Oh, sure you may have heard that hiring on college campuses is up more than ten percent
from the past few economically horrendous years, but you’ve also heard that there are
still over 30 applicants for every job and a backlog of unemployed young people milling
round out there. You want to hear a speech full of practical advice about how you can
help your kid land a job. Here it is:

Get them to network in four different ways

You may have a bleak image in your mind: Your kid, sitting at the computer in your
house day after day, responding to online job listings. Is this the new job search, you
wonder? Thankfully no; that would be isolating and depressing. Your new grad will need
to use the computer and social media in her job search, but she will also need to get out
there and make connections with real people.

First, have her contact her college career center. Job opportunities these days
emanate from a diverse array of companies, far different from the Fortune 500 firms
that dominated the landscape when you first looked for work. Many career centers’
counselors are knowledgeable about these opportunities. They may also help her
compose her resume and cover letters; gain access to job and internships listings, and
companies’ recruiting systems; and learn how to use social media in her search. Luckily,
summer’s a quieter time for them. If she lives close enough to go in person, even better.

Next, suggest she join fellow alums of her alma mater on linkedin.com/alumni, after
establishing her own linkedin.com profile. This will allow her to connect with alums who
graduated within a few years of her, and to see what career paths they have taken. If they
have listed their college major, she’ll be able to search by that, too. She may find that
fellow alums are eager to help her once she has a better idea of what she’s looking for.

After that, she ought to visit the local Chamber of Commerce or State Office of Business Development,
where employees can direct her to a wealth of information on local companies and potentially even
opportunities for freelancers.

Lastly, have her seek informational interviews, in which she can learn how people in careers that interest her got their start, or what skills they deem important to their success. If you know someone in such a field, you could ask if they’d be open to talking with her. She should go in with thoughtful, focused questions. One warning: If your kid has never before emailed someone to ask for this particular favor, guide him in composing his first request so that he doesn’t naively ask too much of the person, as in, “Hi, I’d love to hear everything you know about becoming an entrepreneur.”

Convince them to do some research

Especially in the early days after graduation, many grads find it useful to initiate broad
Google searches, such as: “What kind of jobs can a psychology major do?” Get yours
to also stop by your largest local public library, and speak to the (always very helpful)
business librarian. He or she can direct your child to databases, like hoovers.com, which
contain vast amounts of information on industries, companies and their competitors.

The job search will be faster if your new grad taps into all of these resources. Example: while visiting the Chamber of Commerce, your daughter learns of a local start-up that has recently received a large contract. She researches its competition at the library, and discovers, on linkedin.com/alumni, a fellow graduate who has done freelance consulting for the firm. He gives her insight into its culture and goals, which helps your daughter go into an interview far better-informed than other applicants. He may also give her ideas on which Community College courses prepared him to be an effective freelancer.

Clue them in to what employers want to hear

When new grads hear about a particularly appealing job, they often get caught up in
how happy it would make them to land it. What they neglect to focus on is: what kind
of applicant, with what skills and personal qualities, is most likely to get the job? Offer
to read through job listings with your grad and say, “Here’s what I think they’re looking
for in an employee.” Emphasize that interviewers are looking not only for enthusiastic
applicants, but also for ones who are focused on what they have to offer the company.

Urge them to learn one new skill a month

When your son sits down for an interview, the prospective employer may ask him what he’s been doing since he graduated. “Looking for a job,” he’ll say. How much more impressive if he can add: “I also learned Java and how to design a website,” The more talents he has, the more marketable he is. He’ll also come across as resourceful, a go-getter who will find ways to contribute to his team.

Assure them they will get hired if they persevere

There may well be days when you get as frustrated as your child with her continued
lack of a job. Perhaps you come home after work to find her acting as if she has given
up: parked glumly in front of the TV, or on Facebook. Worse, you’ve just talked to a few
friends whose own new grads found work (for seemingly vast sums of money). If at
those moments you can be supportive, you’ll help her to get back out there the next day.

Remind yourself that just as not all kids learned to walk exactly the same week of their
lives, they won’t all master job-hunting the same week. Swear to your child that her time
will come—as long as she persists in networking, researching, and mastering new skills.

Now tell them they own the job search

Never invest more time in your kid’s quest to find a job than he is. It’s one thing
(reasonable) to offer to proofread his resume. It’s another to actually compose it for him.
If you are the one googling what careers math majors can have, or the one tracking down
alums from his college for him to email, how will he learn to research or network on his
own behalf? He needs to develop these skills for the next time, when he’s ready to jump
further up the career ladder.

Okay, that’s the speech. Now you can drive off into the sunset with your kid, back home
for a short while–until he sets off on his own for good. And maybe, just maybe, five
years down the road, your one-time new grad will be offering you career advice.

Many long-term career directors have recently observed significant increases in their 403B accounts and are choosing to retire. That means colleges now have the opportunity to go from vision to action.

Deans and vice presidents embrace the idea of finding new career leaders who think broadly and strategically about their role inside and outside their institutions. They are excited by the prospect of finding candidates who are “connectors”—leaders who are adept at bringing many parts of their institution together to support student career development, whether that development happens as part of a course, through internships, study abroad or leadership on the athletics field. And, senior leaders increasingly recognize that their career directors will be doing work that directly affects institutional strategic objectives.

Sadly, hiring managers often find their applicant pools lacking in appropriate candidates. It’s not surprising: In this economy, when selling a house or finding a job for a spouse is tough, good candidates are staying put. They will only move for a position that looks significantly better than their current situation. On paper, many of these new career director postings do not look inspiring.

Recently, I was sent job descriptions for career directors at three forward-thinking universities. With the exception of references to technology, the descriptions could have been written in the 1970s. For a search to generate good candidates, descriptions must reflect institutional excitement for a new model of career preparation, along with a clear articulation of what constitutes success.

The Career Center of 2012 demands a leader who understands both academia and the world students will enter when they graduate. It requires someone who is equally at ease presenting to students, the College’s trustees, and a CEO of a Fortune 500 company. And, the director must be an “orchestrator of opportunity”, who leverages institutional relationships for the benefit of students. Leadership and an entrepreneurial spirit are critical.

Typical job descriptions have a brief summary of the position’s function, followed by sections for responsibilities and minimum qualifications. To attract good candidates, I recommend writing a new kind of description that answers the following questions:
1) Why does this position exist?
2) What are the expected results for the position?
3) Based on what metrics will success be determined?
4) With what departments, and with whom, will the position collaborate?
5) What is the organizational structure (both up and down)? Which positions are direct reports?
6) What are the key strategic functions?
7) What operational tasks will the incumbent perform herself?
8) What functions does this position oversee?
9) What percentage of the time will the incumbent devote to strategic, operational, and management functions?
10) What special needs or opportunities exist?

Candidates should be cognizant of what knowledge, skills and abilities are required. Rather than putting very high educational/experience requirements on the position, however, I recommend giving candidates the opportunity to truly understand the position and explain in a cover letter how their background and experience qualifies them to do a stellar job. It is incumbent upon hiring managers to carefully check references –and not just those references initially provided by the candidate.

There are talented and diverse candidates who could be exceptional career directors, but we have to get away from thinking that the only path to the position is through a master’s program and prior employment in a career services office. We must keep an open mind about applicants with different backgrounds, recognizing that few candidates will possess the ability to walk on water. Regardless of background, the new director will likely need support and coaching for success.

In July, 2011, newly minted young college grads faced an unwelcome pinnacle: at 13.1%, the unemployment rate for bachelor’s degree graduates under the age of 25 was the highest on record.

Since the past summer, Bureau of Labor Statistics (BLS) data show several months of relative improvement in the job outlook for young grads. But, statistics from 2007-2011 provide plenty of reasons why optimism should be tempered with caution.

Average unemployment rates

The average unemployment figures for the past four years paint a gloomy picture. Rates started inching up between 2007 and 2008, but then jumped 54% between 2008 and 2009, when the economy took a dramatic turn for the worse. For the past three years, the average unemployment rate for bachelor’s degree grads under 25 has remained stubbornly rooted around 9%.

Annual average unemployment rates

Why job creation doesn’t lower the unemployment rate

New jobs are being created that are suitable for college graduates, but at nowhere near the rate necessary to bring the unemployment rate down. Between 2007 and 2011, the number of employed college grads increased by 1.8%, but the number of unemployed grads increased by 75%. Part of the problem is the ever-increasing number of college graduates, whose numbers have risen 8.6% in four years.

The difficulty of predicting the future for the Class of 2012

Unemployment rates for the population as a whole vary from month to month, but over a period of months it is usually possible to spot trends. The data for college graduates under age 25 is much more difficult to interpret because of wild month-to-month variations. There was a 177% difference between the highest and lowest monthly unemployment rates in 2008 and, even in 2011, the monthly unemployment rates fluctuated 111% between a high of 13.1% and a low of 6.2% .

The degree of employment difficulty facing the Class of 2012 will vary considerably depending on when they look for jobs. Most students graduate in May. The chart below shows the impact of new entrants into the job market: Finding a position in June, July and August is the most challenging. Young college grads who want work will find much less competition in April. This is, of course, better news for the still-unemployed members of the Class of 2011 than it is for the Class of 2012; most employers want to see applications only from those ready to start work within a month.

Monthly unemployment rates 2008-2011

Why employment statistics do not tell the whole story

The BLS definition of employment is simple: graduates count as working if they hold any kind of employment. Thus, they are considered employed if they work while in graduate school, have part-time work out of necessity, or hold positions that do not require a college degree. Anecdotally, it seems likely that–despite the latest improvements in the job market– the Class of 2012 will face significant challenges finding interesting work that is commensurate with their educational background.

So how did the youngest daughter of four, who grew up on Long Island without any connection to the fashion industry, come so far, so fast? Brittany’s story is a model for any student who wants to find meaningful work in a tough economic environment; unwittingly, she followed the five smartest moves identified in Smart Moves for Liberal Arts Grads: Finding a Path to Your Perfect Career.
1) Figure out who you are and where you want to go
2) Get experience
3) Build social and networking relationships
4) Identify your competence gaps
5) Find your hook

Figure out who you are and where you want to go

From an early age, Brittany was good at math and science. But she also had a strong creative side. In high school, dancing was usually Brittany’s activity of choice, and she often spent six hours a day in class or at practice. But at 16, Brittany attended the Pre-College program at the Rhode Island School of Design (RISD) and fell in love with fashion. So, when it came to applying to college, RISD was a natural first choice. Brittany was devastated when RISD quickly rejected her application, telling her that her portfolio did not meet the requisite standard. Fortunately, Brittany had a Plan B: the Cornell University College of Human Ecology, where Brittany could study Fiber Science Apparel Design along with a huge dose of liberal arts. It was a blessing in disguise: in-state tuition, an education that combined rigor with practicality, and an Ivy-League degree. Brittany relished the academic work, taking eighteen credits per semester, instead of the required twelve. She also had an active social life and joined a sorority.

Get Experience

Brittany knew the key to her success in the fashion world would hinge on understanding the way the industry worked. And, from the time she entered college, both her parents and professors encouraged her to get internships. Brittany found all her internships using a very low-tech approach: she simply wrote personalized emails to sixty companies for whom she wanted to work. The first year Brittany received very few responses, but as her experience grew, so did the response rate. Brittany’s first internship was with the Israeli designer, Yigal Azrouel. It was unpaid and very low level, and she recalls hating it. But, in retrospect, Brittany was grateful for the opportunity to observe all aspects of a small company.

The first paid internship came the following summer, when Brittany worked for bridal boutique, Kleinfeld. This time, Brittany chose her internship specifically to gain experience in marketing. Finally, during the summer after junior year, Brittany found an internship as assistant manager at Nordstrom, which she describes as a “real job”. It gave her great experience on the retail floor, while paying her an excellent salary. To gain additional funds, Brittany also waitressed during the summer—often for four days a week.

Going to the career fair in her senior year, Brittany was an attractive candidate to the few retailers who came to campus. After two on-campus interviews, a retail math test, and a “Super Friday” at the company site, Brittany went to work for Ralph Lauren. Since then she has learned the department store side of the business by working for Saks Fifth Avenue, and started her third full-time post-graduation job in retail planning at Hermes. Asked whether Brittany is concerned that she is now totally on the business side of fashion, she replies that she takes care of her creative side by also running her own business, SomethingBorrowedNY, which rents out designer bridal accessories.

Build Social and Networking Relationships

Much of Brittany’s success can be traced to her uncanny ability to form relationships. Even so, she recalls that networking did not initially come easily to her, and she had to force herself to make the effort. If her business was to be successful, Brittany knew she had to find ways to get advice and publicity, so she started going to networking events in New York City. Organizations like 85Broads, Women 2.0, the NY Entrepreneurs Business Network, and General Assembly, have been particularly helpful. At first, Brittany attended events with a friend and business partner, a strategy that made it easier to play off each other’s comments while discussing their new business with strangers. But, after a few years of meeting large numbers of people and talking about what she does, Brittany is now a networking pro.

Social media also plays a big part in Brittany’s life. In common with many small businesses, SomethingBorrowedNY grows through frequent use of blogging, and the effective use of Facebook, Twitter and LinkedIn. Brittany reports that LinkedIn is also by far the best way of finding work in the business side of fashion—at least once you have experience. No longer does she have to seek work; now, companies and headhunters look for people like Brittany on LinkedIn.

Identify Your Competence Gaps

From the time she entered Cornell, Brittany was intent on entering the fashion world, and made decisions about academics and work experience based on what she would be able to learn. She had an interest in business, but believed she could learn those skills on the job. So, when given the option of majoring in Fashion Design Management or Apparel Design, Brittany chose the latter. She wanted to understand fabrics and garment construction—something it would be hard to do simply from working in the business. Brittany selected internships based on her desire to see all sides of fashion—from design, to planning, to retail. The variety of these experiences allowed her to relate much more effectively to potential employers. It didn’t hurt, of course, that one of those prospective employers was a Cornell grad and sorority sister.

Find Your Hook

Brittany doesn’t have one hook; she has dozens. They include:
*A work ethic second to none: she usually works from 9am to 6pm at Hermes, and from 7pm to 11pm on SomethingBorrowedNY.
*A clear focus on fashion, with an understanding of both design and business.
*Excellent math skills and a good knowledge of French—a real plus for her semi-annual business trips to Paris.
*An entrepreneurial spirit combined with the ability to get things done.
*A winning personality and unusual maturity.
None of these “hooks” are extraordinary, but few candidates possess them all. In Brittany’s case, she simply took advantage of her natural aptitudes and interests.

For most college students and grads, finding or pursuing a career in 2012 will not be easy. But it can be done. In this economic environment it pays to focus, devote the requisite time for the job search, and persevere.

• A college education happens everywhere—in the classroom, through extracurricular activities, on the athletic field, through internships and beyond. Learning outside, as well as inside, the classroom may prove to be more important to your career than the subject of your degree. Take responsibility for, and engage with all aspects of your education. It will make your college experience more meaningful and it will be helpful to your career.

• When you matriculate at a college, you’re not expected to know what you want to do after you leave that college. Abandon preconceived notions of acceptable career directions. Make the decision yours—not your parents, nor your peers! To explore potential avenues of interest, take advantage of opportunities such as becoming a leader of a campus group or doing research with faculty, and weigh the value of internships versus other summer options. 


• Recognize that confusion and discomfort is not only normal, it’s expected and it’s a good thing. Give yourself permission to not be perfect. Allow yourself to fail. But make sure you learn from failure. You can recover from a “D”. Colleges typically have many resources available to students. Taking early advantage of the academic advising and academic resource centers, for example, can get you back on track and help you make the most of your education.


• Don’t choose your major too early, or decide on a major because you think you need it for a particular career. (You may not!) While you should be strategic about choosing some of your early courses if you’re leaning in a particular direction (e.g., economics, biology, pre-health, public policy), it’s much more important to study what you love than to follow a path that may be more common but doesn’t interest you. For most students, the subject matter of your degree will not determine your career. Most careers can be pursued with any major. Resist the temptation to build academic credentials at the expense of exploring new horizons. And do not double major for the sake of a credential. Few employers believe double-majoring confers a career advantage.

• A high GPA may be necessary for a good graduate school, professional school or fellowships/scholarships, but a very high GPA is not essential for most positions and employers rarely consider GPA for second jobs. Students with a stellar academic record aren’t necessarily the best candidates for employment. Employers want to see transferable skills, which can be drawn from any part of your education.


• Further education can be a great idea, but may not be as necessary as you think. Only go to graduate school or professional school if you are convinced you need that type of education for what you want to do. Increasingly students are working for a while before going on to further education, providing the opportunity to consider the value and need for graduate and professional school.


• Study abroad can be very helpful to your career. But it can only give you a real career advantage if you step outside your comfort zone and learn skills like linguistic fluency, cross-cultural competency, flexibility, resilience, and decision making/problem solving. Avoid having an American experience abroad, rather than a true international experience. It is through different and difficult experiences that you are most likely to find answers to one of the most important career questions “Who are you and what do you want to do with your life?”.


• You’re missing the boat if you don’t build relationships with faculty, staff and advisors early, and throughout your time at college: they can be your biggest allies and guides.


• Define success for yourself, even if it means you’ll be temporarily unemployed at graduation and won’t be making the highest salary. Being employed at graduation has more to do with the type of employer you seek than with your value to the work world. Most employers of college grads do “just in time” hiring, so that you can only be hired when an employee has left. Prepare for the job search while at college, but recognize the actual application process may happen after finals.


• Careers don’t happen over night: they take time. Build a partnership with counselors in your Career Center and with other trusted advisors, so that you learn the realities of life after graduation, and understand how you can best prepare yourself through education for life.

For three years, high unemployment rates have plagued some of our most talented young people. Colleges cannot change the economy or force companies to hire. But they can do a better job preparing their students to compete for available positions.

Colleges need to invest in their career services. But just doing more of the same won’t be enough. They must embrace a much more holistic vision of careers, with clear responsibilities for both student and institution.

Three strategies will help:

1) Clarify how students need to contribute to their own career success. Many students seem to think that their job is over when they decide to matriculate at a particular college; all they need to do after that is get good grades and a lucrative job will follow. Colleges need to clearly articulate from the freshman year on what students must do while they are in college to be competitive in the work world.

2) Identify the skills and characteristics required for post-graduate success—and help students develop them. The availability of a searchable database of hundreds of alumni profiles can help students better understand the connection between college and career. Students will learn more from reading about alumni experiences—especially when an alum graduated in a recession—than they will from any administration exhortations not to panic. With this kind of resource, students will likely see the need to make better use of Study Abroad and internship opportunities.

3) Develop a career community. Parents have a vested interest in the employment of their sons and daughters. Many alumni, and friends of an institution, also care deeply about graduate outcomes. Establishing a group of individuals who are willing to give career advice and assistance provides an excellent supplement to the work of on-site career professionals. At the same time, these volunteers expand both the career knowledge and opportunity base available to students and graduates.

Good jobs for college graduates do exist, but we need to do a much better job of preparing students to be competitive job applicants. And, we need to make sure that students are as invested in their own success as the schools they attend.

There are compelling reasons for colleges to respond to alumni needs: When graduates can’t find jobs, get laid off, or fail to find even the bottom rung of the career ladder, their misfortune now directly affects the colleges they attended.

Matriculation
Families want assurances that a college’s alumni have successful careers. No longer is the matriculation decision based solely on the strength of a college’s academic program, or the student’s interest in a particular college. Families want to know that if their sons or daughters matriculate, they will find good work after graduation. Vague references in the college View Book may have sufficed in the past; now, real data is needed to prove a college can deliver on its employment promise.

Retention
Layoffs and parental unemployment affect the ability of students to afford a college education and stay in school once they have matriculated. But, student retention is also influenced by what happens to recent graduates. When underclass students see the difficulties college seniors face in finding work, they are less inclined to want to remain a student and accumulate more debt. Having a vision of a successful future may be critical to persistence.

Alumni involvement and philanthropyUnemployed alumni are less likely to want to be involved with their alma mater: it’s human nature to want to share successes but hide misfortune. This is a problem for colleges because research has shown that the more involved alumni become with their institutions, the more likely they are to eventually become donors. Unemployed alumni have other priorities for their savings.

Graduate unemployment clearly cannot be ignored. Indeed, the future of many colleges may depend on finding additional ways to meet the needs of alumni—regardless of their employment status. Babson College in Boston provides a good example of innovative thinking: the College has made it possible for many alumni who previously held high-level positions to occupy office space on campus, and occasionally teach—building a sense of goodwill towards the College that will last far beyond the period of alumni unemployment.

The college that thinks creatively in this period of high unemployment, and invests in services and activities that better prepare graduates for the future, is the one that will not only survive, but thrive.

The statistics tell a troubling story for anyone hoping for a quick turnaround in career prospects. There are clear reasons for pessimism:

Seniors are not retiring
Those within ten years of retirement at the time of the economic crash of 2008, are likely to have had a significant set-back in retirement assets—even if they were brave enough to stay invested when the market dropped. The impact of this reality can be seen in the 22% increase in those bachelor’s degree grads aged over 65 who have chosen to be in the labor force since 2008. Almost 200,000 more people in this age group were employed in 2011 than were employed just three years earlier. Two thirds of this growth can be explained by the increased population of older college grads; the remainder are directly attributable to seniors working longer.

Baby-boomers have been particularly hard hit by the recession
The group that probably feels the most pressure to increase retirement savings are those in the 55-64 year old cohort. Unfortunately, they are the ones most affected by their older peers hanging on to employment. The baby-boomer bubble has exacerbated the situation. Between 2008 and 2011, there was an 18% increase in the 55-64 year old cohort, leading to the worst increase in unemployment rates of any age group of bachelor’s degree graduates. In June, 2008, their unemployment rate was 2.9%. Three years later it was 6.5%–a 124% increase. Once laid off, it is particularly difficult for those over 55 to find new work.

There is significant pent-up demand for employment
In June, 2011, there were 900,000 more bachelor’s degree graduates who wanted, but could not find, work than three years earlier. Adding hundreds of thousands of jobs that require post-secondary education is likely to take years.

The employment situation of older graduates should also be a concern to anyone who is invested in the success of educated young people.

When seniors do not retire, it causes stresses on every other group in the workforce. Those who are employed find fewer promotions; salaries are depressed; and, employees at all levels face difficulties obtaining suitable employment.

For those on the bottom rung of the career ladder, the poor economic climate may mean accepting a position that does not require a college degree—a reality that few are willing to accept.

Note: All statistics come from BLS Table 10 (unpublished). Future blog posts will discuss how the employment crisis for young college graduates can be alleviated, and what role students and their colleges will need to play to ensure their employability.

It wasn’t supposed to be like this. After two years of unemployment rates above ten percent, there were signs of improved prospects for college seniors. The National Association of Colleges and Employers (NACE) reported in March that 53% of employers planned to hire more college seniors from the Class of 2011 than the Class of 2010. And, colleges across the country attested to increased participation from employers in fall career fairs.

But, the anticipated uptick in employment appears to have fizzled. A NACE student survey completed in May, 2011, showed that while close to half of those who applied for positions received a job offer, only 24% of respondents had actually accepted a job by graduation. No improvement over last year.

It is likely that those who did not accept their job offers are looking for more relevant and lucrative opportunities. But, many of those students holding out for a better offer are likely to be disappointed. They will have strong competition from those who graduated two years ago and still have not found a career path.

An unemployment rate of 12%–for any group of college graduates–is unprecedented in recent memory. And, the rate is likely to stay high unless there is a massive increase in job creation. Here’s why:

More young people are graduating with bachelor’s degrees
Between June, 2008 and June, 2011, the number of college grads aged 20-24 grew by 66,000.

More young graduates want to work
Typically, around 80% of bachelor’s degree grads aged 20-24 participate in the labor force, with the remainder attending graduate school, or taking time to pursue other non-work activities. Between 2008 and 2011, however, there was a 5% increase in young graduates who were either working or looking for work. That means over 100,000 were competing for essentially the same number of jobs as in 2008.

Fewer young graduates are going immediately to graduate school
Given increased participation in the work force, it appears that younger grads are putting off graduate school, or choosing not to go at all. This is likely in response to high debt loads and an uncertain employment market.

Without intervention, high unemployment of new college graduates is likely to be the norm for the foreseeable future. If we want young people to capitalize on their education, pay back their considerable loans, and make meaningful contributions to society, it is incumbent on educational institutions, employers and the government to work together to find new solutions. Without new approaches, Barack Obama’s efforts to increase the number of college graduates will backfire.

Note: All statistics are from BLS, Table 10 (unpublished). Future blog posts will discuss how the employment crisis for young college graduates can be alleviated, and what role students and their colleges will need to play to ensure their employability.

I found one answer particularly helpful, because it clearly articulated how the author’s knowledge of multiple subjects influenced his success in writing and designing video games. Graeme Davis moved into the games industry after graduating with a degree in archeology. This is an edited version of Graeme’s account, describing how he has used his educational background:

“Math: Math is a good grounding for anything computer-ish, but as a game designer rather than a programmer I still found algebra and probability indispensible in designing statistical systems for games. The state of the art in game design is getting more technical with every year that passes, making these even more important. On the soft-skill side, any mathematical subject (and I’d include physics there) teaches the kind of organized thinking that is vital for game development. It also gives me at least a chance of understanding what the programmers on my projects are talking about – sometimes it can sound like Martian to me – and good communication between disciplines (design, programming, art) is vital on a big, expensive project like an AAA video game!

English: Writing is at the core of what I do, so much so that I now call myself a game writer with design experience rather than a game writer/designer. I despised English literature when I was in high school, arrogantly thinking that I wanted to be a writer, not to obsess over the work of other writers. I was young and foolish, what can I say? I have come to recognize that as with painters, one’s own technique and understanding of the medium is immeasurably enhanced by studying the work of the masters. Story is a huge part of what makes a good game into a great game, and there is a surprising amount of dialogue and narration in most games – I’ve heard 60 hours (that’s 20-30 Hollywood movies’ worth) in a top-line MMORPG like World of Warcraft.

History: I came to history later in life, but quite apart from the work I’ve done on historical games (like the BAFTA-winning Total War strategy game series) it’s been tremendously important for doing things like creating fantasy settings for games. Understand how history and mythology work, and you can create fake histories and mythologies that ring true. Tolkien couldn’t have created The Lord of the Rings without his academic background in Anglo-Saxon literature. Oh, and enough Latin stuck with me that I was the go-to guy for fake-Latin Space Marine mottos in Warhammer 40,000, during my four years at Games Workshop.

Modern Languages: I studied French and German. They’ve come in handy on trips, such as the handful of visits I made to Paris for a project with Ubisoft. And as with history and mythology, an understanding of how languages work helps you construct fake ones for a fantasy game. For example, when I was writing for Warhammer Fantasy products, I twisted Welsh and Gaelic words for the Elven languages, while the Dwarf tongue was based on slightly mangled words from Scandinavian languages.

Geography: Like history, geography has come in useful in creating fantasy worlds. Knowing how landforms, climates, and so on all work helps create a more convincing world.

Biology: Once again, knowing about basic processes, anatomy, and ecology in this world helps create others that ring true.

Archeology: Fantasy worlds tend to be at a medieval level of technology, often with iron-age or dark-age barbarians nibbling at their frontiers. I’ve also written historical sourcebooks (Vikings, iron-age Celts, Rome, medieval England, and most recently the Thirteen Colonies up to the Revolutionary War) for Dungeons & Dragons and similar games.”

Most students have a very narrow frame of reference when it comes to careers. And, their parents often reinforce the myth that your major dictates how you will ultimately earn your living. Too often, relatives who hear that a student is majoring in history, philosophy or English will ask “what are you going to do with that”, reinforcing the idea that a liberal arts degree is a fast path to unemployment. What students need to hear are stories of graduates, like Graeme Davis, whose education, inside and outside the classroom, has enabled him to follow his passion. The examples of these graduates will inspire students to make informed educational decisions, rather than following the crowd. And faculty may find a few more students in their archeology classes.