leases, loans, etc.), and insurance in various forms.

Having determined what content we wanted authors to address, we needed to make choices related to organizing the material, and we decided upon a fairly traditional path. We would open with a presentation of history and contemporary context of practice followed by a discussion of theories applicable to practice. Next, we would move to programmatic approaches to preparing students for after-college life with a chapter offering an overview and a chapter offering case studies. Switching to curricular approaches, again we would offer an overview chapter and a case study chapter. The monograph would conclude with a look toward the future that draws upon the information shared in its chapters.

Consideration of all these choices prompted an important insight. For the purposes of efficiency, we adopted a set of common definitions and distinctions in designing the monograph. We chose to discuss transitions from undergraduate education to further education, or to workforce, or to military service. We distinguished between programmatic and curricular (or, put another way, student affairs and academic affairs) approaches as an organizing principle. The reality of our work with students, however, is far richer than the simple one-dimensional constructs that we use to frame our consideration of that work. Our students are engaged in various forms of education simultaneously. They may be taking high school and college courses or undergraduate- and graduate-level courses. Many of them are already working, and some of these are already working in their chosen career. A course, series of courses, or a degree is not their gateway transition; it is more of an evolutionary step. With the state of global affairs and the demands on our military services, students today may not have the luxury of moving through their education and then into service. They are serving or training for service while in school and moving back and forth between being more a soldier than a student and vice versa. Finally, both of us fully believe that the shared focus of students, staff, and faculty ought to be on student learning and development. When that is the case, the traditional artificial distinction between programmatic and curricular approaches is far less relevant. So, while we stand by our choices regarding managing the monograph for better or for worse, we need to be clear and explicit about those choices and about their limitations.

We also want to be thorough in thanking all of those who have helped bring this monograph to fruition. First and foremost, thanks to the authors who answered our call to contribute. Your thoughtfulness and diligence are greatly appreciated! In thanking the authors, we recognize and appreciate the contribution made by Joel Driver and Brian Montalvo to the development of Chapter Three. Similarly, we are happy to acknowledge the assistance offered by Karen Obringer in finalizing the manuscript. We also thank John Schuh and Liz Whitt for inviting us to serve as editors for this monograph. The work the two of you have accomplished as editors for the New Directions in Student Services series is a remarkable gift to our profession. We have enjoyed the opportunity to learn through the experience of working on this project, including learning to be careful when John starts looking around for volunteers.

George McClellan thanks Peggy Barr for her continued friendship and mentorship, his colleagues at IPFW for their work in support of student success and their encouragement of his scholarly endeavors, and Jill Parker for serving as coeditor. Her hard work, sharp mind, keen eye, steady focus, and easy wit mark her promise as a writer and editor moving forward.

Jill Parker thanks her parents for their support, her Front Range Community College colleagues for their tireless work in serving students, and George McClellan for his guidance, patience, and mentorship. The opportunity to assist with editing this monograph has been an incredible learning experience, and George’s willingness to teach the fine art of editing, at which he excels, is greatly appreciated. Jill would also like to thank her friend and colleague, Joel Driver, for his friendship, encouragement, and support. Joel, an initial contributor to this monograph, lost his long-fought battle with cancer in January 2012, and he is dearly missed by his family, friends, and colleagues.

We hope you will find this monograph helpful in providing information about assisting students in preparing for life after college and useful in stimulating ideas for the ways in which you can enhance programs and courses on your campus in this area. Thank you.

George S. McClellanJill ParkerEditors

GEORGE S. MCCLELLAN is vice chancellor for Student Affairs at Indiana University–Purdue University Fort Wayne and coeditor of the Handbook for Student Affairs Administration (3rd ed.). Prior to his current position, McClellan served in a variety of student affairs roles at Northwestern University, University of Arizona, and Dickinson State University.

JILL PARKER is director of Advising, Career, and Retention Services at Front Range Community College–Larimer Campus. She was formerly the Director of Career Services at Indiana University–Purdue University Fort Wayne.

1

Preparing Students for After-College Life: The Context

Kelli K. Smith

This chapter addresses the context in which student affairs professionals, faculty, and other mentors prepare students for after-college life.

What role do colleges and universities play in preparing students for life after college? Much like parents who continually balance caring for their child versus their child, colleges and universities must define their role in educating students in a way that will assist them not only during their time as students, but for the long term as well. Historical context informs the work of student affairs professionals and others in higher education in striking the right balance in helping prepare students for life after college, but significant new pressures face students, their mentors, and educational institutions today.