Search results

Title: Finding a Rhythm between Thinking and Doing: Learning How to Reflect.
Creator: Volpe White, Jillian M., LeBlanc, Julie B., Guthrie, Kathy L
Date Issued: 2020-12
Identifier: FSU_libsubv1_scholarship_submission_1607090972_7d492d37
Format: Citation

Title: An Introduction to CIP Theory, Research, and Practice.
Creator: Sampson, James P, Osborn, Debra S, Bullock-Yowell, Emily, Lenz, Janet G, Peterson, Gary W, Reardon, Robert C, Dozier, V Casey, Leierer, Stephen J, Hayden, Seth C W, Saunders,...
Show moreSampson, James P, Osborn, Debra S, Bullock-Yowell, Emily, Lenz, Janet G, Peterson, Gary W, Reardon, Robert C, Dozier, V Casey, Leierer, Stephen J, Hayden, Seth C W, Saunders, Denise E
Show less
Abstract/Description: The primary purpose of this paper is to introduce essential elements of cognitive information processing (CIP) theory, research, and practice as they existed at the time of this writing. The introduction that follows describes the nature of career choices and career interventions, and the integration of theory, research, and practice. After the introduction, the paper continues with three main sections that include CIP theory related to vocational behavior, research related to vocational...
Show moreThe primary purpose of this paper is to introduce essential elements of cognitive information processing (CIP) theory, research, and practice as they existed at the time of this writing. The introduction that follows describes the nature of career choices and career interventions, and the integration of theory, research, and practice. After the introduction, the paper continues with three main sections that include CIP theory related to vocational behavior, research related to vocational behavior and career intervention, and CIP theory related to career interventions. The first main section describes CIP theory, including the evolution of CIP theory, the nature of career problems, theoretical assumptions, the pyramid of information processing domains, the CASVE Cycle, and the use of the pyramid and CASVE cycle. The second main section describes CIP theory-based research in examining vocational behavior and establishing evidence-based practice for CIP theory-based career interventions. The third main section describes CIP theory related to career intervention practice, including theoretical assumptions, readiness for career decision making, readiness for career intervention, the differentiated service delivery model, and critical ingredients of career interventions. The paper concludes with regularly updated sources of information on CIP theory.
Show less
Date Issued: 2020-08-03
Identifier: FSU_libsubv1_scholarship_submission_1593091156_c171f50a
Format: Citation

Title: Overview of an Information Seeking Behavior (ISB) Project: “Exploring Career Options”.
Creator: Reardon, Robert
Abstract/Description: The “Exploring Career Options” video shows a student and a Florida State University career advisor modeling information-seeking behavior with vicarious reinforcement. This project replicates and updates two prior videos used in the Career Center. The video introduces a proven strategy for increasing information use in career services at FSU. The career resources inside and outside of the FSU Career Center can be enhanced and supported with this career intervention.
Date Issued: 2020-01-05
Identifier: FSU_libsubv1_scholarship_submission_1586202333_53125ef6
Format: Citation

Title: Zooarchaeological Analysis of Faunal Remains Recovered from Totten Key (8DA3439) (SEAC Accession #2628), Biscayne National Park, Miami-Dade County Florida.
Creator: Peres, Tanya M., McLean, Emily
Abstract/Description: This is a report of the zooarchaeological analysis of faunal remains recovered as part of the excavations by archeologists with the Southeastern Archeological Center (SEAC) of the National Park Service at the Totten Key Site (8DA3439) on Totten Key, Miami-Dade County, Florida. This analysis was performed under the Southern Appalachian Cooperative Ecosystems Studies Unit (SA-CESU) Task Agreement Number (P14AC01652) under Cooperative Agreement Number P14AC00882 between the United States...
Show moreThis is a report of the zooarchaeological analysis of faunal remains recovered as part of the excavations by archeologists with the Southeastern Archeological Center (SEAC) of the National Park Service at the Totten Key Site (8DA3439) on Totten Key, Miami-Dade County, Florida. This analysis was performed under the Southern Appalachian Cooperative Ecosystems Studies Unit (SA-CESU) Task Agreement Number (P14AC01652) under Cooperative Agreement Number P14AC00882 between the United States Department of the Interior - The National Park Service/Southeast Archeological Center and Middle Tennessee State University (PI Tanya M. Peres, September 2014) (Appendix 1). The Project title is “Documenting Subsistence Strategies in the Southeast Using the National Park Service’s Archeological Resources.” In October 2015, the remainder of the zooarchaeological analysis and reporting was subcontracted by Middle Tennessee State University to Tanya M. Peres at Florida State University (FSU Project# 037433 | MTSU Award# 536858S).
Show less
Date Issued: 2018-07-16
Identifier: FSU_libsubv1_scholarship_submission_1532019273_4d277f12, 10.17125/fsu.1532019273
Format: Citation

Title: Elementary Mathematics Student Assessment: Measuring the Performance of Grade 3, 4 and 5 Students in Number (Whole Numbers and Fractions), Operations, and Algebraic Thinking in Fall 2015.
Creator: Schoen, Robert C., Anderson, Daniel, Riddell, Claire M., Bauduin, Charity
Abstract/Description: This report provides a description of the development process, field testing, and psychometric properties of the fall 2015 grades 3–5 Elementary Mathematics Student Assessment (EMSA), a student mathematics test designed to be administered in a whole-group setting to students in grades 3, 4, and 5. The test was administered to 2,614 participating grade 3, 4, and 5 students in 266 classrooms located in 10 public school districts in Florida during fall 2015. Focused on number (including whole...
Show moreThis report provides a description of the development process, field testing, and psychometric properties of the fall 2015 grades 3–5 Elementary Mathematics Student Assessment (EMSA), a student mathematics test designed to be administered in a whole-group setting to students in grades 3, 4, and 5. The test was administered to 2,614 participating grade 3, 4, and 5 students in 266 classrooms located in 10 public school districts in Florida during fall 2015. Focused on number (including whole number and fractions), operations, and algebraic thinking, the student assessment was designed to serve as a baseline measure of student achievement for use as a covariate in a randomized controlled trial evaluating the impact of a teacher professional development program on student learning.
Show less
Date Issued: 2018-05-01
Identifier: FSU_libsubv1_scholarship_submission_1581609234_2be69519, 10.33009/fsu.1581609234
Format: Citation

Title: RIASEC Literature from 1953-2016: Bibliographic References to Holland’s Theory, Research, and Applications (Technical Report No. 58).
Creator: Kennelly, Emily, Sargent, Amanda, Reardon, Robert
Abstract/Description: In order to examine the nature and scope of John L. Holland’s contributions to vocational psychology and career development, we conducted a research study and found 2,318 unique published references about his RIASEC theory and its applications in practice (Kennelly, Sargent, & Reardon, 2018). We used research tools from our university library website databases including ProQuest, JESTOR, ISI Web of Science/Web of Knowledge, the Refworks reference management system, Career Convergence, and...
Show moreIn order to examine the nature and scope of John L. Holland’s contributions to vocational psychology and career development, we conducted a research study and found 2,318 unique published references about his RIASEC theory and its applications in practice (Kennelly, Sargent, & Reardon, 2018). We used research tools from our university library website databases including ProQuest, JESTOR, ISI Web of Science/Web of Knowledge, the Refworks reference management system, Career Convergence, and NACE Journal online archives. We used these sources to find the published literature from 1953 through 2016 regarding Holland’s contributions to career theory, research, and practice. In the process, we discovered unexpected contributions stemming from Holland’s professional life and legacy. The results of our research further establish Holland’s iconic status in our field.
Show less
Date Issued: 02/23/18
Identifier: FSU_libsubv1_scholarship_submission_1519670557_98eff51b, 10.17125/fsu.1519670557
Format: Citation

Title: Strategies for Developing, Managing, and Evaluating a Successful Career Course for 45 Years Technical Report No.59.
Creator: Reardon, Robert C., Lenz, Janet G.
Abstract/Description: The comprehensive career course at our university has been in continuous operation since 1972. Along the way this course has taught us many things about an effective career intervention that students pay for, is cost-effective, and represents an institutional commitment to student career services.
Date Issued: 2018-02-20
Identifier: FSU_libsubv1_scholarship_submission_1519072870_7e150785, 10.17125/fsu.1519072870
Format: Citation

Title: Zooarchaeological Analysis of Faunal Remains Recovered from Sands Key #2 (8D2) (SEAC Accession #1930), Biscayne National Park, Miami-Dade County Florida.
Creator: Peres, Tanya M., McLean, Emily
Abstract/Description: This is a report of the zooarchaeological analysis of faunal remains recovered as part of the excavations by archeologists with the Southeastern Archeological Center of the National Park Service at the Sands Key #2 site (8DA2) (SEAC Acc #1930), located in the Biscayne National Park, Miami-Dade County, Florida. This analysis was performed under the Southern Appalachian Cooperative Ecosystems Studies Unit (SA-CESU) Task Agreement Number (P14AC01652) under Cooperative Agreement Number P14AC00882...
Show moreThis is a report of the zooarchaeological analysis of faunal remains recovered as part of the excavations by archeologists with the Southeastern Archeological Center of the National Park Service at the Sands Key #2 site (8DA2) (SEAC Acc #1930), located in the Biscayne National Park, Miami-Dade County, Florida. This analysis was performed under the Southern Appalachian Cooperative Ecosystems Studies Unit (SA-CESU) Task Agreement Number (P14AC01652) under Cooperative Agreement Number P14AC00882 between the United States Department of the Interior - The National Park Service/Southeast Archeological Center and Middle Tennessee State University (PI Tanya M. Peres, September 2014). The Project title is “Documenting Subsistence Strategies in the Southeast Using the National Park Service’s Archeological Resources.” In October 2015, the remainder of the zooarchaeological analysis and reporting was subcontracted by Middle Tennessee State University to Tanya M. Peres at Florida State University (FSU Project# 037433 | MTSU Award# 536858S). The Sands Key #2 faunal assemblage reported on here contains 9,812 specimens weighing 12,791.65 g. The data generated from the zooarchaeological analysis is detailed in this report. Preliminary interpretations about the use of aquatic resources by the Tequesta are offered.
Show less
Date Issued: 2018-01-19
Identifier: FSU_libsubv1_scholarship_submission_1532018990_f2e488bf, 10.17125/fsu.1532018990
Format: Citation

Title: Psychometric Report for the Early Fractions Test Administered with Third- and Fourth-grade Students in Fall 2016.
Creator: Schoen, Robert C, Liu, Sicong, Yang, Xiaotong, Paek, Insu
Abstract/Description: The Early Fractions Test is a paper-pencil test designed to measure mathematics achievement of third- and fourth-grade students in the domain of fractions. The purpose, or intended use, of the Early Fractions Test is to serve as a student pretest covariate and a test of baseline equivalence in the larger study. In this report, we discuss our exploration of options for scoring and data modeling and make recommendations for optimal scoring and data modeling procedures. We also report on the...
Show moreThe Early Fractions Test is a paper-pencil test designed to measure mathematics achievement of third- and fourth-grade students in the domain of fractions. The purpose, or intended use, of the Early Fractions Test is to serve as a student pretest covariate and a test of baseline equivalence in the larger study. In this report, we discuss our exploration of options for scoring and data modeling and make recommendations for optimal scoring and data modeling procedures. We also report on the results of data modeling, including analyses of dimensionality, scale reliability estimates, the intraclass correlation coefficient for the 66 schools represented in the sample, and the percentage of the variance in student achievement as measured by the end-of-year mathematics test that is explained by their scores on this beginning-of-year test.
Show less
Date Issued: 2017-08
Identifier: FSU_libsubv1_scholarship_submission_1512509662_8d155da5, 10.17125/fsu.1512509662
Format: Citation

Title: Assessing Early Elementary Students' Place Value Understanding: A Set of Interview Tasks.
Creator: Bray, Wendy S., Champagne, Zachary M., Blais, Tanya Vik, Schoen, Robert C.
Abstract/Description: This document contains a set of materials we created, selected, or adapted for the purpose of assessing children’s understanding of place value. These materials were sequenced to form a diagnostic assessment for use in a one-on-one, interview-type setting. The resulting collection of tasks and questions require approximately 20–30 minutes to administer with an individual child. The assessment is designed for diagnostic purposes. It is not intended to generate an achievement score.
Date Issued: 2017-06-30
Identifier: FSU_libsubv1_scholarship_submission_1510066800_57c75c1b, 10.17125/fsu.1510066800
Format: Citation

Title: Elementary Mathematics Student Assessment: Measuring the Performance of Grade K, 1, and 2 Students in Number, Operations, and Equality in Spring 2016.
Creator: Schoen, Robert C., Anderson, Daniel, Bauduin, Charity
Abstract/Description: This report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades K, 1, and 2 student abilities. The test was administered to 4,535 participating grade K, 1, and 2 students in 66 schools located in 9 public school districts in Florida during spring 2016. Focused on number, operations, and equality, the student assessment was designed to serve as a baseline measure of student achievement in a...
Show moreThis report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades K, 1, and 2 student abilities. The test was administered to 4,535 participating grade K, 1, and 2 students in 66 schools located in 9 public school districts in Florida during spring 2016. Focused on number, operations, and equality, the student assessment was designed to serve as a baseline measure of student achievement in a randomized controlled trial evaluating the impact of a teacher professional development program called Cognitively Guided Instruction (CGI) on student learning.
Show less
Date Issued: May 2017
Identifier: FSU_libsubv1_scholarship_submission_1534964774_c9d67546, 10.17125/fsu.1534964774
Format: Citation

Title: A Knowledge Agenda for Studying Psychotropic Medication in the Child Welfare System: Technical Report, Florida Institute for Child Welfare.
Creator: Lacasse, Jeffrey R, Lieber, Angela
Abstract/Description: Executive Summary Many questions persist regarding the use of psychotropic medication in Florida’s child welfare system. The purpose of this report is to (1) describe both the broad and local contexts (including research and policy) for the use of psychotropics in child welfare, and (2) to propose a research agenda which could realistically lead to improvements in the Florida system. This technical report provides an overview of the issues that are most relevant and pressing for the Florida...
Show moreExecutive Summary Many questions persist regarding the use of psychotropic medication in Florida’s child welfare system. The purpose of this report is to (1) describe both the broad and local contexts (including research and policy) for the use of psychotropics in child welfare, and (2) to propose a research agenda which could realistically lead to improvements in the Florida system. This technical report provides an overview of the issues that are most relevant and pressing for the Florida child welfare system. The report also presents a set of recommendations that can improve the knowledge base through the development and implementation of empirical research that can produce relevant and valid findings for future practice and policy. The prescription of psychotropic drugs to children in the child welfare system has rightfully attracted increasing attention over the past decade. Over this same time period, the profession of psychiatry has experienced a series of important debates, critiques and controversies about the use of psychotropic medication with adults and children. These have taken place at both the scientific and practice levels. This is important to note because practices in the Florida child welfare cannot help but be impacted to a large extent by “upstream” dynamics. Significant problems include (1) the integrity of the scientific literature that concerns the use of psychotropic drugs; (2) the nature and scope of the influence of pharmaceutical companies on prescribing patterns; (3) the regulatory rigor of the U.S. Food and Drug Administration; (4) the accuracy of psychiatric diagnosis that provides the basis for prescribing decisions; and (5) the efficacy of psychotropic drugs and their long-term impacts on children. The disconnect between the scientific data and conventional wisdom is likely to be large and represents a major barrier to evidence-based prescribing and decision-making. In such a vulnerable population, such issues should raise deep concerns. The relative lack of influence of the emergent scientific data on conventional psychiatric medication practices is significant and represents major barriers to evidence-based prescribing and decision-making. The long-term effects of psychotropic medication during childhood are only beginning to be understood, but most researchers agree that these are non-trivial for the children involved. In light of this situation, the special vulnerabilities of the child welfare population as a subset of all children using such medications should raise deep concerns and inspire an abundance of caution.
Show less
Date Issued: 2017-03-30
Identifier: FSU_libsubv1_scholarship_submission_1505824419_9e9645de
Format: Citation

Title: External Evaluation of the Women’s Leadership Program in Paraguay: Evaluation Report. [174 p.]: Higher Education for Development (HED), American Council on Education (ACE). USAID/DEC, Washington, DC. http://pdf.usaid.gov/pdf_docs/PA00KNGF.pdf.
Creator: Ramos-Mattoussi, Flavia, Caballero, Venus
Abstract/Description: This evaluation report of the Women’s Leadership Program in Paraguay was produced at the request of Higher Education for Development with support from the United States Agency for International Development. It was prepared by Flavia Ramos-Mattoussi and Venus Caballero, consultants to HED. The Women’s Leadership Program in Paraguay (WLPP) was a three-year (2012-2015) higher education partnership funded and supported by Higher Education for Development (HED), in cooperation with the United...
Show moreThis evaluation report of the Women’s Leadership Program in Paraguay was produced at the request of Higher Education for Development with support from the United States Agency for International Development. It was prepared by Flavia Ramos-Mattoussi and Venus Caballero, consultants to HED. The Women’s Leadership Program in Paraguay (WLPP) was a three-year (2012-2015) higher education partnership funded and supported by Higher Education for Development (HED), in cooperation with the United States Agency for International Development (USAID/Paraguay). HED worked with EGAT/ED and USAID/Paraguay under the Women’s Leadership Program to support the partnership between the National University of Asuncion (UNA) in Paraguay and the University of Florida (UF) in the United States. The WLP Paraguay partnership contributes to the primary objectives of the overall Women’s Leadership Program framework. It supports national and local development goals in Paraguay that promote gender equality and female empowerment in the agricultural sector. The evaluation team composed of Dr. Flavia Ramos-Mattoussi (international consultant) and Ms. Venus Caballero (local consultant) was contracted by HED to conduct the external (end-of-project) evaluation of the WLP-Paraguay to learn how the partnership has contributed and could continue contributing to the promotion of gender equality and female empowerment in agriculture. The team examined the following aspects of the program: (1) efficiency of management processes and systems; (2) relevance of program design; (3) effectiveness of program implementation; (4) impact of program intervention; and (5) potential for program sustainability. The evaluation was conducted from February 4 to July 31, 2015. Fieldwork was carried out from April 6 to May 25, 2015, including work in the United States and in Paraguay. The technical report contains data collection tools and analysis of data gathered in the United States and in Paraguay for the External Evaluation of the Women’s Leadership Program in Paraguay (February-July 2015). The report has been published by HED/ACE/ USAID-Development Experience Clearinghouse.
Show less
Date Issued: 2015-07-31
Identifier: FSU_libsubv1_scholarship_submission_1507566621_c706db05
Format: Citation

Title: Career Portfolio Completion and Student Interviewing Skills (Technical Report No. 56).
Creator: Kennelly, Emily, Osborn, Debra, Bovio, Rebecca, Reardon, Robert C.
Abstract/Description: This study examined whether or not students using an online career portfolio, including the matrix for identifying and reflecting on transferrable skills, enabled them to more effectively and confidently communicate their skills in a simulated (mock) job interview. Three groups were studied, those completing the skills matrix in the portfolio, those using the portfolio but not the skills matrix, and those not using the portfolio. Results indicated only one difference across the groups on the...
Show moreThis study examined whether or not students using an online career portfolio, including the matrix for identifying and reflecting on transferrable skills, enabled them to more effectively and confidently communicate their skills in a simulated (mock) job interview. Three groups were studied, those completing the skills matrix in the portfolio, those using the portfolio but not the skills matrix, and those not using the portfolio. Results indicated only one difference across the groups on the five skills self-ratings completed by the students. Specifically, those completing the portfolio skills matrix were less likely to report having taken steps to develop workforce skills than those not using the portfolio. Other findings pertained to difficulties in conducting research on the effectiveness of online career portfolios and suggestions for correcting such problems in the future.
Show less
Date Issued: 2014-12-16
Identifier: FSU_libsubv1_scholarship_submission_1526313884_e3536002, 10.17125/fsu.1526313884
Format: Citation

Title: College career courses and learner outputs and outcomes, 1976-2014 (Technical Report No. 55).
Creator: Reardon, Robert, Fiore, Emily
Abstract/Description: Career course literature in 157 documents traces the history, development, design, and effectiveness of career courses in colleges and universities. It includes reviews of 88 studies in 80 reports or articles in 133 documents regarding the effectiveness of the career courses, primarily in the U.S. More than 25,333 participants were involved in these studies from 1976 to 2014. A review of 88 results or findings has been framed in terms of the outputs and outcomes of career course interventions...
Show moreCareer course literature in 157 documents traces the history, development, design, and effectiveness of career courses in colleges and universities. It includes reviews of 88 studies in 80 reports or articles in 133 documents regarding the effectiveness of the career courses, primarily in the U.S. More than 25,333 participants were involved in these studies from 1976 to 2014. A review of 88 results or findings has been framed in terms of the outputs and outcomes of career course interventions. We reviewed 64 results of career course output studies using measures of career thoughts, career decision-making skills, career decidedness, vocational identity, and the like. In this analysis, we found 58 (91%) reporting positive gains in measured output variables, and 6 (9%) reporting no changes in output variables. We also reviewed 25 results or findings of career course outcomes such as persistence (retention) in college, graduation rate, cumulative GPA, and job satisfaction or satisfaction with field of study. In this analysis we found 23 (92%) reporting positive gains in measured outcome variables, and two (8%) reporting no changes in outcome variables. The majority of the studies (59 of 88, 67%) used control or comparison groups to strengthen methodological rigor. This report concludes with an analysis of this body of research and implications for further research and practice in this area.
Show less
Date Issued: 2014-06-05
Identifier: FSU_libsubv1_scholarship_submission_1520968878_ebdcaddc, 10.17125/fsu.1520968878
Format: Citation

Title: Measuring Readiness For Career-Decision Making with the Career Thoughts Inventory in Finland: Adaption or Adoption: Technical Report No. 54.
Creator: Lerkkanen, Jukka, Sampson, James, Peterson, Gary, Konttinen, Raimo
Abstract/Description: The aim of this study was to examine the adaptation versus adoption of the Career Thoughts Inventory (CTI, Sampson, Peterson, Lenz, Reardon, & Saunders, 1996a) outside the U.S. as a measure readiness for career decision-making. A sample of Finnish polytechnic students (N = 666) completed a Finnish-language version of the CTI. A principle components analysis identified three components: Decision-Making Confusion, Commitment Anxiety, and External Conflict. The results were in accordance with...
Show moreThe aim of this study was to examine the adaptation versus adoption of the Career Thoughts Inventory (CTI, Sampson, Peterson, Lenz, Reardon, & Saunders, 1996a) outside the U.S. as a measure readiness for career decision-making. A sample of Finnish polytechnic students (N = 666) completed a Finnish-language version of the CTI. A principle components analysis identified three components: Decision-Making Confusion, Commitment Anxiety, and External Conflict. The results were in accordance with the findings of the U.S. validation studies. The three-factor model explained 36.97% of the total variance. Given the Finnish translation of the CTI, the factor structure and reliability coefficients supported the construct validity of CTI scores and partial structural equivalence was observed. The results demonstrated that it would be appropriate to adapt, not to adopt, the CTI based on CIP theory to the Finnish context. Before implementation of the Finnish CTI in practice, certain modifications in items and scales are warranted.
Show less
Date Issued: 2012-10-22
Identifier: FSU_libsubv1_scholarship_submission_1526313629_a591b9c7, 10.17125/fsu.1526313629
Format: Citation

Title: The Current Status of Career Services at Colleges and Universities: Technical Report No. 52.
Creator: Vinson, Bonita M., Reardon, Robert C., Bertoch, Sara C.
Abstract/Description: This study examines career planning programs and career services offices at colleges and universities in the United States as viewed by chief student affairs officers. Findings from an earlier study of career services offices (CSOs) in 1979 were compared to the current findings. Additionally, new areas of research were examined in order to provide benchmark data for future studies. Several affirming findings emerge from the study informing higher education, student affairs and career services...
Show moreThis study examines career planning programs and career services offices at colleges and universities in the United States as viewed by chief student affairs officers. Findings from an earlier study of career services offices (CSOs) in 1979 were compared to the current findings. Additionally, new areas of research were examined in order to provide benchmark data for future studies. Several affirming findings emerge from the study informing higher education, student affairs and career services professionals about the effectiveness and value of college and university career services offices.
Show less
Date Issued: 2011-03-17
Identifier: FSU_libsubv1_scholarship_submission_1526313211_e71751ab, 10.17125/fsu.1526313211
Format: Citation

Title: Examining Psychometric and Measurement Properties of the Career Thoughts Inventory: Demonstration and Use of the Rasch Measurement Model in Career Assessment Research Technical Report No. 51.
Creator: Mueller, Christian E., Bullock, Emily E., Leierer, Stephen J.
Abstract/Description: The Rasch measurement model for developing and revising career assessment tools has many advantages over traditional test development methods. To better understand this method, the current study met its two purposes (a) to illustrate how the Rasch measurement model can aid vocational psychology researchers in increased precision and accuracy in assessment; and (b) to examine the psychometric and measurement properties the Career Thoughts Inventory (CTI), using the Rasch measurement model with...
Show moreThe Rasch measurement model for developing and revising career assessment tools has many advantages over traditional test development methods. To better understand this method, the current study met its two purposes (a) to illustrate how the Rasch measurement model can aid vocational psychology researchers in increased precision and accuracy in assessment; and (b) to examine the psychometric and measurement properties the Career Thoughts Inventory (CTI), using the Rasch measurement model with a sample of 232 college students. Results from the Rasch analysis confirmed that most of the CTI items on the decision-making confusion, commitment anxiety, and external conflict subscales were functioning as useful measurement items. Yet, these subscale items were somewhat restricted in the range with which they were measuring their respective type of dysfunctional career thinking.
Show less
Date Issued: 2010-04-02
Identifier: FSU_libsubv1_scholarship_submission_1526312891_7934e473, 10.17125/fsu.1526312891
Format: Citation

Title: Career Information-Seeking Behavior: Rediscovering an Effective Career Intervention Technical Report No. 49.
Creator: Bertoch, Sara C., Reardon, Robert C., Richer, Christine, Lumsden, Jill A., Ruff, Elizabeth
Abstract/Description: “Evidence-based practice” is a catchphrase often heard in the field of contemporary human services (Dimmitt, Carey & Hatch, 2007; Levant, 2005), but one sometimes wonders how much true understanding is associated with it. It is no small irony that counselors may adopt what sounds like good practice, e.g., narrative-based approaches, in the absence of supporting evidence or research. Our observation is that career counseling practice is sometimes driven more by concepts and ideas than research...
Show more“Evidence-based practice” is a catchphrase often heard in the field of contemporary human services (Dimmitt, Carey & Hatch, 2007; Levant, 2005), but one sometimes wonders how much true understanding is associated with it. It is no small irony that counselors may adopt what sounds like good practice, e.g., narrative-based approaches, in the absence of supporting evidence or research. Our observation is that career counseling practice is sometimes driven more by concepts and ideas than research evidence. This paper focuses on developments that occurred 40 years ago in counseling, particularly career counseling, and seeks to resurrect this evidence-based approach to standard practice.
Show less
Date Issued: 2009-07-21
Identifier: FSU_libsubv1_scholarship_submission_1525975347_3fbca274, 10.17125/fsu.1525975347
Format: Citation

Title: Reactions to Curricular and Co-curricular Learning as Documented in an ePortfolio: Technical Report Number 48.
Creator: Ford, Candace M, Lumsden, Jill A, Lulgjuraj, Beth
Abstract/Description: This exploratory study was conducted to examine readers’ reactions to curricular and cocurricular learning as evidenced in an eportfolio. Structured interviews of three groups including employers, faculty, and students were conducted. Each group viewed three sample portfolios and responded to questions based on items they found significant, memorable, and valued. From these interviews, the researchers hoped to explore how eportfolio readers value curricular and cocurricular learning. Analysis...
Show moreThis exploratory study was conducted to examine readers’ reactions to curricular and cocurricular learning as evidenced in an eportfolio. Structured interviews of three groups including employers, faculty, and students were conducted. Each group viewed three sample portfolios and responded to questions based on items they found significant, memorable, and valued. From these interviews, the researchers hoped to explore how eportfolio readers value curricular and cocurricular learning. Analysis of the data showed similar themes emerged from employer, faculty, and student groups and that each group rated co-curricular experiences as being slightly more than curricular experiences.
Show less
Date Issued: 2009-03-04
Identifier: FSU_libsubv1_scholarship_submission_1525974995_7d1c56f4, 10.17125/fsu.1525974995
Format: Citation

Title: Holland's Theory in an International Context: Applicability of RIASEC Structure and Assessments Technical Report No. 50.
Creator: Bullock, Emily E, Andrews, Lindsay, Braud, Jennifer, Reardon, Robert C
Abstract/Description: Holland’s RIASEC theory was designed to meet the vocational needs of people in the U.S. in the mid-twentieth century. This article reviews literature relevant to the applicability of the RIASEC model’s structure and Holland-based assessments in global cultures and contexts for which they were not originally intended. We examined literature produced after a 1996 meta-analysis of a similar topic, which proved to be mixed but somewhat more supportive of the international applicability of RIASEC...
Show moreHolland’s RIASEC theory was designed to meet the vocational needs of people in the U.S. in the mid-twentieth century. This article reviews literature relevant to the applicability of the RIASEC model’s structure and Holland-based assessments in global cultures and contexts for which they were not originally intended. We examined literature produced after a 1996 meta-analysis of a similar topic, which proved to be mixed but somewhat more supportive of the international applicability of RIASEC structure and Holland-based assessments. The discussion includes a commentary on the applicability of Holland’s theory in a post-modern world with its global economy and rapid change.
Show less
Date Issued: 2009
Identifier: FSU_libsubv1_scholarship_submission_1525975826_a5acb42e, 10.17125/fsu.1525975826
Format: Citation

Title: Creating a Research Database on Holland's Theory and Practical Tools: Technical Report No. 47.
Creator: Ruff, Elizabeth A., Reardon, Robert C., Bertoch, Sara Cummings
Abstract/Description: This paper describes the creation of a comprehensive bibliography of 1,609 reference citations related to John Holland’s theory and applications. This list of references may be used by researchers, students, practitioners, and teachers to develop or enhance their understanding of Holland’s work over the past 55 years. Analysis of this bibliography may be used to consider the state of Holland’s work from 1953 to early 2007. We examined the rate of publication over time; topics being researched...
Show moreThis paper describes the creation of a comprehensive bibliography of 1,609 reference citations related to John Holland’s theory and applications. This list of references may be used by researchers, students, practitioners, and teachers to develop or enhance their understanding of Holland’s work over the past 55 years. Analysis of this bibliography may be used to consider the state of Holland’s work from 1953 to early 2007. We examined the rate of publication over time; topics being researched including the application, theory/validity, and alternate forms of his work; as well as how Holland’s work is being used with diverse and specific populations. Data indicate that Holland’s work has been consistently present in references published since 1953 and contrary to speculation by some, references related to his work are not declining. Further analysis indicates a continued interest in the use of Holland’s work with both diverse and specific populations including gender, race, ability, and occupation. We examined the type of references such as journals, book chapters, dissertations, and presentations as well as the quality of journal publications. Journals appear to have the largest number of references although a significant number of references were identified in the other sources. The rate of publication in six prestigious professional journals was examined in comparison to 191 other journals. Finally, we documented strategies and materials used in the creation of this bibliography in order to encourage the development of comprehensive bibliographies on other theorists and applications.
Show less
Date Issued: 2007-11-05
Identifier: FSU_libsubv1_scholarship_submission_1525974722_8164ed92, 10.17125/fsu.1525974722
Format: Citation

Title: Using Grades to Evaluate a Career Course: Technical Report No. 43.
Creator: Reardon, Robert C., Leierer, Stephen J., Lee, Donghyuck Ryan
Abstract/Description: Grades in a standardized career course offered at a large southeastern university over a 26-year period were analyzed to measure the course impact on student learning. The analysis examined the extent to which course structures and procedures affected grades, how grades differed across terms and whether there were changes in grade trends over time. The relationship between expected and earned grades was also examined along with instructor effectiveness ratings.
Date Issued: 2006-02-22
Identifier: FSU_libsubv1_scholarship_submission_1525973502_1161d275, 10.17125/fsu.1525973502
Format: Citation

Title: A Holland Perspective on the U.S. Workforce from 1960 to 2000: Technical Report No. 45.
Creator: Reardon, Robert C., Bullock, Emily E., Meyer, Katie E.
Abstract/Description: This paper analyzes civilian occupations and employment data collected by the Census Bureau in 1960, 1970, 1980, 1990, and 2000 with respect to six kinds of work (Holland’s RIASEC classification), occupation, employment, gender, occupational level, and income over five decades. Implications for further research, employment policy, and career services are offered.
Date Issued: 2005-08-18
Identifier: FSU_libsubv1_scholarship_submission_1525974067_31581bfe, 10.17125/fsu.1525974067
Format: Citation

Title: The Effects of College Career Courses on Learner Outputs and Outcomes: Technical Report No. 44.
Creator: Folsom, Byron, Reardon, Robert, Lee, Donghyuck
Abstract/Description: This updated review of career course literature in 78 documents traces the history of career courses in colleges and universities and reviews 50 studies of the effectiveness of the various career courses offered in institutions of higher education in the U.S. More than 18,994 students were involved in these studies from 1976 to 2005. This review has been framed in terms of the outputs and outcomes of career course interventions. We reviewed 40 studies of career course outputs, such as career...
Show moreThis updated review of career course literature in 78 documents traces the history of career courses in colleges and universities and reviews 50 studies of the effectiveness of the various career courses offered in institutions of higher education in the U.S. More than 18,994 students were involved in these studies from 1976 to 2005. This review has been framed in terms of the outputs and outcomes of career course interventions. We reviewed 40 studies of career course outputs, such as career thoughts, career decision-making skills, career decidedness, and vocational identity, which are theoretically related to outcomes of career interventions, such as persistence (retention) in college, and job satisfaction or satisfaction with field of study. In this analysis, we found 36 studies (90%) reporting positive gains in measured output variables, and 4 studies (10%) reporting no changes in output variables. We reviewed 16 studies of career course outcomes and found fourteen studies (88%) reporting positive gains in measured outcome variables, and two studies (12%) reporting no changes in outcome variables. These findings are similar to the studies regarding output variables and the effects of career courses. The paper concludes with an analysis of this body of research and implications for further research in this area.
Show less
Date Issued: 2005-06-29
Identifier: FSU_libsubv1_scholarship_submission_1525973794_8ce4a216, 10.17125/fsu.1525973794
Format: Citation

Title: The FSU Online Career Portfolio Program (CPP): An Evaluation Report Technical Report Number 35.
Creator: Reardon, Robert C., Lumsden, Jill A., Meyer, Katie E.
Abstract/Description: The FSU Career Portfolio Program (CPP) was in development for five years before its launch in April 2002. This sustained effort can be attributed to several factors, including strong, committed leadership by the university president, the Career Center’s Portfolio Task Force, and CPP staff; renewed national interest in the portfolio concept; a clearly written philosophy focusing on student development; technical support systems available at FSU in the AIS unit; numerous presentations to key...
Show moreThe FSU Career Portfolio Program (CPP) was in development for five years before its launch in April 2002. This sustained effort can be attributed to several factors, including strong, committed leadership by the university president, the Career Center’s Portfolio Task Force, and CPP staff; renewed national interest in the portfolio concept; a clearly written philosophy focusing on student development; technical support systems available at FSU in the AIS unit; numerous presentations to key university committees and advisory councils; and repeated solicitation of feedback from students, employers, and other groups. The successful development and launch of the CPP at FSU was the result of the presentation of a good idea, energetic and sustained leadership, and a critical mass of people, technical resources, and facilities.
Show less
Date Issued: 2004-08-17
Identifier: FSU_libsubv1_scholarship_submission_1525970870_27ea8470, 10.17125/fsu.1525970870
Format: Citation

Title: Using the Self-Directed Search: Career Explorer With High-Risk Middle School Students: Technical Report 42.
Creator: Osborn, Debra S., Reardon, Robert C.
Abstract/Description: Ninety-eight high-risk middle school students completed the Self-Directed Search: Career Explorer (SDS: CE) as a means to improve self-knowledge and serve as a springboard to increase occupational knowledge and improve decision making skills. This study provides information on the SDS: CE, the SDS: CE Interpretive report, and the use of a group counseling venue structured on Cognitive Information Processing theory with high risk middle school students.
Date Issued: 2004-08-04
Identifier: FSU_libsubv1_scholarship_submission_1525973192_b359173d, 10.17125/fsu.1525973192
Format: Citation

Title: A Model for Evaluating the Effectiveness of Cognitive Reframes of Dysfunctional Career Thoughts Technical Report 36 - Revised.
Creator: Carr, Darrin L.
Abstract/Description: Many high school students, post-secondary students, and adults of working age have difficulty making career decisions. Dysfunctional thinking about themselves, their options, and their decision-making abilities have been shown to contribute to indecision, anxiety, and depression, which may in turn inhibit career development. While assessment instruments such as the Career Thoughts Inventory (CTI) and Workbook can be used by practitioners and clients to identify, challenge, and alter...
Show moreMany high school students, post-secondary students, and adults of working age have difficulty making career decisions. Dysfunctional thinking about themselves, their options, and their decision-making abilities have been shown to contribute to indecision, anxiety, and depression, which may in turn inhibit career development. While assessment instruments such as the Career Thoughts Inventory (CTI) and Workbook can be used by practitioners and clients to identify, challenge, and alter dysfunctional career statements no model exists for evaluating the quality of clients’ reframed thoughts, which result from such interventions. Such a schema may be helpful in determining the effectiveness of cognitive restructuring treatments like the CTI Workbook and other cognitive restructuring exercises. Furthermore, this schema may also be a useful tool in teaching practitioners and clients how to evaluate their thoughts and create more effective reframes. This report documents the creation and preliminary evaluation of such a model based upon the clinical judgments of a panel of “expert” career counselors.
Show less
Date Issued: 2004-06-26
Identifier: FSU_libsubv1_scholarship_submission_1525971189_8d7f4af1, 10.17125/fsu.1525971189
Format: Citation

Title: The Effect of a Workbook Intervention on College Students’ Reframes of Dysfunctional Career Thoughts: Technical Report 37.
Creator: Carr, Darrin L.
Abstract/Description: This technical report documents the results from a quasi-experimental evaluation of the efficacy of Improving Your Career Thoughts: A Workbook for the Career Thoughts Inventory on college students’ acquisition of the skill of reframing dysfunctional career thoughts. Participants in this evaluation study were 86 undergraduate students enrolled in five sections of a career development course at a large southeastern university. A repeated measures ANOVA of effectiveness of reframed dysfunctional...
Show moreThis technical report documents the results from a quasi-experimental evaluation of the efficacy of Improving Your Career Thoughts: A Workbook for the Career Thoughts Inventory on college students’ acquisition of the skill of reframing dysfunctional career thoughts. Participants in this evaluation study were 86 undergraduate students enrolled in five sections of a career development course at a large southeastern university. A repeated measures ANOVA of effectiveness of reframed dysfunctional statements by initial level of dysfunctional career thinking and treatment status was conducted. A significant main effect and interaction between time and treatment status was found on an initial posttest measure. However, no effect or interaction was found for level of dysfunctional career thoughts on reframe effectiveness. At a two week, delayed posttest, a significant decay effect occurred for the treatment group. Furthermore, possible demand characteristics and treatment diffusion led to a significant improvement in the effectiveness of reframed thoughts of the control group.
Show less
Date Issued: 2004-02-27
Identifier: FSU_libsubv1_scholarship_submission_1525971481_d7a3cdd7, 10.17125/fsu.1525971481
Format: Citation

Title: An Exploration of Profile Elevation on the Self-Directed Search: Technical Report 39.
Creator: Bullock, Emily E., Reardon, Robert C., Leierer, Steve
Abstract/Description: Career counselors have interpreted profile elevation on interest inventories for years. The interpretation has been based on counselor judgment and not empirical research. A few studies, along with the current study, have attempted to find some empirical evidence for the validity of interpreting profile elevation. This study explores some variables that have the possibility of being related to this construct. The participants were composed of students in an undergraduate career development...
Show moreCareer counselors have interpreted profile elevation on interest inventories for years. The interpretation has been based on counselor judgment and not empirical research. A few studies, along with the current study, have attempted to find some empirical evidence for the validity of interpreting profile elevation. This study explores some variables that have the possibility of being related to this construct. The participants were composed of students in an undergraduate career development course (N = 270). An analysis of variance revealed no relationship between student profile elevation and age, classification, ethnicity, or high point code. A significant relationship was found between profile elevation and gender. Further analysis revealed a gender by race interaction in which African-American women had lower mean profile elevation than African-American men. The findings are discussed in the context of past research, current interpretability of profile elevation, and future research needs.
Show less
Date Issued: 2004-01-20
Identifier: FSU_libsubv1_scholarship_submission_1525972170_fe0627d2, 10.17125/fsu.1525972170
Format: Citation

Title: Holland’s Theory and Implications for Academic Advising and Career Counseling: Technical Report 38.
Creator: Reardon, Robert, Bullock, Emily
Abstract/Description: John Holland’s typological theory of persons and environments is regarded as the most influential in the field of career counseling (Brown, 2002), but this has not carried over to the field of higher education and academic advising (Smart, Feldman, & Ethington, 2000). This conundrum led us to explore whether or not Holland’s theory and research were relevant and could shed light on the behavior and organization of college faculty and students, which could ultimately improve the effectiveness...
Show moreJohn Holland’s typological theory of persons and environments is regarded as the most influential in the field of career counseling (Brown, 2002), but this has not carried over to the field of higher education and academic advising (Smart, Feldman, & Ethington, 2000). This conundrum led us to explore whether or not Holland’s theory and research were relevant and could shed light on the behavior and organization of college faculty and students, which could ultimately improve the effectiveness of academic advising and career counseling. This article summarizes the results of our exploration.
Show less
Date Issued: 2004-01-20
Identifier: FSU_libsubv1_scholarship_submission_1525971730_6d2a85dd, 10.17125/fsu.1525971730
Format: Citation

Title: An Examination of the Relationship Between Level of Communication Apprehension and Career Thoughts: Technical Report No. 41.
Creator: Meyer, Katie E., Reardon, Robert C.
Abstract/Description: This study examined relationships among levels of communication apprehension and dysfunctional career thoughts in relation to career problem solving and decision making. Analysis of correlation coefficients found statistically significant moderate correlations between measures of negative career thinking and communication apprehension. Furthermore, significant mild to moderate correlations among subsets of these two constructs were found. Finally, the results indicated that individuals with...
Show moreThis study examined relationships among levels of communication apprehension and dysfunctional career thoughts in relation to career problem solving and decision making. Analysis of correlation coefficients found statistically significant moderate correlations between measures of negative career thinking and communication apprehension. Furthermore, significant mild to moderate correlations among subsets of these two constructs were found. Finally, the results indicated that individuals with high levels of communication apprehension had a higher amount of negative career thoughts than persons with low levels. Implications for further research are discussed in light of these results.
Show less
Date Issued: 2004
Identifier: FSU_libsubv1_scholarship_submission_1525972934_b2186643, 10.17125/fsu.1525972934
Format: Citation

Title: A Feature Analysis of Career Information Delivery Systems (CIDS): Technical Report Number 40.
Creator: Sampson, James P., Reardon, Robert C., Carr, Darrin L., Shy, Jonathan D.
Abstract/Description: Career information delivery systems (CIDS) have evolved from a rare technological innovation to a common resource in the delivery of career services. The problem is that most information in texts, training materials, and marketing materials from CIDS developers describe the features of a single system. No current aggregate data is available that examines the features of CIDS to provide a state-ofthe-art perspective on system design. The general purpose of this study was to provide an...
Show moreCareer information delivery systems (CIDS) have evolved from a rare technological innovation to a common resource in the delivery of career services. The problem is that most information in texts, training materials, and marketing materials from CIDS developers describe the features of a single system. No current aggregate data is available that examines the features of CIDS to provide a state-ofthe-art perspective on system design. The general purpose of this study was to provide an aggregate description of the features of CIDS in order to identify the current strengths and weaknesses of this technology. In particular, practitioners, CIDS developers, researchers, and policy makers can make specific use of data from this study. A Total of ? Internet-based CIDS were included in the study. Each CIDS was analyzed according to features in the four categories of 1) site content, 2) user friendly features, 3) support resources, and 4) access policy. Data were gathered by actual CIDS use and the review of support materials provided on-line. Results are presented in a checklist format along with a listing of the CIDS that were analyzed in the study. A general conclusion follows a discussion of the results.
Show less
Date Issued: 2003-08-01
Identifier: FSU_libsubv1_scholarship_submission_1525972572_5286a236, 10.17125/fsu.1525972572
Format: Citation

Title: Design Strategies for Need-Based Internet Web Sites in Counseling and Career Services: Technical Report Number 28.
Creator: Sampson, James P, Carr, Darrin L, Panke, Julia, Arkin, Scott, Minvielle, Meagan, Vernick, Stacie H
Abstract/Description: This report reviews and discusses Web site design strategies for organizations providing counseling and career services. The authors put forth a model of Web site development based on fulfilling the information needs of specific users. A distinction is drawn between need-based and resource-based Web sites and their advantages and disadvantages are reviewed. It is stated that Web sites designed around user needs and learning principles may be able to promote more efficient and effective user...
Show moreThis report reviews and discusses Web site design strategies for organizations providing counseling and career services. The authors put forth a model of Web site development based on fulfilling the information needs of specific users. A distinction is drawn between need-based and resource-based Web sites and their advantages and disadvantages are reviewed. It is stated that Web sites designed around user needs and learning principles may be able to promote more efficient and effective user outcomes. The authors also provide a six step process for information use to provide a context for Web site development. Furthermore, the role of an organization’s social and political environment in Web site development is discussed and an integrated team approach to site design is encouraged. The report also provides guidelines for the development of site content, design, and navigation, and reviews site evaluation issues. A brief discussion of technical, ethical, budgeting, and staffing issues is included. The paper then concludes with a 7-step model for implementing Web sites within counseling and career service organizations.
Show less
Date Issued: 2003-07-15
Identifier: FSU_libsubv1_scholarship_submission_1525967745_d288db0d, 10.17125/fsu.1525967745
Format: Citation

Title: A Comparison Study of the Paper, Personal Computer (PC), and Internet Versions of Holland’s Self-Directed Search: Technical Report No. 30.
Creator: Lumsden, Jill A., Sampson, James P., Reardon, Robert C., Lenz, Janet G.
Abstract/Description: The equivalence of three different modes of administration of the Self-Directed Search (SDS) was studied with 93 college students. Scale scores and congruence were compared for the paper, personal computer (PC), and Internet versions of the SDS. Student preferences for different versions were also examined. Results showed significant positive correlations between the Internet, PC, and paper versions of the SDS on both scale scores and a measure of congruence. Overall, students preferred a...
Show moreThe equivalence of three different modes of administration of the Self-Directed Search (SDS) was studied with 93 college students. Scale scores and congruence were compared for the paper, personal computer (PC), and Internet versions of the SDS. Student preferences for different versions were also examined. Results showed significant positive correlations between the Internet, PC, and paper versions of the SDS on both scale scores and a measure of congruence. Overall, students preferred a computer format (either PC or Internet) to the paper version, but there was no strong preference when comparing PC and Internet versions.
Show less
Date Issued: 2002-11-15
Identifier: FSU_libsubv1_scholarship_submission_1525968501_81e4271a, 10.17125/fsu.1525968501
Format: Citation

Title: The Impact of a Career Course on Retention and Academic Performance: Technical Report 34.
Creator: Folsom, Byron, Peterson, Gary W., Reardon, Robert C., Mann, Barbara A.
Abstract/Description: A credit career development course has been offered at Florida State University for approximately 25 years. A study, completed in 2000, assessed course effects on the following student outcomes: 1) retention to graduation, 2) time taken to graduate, 3) the number of credit hours taken to graduate, 4) the number of course withdrawals executed by students, and 5) academic success as indicated by cumulative GPA at graduation.
Date Issued: 2002-04-01
Identifier: FSU_libsubv1_scholarship_submission_1525970518_aad28964, 10.17125/fsu.1525970518
Format: Citation

Title: Process Evaluation of a Career Course: A Replication and Extension (Technical Report 31).
Creator: Vernick, Stacie H., Reardon, Robert C., Sampson, James P.
Abstract/Description: A process evaluation of a three-credit, upper division career course offered at a southeastern university since 1974 is described. We obtained anonymous student course ratings from 219 students, or 75% of students enrolled in the class during the 1999-2000 school year. We utilized archival data from one section of the course in 1995, and normative university course ratings from 1995 as a basis for comparing our course ratings in 1999-2000. Ratings were taken from the results of the Student...
Show moreA process evaluation of a three-credit, upper division career course offered at a southeastern university since 1974 is described. We obtained anonymous student course ratings from 219 students, or 75% of students enrolled in the class during the 1999-2000 school year. We utilized archival data from one section of the course in 1995, and normative university course ratings from 1995 as a basis for comparing our course ratings in 1999-2000. Ratings were taken from the results of the Student Instructional Rating System (SIRS) that has been used since 1971, as well as demographic information provided by students. Student ratings of the career course were compared for the 19992000 course sections, the 1995 section, and the 1995 normative group. Differences in student ratings across the eleven sections of the course were compared across nine selected SIRS items. Student perceptions of the quality of the career course have been quite consistent over time. Students perceive the career course to be characterized by greater course demands, greater student-instructor involvement, greater course organization, and lower student interest than other courses at the university. Student perceptions of career courses appear to be more positive when the class meets more than one time per week, allowing students the opportunity to integrate and apply what they are learning.
Show less
Date Issued: 2002-02-22
Identifier: FSU_libsubv1_scholarship_submission_1525968756_2fda3489, 10.17125/fsu.1525968756
Format: Citation

Title: The Effects of College Career Courses on Learner Outputs and Outcomes: Technical Report No. 26.
Creator: Folsom, Byron, Reardon, Robert
Abstract/Description: This review of career course literature briefly traces the history of career courses in colleges and universities and reviews 46 reports of the effectiveness of the various career planning courses offered in institutions of higher education throughout the country. More than 16,320 students were involved in these studies from 1976 to 2001. This review has been framed in terms of the outputs and outcomes of career course interventions. We reviewed 38 studies of career course outputs, such as...
Show moreThis review of career course literature briefly traces the history of career courses in colleges and universities and reviews 46 reports of the effectiveness of the various career planning courses offered in institutions of higher education throughout the country. More than 16,320 students were involved in these studies from 1976 to 2001. This review has been framed in terms of the outputs and outcomes of career course interventions. We reviewed 38 studies of career course outputs, such as career thoughts, career decision-making skills, career decidedness, and vocational identity, which are theoretically related to outcomes of career interventions, such as persistence (retention) in college, and job satisfaction or satisfaction with field of study. In this analysis, we found 34 studies (90%) reporting positive gains in measured output variables, and 4 studies (10%) reporting no changes in output variables. We reviewed 15 studies of career course outcomes and found nine studies (87%) reporting positive gains in measured outcome variables, and two studies (13%) reporting no changes in outcome variables. These findings are similar to the studies regarding output variables and the effects of career courses. The paper concludes with an analysis of this body of research and implications for further research in this area.
Show less
Date Issued: 2001-10-11
Identifier: FSU_libsubv1_scholarship_submission_1525966937_4022457d, 10.17125/fsu.1525966937
Format: Citation

Title: A Holland Perspective on the U.S. Workforce from 1960 to 1990: Technical Report No. 33.
Creator: Reardon, Robert C., Vernick, Stacie H., Reed, Corey A.
Abstract/Description: This paper analyzes civilian employment data collected by the Census Bureau in 1960, 1970, 1980, and 1990 with respect to six kinds of work (Holland classification), occupation, employment, gender, occupational level, and income over four decades. Implications for further research, employment policy, and career services are offered.
Date Issued: 2001-06-25
Identifier: FSU_libsubv1_scholarship_submission_1525970236_f6acfbe7, 10.17125/fsu.1525970236
Format: Citation

Title: Paraprofessionals in Career Services: Technical Report 32.
Creator: Lenz, Janet G., Panke, Julia
Abstract/Description: This paper primarily focuses on the use of paraprofessionals in college and university career services, including both undergraduate and graduate students, as well as persons not currently enrolled in school. However, much of what is covered may be applicable to other student and human services settings. The intent is to share information gathered from a variety of sources including the current literature, web sites, listservs, telephone interviews, and the authors’ personal experience....
Show moreThis paper primarily focuses on the use of paraprofessionals in college and university career services, including both undergraduate and graduate students, as well as persons not currently enrolled in school. However, much of what is covered may be applicable to other student and human services settings. The intent is to share information gathered from a variety of sources including the current literature, web sites, listservs, telephone interviews, and the authors’ personal experience. Topics include discussion of program titles, recruitment and selection, the training process, roles of paraprofessionals, supervision and evaluation, challenges and issues, and concluding remarks.
Show less
Date Issued: 2001-06-19
Identifier: FSU_libsubv1_scholarship_submission_1525969962_83088a6f, 10.17125/fsu.1525969962
Format: Citation

Title: A Process for Developing the Structure of Need-Based Web Sites: Technical Report 29.
Creator: Panke, Julia, Carr, Darrin L, Arkin, Scott, Sampson, James P
Abstract/Description: This paper is intended to be used along with information found in Design Strategies for Need-Based Internet Web Sites in Counseling and Career Services: Technical Report 28 (Sampson, Carr, Panke, Arkin, Minvielle, & Vernick, 2001). Exploring the rationale behind need-based design addresses questions such as “Why is this approach important for Web-site design?” Understanding the reasoning behind the approach allows an organization’s members to decide whether or not to employ a need-based...
Show moreThis paper is intended to be used along with information found in Design Strategies for Need-Based Internet Web Sites in Counseling and Career Services: Technical Report 28 (Sampson, Carr, Panke, Arkin, Minvielle, & Vernick, 2001). Exploring the rationale behind need-based design addresses questions such as “Why is this approach important for Web-site design?” Understanding the reasoning behind the approach allows an organization’s members to decide whether or not to employ a need-based approach. If an organization decides to take a need-based approach, the next step is to ask, “How can the organization’s members implement this approach?” This paper addresses this “how” question.
Show less
Date Issued: 2001-04-23
Identifier: FSU_libsubv1_scholarship_submission_1525968089_36a7ed42, 10.17125/fsu.1525968089
Format: Citation

Title: Paraprofessionals in Career Services: The Florida State University Model Technical Report 27.
Creator: Lenz, Janet G
Abstract/Description: This report is designed to share information on the career advisor (CA) program in the Florida State University Career Center. Career advisors have been part of the FSU Career Center for more than 25 years. In fact, training career services practitioners is included as part of the Center’s mission statement (Career Center, 2000b). The FSU Career Center’s use of paraprofessional career advisors has been documented in several publications (Lenz & Reardon, 1997; Peterson, Sampson, & Reardon,...
Show moreThis report is designed to share information on the career advisor (CA) program in the Florida State University Career Center. Career advisors have been part of the FSU Career Center for more than 25 years. In fact, training career services practitioners is included as part of the Center’s mission statement (Career Center, 2000b). The FSU Career Center’s use of paraprofessional career advisors has been documented in several publications (Lenz & Reardon, 1997; Peterson, Sampson, & Reardon, 1991; Reardon, 1996; Saunders, Reardon, & Lenz, 1999). For purposes of this document, the career advisors who work in the Career Center are considered paraprofessionals. There is some disagreement about the use of this term. Many career services offices use the term “paraprofessionals” only in reference to undergraduate students working as peer advisors in their center. In some settings, graduate students are considered pre-professionals. As Norm Stahl, Counseling Supervisor in the UCLA Career Center noted: “We do not consider our graduate counseling interns as ‘paraprofessionals’, but new professionals getting their final polish before they step into full-time work” (personal communication, July 28, 2000). Because our career advisors have not yet received their degrees and completed their formal training, we still consider “paraprofessionals” an appropriate term. The author hopes that the information shared in this document will help other career services centers in adapting aspects of this staffing model for use in their setting.
Show less
Date Issued: 2000-09-18
Identifier: FSU_libsubv1_scholarship_submission_1525967275_9baea5ed, 10.17125/fsu.1525967275
Format: Citation

Title: Reducing Negative Career Thoughts with a Career Course: Technical Report No. 25.
Creator: Reed, Corey A, Lenz, Janet G, Reardon, Robert C, Leierer, Stephen J
Abstract/Description: The effectiveness of a university career development course based on cognitive information processing theory was assessed. Students showed a significant decrease in their negative career thoughts when the Career Thoughts Inventory (CTI; Sampson, Peterson, Lenz, Reardon, & Saunders, 1996a) was used as a pre-test and posttest measure. The greatest decrease in negative thinking was found in students with the highest level of negative thinking at the beginning of the course. Specific components...
Show moreThe effectiveness of a university career development course based on cognitive information processing theory was assessed. Students showed a significant decrease in their negative career thoughts when the Career Thoughts Inventory (CTI; Sampson, Peterson, Lenz, Reardon, & Saunders, 1996a) was used as a pre-test and posttest measure. The greatest decrease in negative thinking was found in students with the highest level of negative thinking at the beginning of the course. Specific components of negative career thinking, decision making confusion and commitment anxiety, contributed significantly to the main effect. There were no significant interactions with race or gender.
Show less
Date Issued: 2000-05-02
Identifier: FSU_libsubv1_scholarship_submission_1525966578_1497c022, 10.17125/fsu.1525966578
Format: Citation

Title: A Differential Feature-Cost Analysis of Internet-Based Career Information Delivery Systems (CIDS): Technical Report Number 24.
Creator: Sampson, James P, Lumsden, Jill A, Carr, Darrin L, Rudd, Elisa A
Abstract/Description: The primary purpose of this study was to highlight similarities and differences among Internet-based career information delivery systems (CIDS) so that practitioners, system developers, policy makers, and researchers may make informed decisions concerning such sites. The specific Internet-based CIDS included in this analysis were: 1) e-Choices, 2) Career Information System – National site, 3) Embark.com - Education and Career Opportunities System (ECOS), 4) Georgia Career Information System,...
Show moreThe primary purpose of this study was to highlight similarities and differences among Internet-based career information delivery systems (CIDS) so that practitioners, system developers, policy makers, and researchers may make informed decisions concerning such sites. The specific Internet-based CIDS included in this analysis were: 1) e-Choices, 2) Career Information System – National site, 3) Embark.com - Education and Career Opportunities System (ECOS), 4) Georgia Career Information System, 5) Illinois Career Information System (Horizons), 6) Indiana Career and Postsecondary Advancement Center (ICPAC), and 7) Washington Occupational Information System (WOIS). For the purposes of this analysis, features included: 1) site content, 2) user friendly features, 3) support resources, and 4) access policy, while costs included license fees. The data presented in this analysis were gathered from on-line CIDS use, support materials provided on-line, and telephone interviews with the developers.
Show less
Date Issued: 1999-12-01
Identifier: FSU_libsubv1_scholarship_submission_1525966258_2ae525be, 10.17125/fsu.1525966258
Format: Citation

Title: A Differential Feature-Cost Analysis of Seventeen Computer-Assisted Career Guidance Systems: Technical Report Number 10.
Creator: Sampson, James P, Reardon, Robert C
Abstract/Description: The primary purpose of this study is to highlight similarities and differences among seventeen computer-assisted career guidance (CACG) systems so that practitioners, CACG system developers, policy makers, and researchers may make informed decisions concerning such systems. The specific CACG systems included in this analysis are: 1) Career & College Quest (Peterson’s, 1997), 2) Career Futures (Careerware: ISM Systems Corporation, 1997), 3) the Career Information System (University of Oregon,...
Show moreThe primary purpose of this study is to highlight similarities and differences among seventeen computer-assisted career guidance (CACG) systems so that practitioners, CACG system developers, policy makers, and researchers may make informed decisions concerning such systems. The specific CACG systems included in this analysis are: 1) Career & College Quest (Peterson’s, 1997), 2) Career Futures (Careerware: ISM Systems Corporation, 1997), 3) the Career Information System (University of Oregon, 1997), 4) Career Perspectives (Chronicle Guidance Publications, Inc., 1997), 5) CareerView (Hobsons Digital Media, Inc., 1997), 6) Career Visions (Career Development Systems, LLC - Licensed from the University of Wisconsin-Madison, 1997), 7) Choices (Careerware: ISM Systems Corporation, 1997), 8) Choices CT [for Adults in Career Transitions (Careerware: ISM Systems Corporation, 1997)], 9) C-LECT (Chronicle Guidance Publications, Inc., 1997), 10) COIN Career Guidance System (COIN Educational Products, 1997), 11) DISCOVER (Windows) (ACT, Inc, 1997), 12) DISCOVER (DOS) (ACT, Inc, 1997), 13) DISCOVER (CD-i) (ACT, Inc, 1997), 14) FOCUS II (Career Dimensions, Inc., 1997), 15) GIS 3.0 (Guidance Information System) (Riverside Publishing Company, 1994), 16) SIGI PLUS (Educational Testing Service, 1997), 17) VISIONS PLUS (ACT, Inc, 1997). For the purposes of this analysis, features include: 1) system content, 2) user friendliness, and 3) support materials and services available from the developer, while costs include: 1) license fees, and 2) support materials. The data presented in this analysis were gathered from CACG software use, support materials provided by the developers, and telephone interviews with the developers. The integration of differential feature-cost analyses into the process of software selection is also discussed. A secondary purpose of this study is to provide a comprehensive description of the seventeen CACG systems included in this analysis by: 1) identifying state, territory, and city-specific availability of occupational information in the CACG systems, 2) identifying the country location, geographic data base origin, and language for each system, 3) identifying the developers of each system, and 4) identifying further sources of information on the design and use of each CACG system (as well as CACG systems in general).
Show less
Date Issued: 1998-07-01
Identifier: FSU_libsubv1_scholarship_submission_1525886641_1f07c4e7, 10.17125/fsu.1525886641
Format: Citation

Title: Client Anticipation About Computer-Assisted Career Guidance System Outcomes: Technical Report No. 23.
Creator: Osborn, Debbie N, Sampson, James P, Peterson, Gary W, Rush, Donna
Abstract/Description: While the existing literature suggests that expectations plan an important role in counseling and career counseling, previous studies have not systematically assessed the range of expectations for computer-assisted career guidance (CACG) use, not have they directly related obtained results to an existing classification system. The primary purpose of the present study were to determine (1) the types of anticipations clients have for CACG outcomes, (2) whether anticipations are affects by...
Show moreWhile the existing literature suggests that expectations plan an important role in counseling and career counseling, previous studies have not systematically assessed the range of expectations for computer-assisted career guidance (CACG) use, not have they directly related obtained results to an existing classification system. The primary purpose of the present study were to determine (1) the types of anticipations clients have for CACG outcomes, (2) whether anticipations are affects by vocational identity, and (3) whether anticipations are affected by decidedness. To achieve these purposes, a variety of instruments, including a demographic form including the Occupational Alternatives Question, the My Vocational Situation, and a free-response, thought listing method (AACO-A), followed by a Likert-type survey of CACG anticipations (AACO-B) were used to collect data. Participants included 55 people who presented themselves at the Curricular-Career Information Service in the Career Center at Florida State University. MANOVAa yielded no significant differences for expectations among clients with high and low identity or high and low decidedness. Spearman rank correlations indicated that regardless of level of vocational identity or career decidedness, clients expect the computers to help increase options, enhance self-knowledge and strengthen occupational knowledge.
Show less
Date Issued: 1997-07-01
Identifier: FSU_libsubv1_scholarship_submission_1525965660_f2e47914, 10.17125/fsu.1525965660
Format: Citation

Title: Maximizing Staff Resources in Meeting the Needs of Job Seekers in One-Stop Centers: Technical Report No. 22.
Creator: Sampson, James P, Reardon, Robert C
Abstract/Description: This paper proposes models for serving job seekers that utilize (1) self-help services, (2) brief staff-assisted services, and (3) individuals case-managed services to maximize staff resources in one-stop centers. After the need for maximizing staff resources is discussed, the evaluation of one-stop centers is examined in terms of the limitations of existing services and the one-stop response. One-center design is explored via design principles, services provided, the functioning of career...
Show moreThis paper proposes models for serving job seekers that utilize (1) self-help services, (2) brief staff-assisted services, and (3) individuals case-managed services to maximize staff resources in one-stop centers. After the need for maximizing staff resources is discussed, the evaluation of one-stop centers is examined in terms of the limitations of existing services and the one-stop response. One-center design is explored via design principles, services provided, the functioning of career resource center, and the use of computer technology. Levels of support are discussed in relation to the needs of job seekers and options for matching needs with staff support options (self-help services, brief staff-assisted services, and individual case-managed services) are reviewed. Two models are then proposed the maximizing staff resources in meeting the needs of job seekers. A model for determining the support necessary for job seekers to make effective use of information and assessment resources is presented, followed by a model that includes specific service delivery sequences for self-help services, brief staff-assisted services, and individual case-managed services. Potential resources for screening of job seekers in one-stop centers are then presented followed by the conclusion.
Show less
Date Issued: 1997-01-04
Identifier: FSU_libsubv1_scholarship_submission_1525964731_3b6272a5, 10.17125/fsu.1525964731
Format: Citation

Title: A Preliminary Study of the Availability and Use of Information and Assessment Resources in One-Stop Centers: Technical Report No. 21.
Creator: Sampson, James P, Reardon, Robert C, Kolodinsky, Robert W, Herbert, Shawn M
Abstract/Description: One-stop centers have been established as a proactive effort to improve the delivery of employment and related social services. Due to the relatively recent emergence of one-stop centers as a major policy initiative in service delivery, limited evaluation and research data are available on one-stop center operation. This study was designed to provide data on current national trends regarding (1) the types of information and assessment resources available to customers in one-stop centers, and ...
Show moreOne-stop centers have been established as a proactive effort to improve the delivery of employment and related social services. Due to the relatively recent emergence of one-stop centers as a major policy initiative in service delivery, limited evaluation and research data are available on one-stop center operation. This study was designed to provide data on current national trends regarding (1) the types of information and assessment resources available to customers in one-stop centers, and (2) the nature of staff support provided in one-stop centers for customer use of information and assessment resources. Descriptions of current functioning can be used by states as a starting point in making or revising planning decisions about one-stop services as well as providing a foundation for subsequent one-stop evaluation and research. One-stop centers were nominated by state one-stop directors to respond to a survey questionnaire on the basis of being perceived as exhibiting exemplary practice or as having fully implemented their respective state one-stop implementation plan. Results were obtained from 69% of the one-stop centers receiving the questionnaire. In general, data from this study provided at least partial evidence that some one-stop design principles have been operationalized in practice at exemplary or fully operational one-stop centers. Customers appear to have access to a range of one-stop services via a variety of service delivery modes. Some evidence of service integration among collaborating organizations was also shown. It may be possible to enhance the effectiveness of services provided to one-stop customers by" (1) increasing the utilization of information professionals in the delivery of information resources; (2) using credentialing as a strategy to maximize the likelihood that staff have the skills needed to meet diverse customer needs; (3) clarifying policy and procedures regarding the availability and support required for standardized and self-assessment vocational measures; (4) increasing the use of written plans to guide and monitor the use of information and assessment resources; (5) increasing the use of group interventions when possible; and (6) ensuring that all staff who provide direct services to customers have training and supervision appropriate for their role.
Show less
Date Issued: 1997-01-04
Identifier: FSU_libsubv1_scholarship_submission_1525963894_cfa4621f, 10.17125/fsu.1525963894
Format: Citation

Title: An Evaluation of the Effectiveness of Florida Choices Implementation in High Schools: Technical Report No. 20.
Creator: Sampson, James P, Norris, Debra S
Abstract/Description: Experience has shown that implementation problems limit the effectiveness of computer-assisted career guidance (CACG) systems. Implementation problems generally involve planning, integration of CACG systems within career services, training, and staff anxiety and resistance. While a considerable amount of research has been conducted on the process of outcomes of CACG system implementation. The purpose of this evaluation is to provide preliminary evaluation data on the implementation of Florida...
Show moreExperience has shown that implementation problems limit the effectiveness of computer-assisted career guidance (CACG) systems. Implementation problems generally involve planning, integration of CACG systems within career services, training, and staff anxiety and resistance. While a considerable amount of research has been conducted on the process of outcomes of CACG system implementation. The purpose of this evaluation is to provide preliminary evaluation data on the implementation of Florida Choice in public high schools. The sample of schools included in this study was representative of high schools in Florida in terms of school size (small, medium, and large) and school location (urban and rural). All participating schools had been using Florida Choice for at least two years. A total of seventeen Florida high schools, representing both rural and urban geographical areas participated in this study. The results of this study were consistent with implementation problems that have been noted in the literature. Implementation factors, such as enablers, barriers, and additional resources needed, appeared to be consistent across schools. Irrespective of being from a small, medium, or large school, staff perceived training, collaboration, and resources as key implementation issues. Recommendations for improving implementation of Florida Choices are presented.
Show less
Date Issued: 1995-12-01
Identifier: FSU_libsubv1_scholarship_submission_1525962633_3e3023f6, 10.17125/fsu.1525962633
Format: Citation

Title: Priorities for Relating Career Information Delivery Systems (CIDS) and Federal Initiatives: Technical Report Number 19.
Creator: Reardon, Robert C, Sampson, James P, Ollis, Harvey, Dietrich, Eleanor, Frugoli, Pamela, Woods, James F
Abstract/Description: This paper reports the results of a symposium held in June, 1995, in Washington, D.C., to examine new Federal initiatives in the development of career information and the design and use of computer-based career information deliver systems (CIDS). Using a nominal group technique, participants developed 29 prioritized recommendations in response to the question: What do you as a CIDS developer recommend by done to better relate CIDS development to federal initiatives? These recommendations were...
Show moreThis paper reports the results of a symposium held in June, 1995, in Washington, D.C., to examine new Federal initiatives in the development of career information and the design and use of computer-based career information deliver systems (CIDS). Using a nominal group technique, participants developed 29 prioritized recommendations in response to the question: What do you as a CIDS developer recommend by done to better relate CIDS development to federal initiatives? These recommendations were directed to seven major groups of stakeholders in the design and use of career information for solving individual career problems and making career decisions. Improved communication between Federal-State governments. NOICC, and ACSCI was one of the highest priority recommendations.
Show less
Date Issued: 1995-09-21
Identifier: FSU_libsubv1_scholarship_submission_1525961800_b972b40c, 10.17125/fsu.1525961800
Format: Citation

Center for the Study of Technology in Counseling and Career Development (58)	+ -
Learning Systems Institute (5)	+ -
Faculty Scholarship (2)	+ -
College of Social Work (1)	+ -
Leadership Learning Research Center (1)	+ -

Reardon, Robert C. (20)	+ -
Sampson, James P (20)	+ -
Reardon, Robert C (17)	+ -
Lenz, Janet G (9)	+ -
Peterson, Gary W (6)	+ -

Reardon, Robert (6)	+ -
Shahnasarian, Michael (6)	+ -
Peterson, Gary W. (4)	+ -
Bullock, Emily E. (3)	+ -
Carr, Darrin L (3)	+ -
Carr, Darrin L. (3)	+ -
Folsom, Byron (3)	+ -
Leierer, Stephen J (3)	+ -
Leierer, Stephen J. (3)	+ -
Lenz, Janet G. (3)	+ -
Lumsden, Jill A. (3)	+ -
Meyer, Katie E. (3)	+ -
Norris, Debra S (3)	+ -
Panke, Julia (3)	+ -
Ryan-Jones, Rebecca E (3)	+ -
Sampson Jr., James P. (3)	+ -
Sampson, James P. (3)	+ -
Schoen, Robert C. (3)	+ -
Anderson, Daniel (2)	+ -
Arkin, Scott (2)	+ -
Bauduin, Charity (2)	+ -
Bertoch, Sara C. (2)	+ -
Dietrich, Eleanor (2)	+ -
Kennelly, Emily (2)	+ -
Lumsden, Jill A (2)	+ -

External Evaluation of the Women’s Leadership Program in Paraguay: Evaluation Report. (1)	+ -
Finding a Rhythm between Thinking and Doing: Learning How to Reflect (1)	+ -
Technical Report, Florida Institute for Child Welfare (1)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Collection

Genre

Type of Resource

Language

Creator

Found In

Owner