A Renewed Sense of Hope

Career Exploration for Students on Academic Probation

Abstract

Academic recovery programs and career exploration are often presented as mutually exclusive interventions. This study explores their intersection through the design and implementation of a credit-bearing career exploration course for students on academic probation at a public four-year university. Data collected from interviews and student artifacts suggest that career exploration contributed to sustained hope and optimism and an increase in positive self-talk. Additionally, participants demonstrated improved grade point averages (GPAs) and higher retention rates compared to peers. Results suggest that career planning enhances career self-efficacy and the success of students in the midst of academic recovery.