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The MBTI® Assessment in Action at ASU

The MBTI® Assessment in Action at ASU

Meet Priscilla Gardea as she goes along her own journey of self-discovery and assessment! As an avid MBTI user (and lover), she will be exploring how our line-up of CPP tools can help her reach her professional and career goals, while sharing insights with you on the “whats” and “hows”. This is one of several installments written by her.  

At Adams State, we’re sharing our love of the MBTI® assessment. On Monday, June 9 2014, 36 high school counselors from across Colorado gathered in our sunny library lobby for a crash course on the MBTI tool and how it can be used in college counseling.  All the participants were able to take the assessment before arriving on campus and were given their results at the workshop.  Some were slightly familiar with assessment, while others were being exposed to it for the first time.  With such a broad audience and a short amount of time, we started with a general overview of the MBTI assessment and then delved into some specific examples that could be applied to conversations with students in their respective high school counseling and college centers.

I always enjoy watching people hear about their MBTI results, and what they mean, for the first time.  There were a lot of grins and head nods; light bulb moments when it was clear in their faces that something had “clicked” for them. The workshop began with counselors learning more about themselves as related to their MBTI results—how folks may have landed on the type table and how their preferences manifested in different situations.

ASU June 2014_MBTI In ActionWe then spent the remainder of the time discussing how the preferences of high school students may play out in relation to where they are in their college-going process.  While it was important to us not to impose our guesses and assumptions about what type a student might be, we did discuss what could be some clues that could help counselors better guide students and understand what’s important to them, how they take in information, and so on…

Here are some examples that came up:

  • Students who lean toward Extraversion might be able to process information they’ve learned from outside sources or talk about a college representative visit in real time.  Students who lean toward Introversion might need time to process internally any information they have about their counselor and may not jump to a conclusion.
  • Students who lean toward Intuition might want to read the stories of former college students or talk to current college students to get an overview of their experience, while students who lean toward Sensing might want to see the facts, details, and stats about a college to help inform their decision.
  • Feeling students might indicate the impression a college visit left on them or how they felt when they were there.  Thinking students might reflect on how different programs are ranked nationally, graduate school acceptance rates, or accolades that a professor in their area of interest may have received.
  • Judging students might be the ones who will have a plan for college early and decide to stick to it, while students who prefer Perceiving may want to leave their college options open until what may seem like the last minute.

The consensus, however, was that giving students the opportunity to decide what’s important to them in choosing a college, and not valuing any one factor over another, was essential.

Thanks to Michelle Romero, assistant director of admissions and our workshop facilitator, the participating counselors are now equipped with MBTI language and understanding they can apply to college counseling.  By looking at the types of questions students are asking, the factors that are important to them, and how they are reflecting on their college process, high school counselors can use an MBTI lens as an additional tool to better serve their students.


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