Running head: COLLEGE AND CAREER EXPLORATION AND READINESS 1

College and Career Exploration and Readiness

Tiffany W. Morrissey

Northern Illinois University

CAHA 533
CAREER AND COLLEGE EXPLORATION 2

Education: Intimately Subjective

Education encompasses such a vast array of philosophies, theories, levels, objectives,

circumstances, and beliefs that I have come to realize more and more that ones view of

education and what it should entail and should be is dependent on ones own truths. There are too

many players in the game, so to speak. This has consistently been my problem with complex

fields; when there are too many components, there is no collective truth. There is no known, if

you will. Therefore, education is intimately subjective.

I believe education plays a role in self-actualization. Perhaps for the majority of

individuals involved, this concept is unknown, subtle, overlooked, or not considered. For me,

however, especially now that I am in graduate school, I know that education plays a deep and

intimate role in who I am as a person and what my role in this life is supposed to be. With that

being said, without education, I do not believe I would be able to meet myself. Education opens

my eyes to what I am capable of and what my future holds. It pushes me further into wanting to

know and wanting to discover. It supports my innate need for lifelong learning. I, unfortunately,

do not know many people who feel this grand effect education can have. And, thus, I feel that

much more inclined to explore my belief that if one can realize educations role in self

development and fulfillment, one can better oneself and, in turn, better the world.

As an educator, I harness a part of me that one may label life coach, motivator, or self-

esteem booster. I have recognized over the years, in my field of adult basic education, that my

students lack support, confidence, and motivation. They generally lack quality holistic

educational experiences that assist in self development and growth. I have to come to notice that
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many, many students lack this, regardless of the specific field of education I work in. Education

has a negative stigma attached to it: boring/mean teachers, too many rules, not enough art, no

personal expression allowed, no support, not enough freedom, too much discrimination, too

much oppression, et cetera. I take this into consideration when teaching. I want my students to

enjoy learning. I want them to leave my class each day knowing something they did not know

before they walked in. If this is not specifically content related, then so be it. If it means they do

not know that the moon would be dark if it were not for the sun, but they know that an APR of

23% on a credit card is a horrible deal, then I feel I have done my duty. I want my students to

learn something that will be useful to them in life, in the world. I use humor and relate to

common, everyday life situations when I teach. I tap into current social media trends, music,

movies, or TV. I do whatever it takes to get their attention, to make them laugh, to remind them

of how capable they are as human beings. This is my truth as an educator, but I know I have not

yet found the right fit for me in terms of the content I teach. I want to teach something more

aligned with personal fulfillment, growth, or impact. Maybe psychology, diversity, human

growth and development, multiculturalism, a course on motivation, a course about perception

and how reality is whatever one perceives it to be who be a snug fit. I am clearly all over the

board with this. I guess when all is said and done, I want to impact my students. I want them to

think critically about things they have never thought about before, to have them realize personal

potential, to allow them to see what matters most, and to break unhealthy cycles they currently

run in. I prefer learners be in my class by choice; I find those type of learners to be the most

motivated, willing to engage, and open to personal growth or change.

I tend to see education as an all-over-the-place, everyday occurrence. It does not have to

be formal. In fact, I may believe that the less formal it is, the more successful it has the potential
CAREER AND COLLEGE EXPLORATION 4

to be. There is a lot of pressure that goes into formal schooling. This pressure takes away from

the learning that could and should be taking place. Though I do think formal education should

have a professional tone to it, if you will, I believe taking a step back from the rigid formality of

it and looking at it from a humanistic lens is important. In the end, we are all just humans. We all

have knowledge to offer and knowledge to gain. We all have insight and experiences to share.

The environment need not be formal; rather, it should be comfortable, relaxed, collaborative, and

supportive. It ought to hold the feel of community, safety, and respect. I do not want to be an

authority figure; I would rather be a guide, a support, or a facilitator. This is the type of

environment I envision to be ideal. I want people to want to be there. If that is the tone I can set

in my teaching environment, then I will be satisfied.

As I stated in the beginning, when there are too many players in a game, you cannot

actually play the game, and you certainly cannot win. Thus, education cannot always be a

winning endeavor. It is very personal to each player involved, whether we are referring to

teachers, students, administration, parents, the public, politicians, counselors, et cetera.

Therefore, I think it is important for me to be who I want to be in the field. I need to be my truth

as an educator. If that means content sits aside because my students are in need of learning a life

skill, then that is okay. I think we are so bogged down by content, content, content that we are

missing out on holistic education. Let people learn to be people, to be human, to be themselves.

Let identities form via self-discovery, and let those identities continue to flourish and alter

throughout life. Allow potentialities to be recognized and met. For me, education can be deeply

personal and intimate. It plays a critical role in my figuring out who I am and who I want to be in

this world. And I truly believe that as we better ourselves, we are, in turn, bettering the lives of

those around us. And this beautiful cycle, opposite of the vicious and toxic cycles that have been
CAREER AND COLLEGE EXPLORATION 5

socially constructed and run rampant in our educational system, has the potential to spread across

our communities, our nation, and our world. If all the players in the game envisioned this,

perhaps the field could be intimately objective.

One Does Not Fit All: Synthesizing Learning Theories

The learning process is one that has been theorized for some time now, with significant

contributors, such as Skinner, Piaget, and Dewey, leading the pack. These theories have been,

and will continue to be, scrutinized and analyzed throughout time, and I am certain that not a

single theory will work for all types of learning no matter how much analysis and research one

conducts. I believe the learning theories we know, such as behaviorism and constructivism, will

never simply fit for all learners, in all settings, for all time. Rather, a blend is often necessary or

the flexibility to pull from the theories and apply them appropriately is the better suited use. My

student demographic consists of individuals who did not complete high school and are currently

working toward attaining a high school equivalency certificate. A program goal is that these

students will transition to college or career upon said attainment. I will be working with them to

discover their personal strengths and interests as they plan for the future. With that being said, I

confidently attest to using more than one learning theory in my own educational practice, as I see

fit.

Piagets approach to learning, which is referred to as cognitive psychology and has close

relations to the later psychological constructivism, with a focus on the cognitive structures within

a learners mind, holds great appeal. His proposed stages of development correlate with the

cognitive abilities of a learner, resulting in expected or assumed learning capabilities based on

CAREER AND COLLEGE EXPLORATION 6

building upon schemas, or previous learned concepts. Piaget describes concepts as interrelated

or organized, and thus they formed a network, a cognitive structure (Phillips and Sotis, 2004, p.

42-43). Though these stages and cognitive competencies are designated to the norm population,

whose implications will not be discussed here, Piagets learning theory certainly bodes well for

educators who prefer structured, logical meaning behind the learning process. I have no doubt

that experiences build upon experiences and learning or relearning is constantly taking place, and

that the mountain of knowledge, if you will, is being built throughout life. In working with adult

learners, my students are, in theory, past Piagets formal operational stage. Thus, they are able to

conceptualize abstract ideas. What this allows me as an educator to do is challenge my students

with content that pushes them to think critically, to build upon previous knowledge, and to gain

insight of concepts they may not have pondered much before. I can draw upon individual

experiences from my learners in order to aid in their realization that they already come with a

wealth of knowledge, albeit varying per individual, and that this knowledge is crucial to the adult

learning process. I explicitly encourage my students to share, regardless if they are right or

wrong, to take a guess, to think deeper, to relate to what they already know, and to be the brave

soul willing to make a mistake since mistakes offer us an opportunity to learn. Many of them

have jobs or have had jobs in the past, while others have children in college, and some have no

experience with either. Students are able to teach one another about the processes they are aware

of and have experienced. This leads into the next theory I encompass in my teaching, that of

experiential learning.

Experiential learning is rooted in both psychological and social constructivism.

Psychological constructivism errs on the notion that knowledge is constructed via the five senses.

What we experience through our senses is what our reality is and that the task for the learner is
CAREER AND COLLEGE EXPLORATION 7

to construct a body of knowledge on the basis of these sense impressions according to Ernst

von Glasersfeld (Phillips and Sotis, 2004, p. 51). For me, it is not necessary to explicitly and

consciously build my teaching practices upon this idea, as I have always naturally provided

opportunities for learning that will awaken the senses, though taste and touch are not as

frequently embodied in my practice. The lack of exciting those senses does not matter so much to

me, as I think they are more crucial to learning in the early years or in scientific disciplines. I try

to implement a read, write, listen, watch, do structure in my classes on a regular basis. This

method reaches out to the varying learning preferences of my students. It is a way of

differentiating instruction and my way of touching upon a student-centered learning experience,

and it can also be successfully implemented in an online format. This structure allows students to

be actively engaged in the learning process, which is another characteristic of psychological

constructivism.

What has been missing thus far, and why it is necessary for me to blend so many theories

into my teaching practices, is the notion of learning being a social endeavor and reliant upon

social interactions. This is where social constructivism comes in to play. There are subtleties in

human interactions that account for profound individual growth, such as responding to the

reactions of others. We are constantly working on ourselves based upon what we observe others

doing, rather that doing is directly geared our way or not. Vygotsky proposed the idea that what a

learner might accomplish with the guidance of adults or older peers proves that there is

additional learning potential beyond Piagets individualistic stages notion (Phillips and Sotis,

2004, p. 58). I tell my students to make sure they speak up when they know of a different or new

approach to something we are covering. I encourage them to bring to the class the ways in which

they learn, remember, or master content because they are all teachers and what I provide might
CAREER AND COLLEGE EXPLORATION 8

not click but what a classmate provides might. I absolutely believe that we can often learn more

from one another than we can from more traditional educational practices, especially in regards

to adult learning. I believe discussions, sharing of personal experiences, and collaborative

learning are critical to self growth and development. In fact, I may go so far as to declare that

without this social aspect, people would not be able to completely flourish as individuals and

reach self-actualization. I have no doubt in my mind that people need other people in order to

become who they are meant to become. This could mean that social interactions teach us more

about what we want to be in life or perhaps shed light on what we certainly do not want to be. It

is important to realize that it is part of the holistic nature of education. My students will work on

a group project, connecting to real-world interview scenarios they will face. The collaborative

project in itself will require them to reflect on, and make connections to, the type of collaboration

college or career may entail. Coming from the humanistic lens, I know that implementing

opportunities for my students to work with and interact with one another is vital to their holistic

growth. I do not, however, think most people realize this, so that is why I want to provide such

opportunities and engage learners in reflection practices that will bring forth awareness of what

has taken place.

And with such awareness, comes my final theoretical interest, that of the sociocultural or

transformative approach to learning. Having already established the importance social

intercourse plays in learning and how such learning ultimately aids in finding oneself, we end

with the idea that learning is a process that provides varying perspectives and information, to

which one can do what he or she chooses to do with it. In essence, especially in adult learning, I

have an opportunity to shift the way my students view themselves, others, and the world. This is

a powerful notion, as it allows me to empower others by exposing them to critical concepts or

CAREER AND COLLEGE EXPLORATION 9

issues that affect them that they may not realize do or may not think they have any power to

change. This transforms them because it challenges a certain way of knowing, a way they now

realize can be altered. Individuals can no longer go back to the way it was before their eyes were

opened, if you will. How can I make this happen in a class? Taylor mentions the importance of

engaging learners in classroom practices that assist in the development of critical reflection

through use of reflective journaling, classroom dialogue, and critical questioning (Taylor, 2008,

p.11). Though there will be some resistance, mostly due to lack of experience, I plan to guide my

students through this process so they can see how profound and transformative it can be for

them. My students come from struggling backgrounds and negative educational experiences,

resulting in a lack of confidence. I believe transformative learning harnesses a motivational

factor, a new awareness of the possibilities one has in life. I feel excited to be the one who offers

an opportunity for students to figure out who they are and plan for a fulfilling life moving

forward.

Learning theories are broad yet specific, can be fitting or unsuitable. What I know is that

I need to do what makes sense to me for my students. This will vary, sometimes day by day. This

will be contingent upon the group I have or the content I teach. Although I am not yet in the

space I would like to be, one in which I can focus mainly on transformative learning, I do know

that with the combination of theories, I am currently able to subtly transform my students. It is

exciting to me that I am in a position in which I can foster transformation and, in turn, the self-

actualization of people around me. It is empowering, fulfilling, and aids in my own self-

discovery. Though one may not fit all, I know I fit best with transformative learning. This is my

space to make a difference.

CAREER AND COLLEGE EXPLORATION 10

Instructor: Tiffany Morrissey

Course Title: College & Career Exploration & Readiness
Course Description: In conjunction with GED preparedness classes, this course
prepares students for transition to college and/or career by exploring career choices
based on learning style, skills, and field of interest.
Credit Hours: 0 (Students will receive certificates of achievement upon successful
completion of the course.)
Course Length: 4 weeks (1 module per week)
Class Size: 25
CMS: Blackboard
Course Learning Objectives:
1. Demonstrate ability to research workforce related topics using the internet.
2. Identify skills and responsibilities needed to succeed in a specific employment
position.
3. Apply reading and writing skills to practical tasks associated with college/career
searches such as researching job opportunities and completing job applications.
4. Demonstrate knowledge of college system and explore opportunities for pursuing
career goals within the colleges continuing education and credit programs.
Student Demographics: Predominantly low income, native English and ELL, low and
high adult secondary education GED level who will transition to college or career upon
attainment of a GED certificate.

Module 1 Lesson Overview

In this module, students will provide what they believe to be their natural skills and
abilities and relate those to potential jobs or careers. They will reflect on what they
have always thought were strong suits and what they always believed they wanted to
establish as a job or career. Additionally, students will have the opportunity to explore
careers based on Workforce Connects Matchmaker & My Skills, in which their skills
will match to potential career options. This, too, will allow for reflection when
comparing and contrasting their personal beliefs and the results of the matchmaker.

Student Learning Outcomes

1. Describe natural skills and talents and how those match dream jobs.
2. Demonstrate the ability to follow directions and complete an online-based survey.
3. Reflect upon matchmaker results and write about the similarities and differences
to original beliefs.
CAREER AND COLLEGE EXPLORATION 11

Instructions/directions as presented to students:

Readings/Resources

For this weeks module, you will only need a computer with internet access as well as
your Workforce Connects login credentials.

Assignments/Discussions

Assignment 1: Discussion Question (worth 10 pointssee rubric below)

Respond to both of this weeks discussion questions located in the forum:

Question 1: What natural skills and abilities do you have? In other words, what are you
good at or what do you do well?

AND

Question 2: What job(s) or career(s) do you think your skills and abilities match? What
has been your dream job? Do your skills and abilities match it? How so?

Things to remember:
Your initial response is due by Tuesday.
Make sure to respond to at least two classmates posts by Friday.
Your responses to classmates should be thoughtful, meaning you should
respond to your classmates by making connections as well as ask further
questions and attempt to have an online conversation regarding the topic.
See rubric below for Discussion Forum grading.

Assignment 2: Matchmaker & My Skills (worth 10 pointssee rubric below)

a. Login to your Workforce Connects account

b. Click on MY SKILLS

c. Click on Start New Matchmaker

d. Name your session Module 1 where it says Matchmaker Label

e. Complete the activity, choosing your degree of likeability for each statement.
Make sure to complete all 116 statements. You will need to click the blue box
that says Answer More Questions in order to complete all 116.
CAREER AND COLLEGE EXPLORATION 12

f. Read through the career descriptions of those that were scored A (very good
match) and narrow it down to 3 choices that you would like to research
further. By Friday, POST THESE 3 CHOICES on the Discussion Board
Forum titled Top 3 Career Choices.

Assignment 3: Matchmaker & My Skills Reflection (worth 10 pointssee rubric below)

a. Reflect upon your Matchmaker & My Skills results. Compare and contrast
what you initially posted in the discussion forum regarding your skills and
abilities and the jobs that you think match them to the matchmaker results.
Additionally, reflect upon the following: 1. Were you surprised by the top
matches? Why or why not? 2. How do you feel about the careers you were
matched with? 3. Are there some that excited you? 4. Are there some that
made you nervous? This reflection should be typed, double spaced, at least
one page in length, and emailed to me by Sunday.
CAREER AND COLLEGE EXPLORATION 13

Rubrics/Assessments

Module 1 Assignment 1 Discussion Question Rubric

Item Points

Proficient Average Not there

Posted throughout the week, not all on one 2 1 0

day

Thoughtfully responded to at least two 3 2 0

classmates posts

Initial response posted on or before due date 3 2 0

is thorough and shows evidence of critical
thinking and understanding

Standard English mechanics and grammar 2 1 0

were used throughout posts

Total 10

Module 1 Assignment 2 Matchmaker & My Skills Activity Rubric

Item Points

Yes No

Matchmaker Label named Module 1 1 0

Completed 116 statements 5 0

Top 3 Career Choices were scored A 2 0

Top 3 Career Choices were posted on the 2 0

correct forum on or before due date

Total 10
CAREER AND COLLEGE EXPLORATION 14

Module 1 Assignment 3 Matchmaker & My Skills Reflection Rubric

Item Points

Proficient Average Not there

Compared and contrasted original thoughts to 4 2 0

matchmaker results

Responded to at least 2 of the reflection 4 2 0

questions listed

Standard English mechanics and grammar 2 1 0

were used throughout reflection

Total 10

Module 2 Lesson Overview

In this module, students will use the U.S. Bureau of Labor Statistics website to
research specific careers they were matched with in Module 1. Additionally, students
CAREER AND COLLEGE EXPLORATION 15

will learn about the value of community colleges in relation to job readiness and
career earnings potential by reading current articles online.

Student Learning Outcomes

1. Demonstrate ability to research workforce related topics using the internet.

2. Identify current statistical information for various employment fields.
3. Apply reading and writing skills in response to current news articles in connection
to personal beliefs about community colleges.

Instructions/directions as presented to students:

Readings/Resources

As usual, you will need a computer with internet access. You will benefit from the
following readings, and they should be used to assist in answering the Module 2
Discussion Question.
1. How Community Colleges Can Close the Skills Gap by Cheryl Hyman
http://www.huffingtonpost.com/cheryl-hyman/how-community-colleges-
ca_b_1775525.html
2. Community colleges work to fill huge demand for middle skill workers by Katie
Spencer http://news.medill.northwestern.edu/chicago/news.aspx?id=181511
3. Community college grads out-earn bachelors degree holders by Jon Marcus
http://money.cnn.com/2013/02/26/pf/college/community-college-
earnings/index.html

Assignments/Discussions

Assignment 1: Career Choice Research (worth 10 pointssee explanation on

handout)

a. Go to the U.S. Bureau of Labor Statistics http://www.bls.gov/

b. Scroll over Publications and click on Occupational Outlook Handbook

c. In the Search Handbook field, type in the first of your Top 3 Career Choices

d. Fill out the handout titled Career Choice Research (see handout on last page)

e. Complete steps c. and d. for each of your other 2 career choices

f. Email me the completed Career Choice Research handout by Friday.

Assignment 2: Discussion Question (worth 12 pointssee rubric below)

CAREER AND COLLEGE EXPLORATION 16

Respond to one of this weeks discussion questions located in the forum:

Question 1: Do you think it is the responsibility of community colleges to prepare its

students for employment? Why or why not? If it is not the colleges responsibility, then
whose responsibility is it?

OR

Question 2: How can a community college level of education (Continuing Education

certificate and/or Associates degree) prepare you for a financially stable life?

Things to remember:
Your initial response is due by Tuesday.
Make sure to respond to at least two classmates posts by Saturday.
Your responses to classmates should be thoughtful, meaning you should
respond to your classmates by telling him/her what you agree or disagree about
his/her post as well as ask further questions and attempt to have an online
conversation regarding the topic throughout the week

Type your name here:

Module 2 Assignment 1: Career Choice Research

U.S. Bureau of Labor Statistics www.bls.gov
CAREER AND COLLEGE EXPLORATION 17

(1)According to the U.S. Bureau of Labor Statistics, what does Job Outlook
mean?

(2)According to the U.S. Bureau of Labor Statistics, what does

Employment Chance mean?

(3) Career Choice 1 title:

Median Pay (year and amount):
Entry Level Education:
Number of Jobs (year and amount):
Job Outlook (year and percent):

(4) Career Choice 2 title:

Median Pay (year and amount):
Entry Level Education:
Number of Jobs (year and amount):
Job Outlook (year and percent):

(5) Career Choice 3 title:

Median Pay (year and amount):
Entry Level Education:
Number of Jobs (year and amount):
Job Outlook (year and percent):

The Career Choice Research assignment is worth 10 points. You will receive
2 points for each correctly completed number. There are 5 numbers to
Module 2 Assignment 2
complete on this handout. IfDiscussion
you do notQuestion Rubric in by the due date,
turn the handout
you will receive a zero. Email me your completed handout.
Item Points
CAREER AND COLLEGE EXPLORATION 18

Proficien Average Not there

t

Posted throughout the week, not all on one day 2 1 0

Used the modules readings to enhance/support 2 1 0

discussion

Thoughtfully responded to at least two 3 2 0

classmates responses

Initial response posted on or before due date is 3 2 0

thorough and shows evidence of critical thinking
and understanding

Standard English mechanics and grammar 2 1 0

were used throughout posts

Total 12
CAREER AND COLLEGE EXPLORATION 19

Module 3 Lesson Overview

In this module, students will have the opportunity to learn about how to prepare for an
interview, what one should and should not do during an interview, as well as post-
interview etiquette. Additionally, they will work in groups to evaluate and critique mock
interviews.

Student Learning Outcomes

1. Analyze and make connections to a professionals interview guidelines.

2. Apply reading and writing skills in response to relevant news articles, videos, and
podcasts.
3. Evaluate and critique mock interviews.

Instructions/directions as presented to students:

Readings/Resources

As usual, you will need a computer with internet access. You will benefit from the
following readings, videos, and podcasts and they should be used to assist in answering
the Module 2 Discussion Questions.

1. 15 Career Experts Share The Best Interview Tips For College Graduates
http://www.forbes.com/sites/robertfarrington/2014/07/07/15-career-experts-share-
the-best-interview-tips-for-college-graduates/
2. Be on ball during -- and after -- the interview
http://www.chicagotribune.com/business/careers/ct-biz-0623-work-advice-
huppke-20140623-column.html
3. Listen: More Job Interview Tips http://www.stlcc.edu/podcasts/business-
training/More-Job-Interview-Tips.html
4. Watch: Job Center https://vimeo.com/36430995
5. Watch: Mock Job Interview Questions and Tips for a Successful Interview
https://www.youtube.com/watch?v=BkL98JHAO_w

Assignments/Discussions

Assignment 1: Discussion Question (worth 12 pointssee rubric below)

Respond to one of this weeks discussion questions located in the forum:

CAREER AND COLLEGE EXPLORATION 20

Question 1: Within the DQ forum, you will see each executives name from the Forbes
article. Choose two executives whose tips/advice you found to be the most helpful,
significant, or profound and write a response in that thread as to why you feel this way
and how the executives words of wisdom is preparing you for your future.

OR

Question 2: What is post-interview behavior and why is it so important?

Things to remember:
Your initial response is due by Tuesday.
Make sure to respond to at least two classmates posts by Saturday.
Your responses to classmates should be thoughtful, meaning you should
respond to your classmates by telling him/her what you agree or disagree about
his/her post as well as ask further questions and attempt to have an online
conversation regarding the topic throughout the week

Assignment 2: Collaborative Group Project Mock Interview Evaluation and Critique

(worth 25 pointssee rubric below)

Access the video here: https://www.youtube.com/watch?v=ZVF5SGusPH4

Each group member must watch the video and take notes regarding the two
interviewees, John and Carol. Although it may be clear which individual conducts a
better interview, its important to acknowledge both the positive and negative aspects of
each interviewee. You will be expected to discuss your thoughts and ideas in a private
group forum on the discussion board. As a group, you must discuss and agree on both
the positive and negative aspects of both Johns interview and Carols interview. Your
group needs to present this information in a format of your choice. It can be a written
report, a slideshow, a graphic organizer, a chart, etc. All communication between group
members should take place in your private group forum. Any outside communication
should be notated and sent to all group members and me. You should be posting to
your groups private forum at least once a day. You will have this module as well as
Module 4 to work on this project. Your final project should be posted to the Group
Project forum on or before the Module 4 Sunday.
CAREER AND COLLEGE EXPLORATION 21

Rubrics/Assessments

Module 3 Assignment 1 Discussion Question Rubric

Item Points

Proficient Average Not there

Posted throughout the week, not all on one day 2 1 0

Used the modules readings to enhance/support 2 1 0

discussion

Thoughtfully responded to at least two 3 2 0

classmates responses

Initial response posted on or before due date is 3 2 0

thorough and shows evidence of critical thinking
and understanding

Standard English mechanics and grammar were 2 1 0

used throughout posts

Total 12

Module 3 Assignment 2 Group Project: Mock Interview Video Evaluation &

Critique Rubric

Item Points

Proficient Average Not there

All group members actively participated in the 5 3 0

private forum discussion. Daily posts were
constructive, effective, and productive.

Team collaboration was apparent. A group effort 5 3 0

could be witnessed through the groups
communication.

The final product was creative and presented 5 3 0

CAREER AND COLLEGE EXPLORATION 22

clearly.

Standard English mechanics and grammar were 5 3 0

used throughout posts and final product.

The final product was turned in by the due date. 5 3 0

Total 25

References

Phillips, D. C., & Soltis, J. F. (2004). Perspectives on learning (4th ed.). New York, NY:

Teachers College Press.

Taylor, E. W. (2008). New directions for adult and continuing education (Vol. 119). Wiley
CAREER AND COLLEGE EXPLORATION 23

Periodicals.