Category Archives: Choose a major

Is Student Privacy in Jeopardy? What Parents and School Counselors Need to Know


Student Data has left the barn.Every year, parents of junior and senior high school students are inundated by marketing materials from hundreds of post-secondary public or private schools and for-profit trade schools – many you might never have heard of before. One of the common statements I hear is “How did my son or daughter’s name and address get out?” Welcome to the new age of big data.

Anya Kamenetz, NPR’s Lead Education Blogger, wrote a great article published on NPRed entitled, What Parents Need To Know About Big Data And Student Privacy.

In her article she explains the main law that governs data kept by public schools is based on the 1974 Family Educational Rights and Privacy Act, or FERPA. It gives parents and students, once they turn 18, three rights: to inspect their own records, to correct those records, and to give consent in writing before the release of those records to any third party.

Kamenetz writes, “Well, for the most part. There are two blanket exemptions. One covers the “what” (of student information) and the other the “who” (is authorized to see it).”

According to Sheila Kaplan, a privacy activist mentioned in Kamenetz article, “The big hole in FERPA is directory information”. She explains: FERPA allows schools to release a student’s “name, address, telephone number, date and place of birth, honors and awards, and dates of attendance” without first obtaining consent (although they are supposed to disclose the release and allow parents to opt out of directories).

The second hole got much, much wider in the past few years.

FERPA always allowed school officials to release records to other education officials without parental consent. In 2008, that right was expanded to contractors and volunteers, as long as they were under “direct control” of schools. This included for-profit cloud service providers.

Are Marketers Providing a Service or Simply Making Money?

One of the concerns that Kamenetz raises in her article is whether student data will be monetized. It already has – in a billion dollar way. Reidenberg’s study found that fewer than 7 percent of district contracts restricted the sale or marketing of student information by vendors. It did not, however, say how many of the cloud service providers are actually selling that info. And who are these vendors?

You don’t have to look any further than your local school board and junior high and high school counselors. They have likely signed “site licenses” with cloud based solution providers such as XAP (“XAP Corporation is the pioneer in electronic and Internet-based information management systems for college-bound students and the leader in online data”) or Naviance, a program of Hobsons. XAP’s privacy statement states that “We will not share your personal information with outside parties except when we have your permission or we are required by law to provide it.” As the saying goes, the devil is in the details. You are giving your permission and they are selling your information.

At the College Board, their privacy policy states “Our Student Search Service is a voluntary program that connects students with information about educational and financial aid opportunities from more than 1,200 colleges, universities, scholarship programs and educational organizations. According to their policy, here’s how it works:

  • Students may choose to participate in Student Search Service when registering for a College Board exam.
  • As part of taking a College Board exam, students are asked to fill out a Student Data Questionnaire (SDQ).
  • Participating, eligible organizations can then search for groups of students who may be a good fit for their communities and programs, but only among those students who opt to participate in Student Search Service.
  • The search criteria can include any attribute from the SDQ, except the following: disability, parental education, self-reported parental income, social security number, phone numbers and actual test scores.
  • The most searched items are expected high school graduation date, cumulative GPA and intended college major. A full list of SDQ questions is available in College Board test registration materials.

According to Kamenetz, often the issue is murkier than the outright sale of information. For many cloud services, like Google Apps, the entire business model is based on mining data for marketing. “A quarter of the services are free to the districts — the providers are monetizing it somehow,” Reidenberg says. Even the nonprofit Khan Academy allows third parties like Youtube to track students’ Web usage.

In practice, defining the commercial misuse of student data is tricky. A program such as Pearson’s enVisionMATH, a software-based tutoring platform, continuously analyzes millions of data points on student performance in order to improve its products and pitch more relevant products to school systems. That’s both an educational and a commercial use.

Alternatives do exist. For example, Success Discoveries, developers of Career Coaching for Students, recently released their Student Resource Central information repository for public access. Part of the criteria for an information site being listed in Student Resource Central is the ability to provide useful information without providing any personal information. Sites like College Board are included due to the ability to gain value from the information on their site without sharing your personal information. They also list sites like Kaarme, founded in 2006 by concerned parents to expand college opportunities for high school students. Their goal is to make college education and scholarship information accessible and affordable by connecting colleges, parents, counselors, and coaches in a safe networking environment, free of charge.

Now you know why you receive a mail box full of marketing material. Safe surfing.

Carl Nielson is Chief Discovery Officer of Success Discoveries and Managing Principal of The Nielson Group, an organizational development consulting firm serving Fortune 100 company clients. As creator and master trainer of the Career Coaching for Students program for high school students and Career and Success Skills Mastery for College Students and Recent Grads, Carl and his team of licensed facilitators across North America have helped thousands of students find a better way through a career exploration process that works. Self-directed assessment and career exploration coaching packages start at $399. Local public workshops, distance-coaching and in-school programs available. Call for more information at 972.346.2892.

What is the ROI Value for Career Coaching in High Schools?


Supply vs Demand for Student Career Coaching?A posting on LinkedIn’s Life Coaching Teens and Young Adults asked for advice on pricing coaching services to schools. That started my brain thinking about the pricing formula I typically use for in-school, school-partnership, public workshop and private one-on-one programs using the Career Coaching for Students program.

Pricing – and value/ROI – for high school career counseling and coaching is very interesting and important. I certainly don’t have a definitive answer for other coaches but I’d like to share a few discussion thoughts, one formula for pricing and compare that to the per-student cost to deliver a one-semester course.

Note: All examples in this article use “typical” data but a specific proposal always gives consideration to the client’s needs and how the program being delivered is customized to meet that need.

Pricing vs Value/ROI vs Demand

In my corporate work, I have a minimum day rate of $3,500 as a starting point. That fee is neither high nor low, more likely it is about in the average for a consultant/coach to deliver a day’s worth of work in a corporate setting and includes costs such as assessments, books and other supporting materials. If the number of people participating is larger than 15 the fee goes up based on value and expenses on a per-person basis.

Deal-Demand-and-Supply-ForcesFor example, I am about to kick off a high-potential coaching program for 15 employees of a large multinational corporate business unit that includes an opening 2-day program, four months of one-on-on coaching and a closing 2-day program for a fee of $55k+. What does this have to do with schools/colleges? I think I have a lot to offer to schools. I would love to be full-time in that venue. Unfortunately, corporate clients tend to value my services greater. The irony is that if an education institution went all-in with say a thousand students in my Career Coaching for Students program over a 4 year contract, the math would work out ok for me (not great but doable). Most school administrators and college career centers think on a much smaller scale – especially when it comes to outsourcing a service they want to deliver with in-house teaching staff. From my information, the in-house staff model is failing – resulting in a great deal of wasted $$ and low-to-no benefits for the school or the student.

College-Students-Following-The-Career-Path-SheetsAt the college level, student participation in a college’s career exploration coaching service within the career center is less than one percent of the college’s student population according to several articles and social media postings by Career Center Directors. One thing we know is that students will recommend or not recommend to their friends based on a program’s value – regardless of if it is free or fee-based. If a program isn’t growing and the value isn’t driving demand, it is likely not being recommended by students to students. Having less than one percent participating in a service tells me students are “not” recommending the offered program to their friends. With a low participation rate, college presidents decide to fund other programs. But the need for credible career coaching remains a “big” need as evidenced by the “average” number of changes in majors per student in college and the average number of semesters to graduate with an undergraduate degree.

For those of us in the coaching profession, there is great economic diversity. Some professional coaches are the primary bread winner in the family. Others provide coaching services as a secondary and discretionary family income. If you fall in that latter category of “discretionary income” coaching, you might look at volunteering. If you don’t need income to live on and are in a position to do volunteer work, volunteering is a great and noble thing to do. Many high schools and colleges may consider you but you may also find trying to volunteer to be as frustrating as pricing for your services. I see too often those in the coaching profession who have the spouse’s income providing for the primary financial needs of the family. The need to price professionally isn’t as great and consequently, there is a low-ball pricing mentality. My opinion is that our passion for coaching (serving the needs of others) shouldn’t dictate our pricing strategy. I suggest you try to identify what the benefits will be for the client and price based on value – not based on a minimum income requirement.

A Pricing Formula for In-School Offering

The following is a general formula that I use for nonprofit/education institutional pricing proposals. My belief is that I either choose to volunteer or I choose to propose a professional solution that adds real value and price the proposal accordingly.

Sample educational institution pricing formula for Coaches:

  1. Calculate a desired hourly rate. What annual amount of income from coaching are you wanting? In other words, how do you value yourself in this profession on an annualized basis? Example: Let’s say you have a goal of $50,000 per year from coaching. And you think, “if I reach my ‘goal’ of 30 hours per week (pretty much full time), I will be pleased”. That equates to $50,000/2080 hours = $24.00 per hour (nothing for vacation, insurance, home office expenses).
  2. Double the hourly rate. This covers your personal expenses, taxes – any general costs of doing business and time for marketing to this client = FINAL HOURLY RATE.
  3. Determine all program delivery expenses (student materials, reproduction costs, etc.). Calculate down to the per student cost.
  4. Calculate the Total Program Delivery Rate. How many hours for delivery + how many hours for prep = Total Hours. Take Final Hourly Rate x Total Hours = Total Program Delivery Rate
  5. Calculate Total Raw Cost. Multiply # of student participants x per student cost =  Total Raw Cost
  6. Calculate Total Cost. Multiply Total Raw Cost x 1.25 = Total Cost
  7. Calculate Proposal Amount. For Small one-class proposal: Add Total Program Delivery Rate + Total Cost for a Proposal Amount.
    For a Large, multi-class calculation: [Total Program Delivery Rate x # of classes of 25 students] + Total Cost = Proposal Amount

Program Benefits and Goals:

For fun, let’s test this with a program called Career Coaching for Students delivered in a high school class room setting for one semester (http://www.careercoachingforstudents.net):

Better Career Planning Better LifeThe expected benefits need to be articulated and assigned measures that we can refer to later. Here is a short list of expectations for the Career Coaching for Students program:

  • Higher overall student academic engagement
  • Lower drop out rate
  • Greater percent of students with a plan for post-secondary education
  • Higher average class GPA at graduation
  • Higher SAT/ACT test scores.
  • Less higher education costs for students and parents (due to less changing majors and graduating on time from post-secondary education).

Applying the Pricing Formula – A Simple Example for the Coach

  1. Annualized net personal income goal: $50,000 = $24 per hour
  2. 2 x $24/hour = $48 hourly rate
  3. Program Delivery Expenses per student (binders, assessments, online student resource center):
    $129 for 50 students
    $99 for 350 students (we can lower costs dramatically when we have higher quantities, plus customize the binder with the school’s name and mascot)
  4. Program design.
    One class time per week for a semester for a class of 25 students.
    15 weeks per semester = 15 delivery hours for 25 students = .6 hours per student PLUS prep hours of 10 hours (rounds up to 1.0 hour per student)
  5. Total Program Delivery Rate
    $48 x # of hours (25 students = 25 hours in this example) = $48 x 25 = $1,200 Total Program Delivery Rate
  6. For a smaller program of 50 students: 25 students x $129 = $3,225
    For a larger program of 350 students: 350 x $99 = $34,650
    =Total Raw Cost
  7. Total Cost
    For smaller program: $3,225 x 1.25 = $4,031 one class of 25 students
    For larger program: $34,650 x 1.25 = $43,312 for 14 classes of 25 students
  8. Proposal Amount
    For one semester, one class of 25 students: $1,200 + $4,031 = $6,231
    For one semester, larger program of 350 students, 14 classes:
    $34,650 + 43,312 = $77,962

Analyze for Cost/Value Proposition:

Career Coaching for Students offered in-school:
Small one-class program cost per student: $249
Large program, multi-class cost per student: $223

To compare, as a publicly offered program to families, we average around $500 per student in a group workshop setting of 10 – 15 students for a 12 – 15 hour program. One-on-one for the CCfS program (about 12 – 15 hours) is $750+ per student (higher on the East and West coasts).

vs the Cost for One Teacher-Delivered Course in High School

What is the cost per student for any high school course? To be more exacting you could do the following calculation:

Teacher hourly salary rate x [# of hours for class + # of prep/support hours]

or  use a simpler calculation:

Teacher annual salary ($57,000) divided by # of classes taught over two semesters (14) divided by average # of students in the class (25)
References
http://money.usnews.com/careers/best-jobs/high-school-teacher/salary
http://new.every1graduates.org/wp-content/uploads/2012/03/OVAE_Cost_of_SLCs_Final_Balfanz.pdf

Teacher-Delivered Cost per Student

Teacher = ($57,000 / 14)/25 = $162 per student per class.
Of course adding school payroll burden for benefits and retirement of approximately 30% = $162 x 1.30 = $211 per student as a minimum. Double that to cover physical buildings and staff overhead which brings the teacher-delivered cost per student per course up to a more realistic $422 per student per course.

Your Pricing

Based on teacher-delivered pricing, you have room to price your offering in a way that is a win-win for you and the school. Keep in mind you are being given the facilities within the school and you are benefiting from the administrative overhead and lower overall marketing costs so it is not realistic to set a price of $422 per student for your offering. The price you want to stay closer to is the $211 per student for  a work agreement of 15+ students on one or two scheduled days per week.

Doing single student counseling/coaching with a school district? You need a contract based on multiple students in a semester that you will be providing one-on-one services to. That might be an estimate but at least you see what kind of interest, if not commitment, the school district has in using you.

Carl Nielson is Chief Discovery Officer of Success Discoveries and Managing Principal of The Nielson Group, an organizational development consulting firm serving Fortune 100 company clients. As creator and master trainer of the Career Coaching for Students program for high school students and Career and Success Skills Mastery for College Students and Recent Grads, Carl and his team of licensed facilitators across North America have helped thousands of students find a better way through a career exploration process that works.  Self-directed assessment and career exploration coaching packages start at $399. Local public workshops, distance-coaching and in-school programs available. Call for more information at 972.346.2892.

Do I Need to Have A Career Plan in High School?


dream-job-nextexitThe old saying “what you don’t know won’t hurt you” means if you do not know about a problem, you will not be able to make yourself unhappy by worrying about it. That belief is supported by the belief “ignorance is bliss“.

When it comes to creating/having a career plan, focusing on it (worrying about it) will actually create a great deal of happiness, help you avoid major stress and save you (and/or your parents) thousands of dollars. Based on almost daily news, the amount of college loan debt has escalated to levels considered very dangerous for our economy and for individuals. Having excessive education loan debt is a personal accountability issue – not a national economy issue.

How much debt do you want or plan to have when you graduate college? According to an article in the Huffington Post, “the average college graduate obtained a degree in 2012 with $29,400 in student debt, up from $18,750 less than a decade before in 2004, according to a new report.” To avoid unnecessary costs (which frequently ends up becoming debt) during college, avoid changing majors and choose the right college or university for you. If you are unsure about a career direction and go into college as an “undeclared major” you are likely to not have any revelations about a career direction by the end of your Freshman year. Whether you put it off or tackle career planning in high school, the only way to avoid unnecessary expense and find true happiness is to do the career planning work.

So, the short answer to the question, Do I Need to Have a Career Plan in High School?, is that you need to be doing the work of creating a career plan. The Career Coaching for Students program looks at this work as developing Decision Making skills. Decision making is a recognized skill of highly successful people and happens to be one of the weakest skills for incoming Freshman in college. You don’t necessarily need to have made a career decision but you need to be well on your way to identifying and understanding your career interests and the strengths, weaknesses, opportunities and threats associated with your career interests.

A career plan is the reward for the work you’ll do to determine your skills and interests, what career best suits your talents, and what skills and training you need for your chosen career.

By developing a career plan, you can focus on what you want to do and how to get there without worrying and without unnecessary expense. To do this well, you must start with a “professional-grade assessment” that helps you understand your personality strengths. Career planning is only one benefit of using assessments to become much more self-aware.  You’ll also find you will have a better understanding of your skills and experiences to discuss with potential employers (on your resume and in future interviews).

To eventually have a defined career goal, get started now.

A career goal can be a specific job you want to do — such as doctor or teacher — or be a particular field you want to work in, such as medicine or education.

Rather than limiting your future, a career goal may help you discover career possibilities you wouldn’t have thought of otherwise. There are several job possibilities with any chosen career. For instance, if you choose a medical career, you may want to be a scientist, a nurse, or a doctor.

A career goal can also guide you into doing what you want with your life.

  1. Become Self-Aware.
  2. Identify Career Interests.
  3. Narrow your career interests to a top two or three.
  4. Determine what you need to do to prepare for your chosen career.
  5. Besides the right college major, do you need special training? Some careers need the specialized training but don’t require a college degree. If so, find out what schools offer the training you need. Also, determine what kind of experience will you need to be successful in the career. Consider an internship as a way to get work experience in the career field.
  6. Write your career plan.  Use online tools to help you create a visual career plan.

Carl Nielson is Chief Discovery Officer of Success Discoveries and Managing Principal of The Nielson Group, an organizational development consulting firm serving Fortune 100 company clients. As creator of the Career Coaching for Students program for high school students and Career and Success Skills Mastery for College Students and Recent Grads, Carl and his team of licensed facilitators across North America have helped thousands of students find a better way through a career exploration process that works.  Self-directed assessment and career exploration coaching packages start at $399. Local public workshops, distance-coaching and in-school programs available. Call for more information at 972.346.2892.

Is Choice of College Setting Your Destiny?


Your destiny based on college choiceThe article in the Washington Post, The Resume That Makes for a Top Executive, by Gena McGregor, references a new study published this week in the Harvard Business Review, which provides a snapshot over time of the demographics and career trajectories of Fortune 100 executives. The study shows how much the boardroom is changing. Not all students are interested in becoming the next CEO of Google, but choosing a college continues to be riddled with anxiety for those that have choices. The study’s data reveals some changes that are worthy of noting for any high school student (or parent) struggling over which college/university will be best – regardless of career direction.

The study states the majority of top executives now have undergraduate degrees from state universities, with only a fraction going to college at one of the Ivies. Nearly 11 percent of the top executives are foreign-educated, up from just 2 percent in 1980. And however few women there may be in leadership positions, they actually climbed the corporate ladder faster than men, spending fewer years, on average, in each job and taking a shorter time to get to the top.

The research, an effort by professors from the University of Pennsylvania’s Wharton School and IE Business School in Madrid, compiled the backgrounds of the top 10 executives at each Fortune 100 company in 2011 — those who might be called the most powerful 1,000 people in corporate jobs. They conducted the same study in 1980 and 2001.

What has interested people most about their study has been the details about where executives got their education. “I was surprised that’s been such a remarkably big deal for most folks,” Cappelli says. “I guess it’s something that makes people think about their children. Anyone with kids is thinking about these roles, and it’s an aspect of inequality that’s very noticeable to people.”

The study shows the education backgrounds of top corporate leaders are becoming much more equal over time. In 1980, just 32 percent of leaders went to a public university. By 2001 that had grown to 48 percent, and in 2011 the number reached a majority, with 55 percent of corporate leaders going to state colleges. While the percent of Ivy Leaguers has dropped slightly, from 14 percent in 1980 to 10 percent in both 2001 and 2011, those with degrees from private non-Ivies has plummeted, falling from 54 percent in 1980 to just 35 percent in 2011.

Why are we seeing so many more corporate executives from public universities? More meritocratic corporate cultures could be playing a role, Cappelli notes, but he thinks it’s mainly due to history. “It’s a bit of an archaeological story,” he says. “If you think back to when the executives now went to school, around 30 years ago, it was sort of the…golden era of state universities, which really boomed in the late ’60s and ’70s. Schools like Michigan and Berkeley — they were building these fabulous campuses, and pulling people in who would have otherwise gone to Ivy League schools.”

That’s not to say elite schools don’t still hold sway among MBA-holders and the very top leaders. If you look at the three most senior executives in each organization (say, the CEO, CFO and Chairman), 21 percent have an undergraduate degree from an Ivy League school, compared with 10 percent overall. Additionally, 40 percent of all the executives who hold MBAs got them at one of the top 20 ranked business schools in the country, many of which are at Ivy League universities.

Another way the makeup of the boardroom is changing, of course, is in the number of women. Like other studies before it, the Wharton/IE Business School professors counted the number of women at the top, finding that almost 18 percent of the top jobs were held by women in 2011. That’s a massive swing from 1980, when they reported finding no women among the top 1,000 corporate leaders.

More interesting than the stubbornly few number of women at the top, however, was the finding that women are managing to reach the top faster. It took women an average of 28 years to reach the “top-tier positions” (CEOs, vice chairs, presidents and the like), compared with 29 years for men. Women reached “middle-tier” jobs (executive VPs, general counsels, chief marketing officers) in 23 years, compared with 26 years for men. In addition, women were promoted quicker in each of their jobs, at an average rate of every four years, while it took men five.

Cappelli offers three explanations for why this might be. One, he says, could be an explicit effort by companies to get women into top jobs faster. “It’s possible that a type of affirmative action is going on,” he says. Another could be that the talent pool of women in these executive jobs is simply better. Because we see more women than men change work paths or drop out of the workforce in the middle rungs of their career, he says, it’s possible “the women are actually better because they’re self-selecting.”

Finally, Cappelli suggests, the difference may be due to the fact that there are more women in functional jobs — such as human resources, legal or marketing — for which the technical expertise needed means they’re promoted more quickly. In the report, the researchers call it “riding a different elevator.”

“If you’re going up through a functional track,” Cappelli says, “you could be advancing at a very different pace than the folks who are going up through operations jobs” that may require more rotations or longer tenures at each stop along the way.

Quirks about the leadership ranks at different companies, and what they might reveal about the different corporate cultures, may be even more interesting than the broad-based trends the study found. For instance, the average length of a top Google executive’s career is just 14 years (the shortest in the Fortune 100) while at Hewlett Packard and ConocoPhillips, it’s 32 years (the longest). Meanwhile, some companies have outstanding male-to-female ratios among the top 10 execs — at Target, Lockheed Martin and PepsiCo, women hold half the senior management jobs — while as of 2011, there were still 17 companies in the Fortune 100 with no women at all among their top 10 leaders.

To Cappelli, this is among the most interesting of the study’s results. “They’re all just so different,” he says. “There’s a UPS model, there’s a Google model and there’s an Exxon model. The idea that there is a corporate model of leadership just doesn’t seem to resonate any more.”

The take-away – Strategically narrow your college choice

Many high school students choose a college mainly on emotional criteria. The following is based on a study by the University of California—Los Angeles‘s released in January 2013, “The American Freshman: National Norms Fall 2012.” The 2012 study is based on the responses of 192,912 first-year students at 238 U.S. four-year colleges and universities who entered college in fall 2012.

Strategic Reasons Emotional Reasons
1. College has very good academic reputation (63.8 percent) 5. A visit to this campus (41.8 percent)
2. This college’s graduates get good jobs (55.9 percent) 6. College has a good reputation for its social activities (40.2 percent)
3. I was offered financial assistance (45.6 percent) 10. I wanted to live near home (20.1 percent)
4. The cost of attending this college (43.3 percent) 11. Information from a website (18.7 percent)
7. Wanted to go to a college about this size (38.8 percent) 12. Rankings in national magazines (18.2 percent)
8. College’s grads get into top grad/professional schools (32.8 percent) 13. Parents wanted me to go to this school (15.1 percent)
9. The percentage of students that graduate from this college (30.4 percent) 16. High school counselor advised me (10.3 percent)
  18. Athletic department recruited me (8.9 percent)
  19. Attracted by the religious affiliation/orientation of college (7.4 percent)
  20. My relatives wanted me to come here (6.8 percent)
  20. My teacher advised me (6.8 percent)
  22. Private college counselor advised me (3.8 percent)

To make the best choice, identify your personal preferences for industry and career direction first (you can still be somewhat general but the more clarity the better at this stage). Then research which universities are tied into those industries and are academically highly ranked for the major you are wanting. Look for major corporate donors to a university to see the connection. As they say, follow the money trail. Another way is to call the placement office and ask which companies consistently hire interns (in your major) from the university’s student population.

Carl Nielson is Chief Discovery Officer of Success Discoveries and Managing Principal of The Nielson Group, an organizational development consulting firm that provides executive development coaching, team development and assessments for hiring. As creator of the Career Coaching for Students program for high school students and Career and Success Skills Mastery for College Students and Recent Grads, Carl and his team of licensed facilitators across North America have helped thousands of students find a better way through a career exploration process that works.  Self-directed assessment and career exploration coaching packages start at $399. Local public workshops, distance-coaching and in-school programs available. Call for more information at 972.346.2892.

Why a Double Major is Extremely Valuable


When it comes to education strategy, looking at career interests is always first. Then look at the career’s educational requirements and talk to people in the career for additional insight. Find out what education will make you the most attractive to employers for the career you are most interest in pursuing. Students who graduate with a double major tend to be more attractive than students with a single major and those with a major/minor combination.

StudentBookStackTo be fair, there are some careers that require a labor-intensive college degree such as nursing, engineering and possibly business. Double majoring for those may be difficult or impossible. Declaring these majors up front through your college admissions application will likely block any consideration of a double degree going in. Also, pursuing two majors from two different colleges will have its challenges as well. The more academic overlap between the two majors, the less course hours you’ll have to complete.

However, putting aside the labor-intensive degrees, all others are ideally suited for anyone to obtain a double degree in four years. So here is a short list of reasons why you should double major:

  • If you plan from the beginning (starting in high school), you’ll find college academic planning for a double major will result in no or very little additional coursework
  • A double major expands your opportunity to “find” a specific career direction within a general career direction
  • A double major is more attractive to employers. It shows diversity of interests and knowledge and shows you are not one to do the minimum amount of work
  • A double major will very likely set you up for more rapid advancement once you are working
  • If you do decide to change your career direction, a double major has positioned you to make the least amount of academic changes

SCHOOL COUNSELORSThere are some watch-outs when considering a double major:

  • Internships are practically a must – more valuable than a double major. So don’t think a double major gives you the freedom to relax about internships. Keep your GPA above 3.0 and you’ll likely be attractive to internship providers after four semesters. You must pursue internships, they won’t pursue you.
  • Don’t avoid labor-intensive courses. Most double majors won’t kill you. The tendency to select courses that require minimum work out of a fear of being overloaded is a bad strategy. Pick courses that you feel will be best for your career, without consideration of the amount of work. Some semesters will be harder than others but they won’t all be hard.
  • Some universities have a special honors/scholars program for incoming Freshman within specific colleges, but especially the humanities. Apply for these and discuss their fit to your goal of completing a double major within four years. As many students have stated about these programs, “the scholars program was a GPA buster but well worth it for what I gained“. OK, so instead of a 4.0 for those four classes over two semesters, you received a 3.8. Employers won’t care about the GPA impact but they will be impressed with a double major and scholars program recipient.

dream-job-nextexitIf you are considering a double major, the time to decide is between your senior year of high school and the end of your Freshman year of college.

Ideally, going in with the decision already made will enable you to assert your desires on your academic advisers from the beginning. But to do that means you’ve really done your work to flush out career interests. Some universities embrace and encourage double majors and some do not. For some, they won’t let you declare the second major until your sophomore year. The greater the clarity you have at the beginning, the better your questions and decisions as you step through the college selection and enrollment process as well.

Carl Nielson is Chief Discovery Officer of Success Discoveries and Managing Principal of The Nielson Group, an organizational development consulting firm that provides executive development coaching, team development and assessments for hiring. As creator of the Career Coaching for Students program for high school students and Career and Success Skills Mastery for College Students and Recent Grads, Carl and his team of licensed facilitators across North America have helped thousands of students find a better way through a career exploration process that works.  Assessment and coaching packages start at $399. Local public workshops, distance-coaching and in-school programs available. Call for more information at 972.346.2892.

11 Pieces of Career Advice That go 95% Ignored


Originally posted on July 21, 2013 by  Mark Babbitt, founder of YouTern, a site for student internships.

Take the AdviceNo matter how many times mentors say them, there are pieces of advice – golden nuggets of been-there-done-that wisdom – that no one (okay, almost no one) ever follows.

Not the clichés you see every day like “Become a morning person”. Or the false-positive, affirmation-ridden stuff like “Make someone happy… with a smile!” Nor are these the really bad bits of advice dispensed so often we accept them as fact, like “Follow Your Passion”.

These never-fail insights would make a significant impact on the lives and careers of many… if (sigh) anyone would actually follow the advice:

1.  Follow Up

As a society, we suck at following up. I have no idea why… laziness; fear of success; a failure to prioritize, perhaps. I just know that about 2% of those who take a business card, or say they will follow up – after a tweet, phone call, one-on-one meeting, networking function, etc. – actually do.

Want to stand out among all your competition – no matter what you hope to achieve? Follow up.

2.  Personalize Everything

Think those generic connection requests on LinkedIn and auto-DMs on Twitter will get you noticed in a positive way? Think that generic cover letter and resume will get you an interview? Think that email template you send to potential mentors will be the beginning of a valuable relationship?

Your thinking… is wrong. In today’s world, every communication you send must be personalized. Period.

3.  Make a To-Do List

“I don’t do to-do lists” is one of the biggest red flags in the professional world. No matter how you keep track – pen and paper, smartphone, laptop, iPad – a to-do list is a mandatory element of staying organized and being able to properly prioritize your next activity.

Don’t come by list-making naturally? Try the “CNN” method of listing tasks, which by default helps you prioritize: C = “Critical”. N = “Need to do”. N = “Nice to do”. Works, every time.

4.  Find a Mentor (Lots of Mentors!)

One of the key traits of crazy-successful young careerists comes down to one thing: the existence of professional mentors. Perhaps a stable of them, or a “Personal Board of Advisors”.

Not sure where to find mentors? LinkedIn Groups are a place to start. Or visit #InternPro chat and/or #jobhuntchat on Twitter, each Monday evening starting at 9pm and 10pm ET, respectively. Those chats are mentor goldmines… you just have to do some digging.

5.  Read, Read and Read Some More

Check out the autobiography of just about any major innovator in modern times… insatiable reading is near the top of everyone’s “never fails advice” list. Blogs, books, white papers, best practices, rants… it doesn’t matter what you read. Just read. And get your brain moving in a direction different than it might be used to going.

Don’t think you have time for a lot of reading? Next time you’re tempted to download a game to your smartphone, download a book or blog post by someone like Seth Godin or Ted Coine instead.

6.  Know that No Soft Skill is More Important than Hustle

I’m at the point now that if I hear one more person talking about establishing their personal brand – but never really see that person actually DO anything – I’m probably going to go ape sh*t.

Present all the soft skills you want. Create the most polished profiles possible. But if I can’t clearly see that you are a “do-er” and not just a “dream-er”… that you are not willing to bust your ass, old-school style… it is all just talk. And I am not interested.

7.  Present Yourself as a Problem Solver

In our current economy, every organization is trying to do more with less. There is just no room for automatons who simply “do their job”. Those companies seek innovative thinkers who provide solutions… or at least ideas that contribute to solutions. They want those who will generate impact.

How to do that? So simple:

  1. Identify a challenge.
  2. Think – or build a team to think – of a solution.
  3. Present the solution.
  4. Actively listen to the feedback.
  5. Improve the solution.

8.  Own “It”

It doesn’t matter what “it” is. It could be that challenge that needs a solution. Or maybe a big project that gives you a chance to shine. Perhaps it’s the garbage that needs taking out, or a bathroom that needs cleaning before a client comes to the office. Or, just maybe its a mistake you made. No matter what is thrown at you, or to you… own it.

How do you project this in-demand trait? Take on this mindset: “This is my job to do. I will do it to the best of my ability. Once done, I will ask for more responsibility.” Not a bad way to go through a career.

9.  Be a Stalker

Yep, a stalker. Just short of the restraining order… stalk. Stalk recruiters. Stalk potential mentors and influencers. Stalk potential business partners, collaborators and innovators. Yes, you’ll eventually run into someone who thinks you’ve crossed the line into creepy; that comes with the territory… (just know THAT is the time to back off).

Tom Bolt, recruiter extraordinaire, puts this best: “If anyone wants to get my attention as a recruiter, they will approach me on social media, email me, apply to my jobs online, call me… literally stalk me.”

10.  Be THE Expert (at least more knowledgeable and desiring to learn than the other candidates)

Here’s the aspect of career development that falls on deaf ears more than anything else…

Perhaps it is because many young careerists have been in academic-theory-hell for too long. Maybe it’s because we think being everything to everybody is the best way to get that job. Or maybe it is because we don’t yet have a narrow point of focus.

Whatever the reason, trust me on this: if you want to get noticed, become THE expert on whatever marketable subject works best for you. Candidates get passed over, all the time. Experts (real subject experts, not the self-promotional variety) get recruited, all the time.

11.  All Anyone Cares About: Results

My personal favorite, especially when someone says: “But I worked really hard on that!”

In the real world, it does not matter one little bit how much effort you put into a project. The only thing that matters is… results. How does your work measure up against milestones? Did you meet the goals of the project? Did you exceed expectations?

If not… the last thing you want to talk about to a boss, mentor or potential employer is how hard you worked… to achieve nothing.

success-really-looks-likeAs you build your career, be the 5% who will follow this worthy, career-changing advice. And don’t be afraid to pass it along to others. Just don’t be surprised when they don’t listen (but be incredibly grateful for those who do… that’s when the magic happens!)

Thanks to Mark Babbitt, CEO and Founder of Youtern for this post! Mark Babbitt is a serial mentor who has been quoted in the Wall Street Journal, Mashable, Forbes and Under30CEO.com regarding job search, career development, internships and higher education’s role in preparing emerging talent for the workforce. Contact Mark on Twitter!

If you know what you want to do for a career, and are wanting to find an internship, check out Youtern. If you aren’t sure about what career to pursue, check out Career Coaching for Students, a program for college students or high school students or recent grads. Developed by corporate talent management career coaching experts – not academic counselors.

Higher Education Career Services Must Die


Better Career Planning Better LifeOn May 15, 2013, Allie Grasgreen published an article on Inside Higher Ed based on Andy Chan’s report “A Roadmap for Transforming the College-to-Career Experience“. That article is referenced here as a foundation for my thoughts offered at the end.

In an interview, Andy Chan starts by saying, “Well, not die, exactly. Transform. The term ‘career services’ has been a phrase that has been used for several decades to describe what colleges have been doing,” says Andy Chan, vice president for personal and career development at Wake Forest University. “It’s not working.”Chan co-edited the new report, “A Roadmap for Transforming the College-to-Career Experience.”“I’m being a little bit dramatic by saying it must die,” Chan says in an interview. “It’s just that that traditional model needs to be totally rethought and resurrected as something different.”

Currently, half-a-dozen — or maybe a dozen, if it’s a big university — overbooked counselors sit in an office and advise students who waited until their senior year to think about how they’re going to get a job. They work alone, independently, one office of many with a given student affairs niche to fill. They counsel and host job fairs and help students network — but only for the students who show up to get help.

“It ends up just being treated as an office that’s one of dozens that performs a specific service,” Chan says, “when in the students’ mind it’s one of the most important questions they have when they come to the school.”

The Higher Ed Roadmap for Transforming the College-to-Career Experience

  1. Develop a Bold Vision and Mission for Personal Career Development
  2. Secure Backing from Institutional Leadership
  3. Strategically Position the Personal and Career Development Leadership Role
  4. Strategically Transform, Build and Align Personal and Career Development Organization and Staff
  5. Gather and Report Personal and Career Development Outcome Data to all Constituents
  6. Engage and Equip a College-to-Career Community of Influencers with a Focus on Faculty and Parents

The transformed model has more staff – plus faculty members and administrators – working together to reach out to all students, from Day One. They work on career counseling and employer and alumni relations, network development and professional development. Their mission squares with the institution’s mission: they provide “personal and career development” to build lifetime employability. They are also a crucial unit of the college and are housed accordingly — under a major administrator.

They gather and report personal and career development outcome data, which they publicize to all stakeholders to make a case supporting the value of higher education and the liberal arts. And they engage with faculty, parents, alumni and employers to build a network of “influencers” to provide help along the way.

“If you take the traditional idea of ‘career services’ and throw it out,” Chan says, “you can come up with a model where the institution is taking responsibility and being accountable for teaching students how to live meaningful, purposeful, successful lives.”

“What we’re pressed to do,” says Kelley Bishop, an assistant vice president of strategic initiatives at Michigan State University whose work is featured in the report, “is embed the career development process into the academic experience. That is the crux of our challenge for our profession for the next decade.”A critical component of this approach is data-gathering. Many colleges, for whatever reason, just aren’t good at tracking and reporting graduates’ career outcomes. That lack of information leads people to decide that colleges – particularly liberal arts ones – aren’t making good on their promise to get graduates gainfully employed, even though that may not be true.

“To the extent that they’re paying attention to their students’ needs and the realities of the world of work today, I think many of them will say this is bold, but it’s the kind of thing that we need to be thinking about if we want to justify the value of higher education,” Chan says. “There are a lot of issues around trying to manage costs, which I completely understand, but the flip side of that question is, how do we continue to create and justify value that matters to our students?

The report cites research from Michigan State’s Collegiate Employment Research Institute. A survey of more than 800 employers found that the people hiring (or turning down) liberal arts students for jobs believe those recent graduates are equipped with the work place competencies they need, but were not able to articulate and demonstrate their abilities in job interviews, and did not learn several key technical and professional skills that are highly valued by employers. The report lays this problem at the feet of the universities.

“When we think about how dramatically the world of work has changed, it is remarkable that the methods utilized to prepare students to enter the world of work have remained static,” the report reads. And though the methods may be static, the resources aren’t: colleges slashed career office budgets by an average of 16 percent this past year, the report says.

And there are costs – in time and money — associated with this change.

At Michigan State, Bishop started forming a new “distributive approach” in 2001. Under that model, career services is still decentralized, in a way, as it is at most large universities. Typically, a university will have a very small office, perhaps just one person, at each school or college, but there is little if any coordination between them. At Michigan State, there are three main hubs whose staff are closely connected (or even reside) with those schools. They coordinate the college’s goals and agenda with the main center offices, embedding career development into the curriculum and helping to build students’ professional identity from the get-go.

Michigan State has overcome the traditional model’s challenge of getting students to use its services by taking the services to the students – and it increased demand so much that strains are emerging. At some point, the existing staff members won’t be able to personally handle 50,000 students. So they’re going to have to rethink how they allocate resources and work with third parties. The “everything you need is here; come get it” approach is not going to fly anymore with new generations of students who expected everything to be taken care of for them, Bishop said.

“What we now set in motion, we need to reinvest,” he says. “We’re not going to pull back at this point…. This is where the scrutiny of higher education is coming — what is the return on this investment?

The report calls for bold change; change that could take decades. But Chan believes colleges are ready for it.

“I think given my conversations with many schools that this is something that many people would say, this should have happened a long time ago,” he says – and students and alumni might agree. “I think they’ll be pleased.” Read more: http://www.insidehighered.com/news/2013/05/15/career-services-it-now-exists-must-die-new-report-argues#ixzz2Zszxs9i7


The excerpt above included a few key points which I highlighted. What is missing from the “solution” is student-focused design and a recognition of the need to go outside, to outsource either the content development and delivery or the career coaching or both. In manufacturing, we see top performing companies outsourcing the design, development and production of sub-components that are brought into the final manufacturing process at the right time. Critical elements like quality and customized requirements are managed in a partnership with the supplier. Universities are still thinking “if it wasn’t developed here it isn’t going to meet our needs”. Manufacturers source suppliers and then partner to ensure the supplier will be successful in meeting their unique needs. The current reality is that home grown Higher Ed career counseling programs are the standard, and for the most part, inferior to what 3rd party programs such as Career Coaching for Students’ Career and Success Skills Master for College Students and Recent Grads offers. A better higher ed career development model that is ready to implement now might look like this:
Higher Ed Career Development Strategy from DOC

Until higher ed catches up, the good news is that college students (and high school students) can receive a best-in-class program at Career Coaching for Students.
Carl Nielson is Chief Discovery Officer of Success Discoveries and Managing Principal of The Nielson Group, an organizational development consulting firm that provides executive development coaching, team development and assessments for hiring. As creator of the Career Coaching for Students program for high school students and Career and Success Skills Mastery for College Students and Recent Grads, Carl has helped thousands of students find a better way through the career exploration process that works.  Assessment and coaching packages start at $349 – checkout the Summer 2013 special offer – 30-days coaching support with the Home Study student career coaching package. Summer special ends August 31, 2013

I Want to Quit (My Career)


Talent Management MagazineThe July 2013 issue of Talent Management Magazine, a respected journal for human resources executives, highlighted some new statistics that reinforce what I’ve been trying to communicate to parents, high school administrators and college and university career centers for some time now – “what you are doing isn’t working!”

Here are excerpts from the article…you be the judge


First there was the Gallup survey that came out in early June 2013, which found the majority of American employees (70 percent) were either not engaged or actively disengaged with their work.

As if that wasn’t enough to raise red flags for employers who care about and are tracking employee engagement, a new Harris survey for the University of Phoenix in Arizona that was released July 8, 2013 showed that more than half of U.S. employees want to change not only their jobs, but their careers.

Apparently, only 14 percent of workers say they’re in their dream careers.

Some of you may not be surprised to learn this feeling is more pronounced among workers in their 20’s (80 percent), but it’s certainly not specific to this demographic alone: Sixty-four percent of those in their 30s want to change careers and 54 percent of those in their 40s reported the same.

Is this the classic “grass is greener on the other side” syndrome? Maybe. Or perhaps it’s the fact that the unstable economic environment coupled with debilitating student loan debt coerced many graduates to scrounge up any kind of employment they could secure just to have a steady cash inflow. Consider that nearly three-fourths of those surveyed (73 percent) said they didn’t end up with a job they had originally anticipated when they were younger.

And before you go on a rant about how flaky millennials are, you may be surprised to learn that those in the upper echelons of corporate America are among those who want to sign up for a different career. Nearly half (43 percent) of C-level executives said they were somewhat interested in switching careers, while 26 percent expressed a stronger desire to do so.

Offering lateral moves and defining a clear career path for employees might not be the silver bullet when it comes to engagement and retention problems, but it’s a start.


Employers can’t fix this. And then there are high schools and colleges continuing to do the same things they’ve been doing for the past 10+ years, only now the high schools have teacher productivity work flow tools in the cloud (Naviance, XAP, etc.) to help track high school student college readiness tasks.

This is a wake up call. Want to decrease student loan debt? Get smarter about planning career and educational strategies. You can delegate career exploration and career matching to an overworked high school counselor with outdated assessments or delay this work until college where students are going in undeclared, changing majors 3 or 4 times and taking 5 years to graduate at a cost of thousands of extra dollars. Or you can take a proactive approach and do something different.

Better Career Planning Better Lifehttp://www.careercoachingforstudents.net

Carl Nielson is Chief Discovery Officer of Success Discoveries and Managing Principal of The Nielson Group, an organizational development consulting firm that provides executive development coaching, team development and assessments for hiring. As creator of the Career Coaching for Students program for high school students and Career and Success Skills Mastery for College Students and Recent Grads, Carl has helped thousands of students find a better way through the career exploration process that works.  Assessment and coaching packages start at $349 – checkout the Summer 2013 special offer – 30-days coaching support with the Home Study student career coaching package.

How to Have an Effect on Student Achievement


visible-learning-infographic-whatworksinschoolsFirst, let’s put this in context. I am a career coach. I designed a career coaching program, Career Coaching for Students, that I hope is provided to every high school freshmen or sophomore student in the future (I’m not over shooting here am I?).  I am not one to think my hammer is the tool needed for all situations. Student academic achievement is a very complex issue. And ironically, many students would excel if everyone and everything got out of their way.

This article is trying to find why Career Coaching for Students is more effective than what is now offered in high schools and why it has a positive impact on student engagement and achievement.

A very high percentage of students that go through the Career Coaching for Students increase their academic achievement after completing the program. Besides the anecdotal evidence (common sense) that a person who really understands themselves, has identified a potential career that matches their talent design (found a passion) and has developed their own plan for their future tends to be much more engaged – are there more predictive specifics related to why this program works better than other programs?

Osiris Educational in the UK produced an info graphic that reports many statistical findings about what has a positive and negative effect on student achievement. As I examined their data, I became very excited to see many of the strategic pieces in the structure of the Career Coaching for Students program were matching up to the top effects. The authors of the info graphic gave their short explanation of why the top effects work to increase student achievement. I will use their explanations (posted in italics) to form the basis for my comments here.

Top Effects and Why They Work for Career Coaching for Students

1. Self-reported grades/student expectations. This means they are more likely to be successful than other learners as they will be the active element in their learning. Students experience the Career Coaching for Students program like a journey. A coach is not a teacher or parent. We co-create success in examining post-secondary education and career options based on the student’s personal interests. The coach has the methods and tools for the student to quickly identify and learn about high-potential career ideas and engage in research. We don’t leave it to a career assessment listing of job titles found in many assessments. We find the student quickly feels in control and is able to set their own expectations at every step. We just make it easy – it’s all about the student.

2. Teacher credibility. Students are perceptive to which teachers can make a difference to their learning. Teachers who command this credibility are more likely to make a difference. There are two areas of credibility that are crucial to student career coaching. First is the coach’s credibility. It is very difficult for a teacher or counselor whose career has been entirely in the academic world to have a full perspective. Those career coaches that have the greatest credibility tend to have experience in human resource management and/or business management across diverse industries. The second is the assessment’s credibility. Students are perceptive when it comes to reading the different assessments offered through schools. If the assessment produces garbage – or the student perceives the information as less than helpful, you’ve lost the student. Our assessments provide over 40 pages of insights about the student. Our most common comment from students – “This is incredibly accurate.

3. Feedback. Speed of learning doubles following effective feedback. Praise, punishment and rewards are the least effective forms of feedback. Feedback should be just in time, ‘just for me’ information and delivered when and where it has the best benefit. I couldn’t write a better statement to describe the design of the Career Coaching for Students program. Our feedback comes in many forms. First there are the assessment reports (about 40 pages of feedback about who you are). Then there is how to use that information. We unfold the information and integrate it strategically so that the student can connect the dots quickly and easily. ‘Just for me’ is a perfect description of the feedback at every step.

4. Classroom management. Teachers who have well managed classrooms can identify and respond quickly to potential issues and are emotionally objective. Whether we are delivering the Career Coaching for Students program in a classroom or workshop environment or in a more personalized one-on-one setting, the structured approach to “peeling the career exploration onion” with the student enables us as coaches to identify and respond quickly to questions and issues. Remaining emotionally objective has more to do with being non-judgmental about the student’s aspirations. Our approach leaves very little room for subjective reactions to career ideas. We ask great questions that make the student think for themselves. We don’t tell them anything.

5. Parental involvement. Active and positive parents who help students to have high expectations have a positive impact on student achievement. Surveillance or supervision can have a detrimental effect. The Career Coaching for Students program encourages the student to welcome parental involvement and encourages parents to be involved at the right level. Parental involvement is a two-way street that can be more like a slippery climb up an icy road sometimes. Parents who quickly react negatively to career ideas will kill the student’s engagement. We’ve seen it happen more than a few times. Helping the student recover from that slows down their progress. Career exploration is a journey. The student needs to know they are free to explore and will be encouraged throughout the process. With that said, parents have a huge impact on student self esteem and healthy development of responsible independent thinking. We refer often to the program as a “How to make big Decisions” skill development program. It just happens to be focused on career exploration. Parents play a big role here.

6. Cooperative Learning. Students learn better cooperatively than alone or competitively. This form of learning also increases interest and the ability to problem solve through interacting with peers. This one explains why I like the workshop venue. But I’m getting ahead of myself. The student-coach relationship exists to co-create success for the student. Alone doesn’t work – we’ve seen that with the web portal (XAP, Naviance, others) solutions that many high schools subscribe to (see earlier blog article for more about this). In the workshop venue, we see many students with friends in the same workshop. They sit next to each other. Given that career exploration is a very personal exercise, the relationships with fellow attendees in the workshop is very supportive.

The six effects above help to explain why the Career Coaching for Students program is highly effective with all types of students. When it comes to improving academic achievement, I still think the anecdotal evidence is the most valid – that a person who really understands themselves, has identified a potential career that matches their talent design (found a passion) and has a plan for their future tends to be much more engaged – and therefore, much more interested in their own academic achievement.

One of the most frequent comments we hear from parents is “Wow! I wish I had this when I was in high school.

Carl Nielson is Chief Discovery Officer of Success Discoveries and Career Coaching for Students. He is also an organizational development consultant, executive development coach, and creator of the Career Coaching for Students program for high school students and Career and Success Skills Mastery for College Students and Recent Grads.  Assessment and coaching packages start at $349 – checkout the Summer 2013 special offer – 30-days coaching support with the Home Study coaching package.

Survey Identifies How Students Choose Their College or University


Infographic_TrendsinHigherEd204 university counselors in 33 countries took part in an IE University survey designed to pinpoint the interests and preferences of the upcoming generation of university students with regard to study abroad and most popular degree programs.

The survey shows students choose a university mainly to gain training and skills for a future job, and choose a specialization because they feel there is job market growth in that field. When asked about the main reasons for choosing a university, counselors cited:

Main drivers

  • Prestige
  • Location

Secondary consideration

  • Scholarships
  • Content

These findings suggest there is either a lack of appropriate guidance at the high school level or students are dismissing better advice for how to choose a college or university.

With the percent of students changing majors 2, 3 or 4 times, taking 5 years to complete a 4-year degree and student retention and graduation rates dropping, students need to take a smarter approach to choosing a college or university.

The fact that students list prestige as the #1 consideration creates immediate risk for the student. By not considering newer institutions, that may actually be way ahead of their more traditional and prestigious counterparts, students are missing out on some possibly better choices. But even if your needs are best served in one of the more traditional universities, the most prestigious option may not have the best program for your area of study. Prestige alone is not a good reason to choose a college or university.

The best order of consideration and prioritizing that has been shown to produce the best choice (high satisfaction with choice, retention, graduation in expected time frame) for the student is:

  • Determine career interest(s)
  • Determine education requirements for the career interest(s)
  • Create an education strategy (choice of majors, field of study)
  • Research and identify colleges/universities or vocational learning institutions that are leading in the chosen field(s) of study (a high level of prestige for the specific subject area)
  • Rank findings to create a short list of institutional choices
  • Conduct on-campus visits to all short-listed choices
  • Make the choice

With the cost of higher education so high, a one-semester course correction costs thousands of dollars. By following a smart strategy for decision-making, students can avoid that unnecessary added expense and be much happier with their choice. But it requires students to change the way they think about school choices.

Carl Nielson is an organizational development consultant, executive development coach, career coach and author of the Career Coaching for Students program for high school students and the  Career and Success Skills Mastery for College Students and Recent Grads. Assessment and coaching packages start at $349 – checkout the Summer 2013 special offer.