Week 10

I think one of the most interesting things I read from Chapter 13 was that only 54% of college graduates report being in their current career as a result of a deliberate plan (Brown, 2012, p. 293). Almost none of my occupations have been a part of the master plan, though they have all been stepping stones. From the time I was 15 to 23, I worked in a variety of food service positions. It wasn’t until I graduated with my bachelor’s degree that I actually began working in what I then considered, “the real world”. Like many other students, I began working as a TSS because it felt like my only option. I never in a million years would have thought I would wind up as a one-on-one aid to a student with disabilities, let alone work in a school. I had no idea what a TSS was until I graduated. It was not what I wanted to do at all, though I gained very valuable experience and developed a greater understanding of mental illness, and even greater insight into how the school systems really function behind the scenes. I found it fascinating, as I honestly hadn’t been out of the public school system very long. It was interesting being on the opposite side.

Currently, I work as a graduate assistant for the school of education. Again, not something I ever imagined myself doing. I can’t seem to get away from working in education! It’s kind of frustrating that I rarely get to utilize any clinical experience, which is worrisome at times when I consider the fact that I will enter the job market with little experience in my field. I look forward to internship, where I will finally be able to apply the knowledge I have developed over the last 6 years. I imagine many graduates feel similarly to this, as though they are leaving college without a firm understanding of what the workforce will be like in their prospective fields. It’s kind of like a gamble. It is discouraging when I reflect on how many of my friends have graduated with degrees that they are not using. I know a number of people who have acquired serious debt and do not have a secure means of paying it back. I am very glad I have chosen to go to reasonably priced schools to acquire my education.

When reviewing Bloom’s Taxonomy, I was able to understand the value of a structured writing model. I truly do not have extensive experience in literature reviews, but Bloom’s guideline truly helps illustrate what we should strive for in our own comprehensive review of the literature and in our own writing.

References

Brown, D. (2012). Career information, career counseling, and career development (10^th ed). New York : Pearson Education, Inc.

Granello, D. H. (2001). Promoting cognitive complexity in graduate written work:  Using Bloom’s taxonomy as a pedagogical tool to improve literature reviews.  Counselor Education and Supervision, 40, 292-307.