Running head: NEW COURSE PROPOSAL

New Course Proposal: Career Revamp Sophie J. Boyer Seattle University

NEW COURSE PROPOSAL Course Synopsis Name of Course Designer

The designer for this course is Sophie Boyer. As a Masters of Education candidate for Seattle Universitys Student Development Administration program, she is personally immersed and invested in the mission of Seattle University. Her background in academic advising and coursework completed in career counseling provide her with the knowledge to understand the key components needed in a career course. Date This course will be offered during winter quarter, beginning January 7, 2014. Course Title The title of this course is Career Revamp: A Course for Seattle University Alumni. Target Audience The target audience for this course is Seattle University alumni who are either in the process of, or would like to, changing careers, or alumni who are returning to the workforce after an extended amount of time away from continuous employment. This idea of career changing is supported by Meisters (2012) article, which stated, ninety-one percent of Millennials (born between 1977-1997) expect to stay in a job for less than three yearsthat means they would have 15-20 jobs over the course of their working lives! (para. 2). Based on this fact, it is natural to expect that individuals will also change careers multiple times during their lifetime. As adult learners with a specific goal in mind, this course will present relevant information and skills that will be immediately useful to those enrolled. Alumni interested in enrolling in this course will need to submit a one-page statement of why they wish to enroll in this course and provide the facilitator with information regarding their job history and why they

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wish to change careers or return to work. The term, extended amount of time is intentionally left vague, as this detail will be unique for each learner. Institution/College/Department/Program Career Revamp will be offered at Seattle University through the Career Services department. Ideally, a full-time career advisor would facilitate this course while collaborating with an individual within Alumni Relations to assist with the intentional outreach to alumni who may benefit from this course. Additionally, the Alumni Relations department will work in partnership with Career Services to organize the culminating activity for this course: a mock interview and networking event. Rationale for Course The purpose of this course is ultimately to provide alumni with a career preparation course that allows them to create tangible and immediately usable personal resources such as cover letters, resumes, LinkedIn accounts, and networking and interviewing skills. A study of alumni conducted by McDearmon (2010) found that, many respondents made remarks concerning frustration with the lack of career-related assistance received from the university (p. 36). Although focused on discovering why alumni did not donate to their alma mater, the results of this study still indicate a level of alumni dissatisfaction with the Career Services office after graduation. This course will guide and holistically support a specific population of alumni through their career search process, while also making significant efforts to positively engage alumni with Seattle University. Course Description Career Revamp: A Course for Seattle University Alumni. This course is intended for Seattle University alumni who are looking to change careers or return to the workforce. Content

NEW COURSE PROPOSAL will include developing high-quality and robust resumes and cover letters, creating and maintaining an effective and professional online presence, and building networking and

interviewing skills. Course enrollees will have the opportunity to engage with other alumni both in the classroom setting and during the culminating mock interview and networking event. Enrollees will be expected to spend time outside of the course creating and improving their resumes, cover letters, LinkedIn accounts, and interview techniques. Group collaboration outside of the course will be optional, but is encouraged. Alumni interested in this course should be fluent (reading, writing, and speaking) in the English language, have a basic understanding of how to use a computer, be familiar with Microsoft Office (creating, editing, and formatting a Word document), and be familiar with navigating the Internet. Schedule and Length of Course This course will be offered on Tuesday evenings for five-consecutive weeks at the Seattle University campus. The first four sessions will run from 6:30 - 9:30PM (January 7, 14, 21, and 28, 2014). The final session, a mock interview and networking event, will be held on Saturday, February 1, 2014 from 10:00AM 1:30PM. Alumni will be expected to commit to all five sessions in order to enroll in the course. Resources To support the success of this course, the resources needed are a classroom space with technical capabilities; access to a computer lab for one course session; a Career Services advisor to facilitate the course; staff from Alumni Relations to assist with reaching out to alumni and organizing the culminating mock interview and networking event;

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use of Casey Commons (or similar space) for the mock interview and networking event; and

funding for a hosted lunch for the mock interview and networking event. Needs Assessment

Overview In order for learners to have success through Career Revamp, it is imperative to understand their needs as they enter into this course designed for Seattle University alumni. Gathering as much information as possible is ideal; however, certain variables have a greater impact on the course and learner accomplishments. Four specific variables, or needs, are detailed in Table 1. Listed in the first column, they include: prior work history, educational history, short and long term career goals, and participation in and familiarity with social media. Columns two, three, and four identify the rationale for each variable, the data required, and the data source. The Seattle University alumni enrolling in this course have committed the time and energy needed to change their careers or return to the workforce. By assessing the four needs outlined in Table 1, the course will be designed to ensure that appropriate content is integrated throughout the course. Gaining an understanding about the employment and educational history of the learners and their career goals allows Career Revamp to more accurately assess their needs and incorporate that history into the design. Additionally, insight into the learners awareness and utilization of current social media practices allows for a more relevant and customized approach.

NEW COURSE PROPOSAL Variables of Needs Assessment Table 1. Needs Assessment Variables

Variable 1. Learners prior work history

Rationale Understanding work history provides an awareness of the learners exposure to various industries and career skills. Additionally, it allows for a better understanding of the length of time, or lack thereof, an individual has been in the workforce. This knowledge impacts the design of the activities and the level of scaffolding required. Understanding educational history allows for appropriate career referrals and expectations of job placement upon completion of the course.

Data Needed Place(s) or field(s) of employment Length of time in place(s) or field(s) of employment

Sources Resumes Career Services database Alumni database

Resumes Career Services database

2. Educational history

Prior and current education experience

Resumes Transcripts Datatel Seattle University database Resumes Transcripts Student file Electronic survey sent to alumni before course by facilitator Resumes Transcripts Student file Electronic survey sent to alumni before course by facilitator

Trainings or workshops

Certificates

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Variable 3. Learners short- and long-term career goals

Rationale This information is critical to understanding the learners purpose for enrolling in the course and providing a clear sense of the learners expectations. Why is this learner interested in this course? Short and long-term goal assessment directly impacts which professionals are invited to participate in the mock interview and networking event.

Data Needed Reason for wanting to change careers or return to the workforce

Sources Data from Career Services Electronic survey sent to alumni before course by facilitator Personal interviews or focus groups Data from Career Services Electronic survey sent to alumni before course by facilitator Personal interviews or focus groups before course begins Data from Career Services Electronic survey sent to alumni before course by facilitator Personal interviews or focus groups before course begins

Short term career goals

Long term career goals

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Variable 4. Learners current engagement in social media (Facebook, LinkedIn, Twitter, blogging, etc.)

Rationale Having awareness of how much engagement the learners in the course have with current social media practices allows the facilitator to adjust and design appropriate activities. Low participation in or familiarity with social media will require additional scaffolding. High participation in or familiarity with social media allows for immediate application.

Data Needed Types of social media currently being utilized How often each type of social media is utilized Level of comfort utilizing social media

Sources For all data needed: Electronic survey sent to alumni before course by facilitator Data from Alumni Relations

Note: Survey developed by the facilitator and sent at least three weeks prior to the course beginning will include questions regarding: trainings or workshops the learner has attended or facilitated; certifications the learner currently holds; reason(s) for the learner wanting to change careers or return to the workforce; short and long term career goals; and types of social media currently being used by the learner, how often, and with what level of comfort. Goals and Objectives Finks (2003) Taxonomy of Significant Learning Fink (2003) defines significant learning as a powerful learning experience, [where] students will be engaged in their own learning, there will be a high energy level associated with it, and the whole process will have important outcomes or results (p. 6-7). In order to provide

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more depth and clarity to this idea of significant learning, he also developed a Taxonomy of Significant Learning, which includes six categories: foundational knowledge, application, integration, human dimension, caring, and learning how to learn (p. 31-32). This idea of significant learning proves to be incredibly valuable to the Seattle University alumni enrolling in this course. As adult learners with a myriad of other commitments and obligations, it is essential that Career Revamp be an effective, useful, and transformational use of the learners time and energy. By following and applying Finks Taxonomy, the learners will be more engaged and energized. The course goals for Career Revamp support the outcomes identified in Finks (2003) Taxonomy especially with relation to foundational knowledge, application, integration, and caring. The learners will have the opportunity to apply and integrate their own lives and experiences into their new knowledge about resumes, cover letters, an online presence, networking, and interviewing skills. For example, with the S.T.A.R. (situation, task, action, results) method for behavioral interviewing preparation, the learner will be able to personally apply that knowledge and integrate the method into their past experiences. Furthermore, the learners enrolled in Career Revamp will develop a deep sense of caring about the job or career search process through intentional discussion and activities that focus on identifying and marketing their own skills. In Table 2, the different categories of Finks Taxonomy are indicated after each of the three course goals. Goals, General Objectives, and Performance Objectives Table 2 outlines the goals (a broad statement that indicates what the learner will accomplish), general objectives (answers the question, what will the learner be able to do?), and

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performance objectives (a measurable outcome that includes context, behavior, and criteria) of the Career Revamp course. Table 2. Goals, General Objectives, and Performance Objectives Goal One: This course will provide learners with the opportunity to create high-quality resumes and cover letters for a job or career search (cognitive domain; foundational knowledge and application). General Objectives: Upon completion of this course, learners will be able to integrate feedback from a peer review process into their resumes and cover letters (cognitive domain). identify the differences between high and low quality resumes and cover letters (cognitive domain). o Performance Objective: Given a packet of 10 sample resumes to take home, the learner will be able to distinguish which seven resumes are of high quality. High quality resumes are free from grammatical errors, meet the two-page limit, and utilize concise statements to summarize professional experiences. identify errors in their own resumes and cover letters for future updates (cognitive domain). add new experiences into their own resumes and cover letters (psychomotor domain).

Goal Two: This course will provide learners with the opportunity to demonstrate awareness of how to create an effective and professional online presence (cognitive and affective domains; foundational knowledge, application, integration, and caring). General Objectives: Upon completion of this course, learners will be able to create a robust LinkedIn account (psychomotor domain).

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o Performance Objective: Given access to a computer, the learner will be able to complete the initial framework of a LinkedIn account, including headline, summary, experience, and education. explain how social media can both positively and negatively impact a career or job search (cognitive domain). o Performance Objective: Given a Facebook account, the learner will locate at least three pictures that he or she would not want a current or future employer to see. In a confidential one-page reflective paper completed at home, the student will describe why the photos are inappropriate for the work place. o Performance Objective: Given a Facebook account, the learner will locate at least three posts that he or she would not want a current or future employer to read or see. In a confidential one-page reflective paper completed at home, the student will describe why the posts are inappropriate for the work place. communicate professionally in an online setting (affective domain). o Performance Objective: Given a sample email from a prospective employer, the learner will be able to construct a formal email response that meets the all eight criteria of a formal email (neutral email address, short/accurate subject, proper salutation, introduce self if necessary, body of message, proper closing, use of full name in signature, and free of grammatical and spelling errors). Goal Three: This course will provide learners with the opportunity to explain and apply valuable networking and interviewing skills for use in a variety of contexts (cognitive and psychomotor; foundational knowledge, application, integration, and human dimension). General Objectives: Upon completion of this course, learners will be able to

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write and deliver a personal introduction that includes skills, interests, and career goals (cognitive domain).

apply the S.T.A.R. (situation, task, action, results) method for behavioral interview questions (cognitive domain). o Performance Objective: Provided a list of five behavioral interview questions in class, the learner will compose a written response for each interview question applying the S.T.A.R. model.

demonstrate effective steps to prepare for an interview (affective or cognitive domains).

Alignment In any learning environment it is crucial to ensure that the facilitator or instructor supports the learners throughout the entire process. This idea of scaffolding, working towards a common goal while supporting and dialoguing with the learner, is evident in the way course goals, general objectives, and performance objectives are outlined and prepared. Asking a student to perform an analysis before ensuring that he or she has the awareness and knowledge of the content or ideas to be analyzed is frustrating for both the learner and the facilitator. To further illustrate this point, the alignment of sequencing for one course goal is diagrammed in Figure 1.

NEW COURSE PROPOSAL Figure 1. Alignment

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This course will provide learners with the opportunity to create high-quality resumes and cover letters for a job or career search.

Goal: a broad statement that indicates what the learner will accomplish

Upon completion of this course, learners will be able to identify the differences between high and low quality resumes and cover letters.

General Objective: more specific than the goal what will the learner be able to do?

Given a packet of 10 sample resumes to take home, the learner will be able to distinguish which resumes are of high quality. High quality resumes are free from grammatical errors, meet the twopage limit, and utilize concise statements to summarize professional experiences. Figure 1. Alignment. This figure depicts an example of how goals, general objectives, and performance objectives align within a course.

Performance Objective: a measurable outcome that includes context, behavior, and criteria

In this example, there is a clear progression from a broad goal to a specific performance objective. Additionally, there is evidence of scaffolding in that the learner will become familiar with how to identify high and low quality resumes and cover letters, distinguish, from a collection of resumes, which are of high quality, and ultimately create his or her own resume. The learner is not expected to step in to the course and immediately create a professional resume with no support.

NEW COURSE PROPOSAL Alignment Plan Universal Design for Learning and Alignment

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Universal Design for Learning (UDL) is an important concept to incorporate into activities in any course. UDL allows for all learners to be successful by presenting content and activities in a variety of manners in order to increase accessibility and opportunities for success (CAST, 2011). In Career Revamp, the principles of UDL have been incorporated throughout the activities in order to increase the success for all enrollees. Objective 2.3. In this objective (learners will be able to communicate professionally in an online setting), alumni will have the opportunity to learn more about professional email responses. The in-class activity employs UDL Principle II: Provide Multiple Means of Action and Expression (CAST, 2011). After gaining the content and components of a professional email response from examples shown by the facilitator, the learners will then be able to engage with the content in a variety of ways. First, learners will form groups and engage in free dialogue. Next, they will work together to craft two different email responses one that incorporates all eight components of a professional email and one that does not. Finally, they will be asked to share their group-crafted emails with the entire class. By allowing the learners to engage with and express the material in three different ways (informal oral, written, and formal oral), the learners of all types are more likely to retain and apply this knowledge in the future. Objective 3.3. In this objective (learners will be able to demonstrate effective steps to prepare for an interview), learners are presented with the information regarding interview preparation through a video shown in class and then are given the opportunity to dialogue with their peers using guided and facilitated questions. This in-class activity incorporates UDL

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Principle I: Provide Multiple Means of Representation by presenting the necessary content with audio-visual media and then allowing the learners to build on that content through dialogue (CAST, 2011). Additionally, through the use of video, the visual or auditory presentation can be enhanced or adapted to be inclusive for all. Alignment Correlation and connection between goals, general objectives, and performance objectives is crucial to the success of a course. Without alignment, the purpose behind activities and assessments can often be lost or meaningless to the learners. The following charts demonstrate the connections between each of the three goals for Career Revamp and how the general objectives and performance objectives are supported by the key content, in-class activities, out-of-class activities, and assessment or evaluation. It is important to note that in this course, no grade or credit will be provided to the alumni who enroll. All assessments are intended to provide informal and holistic feedback to the learner in order to provide the most assistance with his or her job search process.

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Alignment Charts Goal one. This course will provide learners with the opportunity to create high-quality resumes and cover letters for a job or career search. General Objectives Performance Objectives Key Content or Concepts (what is taught/learned about content) In-Class Teaching and Learning Activities Out-of-Class Assessment and Teaching and Evaluation Learning Activities Activities Related to Student Achievement of Goals and Objectives Learners will take Learners will turn in feedback received all updated versions in class and of their resumes integrate into their with notes from the resumes. Each peer review group week, learners will to the facilitator. be expected to bring The facilitator will an updated version provide final of their resumes to feedback for the utilize during the learner on both the peer review process. quality of the resume and his or her ability to integrate peer suggestions.

Objective 1.1: Upon completion of this course, learners will be able to integrate feedback from a peer review process into their resumes and cover letters.

TBD (resumes)

Key components of resumes Providing and receiving peer feedback Ability to work in a group setting

Instructor will form peer review groups based on learner experience and background. Each week, peer groups will meet for 30 minutes to provide each other with peer feedback.

NEW COURSE PROPOSAL TBD (cover letters) Key components of cover letters Providing and receiving peer feedback Ability to work in a group setting Instructor will form peer review groups based on learner experience and background. Each week, peer groups will meet for 30 minutes to provide each other with peer feedback. Learners will take feedback received in class and integrate into their cover letters. Each week, learners will be expected to bring an updated version of their cover letters to utilize during the peer review process.

17 Learners will turn in all updated versions of their cover letters with notes from the peer review group to the facilitator. The facilitator will provide final feedback for the learner on both the quality of the cover letter and his or her ability to integrate peer suggestions.

NEW COURSE PROPOSAL Objective 1.2: Upon completion of this course, learners will be able to identify the differences between high and low quality resumes and cover letters. Given a packet of 10 sample resumes to take home, the learner will be able to distinguish which seven resumes are of high quality. High quality resumes are free from grammatical errors, meet the two-page limit, and utilize concise statements to summarize professional experiences. What makes a high/low quality resume How to identify those components or features Facilitator will lead discussion and presentation on the components and features of high quality resumes. Learners will have the opportunity to engage in open dialogue and review examples. Learners will be expected to review a packet of 10 sample resumes and identify which are of high quality. Learners should come to class ready to discuss why they chose the examples they did.

18 Learner comes to class having identified the high quality resumes. Learner actively engages in class discussion by providing at least two examples to demonstrate his or her decision-making and identification process.

TBD (cover letters)

What makes a high/low quality cover letter How to identify those components or features

Facilitator will lead discussion and presentation on the components and features of high quality cover letters. Learners will have the opportunity to engage in open dialogue and review examples.

Learners will be expected to review a packet of 10 sample cover letters and identify which are of high quality. Learners should come to class ready to discuss why they chose the examples they did.

Learner comes to class having identified the high quality cover letters. Learner actively engages in class discussion by providing at least two examples to demonstrate his or her decision-making and identification process.

NEW COURSE PROPOSAL Objective 1.3: Upon completion of this course, learners will be able to identify errors in their own resumes and cover letters for future updates. TBD (resumes) Editing skills Ability to selfcritique Components of resumes Formatting of resumes Common mistakes During the peer review process, learners will be engaging with their peers as potential errors are corrected in their resumes. The facilitator will also review what the learner should look for in their professional documents. Learners will be asked to spend time outside of class reviewing resumes. They can utilize the Internet, their professional peers, or others enrolled in the course.

19 Learners will submit original resume with errors highlighted and annotated.

TBD (cover letters)

Editing skills Ability to selfcritique Components of cover letters Formatting of cover letters Common mistakes

During the peer review process, learners will be engaging with their peers as potential errors are corrected in their cover letters. The facilitator will also review what the learner should look for in their professional documents.

Learners will be asked to spend time outside of class reviewing cover letters. They can utilize the Internet, their professional peers, or others enrolled in the course.

Learners will submit original cover letter with errors highlighted and annotated.

NEW COURSE PROPOSAL Objective 1.4: Upon completion of this course, learners will be able to add new experiences into their own resumes and cover letters. TBD (resumes) Use of concise, professional language Ability to identify the important components of professional experiences The facilitator will lead a discussion on how to identify and incorporate the relevant experiences into a current resume. A learner will provide an example and then the class will add it to a mock resume. Learners will be asked to spend time outside of class reviewing resumes. They can utilize the Internet, their professional peers, or others enrolled in the course.

20 Learners will submit their resume with an added experience(s) (either real or created) highlighted.

TBD (cover letters)

Use of concise, professional language Ability to identify the important components of professional experiences

The facilitator will lead a discussion on how to identify and incorporate the relevant experiences into a current cover letter. A learner will provide an example and then the class will add it to a mock cover letter.

Learners will be asked to spend time outside of class reviewing cover letters. They can utilize the Internet, their professional peers, or others enrolled in the course.

Learners will submit their cover letter with an added experience(s) (either real or created) highlighted.

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Goal two. This course will provide learners with the opportunity to demonstrate awareness of how to create an effective and professional online presence. General Objectives Performance Objectives Key Content or Concepts (what is taught/learned about content) In-Class Teaching and Learning Activities Out-of-Class Assessment and Teaching and Evaluation Learning Activities Activities Related to Student Achievement of Goals and Objectives Learners will Learners will be complete, at asked to complete minimum, the four their accounts 48 main parts of a hours prior to the LinkedIn account. next class session. They will be The facilitator will encouraged to begin review and provide making connections written feedback and requesting based on the four recommendations. main components of a LinkedIn account.

Objective 2.1: Upon completion of this course, learners will be able to create a robust LinkedIn account.

Given access to a computer, the learner will be able to complete the initial framework of a LinkedIn account, including headline, summary, experience, and education.

Key parts of a LinkedIn account (headline, summary, experience, education) Purpose of a LinkedIn account How to use a LinkedIn account

Learners will be asked to bring their computers to this class session. The facilitator will show a LinkedIn tutorial and allow learners to follow along individually. One peer review session will focus on reviewing LinkedIn accounts.

NEW COURSE PROPOSAL Objective 2.2: Upon completion of this course, learners will be able to explain how social media can both positively and negatively impact a career or job search. Given a Facebook account, the learner will locate at least three pictures that he or she would not want a current or future employer to see. In a confidential onepage reflective paper completed at home, the student will describe why the photos are inappropriate for the work place. Given a Facebook account, the learner will locate at least three posts that he or she would not want a current or future employer to read or see. In a confidential onepage reflective paper completed at home, the student will describe why the posts are inappropriate for the work place. How social media can be accessed by the public (Internet searches, etc) How to change privacy settings on Facebook What content is appropriate or not appropriate, and why In small groups or pairs, learners will share what pictures they found on their Facebook accounts. They will not be required to share the content of the pictures, but rather should focus on the lessons learned and what steps they took to eliminate the content. Learners will identify three pictures on their Facebook account and write a onepage reflection on why the pictures are inappropriate or unprofessional.

22 The facilitator will have access to the confidential reflection. The facilitator will return the reflection to the learner with additional comments and/or questions.

How social media can be accessed by the public (Internet searches, etc) How to change privacy settings on Facebook What content is appropriate or not appropriate, and why

In small groups or pairs, learners will share what posts they found on their Facebook accounts. They will not be required to share the content of the posts, but rather should focus on the lessons learned and what steps they took to eliminate the content.

Learners will identify three posts on their Facebook account and write a one-page reflection on why the posts are inappropriate or unprofessional.

The facilitator will have access to the confidential reflection. The facilitator will return the reflection to the learner with additional comments and/or questions.

NEW COURSE PROPOSAL Objective 2.3: Upon completion of this course, learners will be able to communicate professionally in an online setting. Given a sample email from a prospective employer, the learner will be able to construct a formal email response that meets all eight criteria of a formal email (neutral email address, short/accurate subject, proper salutation, introduce self if necessary, body of message, proper closing, use of full name in signature, and free of grammatical and spelling errors). Components of a formal email Professional/ formal writing The facilitator will present the eight components of a professional email response by showing examples. The learners will engage in dialogue and then, in groups, craft and present an email that meets all eight criteria and an email that does not meet all eight criteria. The learners will write a formal email response to a prospective employer email provided by the facilitator.

23 Learners will be assessed on the eight components of a formal email response: 1. Neutral email address 2. Short/accurate subject 3. Proper salutation 4. Introduction of self if necessary 5. Body of message (relevance) 6. Proper closing 7. Use of full name in signature 8. Free of grammatical and spelling errors

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Goal three. This course will provide learners with the opportunity to explain and apply valuable networking and interviewing skills for use in a variety of contexts. General Objectives Performance Objectives Key Content or Concepts (what is taught/learned about content) In-Class Teaching and Learning Activities Out-of-Class Assessment and Teaching and Evaluation Learning Activities Activities Related to Student Achievement of Goals and Objectives The facilitator will The learners will The learners will present the take their original turn in their final components of a draft (created in personal personal class) and any introduction for introduction. feedback received facilitator review. Learners will have 5 and continue to Inclusion of skills, minutes to start a develop their interests, and career draft and then will personal goals will be be asked to practice introduction at evaluated. with a partner. All home. They will be Additional feedback will be invited to encouraged to will be provided. share their personal practice with as introduction with many friends or the entire group, if family as possible. desired.

Objective 3.1: Upon completion of this course, learners will be able to write and deliver a personal introduction that includes skills, interests, and career goals.

TBD

Components of a personal introduction How to deliver your personal introduction

NEW COURSE PROPOSAL Objective 3.2: Upon completion of this course, learners will be able to apply the S.T.A.R. (situation, task, action, results) method for behavioral interview questions. Provided a list of five behavioral interview questions in class, the learner will compose a written response for each interview question applying the S.T.A.R. model. S.T.A.R. method for behavioral interview questions Interview skills and techniques Learners will have the opportunity to draft five behavioral interview responses utilizing the S.T.A.R. method. Then, they will practice their responses with small groups and receive oral, peer feedback. Learners will be asked to expand upon their original five responses at home. Additionally, the facilitator will provide learners with a list of behavioral interview questions with which they can use to draft additional responses.

25 Learners will be informally assessed by the facilitator in class for their utilization of the S.T.A.R. method did the learner apply the situation, task, action, result model for his or her interview response? Feedback will be provided orally as needed.

NEW COURSE PROPOSAL Objective 3.3: Upon completion of this course, learners will be able to demonstrate effective steps to prepare for an interview. TBD Interview preparation steps, tips, and techniques Common questions Interviewee rights Questions for the interviewers Thank you notes The facilitator will show a video on interview preparation. After the video, the learners will be asked to engage in a group discussion focused on the following questions or comments: 1. Reactions to or observations of the video 2. What have you done to prepare for an interview? 3. What has worked, or not worked, for you in the past? 4. What questions do you have? Learners will be provided with three sample job postings by the facilitator. They will be asked to prepare for these interviews using the techniques discussed in class. These job postings will be utilized for the culminating course experience the mock interview and networking event.

26 Learners will be informally assessed by the facilitator based on their preparedness during the mock interview event.

NEW COURSE PROPOSAL Course Calendar

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The following calendar outlines the main in and out-of class activities planned for the Career Revamp course. Date / Focus Session Content and Activities To Prepare for this Session BEFORE the first session: Update or create your resume Bring your most recently submitted cover letter

Session 1: January 7 6:30-9:30PM Resumes and Cover Letters

Welcome and Introductions (15 minutes) Presentation: Key Components of Resumes and Cover Letters (55 minutes) What makes a high quality resume and cover letter? How do you identify those components? Form Peer Exchange Groups and Explain Process (15 minutes) Peer Exchange Group #1 (30 minutes) How to Integrate Professional Experiences into Resumes and Cover Letters (55 minutes) Whole group discussion Whole group practice with a mock resume and cover letter Next Week (10 minutes)

NEW COURSE PROPOSAL Date / Focus Session Content and Activities

28 To Prepare for this Session Review packet of 10 sample resumes and 10 sample cover letters and identify the seven high quality examples of each. Come prepared to discuss. Review resumes and cover letters (online, professional peers, others enrolled in the course) Edit resume and cover letter(s) based on peer feedback Incorporate and highlight at least one new experience (real or created) into your resume. Incorporate and highlight at least one new experience (real or created) into your cover letter.

Session 2: January 14 6:30-9:30PM Social Media (in Computer Lab)

Resume and Cover Letter Discussion and Wrap-Up (30 minutes) How did you identify the high quality samples of the provided resumes and cover letters? (2 examples from each participant) Peer Exchange Group #2 (30 minutes) LinkedIn Tutorial (50 minutes) Follow along with tutorial (you may bring your own laptop if you prefer) to create and/or update a LinkedIn account Presentation: Social Media (50 minutes) What and how can employers access your online presence? How to change privacy settings on Facebook Content what is appropriate? Next Week (10 minutes) Mid-Course Assessment: In-Class Anonymous Survey (10 minutes)

NEW COURSE PROPOSAL Date / Focus Session Content and Activities

29 To Prepare for this Session Review resumes and cover letters (online, professional peers, others enrolled in the course) Edit resume and cover letter(s) based on peer feedback Finish LinkedIn account by 6:30PM on January 19 Social media reflections 3 Facebook pictures 3 Facebook posts

Session 3: January 21 6:30-9:30PM Networking

Peer Exchange Group #3 - LinkedIn Focus (30 minutes)

Social Media Discussion (20 minutes) In small groups or pairs, discuss your two Facebook reflections Presentation: Eight Components of a Professional Email Response (60 minutes) Group work craft two email responses Presentation: Personal Introduction/Narratives (60 minutes) Components (skills, interests, career goals) Create your own Share with a partner Share with the group (optional) Next Week (10 minutes)

NEW COURSE PROPOSAL Date / Focus Interviewing Session Content and Activities

30 To Prepare for this Session Review resumes and cover letters (online, professional peers, others enrolled in the course) Edit resume and cover letter(s) based on peer feedback Write a professional email response to a prospective employer (provided by facilitator) Finalize version of personal introduction/narrative

Session 4: January 28 6:30-9:30PM

Peer Exchange Group #4 (30 minutes) Introduction to the S.T.A.R. Method for Behavioral Interviewing (50 minutes) Individual practice (5 questions and responses) Practice responses in small groups Interview Preparation Video and Discussion (60 minutes) Interview preparation steps, tips, and techniques Common questions Interviewee rights Questions for the interviewers Thank you notes Mock Interview and Networking Event Preparation (40 minutes) Participants will receive their three sample job postings Details of the day What to bring What to wear

NEW COURSE PROPOSAL Date / Focus Session Content and Activities

31 To Prepare for this Session Review list of additional behavioral interview questions and draft responses (will not be turned in) Prepare packet of the following to submit: All resumes edited during the peer review process with original notes All cover letters edited during the peer review process with original notes Original resume and cover letter with errors highlighted and annotated

Session 5: February 1 (Saturday) 10:00AM-1:30PM Mock Interview and Networking Event

Mock Interviews, 10:00-12:00 Round 1, 10:00-10:30 Round 2, 10:45-11:15 Round 3, 11:30-12:00 Lunch and Networking Event, 12:001:30 End of Course Assessment: Anonymous Online Survey (link emailed to participants after final session)

NEW COURSE PROPOSAL Course Visual The following is the graphic for the Career Revamp course.

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NEW COURSE PROPOSAL References

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CAST. (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author. Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass. McDearmon, J. T. (2010). Whats in it for me: A qualitative look into the mindset of young alumni non-donors. International Journal of Educational Advancement, 10(1), p. 33-47. doi:10.1057/ijea.2010.3 Meister, J. (2012, August). Job hopping is the new normal for Millennials: Three ways to prevent a human resource nightmare. Forbes Magazine. Retrieved from http://www.forbes.com/