Reflective Synthesis

This course has opened my eyes to several different and very interesting areas of higher
education; it has also added great insight into my career goals. Originally, I had planned to
continue on with my current role at the Carlson School of Management. The class has explored
many key issues I would never have thought to review and supported my decision to make my
career path much more singular than I originally had thought it would become.
My career path in education has traveled many genres, including for profit, non-profit,
government based, private and business school. Throughout all of these organization types, the
one remaining constant factor is my role within Career Services. The career services
departmental culture and overall guidance methodology is quite different for each organizational
structure. For profit education, along with business school education has the mentality of intense
drive coupled with ensuring placement and higher salaries for its graduates. This helps with
rankings and thus promotes student admission efforts. There is not a holistic approach to guiding
the student through career exploration, career skill building and career path decision-making.
The intense drive behind a business school career services office as well as a for-profit for
rankings driven placement is something I can certainly admire but struggle with. I want the
opportunity to assist students with examining their passions and current skills as well as
supporting their growth and efforts towards building new skills to enable them to create their
own decision process towards career goals and self-advancement to support life-long learning
and career growth.
As I began my role in academic advising, I was not prepared for the shift in perception and
capabilities I myself have of this role, as well as the reverse for students. Students see academic
advisors as on-demand problem solvers who are responsible for the hardships he or she faces.
This is generally seen from the generation that is part of Generation Y, but oftentimes nontraditional students center on this viewpoint too. Within career services, the skillset a student or
graduate needs is produced and required by a company, it is concrete, and a job description
paints it as black and white. For students completing classes, the skill set, or learning ability
isnt as easy to grasp and this does not bode well for individuals seeking instant gratification or
kudos.
As an academic advisor I constantly remind myself that todays students may not have had the
same college preparation I had through parenting, coaching and teachers pushing me to achieve
not just a good grade, but skills that would be needed in the future. These skills are most clearly
neglected with the students I advise. Predominantly, lack of confidence, accountability, grit,
patience, communication and most importantly, perseverance, are all lacking in todays students.
The majority of my advising centers around remind students to advocate for their own education
by talking to instructors when they are struggling. I remind students of their previous successes
to boost confidence and create schedules for homework accountability.
As a leader I know these skills must also be vested into my own team, and my actions will
support the growth within these areas. Unfortunately, as an academic advisor, my frustration due
to these lacking students skillsets causes me to struggle. Reflection must remain a constant
aspect of my leadership style. Each advising session is an opportunity to identify with the
student and their fears or concerns and motivate them to grow and advocate for their goals.

I have started to explore institutions that can promote the mentality I described above but I am
aware this must also be something I continue to develop and evolve myself. The role I currently
have at the South Central College and previously at the Carlson School of Management allows
me to shape my own coaching style and support the career decisions of each student I come into
contact with. I will continue to dig deeper into what universities support the holistic approach to
career guidance and make it their mission to promote the students career goals over the
universitys needs. I believe a four-year institution will have greater depth to their career
initiatives and I have begun attempting to define which university may be best for my next career
step.
In addition to altering my perception of university types, it has also concreted my career goals to
stay in the career services realm indefinitely. Faculty tenure, academic funding and even some
related student issues do not interest me to the extent I thought they would, in fact they
intimidate me. I plan to continue learning more about these issues and instances but to provide
greater perspective, but not as a career opportunity. Ive realized that throughout this course my
passions remain within student support and realization of their professional goals as well as
university accountability to guide and assist with career advancement of their students.
Accountability with business school career offices has continued to surprise me. The rankings
drive behind such institutions does deter me from wanting to support their efforts, but their
placement initiatives are something to admire. Accountability measurements for institutions can
be strengthened, but will likely continue to be a muddy issue. The exploration I completed on
this topic has sparked a fire within my own personal goals of adding this to my agenda for any
future university I work for. There is no specifically set career accountability for most four-year
universities, but I will set standards and measurements of my own for future career services
offices I support.
I am excited to continue forward within the education sector and continue forward with the
possibility of a doctoral program. I am eager to have more time to dedicate to my studies once
the first year of the new academic program I support is complete, I have a child and sell my
house and put a few family issues to rest; all of these things have caused great distraction from
being completely dedicated my coursework and this program. This course has provided great
insight into numerous issues I would not have come into contact as a sole advisor or coach in
higher education professional. I will continue to center on introspection, and encourage others to
seek betterment in themselves, their actions and their surroundings.