As a senior completing my final semester of college, I find myself gripped by a familiar anxiety: What’s next? What’s the plan? That has been the life-altering question spinning endlessly in my mind.

It doesn’t help that I see graduates working jobs completely unrelated to their degrees, For example, after graduation a theater major may end up doing construction. Unless they plan on singing in unison like Pirates of the Caribbean, I don’t see how that person is using their degree to its fullest potential. Or what about those heading back to school for another degree entirely. Why is this so common? What if graduate school isn’t a feasible option for everyone? It makes me wonder are students leaving college without the tools they need to succeed in the workforce. And most importantly: are we truly career-ready?

One of the most crucial tools for workforce readiness is experience. Many job listings today demand at least two years of relevant experience, especially in STEM or math-related fields. But what about Arts and Humanities majors? Where do we show our expertise in leadership, communication, or community engagement? These soft skills are essential in today’s economy, but they’re often overlooked because they don’t show up in a bullet-point list of programming languages or lab techniques.

The reality is this: a college degree alone is no longer a guarantee of career readiness. That’s why internships and career development need to be institutional priorities—not optional resources buried deep in a university’s website. For students to be truly prepared for life after college, schools need to equip us with more than just knowledge; they need to help us build real-world experience, transferable skills, and a sense of direction.

But the problem remains: students often don’t realize the real-world skills they’re already developing in class—because no one is clearly connecting the dots. Professors may intentionally design assignments that build communication, analytical thinking, or leadership, but unless that purpose is explained, those skills go unrecognized and unarticulated by students. Faculty should be more intentional about naming and nurturing these competencies. Doing so would allow students to see their education not just as abstract knowledge, but as preparation for meaningful employment.

Colleges also need to make internships more accessible. Internships offer students hands-on learning that can’t be replicated in a lecture hall, but not every student can afford to take on an unpaid position. This is especially true for first-generation students, students of color, or those who work part-time or full-time while attending school. Schools should create more paid internship pipelines, partner with local businesses, and offer stipends or academic credit where financial barriers exist.

Another pressing issue is value—or the lack thereof. Many students don’t believe their degree was worth it. Around one in three recent bachelor’s degree recipients say college wasn’t worth the money. And the disparities deepen by gender and race: women are less likely to earn family-supporting wages, and Black graduates report the lowest levels of post-college satisfaction. These statistics are not just disappointing; they’re a call to action. Institutions must do more to ensure that education leads to opportunity for all students, not just a privileged few.

So, what can be done? Faculty and staff must expand their teaching and advising beyond the classroom. It’s time to be honest with students—not just about the curriculum, but about the reality of the job market and the skills needed to succeed in it. Many professors were once in the same position we are now. Sharing those journeys, mentoring students through uncertainty, and helping them link their studies to real-world outcomes can make all the difference.

Career services also need an upgrade. A once-a-year career fair isn’t enough. Students should be engaging in career planning starting in their first year—not just scrambling in their final semester. Schools could integrate career modules into general education courses or host job shadowing programs that expose students to various industries early on.

At the same time students must take the time to be proactive and seek out this information. Because these resources can be readily available, and because its not being used it will eventually just sit there and gather dust.

If colleges commit to bridging the gap between education and employment, students will no longer feel that their time in school was wasted. They’ll see it for what it should be: an investment in their future. One that pays dividends—not just in knowledge, but in opportunity.

Germain Brown is a recent graduate of Southern Connecticut State University.