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These are my notes from the conversation:

Parents and students are concerned about the cost of college and want proof of its value in leading to a career.

High-achieving students are also often interested in how to graduate early rather than explore other options.

There is a lot of wanting to fit into a slot and get a certification rather than students making their own path.

To work against this, higher education needs to tell stories about what their graduates have done and the outcomes of a college degree can be.

Higher education can be confusing to students and send mixed messages, wanting them to choose majors while telling them about the importance of critical thinking, interdisciplinarity, etc.

We need to also do a better job listening to the stories students tell us. Their stories are the best recruitment tools and can show how education is never a linear path.

Sometimes having parents talk about their own paths can show how often people end up doing something very different from what they thought they would be doing entering college.

For some families, the peer pressure to get their children into the most elite schools drives a lot of recruitment conversation, so other schools need to help tell the success stories of their students to work against this.

We should also reach out to the "influencers" who students are listening to. They can play a major role in helping make the case for higher education.

The impact of AI is also going to be an issue in the future. AI is increasingly "interviewing" potential employees, and so how can we use it to focus on graduates skills and capabilities rather than on their major and degree?

Also, ow can we reframe higher education to "AI-proof" students' careers, by emphasizing not majors but skills like creativity, critical thinking, community engagement, collaboration, etc. that resist being replaced by AI.

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I'd like to be part on an ongoing conversation about the hidden job market for students.

Beth Mansfield-Griswold, Ph.D.

bethmg2021@gmail.com

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Having learners start to document credentials they already have (mostly used w/adult learners currently) by using CAEL's credit predictor pro tool

https://www.cael.org/what-we-do/credit-predictor-pro. Building on this tool, TESU's PLA 1010 course captures experiential learning that the student gets credit for, while also getting credit for the course itself, as well as introduced to an instructor w/that expertise who reviews their portfolio.https://www.tesu.edu/admissions/methods-of-earning-credit/prior-learning-assessment.php#accordion-cc5b1d7e-e632-4ed9-906f-5507d2978e51-0.

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Are enough adult learners experiencing what your prior learning assessment (PLA) programs offer? Credit Predictor Pro reports on the data.

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Thank you for the generative breakout room discussion today. I would love to continue our conversation. kmiyabe@sva.edu

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Our group had some concrete ideas for hacks at the course level introducing wicked problems and initiating conversations, but also scaling up to curriculum changes. We might like to develop some proposal ideas others in the learning community can adapt and adopt.

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I use ONET all the time in my career class to show my students what their options are:

And then there's something similar in Canada created by Linda Parady. Career Mapping website.

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This is a one-credit course that's required for most English majors at Ball State. I created the course. I can share my syllabus if anyone is interested.

https://bsu.smartcatalogiq.com/en/2025-2026/undergraduate-catalog/courses/eng-english/200/eng-269/

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Provides a personalized framework for English majors to help them discover how they might apply their major after college. Focuses on student self-assessment including personal attributes such as values, interests, personality, skills, and purpose. Students begin the process of exploring possible career pathways. No prerequisite, but students are encouraged to take the course as a parallel with the gateway course in their major concentration.

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I would love continue the conversation. Madi Smith, stumpm@bgsu.edu

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This is the 1-credit class that's required for most English majors at Ball State that I created. https://bsu.smartcatalogiq.com/en/2025-2026/undergraduate-catalog/courses/eng-english/200/eng-269/

If you'd like to look at my syllabus, let me know

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Provides a personalized framework for English majors to help them discover how they might apply their major after college. Focuses on student self-assessment including personal attributes such as values, interests, personality, skills, and purpose. Students begin the process of exploring possible career pathways. No prerequisite, but students are encouraged to take the course as a parallel with the gateway course in their major concentration.

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We don't have to do this by ourselves. We can lock arms with others. Perhaps have students develop an experiential portfolio. Athletics has hidden jobs (health science, business). See these out would be a start. (Chuck Ambrose)

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Cathy Day plans to incorporate some of the Hacking College concepts into course.

Career Discovery (Sophomores) - 1 credit course

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ONET is a primary resource in my career class. And then I found this, which is basically ONET for Canada. https://www.careermapping.ca/

(Cathy Day)

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Developing pathways and options for students (Melissa Krzyzaniak)

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I also use this US Department of Labor database every day: https://www.onetonline.org/   and say to students.... don't trust me because I don't hire for every position in the world, but this database is very current and can help "decode" what job you can go after. (Wendi Whitman)

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What is the role of interdisciplinary and multidisciplinary education?

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From Wendi Whitman

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Interdisciplinary Studies | Illinois State

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Interdisciplinary Studies majors and minors bring together multiple subject areas under a single theme. Students can create their own major or minor, or select an established interdisciplinary minor in addition to their traditional major. Students may not apply directly to the interdisciplinary major sequences. Admission to these sequences may be requested after the completion of 15 semester hours of coursework. Students should work with their academic advisor to apply for minors.

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Start asking question of students: "What is it for you?" This conversation is necessary before you can have students make their education valuable given that many students say that "College is what my parents wanted me to do." (Wendi Whitman)

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There are no/few incentives for good behavior. More incentives are needed to move the issues forward. (Chuck Ambrose)

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Mission, markets, and margins. (Chuck Ambrose)

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I'm interested in this group: erin@realtimetalentmn.org

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Focus on gathering small wins. Data is important to gather small wins (e.g., for career outcomes). (Cathy Day)

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Start with locus of control. (Wendi Whitman)

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Bringing people of different colleges together on purpose. (Wendi Whitman)

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Sustained change will require movement from all layers/levels/stakeholders, but I can focus on my "realm" only. I'm reviewing our new strategic plan and seeing how advising/career planning can connect or support each item of the strategic plan. Our budget model is also changing too, so it's a fun time where no one really knows the game or the rules of the game we're all in! (Wendi Whitman)

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There's also the issue of burnout. How do we consider change when many feel burned out with all that is going? Building informal groups of individuals that often don't have spaces to convene, so that the gathering opportunities have to be made intention. (Wendi Whitman)

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Must be bottom up and top down. (julie Baldwin).

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Turnover is my number one concern right now. The loss of institutional knowledge and champions is detrimental. (Wendi Whitman)

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These two change models are helpful: https://www.whittakercpas.com/this-is-the-chart-every-leader-should-know/  and this one https://www.kotterinc.com/methodology/8-steps/  I’d like to talk about them. (Cathy Day)

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Make changes that are in alignment with changes that are underway. Change has to be within the streams that are underways. Building synergy with those streams and with others working on change. (Devan Baty)

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Sustained change will require movement from all layers/levels/stakeholders, but I can focus on my "realm" only. I'm reviewing our new strategic plan and seeing how advising/career planning can connect or support each item of the strategic plan. Our budget model is also changing too, so it's a fun time where no one really knows the game or the rules of the game we're all in! (Wendi Whitman)

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Having a institution-wide strategie goal. (Each student will graduate with a mentor/alum).

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Look at the UWisc as possible model for expanding career development in the curriculum.

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If we do not change the way we work -- how can we expect to change our outcomes. Hold up "Hacking College" best practices that are already in play while at the same time identify a platform to radically transform programs/delivery into a field of study model. Experiential, competency based, personalized and incentivized change.

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Please add me to this group as well - equestriancollegeadvisor@gmail.com

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Faculty need to get on board with career development; their involvement and support is essential. (Cathy Day)

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Faculty need to get on board with career development; their involvement and support is essential. (Cathy Day)

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I'm interested in this group: jennifer@carberrycollege.com

I want to help the students matriculate to college to better understand how to make it through college and the options that are available to them.

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I'm interested in this group. Meredith Graham, MG@meredithgconsulting.com

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I'm interested in this group. Meredith Graham, MG@meredithgconsulting.com

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I am interested in this group: jlalger@blandinfoundation.org

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I'm interested in this group: jlalger@blandinfoundation.org

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I'm also interested in this group (second choice): erin@realtimetalentmn.org

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I would like to join this group. Meredith Graham, MG@meredithgconsulting.com

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I think this group is the one that would yield the most results for our college. Sharon Manna (smanna@dallascollege.edu)

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I'd like to participate in this group. graym@lawrence.edu

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I'd like to participate in this group as an advisor who actively participates in curricular change.

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I have an interest in being part of this group. My email is cturley@cornellcollege.edu

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I want to drive change, not be held hostage. I'd like to join this group.

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Interested in this group due to my work with student success. I'm at jmorrison@uindy.edu

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This is one I'm interested in; I see it as not only an admissions concern but also one that is continuing throughout matriculation.

Josh Morrison; jmorrison@uindy.edu

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As a faculty member, I am most interested in this area: Karen Jolly kjolly@hawaii.edu

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I'm interested in being a part of this team and would consider co-leading or leading. Rachael Cooper

rcooper@tesu.edu.

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I am interested in participating in this action team. Sharon Carlson. sharon.carlson@gordon.edu

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I am also interested in this group: nancy.matchett@unco.edu

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I am most interested in this group: nancy.matchett@unco.edu

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I'm at jstudley9@gmail.com and interested in continuing the conversation.

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If this group continues to meet after the class is over, I'd like to be included! I will be in the Admin/Change group on 7/10. Cathy Day cday@bsu.edu.

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If this group continues to meet after the class is over, I'd like to be included! I will be in the Admin/Change group on 7/10. Cathy Day cday@bsu.edu.

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If this group continues to meet after the class is over, I'd like to be included! I will be in the Admin/Change group on 7/10. Cathy Day cday@bsu.edu.

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If this group continues to meet after the class is over, I'd like to be included! I will be in the Admin/Change group on 7/10. Cathy Day cday@bsu.edu.

I would be willing to lead this group.

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I really want to be in all of these action groups (and might add my name to all) but this one represents where I am probably weakest. I am not an administrator (although I tried!) but would like to get better at persuading administrators to implement change. During my brief tenure as the director of a career initiative, I relied a lot on Knoster's Model for Managing Complex Change to guide my efforts. (link included). But Kotter's 8-step model is what is used a lot by admin--I think.

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If you are trying to implement new changes to your team, as a leader is important that they have the right tools to succeed. Often times we wish there was a plan or formula for success, well when we look at the Knoster chart we are given a formula to navigate this complex change.

Knoster's idea is that the five different elements: vision, skills, incentives, resources, and action plan all need to be present for success when navigating a complex change or challenge.

Knoster breaks it down into a simple formula to achieve the goal of this complex challenge in your company. While it seems like an easy plug and play it is the job of the leader to recognize what is missing and connect with the team to implement the required elements for success.

Here is the link to download the chart:
Knoster Chart PDF

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What is the Knoster Chart for Managing Complex Change? - Whittaker

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Knoster Model For Managing Complex Change If you are trying to implement new changes to your team, as a leader is important that they have the right tools to succeed.

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I'm interested in being part of this action team, thanks! Bill (william.baldus@metrostate.edu)