Abstract
College career courses are increasingly offered at colleges and universities due to economic changes as a result of performance-based funding initiatives nationwide, and in an attempt to ensure more job placements of students graduating with baccalaureate degrees (Devlin
The Journal of College Placement
,
34
(4), 62–68,
1974
; Studley
2004
; Fouad et al.
Journal of Career Assessment
,
17
(3), 338–347,
2009
; Hansen and Pedersen
Journal of the First Year Experience & Students in Transition
,
24
(2), 33–61,
2012
). This case study expands on the seminal work of Gallo (
2017
) and assessed the effectiveness of a new interdisciplinary career exploration course at a comprehensive university that is open to all students, not just students who were undecided in their college major. The course design followed a constructivism curriculum, with opportunities for formative assessment, which resulted in a culminating final course project. Students’ career decision-making and career decision-making self-efficacy were measured utilizing a pre-test/post-test model, the Career Decision Scale (CDS), and the Career Decision Self-Efficacy Scale Short Form (CDSE-SF). The results indicated that the interdisciplinary career course curriculum had a positive effect on students’ level of career decision-making and career decision-making self-efficacy.
