Weekly Insight 10

            While in class last week, we learned how to apply Bloom’s Taxonomy to literature reviews.  Each of the six skills and how to apply each one at the graduate level was discussed. Chapter 13 was useful by giving the perspective of potential opportunities for the students and career decision-making. Also discussed, and quite interesting, was the opposition of older students’ need for career counseling. 

This was helpful for me to learn where I would place my writing and what I would like to obtain.  It is really insightful to see where my writing has started at the beginning of the semester and where it is now.  Being that this is my first semester in graduate school, this article and working with a partner for our group project has helped me gain better insight on graduate level writing. I would say my writing at the beginning of the semester was around the comprehension skill level, but with help from my partner and frequent writing assignments, I have moved to the analysis skill level. Learning Bloom’s Taxonomy would be helpful in guiding postsecondary education student’s gain more “cognitively advanced literature review.” (Granello, 2001, p. 295) 

If career counselors are able to get to more undecided students, the undecided student will likely have long term career happiness and success. Although, each student needs a program specific to them, “…career development services available to students should include some or all of the following: 1. Career and self-awareness activities 2. Exploration of interests, values, goals, and decisions 3. Realities of the job market and future trends 4. Practical, accurate information about careers…” (Brown, 2012, p. 294-295)  These four services, among many more, will give the student more insight as to what type of career they want while including their values and goals, what careers are available, and whether the career will be “around” for awhile.   

While there is an importance for student who are under the age of 22 to receive career services, I believe it is also important for non-traditional students to seek the same opportunities. Brown (2012) states that older student report less need for career services. I think that is an accurate statement and many factors come into the picture for that population.  An older student may come back to college because they have finally realized what they want to do for a career. They may also be “stuck in their ways” and may not want to receive assistance from someone younger in the career center because “what could they know that I already do not know.” Reaching this population through outreach programs can be incredibly important in lowering rates of time wasted on uncertainty.

 

Brown, D.  (2012).  Career Development in Postsecondary Educational Institutions. Career

Information, Career Counseling, and Career Development (10th ed., pp. 292-312).  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 & Supervision, 40, 292-307