From Unsure to Decided: A Science Careers Course Model That Elevates Career Readiness and Competency

Abstract As college students near graduation, many remain undecided about their career paths. To bridge the gap between college education and employment, an upper-division elective career course was designed for chemistry and biochemistry majors. The course introduces a wide range of science-oriented career pathways through advanced seminars with local industry scientists, panel discussions with science professionals, training that enhances students’ employment skills, and student group presentations and final research projects. The purpose of this study was to evaluate the extent to which the course affected students’ career readiness, career competency, and potential career interests. Repeated-measures surveys were administered throughout the semester, complemented by exit tickets and open-ended responses after each class. Results indicated that both career readiness and competency increased significantly over the semester. The largest improvements were in students’ confidence in their understanding of science employment sectors and in their competency in career and self-development. At the beginning of the semester, half of the students felt unsure about their career interest. However, toward the end, almost all students who expressed that they had decided on a career path and were exploring a much wider array of options. Importantly, students who began undecided demonstrated greater growth in career readiness and competency than those who had identified a career path at the outset. This study establishes a science-oriented career-development course model within the science curriculum. Findings suggest that such a course is an effective investment that raises awareness of career opportunities, supports identification of career interests, and improves career readiness and competency for the workforce.