College of San Mateo Course Outline

College of San Mateo
Course Outline
New Course
Update/No change
Course Revision (Minor)
Course Revision (Major)
Date: 08/2007
Department: Career and Life Planning
Number: CRER
Course Title:
Career Choices I: Assessment
Lecture: 8 hours total
By Arrangement: 0
Lab: 0
Length of Course
Short course(Number of weeks:1–8 weeks
Credit/No Credit
Open entry/Open exit
Grade Option (letter or Credit/No Credit)
Prerequisite (Attach Enrollment Limitation Validation Form.)
Corequisite (Attach Enrollment Limitation Validation Form.)
Recommended Preparation (Attach Enrollment Validation Form.)
Catalog Description (Include prerequisites/corequisites/recommended preparation.)
Career Choices I: Career Assessment (.5)
(Credit/No Credit grading)(Open entry/open exit or short course)
One lecture hour plus one hour by arrangement for eight weeks.
This career assessment course is designed to help students determine an appropriate career,
major or job choice. Self-assessment activities such as vocational surveys, personality
assessments, work values, skill identification, decision making and goal setting may be used.
Students will research careers, majors and life planning issues in order to make informed choices.
( May be taken up to 2 times for a total of 1 unit) (CSU)
Class Schedule Description (Include prerequisites/corequisites/recommended preparation.)
CRER 126 Career Choices I: Career Assessment
A career exploration course covering the process of career assessment, self awareness, decision
making, setting goals and creating action plans. Includes seminars and student research on
careers and college majors. Surveys to appraise personality, interests, values and skills may be
used. It is recommended that students report to Career Services in Building 5, Room 128 during
the first week of classes to select class dates and times. Credit/ No Credit grading. Open
entry/open exit. May be taken up to 2 times for a total of 1 unit. (CSU)
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Course Outcomes (Identify 5-8 expected learner outcomes using active verbs.)
Upon completion of the course, students wil be able to:
- Define the steps in the career decision making process
- Identify the appropriate starting point for his/her career decision making process
- Use a selection of vocational surveys to help determine choice
- Use self-reflection techniques to help validate career and educational choice
- Integrate vocational/skill assessment results into potential decision
- Set short term educational goals
- Evaluate short term goals
- Employ action plan strategies
- Use Counseling Services effectively
- Write Student Educational Plan for dicscussion with counselor
Course Content (Brief but complete topical outline of the course that includes major subject
areas [1-2 pages]. Should reflect all course objectives listed above. In addition, you may attach
a sample course syllabus with a timeline.)
a. Making choices: An introduction to the career decision making process
b. Self-discovery: Reflection on your goals, mission, passion or purpose in life
c. How your preferences reflect your personality: Using the MBTI and other personality surveys
d. How your vocational interests patterns reflect your choices: Using the Strong Interest Inventory
e. Discovering your work values: Using values assessment tools
f. Identifying your transferable and personal skills: Using life experience interviews and skill
g. Integrating your career assessment results: Analyzing data to make a tentative career or
educational choice
h. Practice setting personal goals: Using goal setting strategies that best match your personality
i. How to write your educational plan: Using college catalog, GE lists and other advising tools
j. Evaluate your plan: Using self-reflection and research skills to clarify and validate your
k. Prepare for your counseling meeting: Presenting your educational goals and asking for
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Representative Instructional Methods (Describe instructor-initiated teaching strategies that
will assist students in meeting course objectives. Include examples of out-of-class assignments,
required reading and writing assignments, and methods for teaching critical thinking skills.)
Instructional methods include but are not limited to, short lectures, required readings, vocational
assessments, classroom exercises, student discussions, and writing assignments. Students will be
asked to apply new learning and decision-making strategies to class assignments and to articulate
potential career, major or job choice.
Representative Methods of Evaluation (Describe measurement of student progress toward
course objectives. Courses with required writing component and/or problem-solving emphasis
must reflect critical thinking component. If skills class, then applied skills.)
Students will write self-reflection papers or notes, discuss the assessment results, articulate
a decision-making process and write short-term goals including a tentative student educational
and career plan.
Representative Text Materials (With few exceptions, texts need to be current. Include
publication dates.)
This is a .5 unit course, conducted over 8 hours of class/counseling time. A selected
compendium of handouts, assessment tools, readings and exercises will be used. Internet sites
such as Eureka and Assist will be provided.
Supplemental texts:
The Career Fitness Program: Exercising Your Options; Diane Sukiennik, William Bendat, Lisa
Raufman, (2001) sixth edition, Prentice Hall
Vocational Assessment instruments:
Strong Interest Inventory
Myers- Briggs Type Indicator
Value Card Sorts
Skills Card Sorts
Available through Consulting Psychologist Press
On-line through Skills-One, a CPP web-site
Prepared by:
Email address:
burnse[email protected]
Submission Date:
02-27-05 UPDATED 08/2007
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