Frequently Asked Questions

FAQ for Parents

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• When should my son or daughter begin using the services of the CCP?

  Our office welcomes students as soon as they begin their college experience. At the CCP, we work with students and alumni toward the following goals:

  • Broad exploration of various career options
  • Pursuing studies and work that use students’ greatest skills and talent
  • Finding work that is consistent with their values such as long-term economic stability, intellectual challenge, working toward a sustainable environment and/or balancing work and family

  We are located on the corner of Grove and Home streets, directly across from Mayne Hall and diagonally across from the Campus Center.

• Can I visit the CCP and/or meet with a career advisor to discuss my student’s career development?

  We are pleased to provide information to parents regarding a variety of career topics; however, it is important that students assume responsibility for their own career development. Please encourage your student to visit with our staff to discuss career concerns.

• What is the connection between choice of major and ultimate career?

  This is a very complicated issue because some fields of study connect very directly to specific career fields while others, even if they may not have intrinsic career connections, lead to impressive and stable career options.

  Degrees in professional areas such as education and nursing are essential if one wishes to be licensed in these fields, but graduates can also seek positions in a field allied to but not directly connected to those degrees. For example, an education graduate might want to seek out jobs as a corporate trainer; the nursing major may get a sales job in a pharmaceutical company.

  Majors without clear links to specific career fields, however, offer students content knowledge and transferable skills that prove highly competitive both in a wide range of employment opportunities and graduate study. It is important to remember that employers consider much more than an applicant’s academic major. Work or internship history, evidence of leadership experience, skills developed through many co-curricular and volunteer activities and “fit” with the organization may be even more important.

• My child is interested in “everything” and can’t figure out what to major in. What should I do?

  It is extremely common for students to have a broad range of interests and to feel a bit overwhelmed about having to choose “one thing” to study. We encourage student to explore a number of different fields in the first few quarters and to talk to faculty and upper-classmen in different majors. Academic advisors and staff in the Center for Career Planning will work with students to help them choose a course of study.

• My son or daughter wants to major in something that seems impractical. What are the risks and benefits of majoring in an obscure field?

  The most important element in determining a choice of major should be the student’s interest in and ability to do well in the field. Why? Because in general, if students are interested and engaged in a subject, they will do much better work and have a much more rewarding experience. A vibrant, strong record of achievement in an “impractical” discipline serves students far better than a lackluster record in a “practical” subject that they have no passion for.

  Often disciplines that seem impractical are highly attractive to a wide range of employers and graduate school. For example, sociology majors have found themselves in positions assisting on clinical trials, continuing study in public health and/or working for national or international health advocacy organizations like the Red Cross. Philosophy majors can hold great interest for consulting firms, political candidates and/or government organizations in addition to law schools.

  In addition, through elective courses and work and internship experiences, students can fill in the “practical” gaps while concentrating on subject matter that wholly engages them.

• How can I help my student make the most of his or her Otterbein education?

  For many young men and women, college offers a chance to try out new roles, to take more control over their lives and decisions and to assert their independence. For some parents this is exciting; for others it is stressful.

  The fact is, you really can help your child adjust to college.

  • Express confidence in his/her abilities and affirm her/his ability to make decisions. Self confidence is a fundamental asset in any field of endeavor and one way we all develop it is by knowing that there’s someone important who believes in us.
  • Encourage your son or daughter to seek out and use a wide variety of resources to get the best information possible. Remind them that though they naturally go the Web to get information, information available through face-to-face interactions is still extremely important and sometimes undervalued by students.
  • Check out Becoming a Career Coach for Your Student

• What is the difference between an “internship” and a “job”? Are all internships unpaid?

  The terms “internship” and “job” are frequently used interchangeably. In the case of post-graduate positions, the term “job” is generally associated with work that is ongoing (has no end date) while the term “internship” is associated with a time defined position, often one year.

  In the case of positions held by students who have not yet graduated, however, calling a position a “job” or an “internship” gets very murky, and often it is simply a matter of choice on the part of the employer. Some summer “jobs” are called ”internships” and visa versa, but all are time delimited and generally associated with the opportunity for students to learn something new or specific.

  Internships can be paid or unpaid. The term “internship” does not necessarily imply that a position is unpaid, though often that may be the case. Internships in business and technology fields are generally paid; those in the social sciences and communications typically are not.

  The internship and job database, Cardinal Careers, is a good source of information for internship openings. If your student is interested in local internships, www.columbusinternships.com is a good resource. If your student is interested in an internship, staff members in the CCP can help him or her with every phase of the process from deciding what kind of internship would be best for them to preparing for an internship interview.

• What should seniors do in order to enhance their chances of finding a good job after graduation?

  Many people think that “leaving your options open” is the best way to assure you will be able to find a job. Actually, the opposite is true. The more focused a job search is, the more likely a person is to successfully locate opportunities for which they are qualified and are truly a good fit. Here are some steps seniors should take:

  • Consider what kinds of jobs, industries and employers fit their background, experience and interest.
  • Meet with a CCP staff member for assistance in planning a job search strategy for their situation, which should include strategies, goals, a timeline and alternatives plans.
  • Begin by thoroughly researching their field and identifying potential employers.
  • Develop a resume and other marketing materials that are customized for their career goals.
  • Since 70 - 80% of all jobs are obtained through networking, this should be the focus of any job search. For guidance on how to network effectively, they should contact the CCP.
  • Identify “niche” web sites that post jobs exclusively in their field or preferred geographic location. The major job boards such as Monster or Career Builder are seldom effective. Only 10 - 20% of a job searchers time should be spent on the passive strategy of searching the Internet for jobs.
  • Obtain information in the CCP about preparing for interviews and schedule practice interviews.

• My son or daughter is interested in graduate or professional school. What can the CCP do to help?

  CCP staff members help students in the following ways: determining the fit between graduate programs, career plans and vocational interests; educating applicants about the nuts and bolts and timing of the application process; and pinpointing optimal application strategies. We also read applicants’ personal statements and provide critiques. Finally, we also encourage our students to also meet with faculty for current, cogent advice about the most appropriate programs in their disciplines.