Parents & Families

During their first year or so of college, students will be involved (formally or informally) in assessing their skills, interests, and abilities. They will do this through finding success (or failure) in courses they take, involvement in campus activities, discussions with their friends and faculty, and by being exposed to and trying out different ideas and experiences.

Most students enter college with a very limited knowledge of the vast array of courses and majors available to them. When they begin to delve into studies that are new to them, even those who entered with a plan may be drawn to different options. This is an exciting time for students.  

What you can do to help:

• Urge your student to visit the McCafferty Career Center early and often. They will assist your student defining their skills, interests and abilities.
• Support your student's exploration of new areas of study and interests. This, after all, is what education is all about.
• Affirm what you know to be areas of skill and ability he or she has consistently demonstrated. Sometimes students overlook these and need to be reminded.
• Talk with your son or daughter about the courses and activities he or she is enjoying. Students discover new things about themselves throughout the college experience. Your willingness to listen and be a sounding board will keep you in the loop.
• Support your son or daughter's responsible involvement in campus activities but urge this to be balanced with maintaining achievement in the classroom.

Generally, during the second year of college, a student begins to explore majors and career options more seriously.

What you can do to help:

• Don't insist upon a decision about a major or possible career choice immediately. If you sense that your student's indecision is a barrier to positive progress, urge that he or she look for assistance from their Academic Advisor or the McCafferty Career Center. Students often have difficulty making a "final" choice because they fear they may make a wrong choice and close off options
• Suggest that your student talk with faculty and career advisers about potential choices.
• Direct your student to family, friends, or colleagues who are in fields in which he or she has an interest. "Informational interviewing" with people can be extremely helpful at this stage.
• Steer your student toward a source of information. Many campuses have a mentoring network of alumni in various career fields who are willing to share information with students about their careers. These resources are invaluable both in this exploratory stage and later as students are seeking internships and jobs.

Throughout the junior year, it is important for students to experiment with possible career options. They can do this in a variety of ways: internships, summer jobs, on-campus jobs, and responsible volunteer experiences both on campus and in the local community. This is a critical time for your support and understanding.

What you can do to help:

• Encourage your student to use the resources available at the McCafferty Career Center. Career Advisors can assist your student in preparing a good resume and finding opportunities to test career choices. Emmanuel's McCafferty Career Center has a robust network of employer partners.
• Tell your student that you understand the importance of gaining exposure to and experience in his or her field of career interest. Broadening experience through involvement outside the classroom is a valuable use of time.
• Internships or summer experiences may be non-paying. Also, a good opportunity may be in a distant location. Discuss your financial expectations with your student before a commitment is made.
• Don't conduct the internship or summer job search for your student. It's a great help to provide networking contacts or names of people who may be helpful; however, making the contact and speaking for your student deprives him or her of an important learning experience, and may make a poor impression on the future employer.
  

The senior year is when organizing and conducting a job search or graduate school search begins in earnest. It is also a time when students are heavily involved in more advanced courses and often have more responsible roles in campus and/or volunteer activities. Balancing these important pursuits and setting priorities is a constant challenge for seniors. You are probably anxious for this young adult to make a decision, and yet, he or she may be moving toward closure more slowly than you would wish.

What you can do to help:

• Suggest that he or she continue to engage with the McCafferty Career Center throughout the senior year. Our office provides assistance in preparation for the job search. Offerings include one-on-one appointments to help with resume and cover letter writing, interviewing, and other job-search skills, and on-campus interviewing opportunities and alumni networking panels.
• Don't nag your student about not having a job yet. This will often have the reverse effect. Use positive reinforcement.
• Offer to assist by sending information you may have found about your students's target career field and/or job listings that may be of interest. Listen for indications from your student that you are getting carried away, and back off.
• Don't call potential employers to intervene for your student. Contact with potential employers is the candidate's responsibility.
• Be prepared to support your student through the ups and downs of the job and graduate school search. It can be a bumpy road, not every desired job or graduate school acceptance will come through. Your student will need reassurance that for every door that closes, another opens.