Coleman helps students navigate career options

Charlea Underwood left Brian Coleman’s office visibly relieved.
The Owatonna High School senior is trying to decide where she should go to school after graduation to pursue a career in radiology. She also needs to choose between two-year and four-year programs.
Underwood said she originally wanted to become a nursing assistant. But after taking Certified Nursing Assistant (CNA) courses at Riverland Community College last year, she said she soon realized that being a nursing assistant wasn’t what she wanted to do with the rest of her life.
“I’m really fortunate that I did that,” said Underwood. “It wasn’t a good fit for me.”
Underwood and Coleman talked about the differences between two- and four-year programs,  including employability, wages, cost, size of the schools and whether credits from a two-year program can be transferred to a four-program later.
Coleman cited statistics and outcomes. He referred to educational and government websites.
The big question, Coleman said, is, What do you want? Remember when I said this is one time when it’s OK to be selfish. I meant it.”
Underwood said she’d thought about enrolling at the University of Minnesota-Duluth, but after visiting the campus crossed it off her list. The day she met with Coleman, she said, she’s leaning toward a two-year program.
And so began the next part of their discussion: application deadlines. Most schools they discussed needed applications no later than Jan. 15 for next fall.
Underwood left Coleman’s office with a stack of information to review and an agreement to talk again.
“I was so stressed before I came in here,” said Underwood, adding that she’ll schedule another appointment soon.
 
As the Career Pathways Navigator at OHS, Coleman said his job is to help students get a clearer idea of what career opportunities exist and help develop job-shadowing opportunities and internships within the community.
Everything is focused on helping students make informed decisions about their future, said Coleman.
“The bottom line is – whether going into the workforce, military or on to college to pursue something – that students are prepared to work in the workforce whatever their career choice.”
“Thinking about it at the secondary level, before spending time and money pursuing something they don’t want to do with the rest of their life just makes sense.”
For example, he said, take a kid who loves history. “What can you do with a history degree? What schools offer that? In what state? What do the employment outcomes look like? Are you going to be employable in your field?...
“You want to be an underwater welder? Where? Not likely in Minnesota. What kind of training do you need? Here are the schools you can go to. Do they work? Do you still want to go into the field?
Coleman, who began his job at OHS in mid-July, brings a wealth of career and workforce experience to his new position. Originally from Michigan, he went to college in South Dakota where he landed a job as a career counselor before finishing his Master of Business Administration.
“I was teaching career exploration at the college level in 1999 and now I’m in a similar position working with high school kids,” he said. “I’ve come full circle.”
 
In addition to working at the high school, Coleman also works with students attending the Area Learning Center and those enrolled in the Adult Basic Education program.
In the community, Coleman has been meeting with school administrators, teachers, school counselors, business leaders, manufacturers and those involved with SteeleCoWorks, a local career and counseling program for teens and young adults.
“I can take curriculum out to businesses to make sure our curriculum matches real-world expectations,” said Coleman.
Currently, within the OHS pathway structure at the high school, there are three fields of study: Business, Communication and IT; Health Sciences and Human Services; and Engineering, Manufacturing and Agriculture.
Coleman said he is working to enhance those pathways and would ultimately like to have colleges teach a section where students can obtain industry credentials.
“We need to expand the educational lens,” said Coleman. “We need to provide real-world applications versus educational theory.”
Students leaving OHS should be both college and career-ready, said Coleman.
“I’m dreaming bit and seeing big pictures.”
“If we want our students to come back to Owatonna to work, we need greater exposure,” he said. “They need to be able to see what’s been hidden behind the walls of industry to see what’s actually done here.”“I have to do the work to make sure they get those opportunities.”