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Abstract
Students enrolled in an academic and career planning course integrating multiple one-on-one, graduate student-led career consultation sessions were interviewed and surveyed to better understand the experiences of students enrolled in the course. The unique effects and outcomes were studied to ascertain whether individual career consultations as part of the course curriculum increased the effectiveness of a career planning course offered by a large southeastern university. The Career Decision Scale (Osipow, Carney, Winer, Yanico, & Koschier, 1976) and Career Factor Inventory (Chartrand, Robbins, Morrill, & Boggs, 1990) were quantitative instruments used to measure changes in students levels of self-efficacy as well as unique perceptions regarding academic major and career decision-making. The posttest design also involved completion of a qualitative interview seeking to understand students experiences in the dual intervention course. The qualitative results of this study revealed an overwhelmingly positive experience among students enrolled in the dual intervention course. Both qualitative and quantitative results suggest a need for further research investigating the reasons students elect to register for an academic and career planning course. Suggestions for further research and implications for practice are explored.