Your student just left for (or returned to) college but doesn’t seem to have a clue as to what they want to major in, let alone choose as a career. Don’t worry, this is not unusual, although you might wish your student had a little more sense of direction.

Choosing a career is a process students need to go through-and they go through the stages of this process at different rates of speed. The steps include:

  1. Assessing skills, interests, and abilities (an important first step to choosing an appropriate career);
  2. Exploring majors and career options;
  3. Experimenting with possible career options; and
  4. Organizing and conducting a job or graduate school search.

You can assist and support your student in each of these stages. But what can—or should—you do? Here’s your own career planning timetable.

During their first year or so of college, students will be involved (formally or informally) in assessing their skills, interests, and abilities. They will do this through finding success (or failure) in courses they take, involvement in campus activities, discussions with their friends and faculty, and by being exposed to and trying out different ideas and experiences.

Most students enter college with a very limited knowledge of the vast array of courses and majors available to them. When they begin to delve into studies that are new to them, even those who entered with a plan may be drawn to different options. This is an exciting time for students.  

What you can do to help:

  • Urge your student to visit the McCafferty Career Center early and often. They will assist your student defining their skills, interests and abilities.
  • Support your student’s exploration of new areas of study and interests. This, after all, is what education is all about.
  • Affirm what you know to be areas of skill and ability they have consistently demonstrated. Sometimes students overlook these and need to be reminded.
  • Talk with your student about the courses and activities they are enjoying. Students discover new things about themselves throughout the college experience. Your willingness to listen and be a sounding board will keep you in the loop.
  • Support your student’s responsible involvement in campus activities but urge this to be balanced with maintaining achievement in the classroom.

Generally, during the second year of college, a student begins to explore majors and career options more seriously.

What you can do to help:

  • Don’t insist upon a decision about a major or possible career choice immediately. If you sense that your student’s indecision is a barrier to positive progress, urge that they look for assistance from their Academic Advisor or the McCafferty Career Center. Students often have difficulty making a “final” choice because they fear they may make a wrong choice and close off options.
  • Suggest that your student talk with faculty and career advisers about potential choices.
  • Direct your student to family, friends, or colleagues who are in fields in which they have an interest. “Informational interviewing” with people can be extremely helpful at this stage.
  • Steer your student toward a source of information. Many campuses have a mentoring network of alumni in various career fields who are willing to share information with students about their careers. These resources are invaluable both in this exploratory stage and later as students are seeking internships and jobs.

Throughout the junior year, it is important for students to experiment with possible career options. They can do this in a variety of ways: internships, summer jobs, on-campus jobs, and responsible volunteer experiences both on campus and in the local community. This is a critical time for your support and understanding.

What you can do to help:

  • Encourage your student to use the resources available at the McCafferty Career Center. Career Advisors can assist your student in preparing a good resume and finding opportunities to test career choices. Emmanuel’s McCafferty Career Center has a robust network of employer partners.
  • Tell your student that you understand the importance of gaining exposure to and experience in their field of career interest. Broadening experience through involvement outside the classroom is a valuable use of time.
  • Internships or summer experiences may be non-paying. Also, a good opportunity may be in a distant location. Discuss your financial expectations with your student before a commitment is made.
  • Don’t conduct the internship or summer job search for your student. It’s a great help to provide networking contacts or names of people who may be helpful; however, making the contact and speaking for your student deprives them of an important learning experience, and may make a poor impression on the future employer.

The senior year is when organizing and conducting a job search or graduate school search begins in earnest. It is also a time when students are heavily involved in more advanced courses and often have more responsible roles in campus and/or volunteer activities. Balancing these important pursuits and setting priorities is a constant challenge for seniors. You are probably anxious for this young adult to make a decision, and yet, they may be moving toward closure more slowly than you would wish.

What you can do to help:

  • Suggest that they continue to engage with the McCafferty Career Center throughout the senior year. Our office provides assistance in preparation for the job search. Offerings include one-on-one appointments to help with resume and cover letter writing, interviewing, and other job-search skills, and on-campus interviewing opportunities and alumni networking panels.
  • Don’t nag your student about not having a job yet. This will often have the reverse effect. Use positive reinforcement.
  • Offer to assist by sending information you may have found about your student’s target career field and/or job listings that may be of interest. Listen for indications from your student that you are getting carried away, and back off.
  • Don’t call potential employers to intervene for your student. Contact with potential employers is the candidate’s responsibility.
  • Be prepared to support your student through the ups and downs of the job and graduate school search. It can be a bumpy road, not every desired job or graduate school acceptance will come through. Your student will need reassurance that for every door that closes, another opens.

Final Thoughts

The college years are a time of exploration, experimentation, and learning on many levels for students and their parents! Some student challenges may seem more positive than others, but all contribute to the educational outcomes of the college or university experience. Throughout these years, students are developing a “record of achievement” that will be evaluated by employers and graduate schools as they move beyond college. There are several pieces of this record:

  • Academic achievement. The grade point average (GPA) is one factor considered by competitive employers and graduate schools. It is one of the few tangible indications of a student’s ability to learn and perform effectively, at least in the academic environment. Therefore, students need to do as well as possible in the classroom, especially in courses in their majors.
  • Responsible work experience. In today’s competitive employment market, many employers seek students who have related internship, summer, cooperative education, or part-time job or volunteer experiences. In fact, employers often look to their own such programs as primary sources for their new hires. These experiences are particularly critical for liberal arts students whose majors may not appear to be directly related to their areas of career interest.
  • Responsible involvement outside the classroom. Extracurricular activities provide the opportunity for students to gain many valuable and career-related skills, such as the ability to work effectively with others in a team environment; leadership; planning and organizational skills; and priority-setting and time management. These are part of the package of skills employers seek in their new hires.

Adapted from the National Association of Colleges and Employers (NACE) By Sally K


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Leslie Ferrick McCafferty Career Center
WSC 316
400 The Fenway
Boston, MA 02115


Monday 8:30 am - 4:30 pm
Tuesday 8:30 am - 4:30 pm
Wednesday 8:30 am - 4:30 pm
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