REQUEST TO COLLEGE CURRICULUM COMMITTEE FOR CURRICULAR IMPROVEMENTS
DEPARTMENT: BUS PROPOSED EFFECTIVE SEMESTER: Fall 2009 COLLEGE: Haworth College of Business
PROPOSED IMPROVEMENTS
Academic Program
New degree*
Substantive Course Changes
New course
Misc. Course Changes
Title
New major*
New curriculum*
New concentration*
New certificate
New minor
Revised major
Revised minor
Admission requirements
X
Pre or Co-requisites
Deletion (required by others)
Course #, different level
Credit hours
Enrollment restriction
Course-level restriction
Prefix X Title and description
(attach current & proposed)
Description (attach current & proposed)
Deletion (not required by others)
Course #, same level
Variable credit
Credit/no credit
Cross-listing
COGE reapproval
Other (explain**)
Graduation requirements
Deletion Transfer
Other (explain**) Elective
General education (select one)
Not Applicable
X Other (explain**) Elective
Title of degree, curriculum, major, minor, concentration, or certificate: BBA
Existing course prefix and #: UNIV 1020 Proposed course prefix and #: BUS 1020 Credit hours: 1
Existing course title: Career Exploration and Development (will continue as UNIV 1020)
Proposed course title: Business Career Exploration
Existing course prerequisite & co-requisite(s): BUS 1750 may be taken concurrently
Proposed course prerequisite(s) none
If there are multiple prerequisites, connect with “and” or “or”. To remove prerequisites, enter “none.”
Proposed course co-requisite(s) none
If there are multiple corequisites, they are always joined by “and.”
Proposed course prerequisite(s) that can also be taken concurrently:
Is there a minimum grade for the prerequisites or corequisites?
n/a
The default grades are D for undergraduates and C for graduates.
Major/minor or classification restrictions:
List the Banner 4 character codes and whether they should be included or excluded.
This course will be restricted to students who are PBBA or any of the following. All of the following pre-business and major codes should be included:
ACTP, ACTJ, ADVP, ADVJ, CMIJ, CMIP, EBZP, EBZJ, FINP, FINJ, FNPP, FNPJ, FMKP, FMKJ, ISMP ISMJ, HRMP, HRMJ, MKTP, MKTJ, MGTP, MGTJ, SBMP,
SBMJ, TMBP, TMBJ, UNBP, UNBJ
For 5000 level prerequisites & corequisites : Do these apply to: (circle one) undergraduates graduates
Specifications for University Schedule of Classes: a. Course title (maximum of 30 spaces): Business Career Exploration b. Multi-topic course: No X Yes c. Repeatable for credit: X No Yes d. Mandatory credit/no credit: X No Yes e. Type of class and contact hours per week (check type and indicate hours as appropriate)
1. Lecture 3. X Lecture/lab/discussion 1 5. Independent study
2. Lab or discussion 4. Seminar or studio 6. Supervision or practicum
CIP Code (Registrar’s use only)
:
Chair/Director Date
Chair, College Curriculum Committee
Dean Date: Graduate Dean:
Curriculum Manager: Return to dean Date Forward to:
Date
Date
Date
Chair, COGE/ PEB / FS President
FOR PROPOSALS REQUIRING GSC/USC REVIEW:
* Approve Disapprove Chair, GSC/USC
* Approve Disapprove Provost
Date
Date
Date
Revised May 2007. All previous forms are obsolete and should not be used.

1. Explain briefly and clearly the proposed improvement.
This document is a proposal to transfer and rename an existing, business-customized version of UNIV 1020, Career
Exploration and Development, to the Haworth College of Business. The course is currently taught under the
University Counseling & Testing Center. It would be renamed BUS 1020 Business Career Exploration and taught exclusively to business students.
Faculty in University Counseling & Testing developed the original UNIV 1020, Career Exploration and
Development, about twenty years ago. This course targeted undecided students whose career interests spanned several colleges. However, some students desired a course more focused on business careers. Starting in 2003, a section of UNIV 1020 was modified for students who had declared pre-business, and one 24-student section of the pre-business version has been offered every Fall and Spring semester since.
Beginning in Fall 2009, the University Counseling & Testing Center will offer only sections of UNIV 1020 that provide career testing and counseling services across options in all colleges, rather than offering college-specific sections. The section customized for business students will no longer be offered under the UNIV prefix, although
UNIV 1020 will continue to be offered. The University Counseling & Testing Center has requested that any collegespecific section be transferred to the specific college, with a college-specific course prefix and number (e.g., BUS
1020).
Course objectives and learning outcomes for BUS 1020 will mirror UNIV 1020, which will continue to be offered. In particular, BUS 1020 will continue to address three main topics: 1) Self-assessment for academic/career exploration and decision-making, 2) Resume development for internship search; 3) Internship networking and interviewing skills.
It will continue to count as one elective credit. The primary instructor for the course, who has recently moved to the
Haworth College of Business as Director of the new Career Center, will remain the same, and she will continue to teach the course. HCoB students will benefit through the convenient location of this helpful course within the college.
2. Rationale. Give your reason(s) for the proposed improvement. (If your proposal includes prerequisites, justify those, too.)
A clear need exists for this course. Beginning business students are faced with numerous difficult and important choices. Once students have declared an interest in the business college, they still must choose among five disciplines, fifteen different majors, and multiple career paths within each major. Students often need knowledgeable, professional guidance in determining not only if they are suited for a profession but also what people in that profession do.
The inclusion of BUS 1020 will provide a valuable addition to the currently limited career exploration options available in the business college. One aspect of career exploration is provided in BUS 1750, where students are introduced to all of the business disciplines and they prepare beginning self-assessment materials, but that is only a first step toward career exploration. In BUS 1020, students will assess their personality, values, and career-related interests, and then meet individually with a qualified career advisor to, first, interpret the information, and second, to learn how to obtain resume–building experience with a possible internship. Taken either concurrently or as a follow on to BUS 1750, BUS 1020 will help students identify the “best fit” major earlier and begin exploring career options within that major before they invest substantial time in possibly inappropriately chosen coursework.
Similarly, BUS 1020 will help students acquire valuable, resume-building internship experience. As part of their early career exploration, BUS 1020 will help students prepare for an internship as early as after their sophomore year, a potentially critical trial period as they test and refine career choices before investing too deeply in a chosen major.
Such an early internship would help position the students in a competitive job market where employers expect students to have at least one, and preferably two, internships.
With such a combination of early guidance and internship experience, students can focus on their major earlier, and they are better positioned to finish their college requirements in four years and move into productive, satisfying careers. Having students succeed is a goal of not only students and their parents but also the University. BUS 1020

helps lower-division students succeed by providing resources to help them make their academic career-related decisions in a timely way. The same opportunities are available at the HCoB Career Center on an individual basis with limited follow-up, but would be dependent on students’ continuing initiative to avail themselves of the services over a span of several weeks.
The proposed course has a proven record of success. Three years of course evaluations for six sections of the customized pre-business UNIV 1020 show that over 95% of the students indicated that the course helped them choose an academic business major and career path that aligned with their career-related interests, personality, and values.
(See question 6 for specifics.) Since 2003 when the customized course premiered, a section has filled to capacity each
Fall and Spring semester.
3. Effect on other colleges, departments or programs. If consultation with others is required, attach evidence of consultation and support. If objections have been raised, document the resolution. Demonstrate that the program you propose is not a duplication of an existing one.
The need for the proposed change originated with a request from faculty outside the Haworth College of Business.
The University Counseling and Testing Center has requested that the pre-business section of UNIV 1020 be moved to the business college and identified with a business college-specific prefix. University Counseling and Testing will continue to provide UNIV 1020 for students who are undecided among options across the university. An e-mail indicating support from the University Counseling and Testing Center is attached.
4. Effect on your department’s programs. Show how the proposed change fits with other departmental offerings.
Within the Haworth College of Business, three courses appear to offer some similarity but not duplication in content with the proposed BUS 1020 (or the existing pre-business UNIV 1020): BUS 1750 Business Enterprise, BCM 1420
Informational Writing, and BUS 3700 Integrated Communication in Business. The next three paragraphs explain the purpose of each of these courses. Quotations are from the course descriptions in the university catalog unless noted.
BUS 1750 Business Enterprise “introduces students to the development and value of business enterprises in society,
… examine[s] the dynamics of business decision-making and demonstrate[s] the ability to identify, describe and apply essential business concepts, theories and practices.” This course is typically taken in a freshman’s first semester. One aspect of career exploration is provided in BUS 1750: Students are introduced to all of the business disciplines and they prepare beginning self-assessment materials, a necessary but not sufficient first step to career exploration.
In BCM 1420, career exploration may be included but is not a main element of the course. The focus of BCM 1420 is on development of “the composition skills required of the competent writer in business or professions.” Through
“continuing directed practice in writing, students develop competence in the organization and presentation of facts and information in writing . . . ” BCM 1420 meets the university’s Proficiency I writing requirement. Neither resumes nor interviews are included in this course.
BUS 3700 “expand[s] students’ understanding of the complexities of effective oral and written communication in business” and meets the university baccalaureate writing requirement. The focus in this junior-level course is on writing projects that build “the students’ ability to analyze an audience, adapt to the audience, and develop persuasive communication strategies reflecting the integration of written, oral, visual, and electronic modes of communication.” The master syllabus includes “career search processes, including self-assessments, employment documents, and interviews.” A resume is one of these employment documents. Students learn to prepare a sophisticated, rhetorically persuasive resume for use as professional self-presentation tool in seeking an internship or entry level management position. Interviews are also included, and provide practice in applying the capacity to analyze the audience and adapt appropriate persuasive strategies. The career search component comprises 10-15% of the course grade.
BUS 1020 differs from any of the above courses in that BUS 1020 focuses on pre-major career exploration and internship preparation, with narrower learning outcomes than those of either BCM 1420 or BUS 3700. BUS 1020

offers guided career testing, exploration, and personal career advising. Such personalized advising is critical for undecided pre-business students, who need timely, knowledgeable guidance. Students are given an introduction to resume preparation, including the use of factual content and formatting considerations, often before the pre-BBA student has had any college or internship work experience. Interviewing practice helps alert these lower-division students to employers’ expected work ethic, and helps them succeed in gaining internships by reducing the intimidation factor and demonstrating the behaviors that employers expect.
Having the proposed three-four sections of BUS 1020 available as an elective during each Fall and Spring semester results in an estimated maximum of 10%-20% of future BUS 1750, BCM 1420, or BUS 3700 students having the option to elect BUS 1020.
5. Effects on enrolled students: Are program conflicts avoided? Will your proposal make it easier or harder for students to meet graduation requirements? Can students complete the program in a reasonable time? Show that you have considered scheduling needs and demands on students’ time. If a required course will be offered during summer only, provide a rationale.
BUS 1020 meets once per week for 50 minutes and is unlikely to create schedule conflicts. Students may elect to enroll if unsure about their business career choice.
This course in unique in its focus on career preparation; it offers students more in-depth and earlier access to career exploration within the business disciplines than is currently available in other HCoB course offerings. With earlier access to this information, it is conceivable that students electing this course may graduate earlier and with better prospects for a satisfying career than would otherwise be the case.
6. Student or external market demand. What is your anticipated student audience? What evidence of student or market demand or need exists? What is the estimated enrollment? What other factors make your proposal beneficial to students?
The anticipated student audience is comprised of those students who are enrolled in a pre-business (PBA) program but may be unsure about their areas of interest or “fit” within a business profession. As a result, they are unsure of a best choice of major, and what they can do with a given major. They are also uncertain as to how to find and prepare for an internship experience.
Evidence of demand has been shown over the last four years as 24 students have consistently filled a customized-forbusiness section of UNIV 1020. In the last two years, demand has exceeded supply. Estimated enrollment is full capacity of 24 students per section in three or four sections offered during each of the fall and spring semesters.
Students benefit by learning if their interests, values and personalities are well matched with a specific area within business. They also meet potential internship employers who are brought into the class to speak and answer their questions. Students have an opportunity to work with alumni mentors, who are integrated into the course. Students learn about occupations of interest from the networking assignment. Activities such as the business internship panel and interview training and practice are also valuable at this early stage. All of these provide direct benefits to students exploring career options. If a student’s interests, values and personality are not suited for business, the student will be guided toward an appropriate college or additional helpful resources.
Student evaluations of the course found high percentages of student agreement or strong agreement with the following statements. “The class was effective in:
- Helping me decide on a major and/or career direction according to my interests, personality, values, and abilities. [96%]
- Teaching me career exploration and job search methods that are useful now and in the future. [99%]
- The practice interviews with Target Stores’ Team Leaders helped me to understand what an employer is looking for and how to answer interview questions.” [92%]

7. Effects on resources. Explain how your proposal would affect department and University resources, including faculty, equipment, space, technology, and library holdings. Tell how you will staff additions to the program. If more advising will be needed, how will you provide for it? How often will course(s) be offered?
What will be the initial one-time costs and the ongoing base-funding costs for the proposed program?
(Attach additional pages, as necessary.)
Faculty: No new faculty will be needed for this course. Originally, the course was designed by University Counseling
& Testing Department to be taught by their graduate students. Unfortunately, graduate students in Counseling are not always familiar with all the programs in other colleges and departments. The customized business section has been taught by Ms. Linda Ickes, Associate Director of Career and Student Employment Services, as part of her responsibilities. Ms. Ickes, now Director of the HCoB Career Center, will continue to teach the course as BUS 1020 and will also supervise another instructor, Ms. Jessie Wagner, Career Advisor in the HCoB Career Center. Both Ms.
Ickes and Wagner are qualified to administer and interpret the career assessment instruments.
Equipment and space: Computer and projection equipment exist in Schneider Hall classrooms and in the Career
Center’s conference area, where the course will be offered.
Technology: Course master syllabus, course content and external links will be maintained in Blackboard Vista for student accessibility.
Library holdings: Online career books and other up to date career resources are essential to the course.
Additions to the program: Additional teaching staff is not anticipated. Should that change, additional staff positions would be funded from existing Career Center resources, which are privately funded monies that are independent of
HCoB funds.
For in-depth program advising, students will be referred to the HCoB Office of Academic Advising & Admissions, or to the department, as appropriate. Such referrals are consistent with current practices.
The course will be offered Fall and Spring semesters each academic year. When enrolled in UNIV 1020, students pay a course fee of $20; this fee will continue in BUS 1020.
Annual professional development training in the use of MBTI/Strong career assessment instruments will be provided through the Career Center budget on an ongoing basis.
8. General education criteria. For a general education course, indicate how this course will meet the criteria for the area or proficiency. (See the General Education Policy for descriptions of each area and proficiency and the criteria. Attach additional pages as necessary. Attach a syllabus if (a) proposing a new course, (b) requesting certification for baccalaureate-level writing, or (c) requesting re-approval of an existing course.)
The syllabus is attached. The course is not a general education course.
The students will be able to:
1.
Use self-assessment information to identify academic and career pathways that align with their interests, skills, personality and values.
2.
Explore academic and career pathways by gathering information on employment outlook, job titles, employers, salary ranges, and student organizations.
3.
Demonstrate professional business etiquette (dress, handshake, introductions, thank-you & follow-up) while networking and interviewing with employer representatives and alumni.
4.
Conduct a job (internship) search and prepare internship job search materials.

5.
Prepare for and participate in a practice employment interview including introductions, answering behavioral interview questions, and asking questions of the employer.
10. Describe how this curriculum change is a response to assessment outcomes that are part of a departmental or college assessment plan or informal assessment activities.
Data indicate that many of our beginning students are indeed in a quandary. During 2007-08, students enrolled in the
UNIV 1020 pre-business Career Exploration & Development class were surveyed on the first day of class about the clarity of their academic/career direction. The findings were as follows:
- 80% of the pre-business students indicated they were "clueless" about specific programs and choice of major;
- 10% indicated they knew what they wanted to major in but they didn't know what they could "do" with this
major;
- 10% indicated they knew what they wanted to do; they wanted to ensure that they would do it well.
11. (Undergraduate proposals only) Describe, in detail, how this curriculum change affects transfer articulation for Michigan community colleges. For course changes, include detail on necessary changes to transfer articulation from Michigan community college courses. For new majors or minors, describe transfer guidelines to be developed with Michigan community colleges. For revisions to majors or minors, describe necessary revisions to Michigan community college guidelines. Department chairs should seek assistance from college advising directors or from the admissions office in completing this section.
The change in prefix and course description will not affect transfer articulation.
EXISTING OR PREVIOUS COURSE DESCRIPTION
UNIV 1020 – Career Exploration and Development
This course is designed to help the undecided student assess and develop skills in self-awareness, career awareness, decision-making, and planning. It will include activities to identify and explore the following areas: values, interests, career information, decision-making, and University resources. Assignments will involve written exercises and research in the Career Media Center.
Credits: 1 hour
NEW COURSE DESCRIPTION
BUS 1020 – Business Career Exploration
BUS 1020 is designed to help undecided business students explore business majors and careers. Students will participate in activities and assignments to enhance their understanding of self (values, skills, personality, and interests), explore academic majors and associated career pathways, network with professionals, and develop internship search and basic interviewing skills.
Credits: 1 hour