Helping adults build a successful educational plan
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Helping Adults Build a Successful Educational Plan . National College Transitions Conference November 2012 Betsy Esposito and Elizabeth Lasher Penn State University. The Program. Penn State Continuing Education @ UP

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Helping adults build a successful educational plan

Helping Adults Build a Successful Educational Plan

National College Transitions Conference

November 2012

Betsy Esposito and Elizabeth Lasher

Penn State University


The program

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

Curriculum


Our students

Our students

  • Lewistown

    • Average age=35

    • More women than men

    • Majority of participants held high school, GED,

      and/or trade technical credentials

    • More participants tend to be unemployed

  • State College

    • Average age=42

    • More women than men

    • Majority of participants completed high school, some college, associate degree or higher

    • More participants tend to be employed


So why all the fuss about career stuff

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 know what you know

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 theory

Super’s Developmental Self-Concept theory

  • Emphasis 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

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

Focusing on careers


Key components

Key Components

  • Awareness of the need to plan ahead

  • Decision-making skills

  • Knowledge and use of informational resources

  • General career information

  • General world of work information

  • Detailed information about careers/occupations of preference

    (Six Factors of Career Maturity,

    Super & Thompson, 1979)


Class visits

class Visits


Making the connection

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

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

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

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

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

Contact Information

Elizabeth Lasher, Ph.D., LPC

[email protected]

814-865-3443

Betsy Esposito, M.A.

[email protected]

814-863-1575


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