| Abstract | The COVID-19 pandemic presented opportunities for higher education institutions to reimagine career services programs, at curricular and co-curricular levels, in order to better support students as they navigate new career possibilities and challenges. In response, a university senior career capstone course’s final class session was redesigned to encourage career adaptability for students. The class session incorporated components from traditional and contemporary career development theories: Super’s notion of Life-Roles; Savickas’ Career Construction Theory; Niles, Amundson, and Yoon’s Hope-Action Theory; and Schlossberg’s Transition Theory. Integrating theories into curriculum inspired a career constellation activity that enabled graduating students to draw connections between key life roles and events, and engage in group discussions and individual reflections to identify their immediate way(s) forward after undergraduate studies. Preliminary quantitative and qualitative data are shared, along with limitations and future directions for research and practice. |
