BUAD 300: Professional and Career Development – Fall 2021
Professor:
Office:
Phone:
Course Meeting Time and Location:
Office Hours:
Dr. Gabriela Castaneda
SGMH-2306D
(657)278-7677
T/Th 5:30-6:45pm | Via Zoom:
https://fullerton.zoom.us/j/84482584434
Thu 4:30 – 5:30pm or by appointment
Zoom: https://fullerton.zoom.us/j/83750806029
gacastaneda@fullerton.edu
Email:
(when sending an email be sure to include your first & last name. In the subject line type BUAD300, I will
respond within 48 hours except weekends & holidays)
Course Website:
Prerequisite(s):
Technical Support
website can be accessed via Canvas
Completed GE requirements in area A.
(657) 278-8888
COURSE DESCRIPTION
This course focuses on developing conceptual understanding, building practical skills, and promoting selfassessment of personal productivity and accountability, interpersonal relationships, diversity management, and
team building. Further, this course will introduce tools, techniques, and resources for career exploration and
planning.
COURSE OBJECTIVES
This course is part of CSUF’s General Education (GE) curriculum and fulfills GE Area E requirement: Life-long
Learning and Personal Development (UPS 411.201). Students must earn a minimum grade of “D” or better in this
course to satisfy GE Area E.
Business Administration students with a Fall 2019 catalog year or beyond may use this course to fulfill the
business major practicum requirement. Students must earn a minimum grade of “C” or better in this course to
satisfy the practicum requirement.
The purpose of this course is to help students become more thoughtful, engaged, and productive contributors to
society. Students will obtain the knowledge and skills to increase their capacities in four areas: 1) personal
productivity, time management, and goal setting; 2) personal and professional self-assessment and reflection; 3)
connecting and interacting with others in educational, professional, and civic/community settings; 4) career
planning and exploration. At the end, students will apply their newly developed capacities to chart a path to
their own degree completion and create a career progression plan. In this course, students will
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Apply GTD (Getting Things Done) methodology to engage and manage one’s professional and personal
life.
Explore and critique their self-understanding and acquire knowledge, skills, and attitude necessary to
engage and reflect on learning and self-development practices.
Reflect on educational experiences, and exploring aspirations and challenges posed by college.
Facilitate the building of social networks by practicing networking skills, creating a community of peers
and supporters, and devising plans for active engagement in activities of interest.
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Develop interpersonal skills including active listening, social skills, effective communication, and
emotional intelligence.
Clarify the available on-campus resources and academic requirements related to degree attainment
along with an understanding of how and when to seek them out.
Refine effective study habits and test-taking skills. Understanding the principle behind learning to
develop skills for effective learner.
Develop effective study skills
Understand different dimensions of diversity and develop team collaboration skills.
Get a head-start on the job-search process by developing goals for academic and professional careers
(e.g., preparing preliminary plans for CSUF coursework, resumes, and personal statements).
Learn, strategize, and practice effective interview strategies.
GE Learning Goals:
Students completing this course will be able to:
• Further their own critical self-understanding and acquire knowledge, skills and attitudes necessary to
engage and reflect in learning and self-development practices.
• Develop strategies to be integrated physiological, social-cultural, and psychological beings to promote a
holistic awareness of lifelong learning throughout their lives.
• Actively apply and participate in developing a lifelong commitment to health for both personal wellbeing (such as physical, financial, emotional, intellectual, spiritual, social/interpersonal, and/or
environmental aspects) and societal responsibility.
• Develop themselves as responsible citizens, employees, employers, family members and members of
the global society.
GE Writing Requirement:
GE Writing requirement will be fulfilled though the Autobiography assignment at the beginning of the semester,
weekly journals, midterm paper and final paper. Spelling, grammar, sentence structures together with the
quality of the content will all be evaluated when grading the assignment and providing feedback. Feedback on
journal entries will be given periodically on Canvas. Students will need to incorporate the feedback from their
midterm paper into their final paper and add the components taught in the semester.
REQUIRED COURSE MATERIALS
1) Getting Things Done, by David Allen (Revised edition, 2015)
2) Below are a list of other recommended readings for this course:
a. APA Manual
 APA Free resource link: https://owl.english.purdue.edu/owl/resource/560/01/
 Book: Publication Manuel of the American Psychological Association, 6th Edition.
• ISBN-13: 978-1433805615
• ISBN-10: 1433950618
b. Training in Interpersonal Skills, by Stephen Robbins (6th edition)
c. Drive, by Daniel Pink
d. Give and Take, by Adam Grant
e. Lean In, by Sheryl Sandberg
f. Quiet, by Susan Cain
g. The Power of Habit, by Charles Duhigg
h. The Startup of You, by Reid Hoffman and Ben Casnocha
i. Tipping Point, by Malcolm Gladwell
j. The 7 Habits of Highly Effective People, by Stephen Covey
k. The How of Happiness, by Sonja Lyubomirsky
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l.
Difficult Conversations: How to Discuss What Matters Most, by Douglas Stone, Bruce Patton and
Shelia Heen
COURSE GRADING
You are guaranteed at least the following grade if your weighted average course score falls within the
following percentiles:
Grade
%
Grade %
Grade
%
Grade
%
A+
98 – 100
B+
87 – 89.99 C+
77 – 79.99 D+
67 – 69.99
A
93 – 97.99 B
83 – 86.99 C
73 – 76.99 D
64 – 66.99
A90 – 92.99 B80 – 82.99 C70 – 72.99 D60 – 63.99
F
0 – 59.99
Your final grade will be comprised of the following components: Keep all assignments and exams
returned to you so that any discrepancies can be easily and fairly straighten out.
1. Class attendance, participation, and professional behavior
100 points
2. In-class presentations (100 Points)
• Campus Resources - Group Presentation
• Getting Things Done - Group Presentation
• Diversity – Group Presentation
20 points
40 points
40 points
3. Assignments (240 Points)
• Autobiography
• Journal Entry (10 points per journal – 7 total)
• Calendar of Semester
• Quizzes (Resume Guide (10), Mindset (10), Build Network (10), and
Supportive Communication (10)
4. Surveys (10 Points)
• Pre-Survey
• Post Survey
100 points
70 points
30 points
40 points
5 points
5 points
5. Career Component (100 Points)
• Resume
• Cover Letter
• Job Posting
• Target Market
• Informational Interview Introduction Email
• Informational Interview Write-up
• Assessments (DISC, Holland, Strengths)
20 points
20 points
5 points
10 points
10 points
20 points
15 points
6. Midterm paper
185 points
7. Final- Personal Career Guide (265 Points)
265 points
TOTAL:
3
1000 points
ASSESSMENT OF PARTICIPATION
Preparation
Initiative
Engagement
Active Participation
Exhibits evidence of having
completed all reading assignments
and activities according to
guidelines that were assigned
Initiates discussion and supports
points using page-specific
references to readings or other
materials
Furthers the discussion and builds
on the ideas of others; comments
and questions reflect having
thought deeply about the material
Moderate Participation
Attempts to participate but
sometimes inhibited due to
lack of completion of reading
assignments and activities
Sometimes initiates discussion
but may use more general
references to readings
Sometimes builds on the
ideas of others but more
opinion-based and limited
references to course materials
Low Participation
Exhibits lack of preparation
and non-completion of
required assignments
Rarely initiates discussion
and unable to reference
required readings or other
materials
Comments do not further
the discussion, do not
exhibit careful reflection on
the material, or have an
arbitrary quality
ASSIGNMENTS
The following describes the requirements of the course. Additional requirements will be provided in
Canvas. NOTE: All papers must be written in APA format, including title page, running head, page
number, the correct format for headings and references (if applicable). However, you are not required
to include an abstract. Papers should be on standard 8.5” x 11” paper, with one-inch margins, Times
New Roman, 12-point font, and double-spaced.
1. Class Participation, Attendance, and Professional Behavior - assessed throughout the course;
see rubric below. Much of the learning in this course takes place through in-class interactive
exercises and discussions. As such, the true value of this course cannot be realized without your
involvement. By coming to class prepared and actively engaging in class discussions and
exercises, your understanding of how to be successful at CSUF is greatly enhanced. The “class
participation and professional behavior” component is intended to encourage everyone to
come to class prepared and ready to participate. This component's secondary goal is to
encourage the type of professional behavior that is expected in the workplace.
Students will be clustered into small teams to experience the group work central to Mihaylo
College’s educational philosophy and professional success. Working in these groups, students
will periodically be asked to discuss a topic or prepare an in-class presentation.
Specifically, your grade on this component will be based on the following elements:
• Active participation in classroom discussions and exercises (see rubric below)
• Attendance
• On-time arrivals to class
• Professional behavior towards the instructor, peers, and guests
Finally, you are responsible for all information, assignments, and announcements made in class
regardless of whether you were there during that class or not. If you miss a class, please contact
a classmate to get any materials you may have missed.
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2. Autobiographical Statement – Each student is required to submit a two to three-page paper,
using APA format, that will explore their high school and pre-CSUF college studies.
The essay should be written as a first-person narrative and share the following information:
• Your family and cultural background and how it shaped you
• Your high-school experience
• Your community college or other universities attended experience
• Your process applying to CSUF
• A reflection of key episodes in your life that have had an impact on how you see yourself
and your personal, educational, or professional goals
3. Journal Entries – All students will keep a journal. Students are expected to write one journal
entry per assigned week that will include GTD methodology and a reflection on the week’s
reading or how the topics in class connect to your experience at CSUF. Entries should be one
page in length. These entries should be thoughtful, well-organized, and professionally written.
APA format is not required for journal entries. The deadline to submit your journal for the week
will be on Sunday at 11:59 pm.
4. Calendar of the Semester – Create a Semester Calendar for BUAD300. The Calendar should
include:
• all months of the semester (January, February, March, April, & May)
• List of all assignments on the Date Due
• Anticipated dates on when you plan to begin working on projects
• When you anticipate completing reading assignments
• Outside Commitments that may interfere with classwork
5. Completion of Surveys - Throughout the semester, students will be asked to complete a series
of surveys that will help evaluate you in various areas. The results of many of these surveys will
help you get a better understanding of yourself and can be used as input for your journal
reflections.
6. Career Component and Other Assignments - This course includes other assignments provided
by the instructor and incorporate a four-week career prep and development portion. For some
class periods, you will be required to complete assignments that will be assigned to you during
the previous class period.
a. Resume – Create a resume that incorporates the class lectures and includes a heading,
education, and experience. The resume should be no more than one page in length, ½
inch to 1 inch margins, 11 or 12 point font, and font style should be easy to read. Use
the position you identified for class and include a copy of the Job Description.
b. Cover Letter – Create a cover letter tailored to the position utilized for your resume. The
cover letter should be no more than one page in length, 1-inch margins, 11-12 point
font, font style should be easy to read, and text should be aligned to the left. You
should incorporate what was discussed during the lecture and be sure to include a
heading and the body that includes an opening, middle, and closing paragraph.
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c. Job Posting – For this assignment, you will find a job posting, print, and bring the job
posting to class. You will want to research companies to find your ideal posting. Browse
target companies and search websites, use Titan Connection and other resources to find
a current list of available positions when you graduate.
d. Target Market – Research companies and job titles by industry, geography, skillset.
Identify people in each company; create levels of contacts to set up an informational
interview. Your Target market should identify five (5) companies with similar positions
to the one you research and/or companies you are interested in working for when you
graduate.
e. Informational Interview Introduction Email - For this assignment, you will write an
introduction email to the professional you are hoping to meet with to conduct the
Informational Interview. The email should be short and concise, no longer than a couple
of paragraphs. The email should include who you are, why you would like the
informational interview and the length of the information interview.
f. Informational Interview Write-up - Each student will conduct an informational
interview with a professional currently working in a career field of interest that they are
planning to pursue. During the interview, students can use sample questions provided
during the Elevator Pitch lecture and at least two written by the student. Ask specific
questions about what qualifications, skills, experiences, and contacts needed to be built
while still in college. After the interview, write a 2-3 page paper (double-spaced in APA
format) reflecting on the experience. Include name, title, and organization of individual
interview, a list of interview questions, a summary of main topics discussed, and key
take-away.
g. Assessments
7. Presentations - Working in groups, students will give short (10-15 minute), expository, and
formal in-class presentations that are closely related to the course content during a given week.
This assignment aims to allow students to exercise their oral presentation techniques and
practice their collaboration skills when working in a group to create the presentation. Each
group will work together to develop and conduct a unified presentation. Presentations will be
assessed by the instructor and peer evaluations. Each student will be graded individually based
on the instructor’s assessment and input from peer evaluations.
a. Getting Things Done (GTD) Group Presentation - Each group will cover an assigned area
of the Getting Things Done book and will present on their assigned topic. The group will
be responsible for “teaching” the class about the terminology, concepts, and application
of their assigned area. In addition to covering the topics in the book, each team will
discuss how they can apply their topic to their own lives and provide specific examples.
Presentations will be 15 minutes in length and demonstrate comprehension of the
material, a critical analysis of the topics assigned, the applicability of the methods, and
the team’s ability to cohesively present the subject matter.
b. Campus Resources Group Presentation - Each group will be responsible for researching
and presenting an assigned campus resource in class. Your presentation should be 5
minutes long. Your presentation should include the name and contact information of
the person or person(s) for the resource, a description of the resource, services offered,
location, and interesting and relevant information. You should discuss whether you
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think this resource is helpful for students and the best time for students to utilize the
resource. Be creative! As a challenge, students are encouraged not to use PowerPoint as
a tool for presenting. You are encouraged to use various media forms, class
participation, and other visual aids in your presentation.
c. Diversity in the Workplace Group Presentation - Each group will be responsible for
presenting topics related to diversity in the workplace and engaging the class in an
activity related to the topic. Topics may include Gender Identity and Expression, Age,
Generational, Culture or Ethnic Group, Sexual and Affectual Orientation, Physical and
Psychological Disabilities, Religion, and Socioeconomic Status. Your presentation should
be 10 – 15 minutes long. As a group, you will research and answer the following
questions:
• Define this type of diversity.
• What challenges or struggles are faced?
• What is the impact of this type of ‘diversity’ in the work place?
• What is the impact of this type of ‘diversity’ on working in teams?
• How are corporations / employers and educational institutions providing
support for or managing this type of diversity?
8. Midterm Paper - must be written in APA format, including title page, running head, page
number, the correct format for headings and references (if applicable). However, you are not
required to include an abstract. Papers should be on standard 8.5” x 11” paper, with one-inch
margins, Times New Roman, 12 point font, and double-spaced. Each student is required to
submit a three- to four-page paper detailing their choice of major. Drawing on discussion and
research, the essay should include your reasons for choosing the particular major as well as the
role it plays in your longer-term career goals and vision of success. Your midterm paper should
include at least three references (articles, books, etc.) cited in APA style (assessments may only
count for one reference).
The essay should be well written as a first-person narrative and share the following
information:
i.
ii.
iii.
Introduction
a. A summary of your chosen major/concentration and why it appeals to you.
Industry Research
a. Provide a research-based analysis of an industry that you are interested in. Include the
types of jobs in the field (sample job titles, functions, example companies), what the job
entails (duties and work environment), and education, experience, and skills needed.
Reflection
a. A reflection and analysis of your assessment results and what you learned.
b. Provide a synthesis of how your results tie into your industry research and your chosen
major/concentration.
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Final – Personal Career Guide
Your Personal Career Guide will serve as a toolkit that you can use in the future as you progress
through your career. All components should be presented together in one document, listed in order.
Please see the grading rubric for more specific guidelines.
(optional) Each section should start on a new page. Note that some sections require an annotation
paragraph; these annotation paragraphs should also start on a new page. Organization, formatting,
professional aesthetic, and writing style contribute toward your final grade. APA format is not required;
however, page numbers are required (can either be in the header or footer of the document).
I.
Cover Page
II.
Table of Contents
III.
Introduction/Career Philosophy (1-2 paragraphs, double-spaced)
• Provide a personal introduction and describe the major you are currently studying.
Include an overview of your career goals and how your major aligns or does not align
with those goals.
IV.
Annotated Target List
• Identify your top 5 target markets and include a brief description of why each one was
chosen.
V.
Informational Interview Reflection (2-3 pages, double-spaced)
• Conduct an informational interview with a professional currently working in a career
field you are considering or planning to pursue. Write a reflection and address the
following: With whom did you meet (name) and why? For what organization does this
person work, and what is his or her job (position title)? Describe the interview – what
were the main topics that you discussed? What did you learn from the interview? What
steps will you take to follow-up after the interview? For additional tips, refer to the
separate handout.
VI.
Resume + Annotation Paragraph
• Revised and updated from previously submitted resume. Tailor to target list; should be
industry and/or function specific; include header (name, contact information, location,
LinkedIn link), education, experience, accomplishment statements; professional
formatting
• Annotation Paragraph: Discuss why you created the resume the way you did (i.e., how is
this specifically tailored, what keywords did you use, how would you update for future
use?)
VII.
Cover Letter + Annotation Paragraph
• Revised and updated from previously submitted cover letter. Tailor to target list; should
be industry and/or function specific; include headers, greeting, introduction, middle
paragraph(s), conclusion, signature; professional formatting
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•
VIII.
IX.
X.
Annotation Paragraph: Discuss why you created the cover letter the way you did (i.e.,
how is this specifically tailored, what keywords did you use, how would you update for
future use?)
Soft Skill Analysis (1-2 paragraphs for each scenario – minimum of 3)
• Use your personal experience and knowledge gained in the class to respond to the
following scenarios (select a minimum of 3 out of the 5):
1) You have been assigned to a team of 4 people to plan a large customer
appreciation event for the company. You have been working together for just
about a month now and the team is behind on its goals. How would you use
your teamwork and collaboration skills to move the project forward and meet
your goals?
2) You are the lead of your team of 5 full-time staff. Morale is very high, and
everyone seems to contribute enthusiastically to projects and company goals.
However, upon arriving to work, a member comes to you and informs you of a
conflict between themselves and another member of the team. They express a
potential issue working with this member in the future on projects. How would
you use your leadership and conflict management skills to handle the
situation?
3) You are assisting in the onboarding of interns for your company. The interns
are from a variety of cultural, religious, and socioeconomic backgrounds. As
you begin to plan the first activity, a group activity over lunch, what are things
to keep in mind? How would you ensure all interns feel welcome and are able
to connect with each other and the company? Use what you have learned
about diversity in the workforce as well as your own personal experience to
respond to this scenario.
4) You are about three months into your position. Your supervisor asks you to
complete a research-based assignment that is undefined and open-ended, and
then leaves for a conference for a week. How would you use your time
management, critical thinking, and problem-solving skills to complete the
assignment?
5) You have been in your current position for six months and have noticed some
inadequacies in the flow of processes. You have come up with some new ideas
that you would like to implement. How would you use your communication
and persuasive skills to bring it up with the team and suggest these changes?
List of References (minimum of 3) + Annotation Paragraph
• Create a formatted list of references by identifying at least three (3) individuals that you
would ask to be your reference when applying for a job/internship.
• Annotation Paragraph: Elaborate on why you chose those individuals. What can they
vouch for in terms of your skillsets? (i.e., leadership, communication, teamwork, etc.)
Sample “Thank You” Letter + Annotation Paragraph
• Write a thank you response to an after-the-interview opportunity.
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•
XI.
Annotation Paragraph: Elaborate on why this is an important step during the
interviewing process.
Summary Reflection (2-3 pages, double-spaced)
• Where do you see yourself a year from now? Where do you see yourself 3-5 years from
now? Reflecting on this semester, what are some strategies that you are going to
implement to set you on the right path? Elaborate on goals that you would like to
achieve during these timeframes.
Optional Other Components:
• BigInterview
• VMock
• Business card (Adobe)
• Spark page (Adobe)
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IMPORTANT UNIVERSITY INFORMATION & STUDENT POLICY
http://itwebstg.fullerton.edu/FDC/teaching/syllabus.php
Attendance & Participation
You are expected to attend every class, complete the assigned readings before class, arrive on time, and
demonstrate your preparedness and familiarity with class materials through active class participation. Unless
you are prepared, it will be hard for you to learn the concepts discussed in the class and enjoy the class. You are
responsible for all of the assigned reading, whether or not it is covered during class.
A Commitment to Civility
To create a positive learning environment, I expect everyone in the classroom to treat one other with dignity
and respect. As members of the University community, we are committed to ensuring an environment where
learning and the creation and dissemination of knowledge are foundational goals and where freedom of speech
and expression is viewed as an essential characteristic of a community of scholars. To reach these goals it is
imperative that we foster a climate where civility is valued, appreciated, and expected and where all members
of the community are treated with dignity, respect, and care (CSUF UPS Policy 100.006), see:
http://www.fullerton.edu/integrity/policies/
Due Dates and Make-Up Work
Assignments must be turned in either on or before the due date. Assignments are due at the beginning of class
on the designated due date, unless otherwise specified. When a conflict arises, it is your responsibility to
coordinate with me. Unless you have received approval in advance, no late submissions will be accepted.
Cell phones and other electronic devices
You are expected to turn off your cell phone and put it away. If you are expecting an extremely important call,
please put your cell phone on vibrate mode. Absolutely no texting is allowed during class. Laptops and tablets
are not allowed in the classroom unless specifically stated. If you need to use a laptop or tablet for note-taking,
prior approval will be required.
Academic Dishonesty and Plagiarism
Academic dishonesty includes such things as cheating, inventing false information or citations, plagiarism, and
helping someone else commit an act of academic dishonesty. Students are required to cite and give due
recognition to original sources of any information and materials used to complete assignments. Any student or
team caught cheating or plagiarizing in any form will automatically receive an “F” for the class and will be
reported to the Judicial Officer on campus for further action.
• For the full details of CSUF policy on academic dishonesty, see:
http://www.fullerton.edu/senate/documents/PDF/300/UPS300-021.pdf.
• For information and suggestions on avoiding plagiarism, please read the ‘Student Guide to Avoiding
Plagiarism’ (http://business.fullerton.edu/ethics/StudentGuide.htm).
• For additional information on Academic Integrity: Avoiding Plagiarism:
http://www.fullerton.edu/integrity/student/integritycounts/academic_integrity/
Assessment Statement
The programs offered in Mihaylo College of Business and Economics (MCBE) at Cal State Fullerton are designed
to provide every student with the knowledge and skills essential for a successful career in business. Since
assessment plays a vital role in Mihaylo College’s drive to offer the best, several assessment tools are
implemented to constantly evaluate our program as well as our students’ progress. Students, faculty, and staff
should expect to participate in MCBE assessment activities. In doing so, Mihaylo College is able to measure its
strengths and weaknesses, and continue to cultivate a climate of excellence in its students and programs.
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Special Accommodations
Help is available for students who have a disability or require special assistance. Please let me know during the
first week of classes so I can make special arrangements for you. In addition, the University requires students
with disabilities to register with the Office of Disability Support Services (DSS), located in University Hall 101 and
by phone at (657) 278–3112, in order to receive prescribed accommodations and support services appropriate
to their disability. Information about students’ right to accommodations for documented special needs can be
obtained from the Disabled Student Service Office http://www.fullerton.edu/DSS/.
Course Communication
All course announcements and individual email are sent through Titanium, which only uses CSUF email accounts.
Therefore, you MUST check your CSUF email on a regular basis (several times a week) for the duration of the
course. When emailing me please include your full name, CWID, and include BUAD300 in the subject line. I will
respond within 48 hours except on weekends and holidays.
Titanium
As a registered student you are enrolled in Titanium. You may access Titanium for your class by clicking on your
student portal, found on the CSUF website. There is a short video explaining Titanium access. Problems?
Contact the student help desk at (657) 278-8888 or email StudentITHelpDesk@fullerton.edu.
University Learning Center
The goal of the University Learning Center is to provide all CSUF students with academic support in an inviting
and contemporary environment. The staff of the University Learning Center will assist students with their
academic assignments, general study skills, and computer user needs. The ULC staff work with all students from
diverse backgrounds in most undergraduate general education courses including those in science and math;
humanities and social sciences; as well as other subjects. They offer one-to-one peer tutoring, online writing
review, and many more services. More information can be found on the University Learning Center website.
Writing Center
The Writing Center offers 30-minute, one-on-one peer tutoring sessions and workshops, aimed at providing
assistance for all written assignments and student writing concerns. Writing Center services are available to
students from all disciplines. Registration and appointment schedules are available at the Writing Center
Appointment Scheduling System. Walk-in appointments are also available on a first come, first served basis, to
students who have registered online. More information can be found at the Writing Center webpage. The
Writing Center is located on the first floor of the Pollak Library their phone number is (657) 278-3650.
Classroom Emergency Preparedness Guide
The safety of all students attending California State University Fullerton is of paramount importance. During an
emergency it is necessary for students to have a basic understanding of their personal responsibilities and the
University’s emergency response procedures. The university’s emergency procedures can be found here:
https://prepare.fullerton.edu/
On the first day of every semester:
• Know the emergency exits and evacuation areas for every classroom.
• Evaluate the challenges that you might face during an evacuation and speak with your instructor.
• Add the CSUF Emergency Information number – 877-278-1712 – to your cell phone to hear
recorded information regarding campus conditions or closure.
Emergency Communication
Campus emergency communication is done via a voice message, text and/or an email. Go to your Portal
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to review your contact information. A guide to update your personal information
Evacuations – Drills or real
• You may not know if this is a drill or not, so take every call to evacuate seriously.
• Take your personal belongings and immediately leave the building.
• Know where the evacuation area is for every building. A map of all campus evacuation areas
• Re-enter buildings only when directed by Building Marshals or other campus authority.
• Leave the campus only if instructed.
Earthquake
As soon as you feel shaking, DROP, COVER and HOLD ON: Immediately seek shelter (under a desk or table)
cover your head and hold on. Evacuate if directed, or you feel it is safe to do so.
Fire
•
•
•
When you see smoke or fire, immediately evacuate the building.
If not already activated, pull the fire alarm switch to alert others of the situation.
Use a fire extinguisher only if you know how to use it and the fire is small.
Shelter in Place or Dangerous Situation
•
•
•
•
•
•
If directed, or you feel it is best to do so, seek shelter in a room with a lock.
Turn off the lights and silence all cell phones.
Hide as best as possible until the all clear signal has been given by authorities.
If possible, move away from the dangerous situation as fast as you can.
If you cannot safely hide or escape, be prepared to take action to protect yourself.
See some helpful videos on sheltering in place
When you need help Immediately or to report a dangerous situation, CALL 911.
University Police non-emergency line: (657) 278-2515
For more information
Ask your instructor, or go to Campus Preparedness website
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TENTATIVE* COURSE OUTLINE
Week
Date
Topic
1
8/24/2021
Introduction, APA & Journal
8/26/2021
Time Management &
Procrastination
8/31/2021
Major, Target Market &
Dream Job (I)
9/2/2021
Intro to Getting Things Done
GTD Group Assignments
2
3
4
5
6
7
Reading, homework and/or preparations (due before or
at the start of class)
• Read Syllabus
• DUE: Watch Videos on APA & Read
• DUE: “Pre Survey”
Journal 1: Due 8/29/2021 Sunday @ 11:59 pm
•
•
•
•
•
DUE: Holland Code Career Test (UPLOAD)
DUE: Personal Strength Inventory (UPLOAD)
Read: Career Guide
DUE: Complete Reading:
o Allen, Part I (Chapters 1, 2, 3)
DUE Sunday 9/5/2021 by 11:59 pm: Calendar of
Semester (UPLOAD)
DUE: Job Posting (UPLOAD + bring a hard copy)
DUE: Target Company List (UPLOAD)
Read: Resume guide
DUE: Resume Guide Quiz in Canvas (complete
prior to class)
DUE: Autobiographical Statement (UPLOAD)
DUE: Resume Rough Draft
9/7/2021
Resume (II)
•
•
•
•
9/9/2021
Cover Letter (III)
(Asynchronous)
•
•
9/14/2021
Growth Mindset
9/16/2021
Networking, Elevator Pitch, &
Informational Interview (IV)
9/21/2021
Getting Things Done
GTD Presentations
•
DUE: Read - Allen, Part II (Chapters 4, 5, 6, 7
(action) & Presentations
9/23/2021
Getting Things Done
GTD Presentations:
•
DUE: Read - Allen, Part II, (Chapters 7 (nonaction), 8, 9, 15 & Presentations
9/28/2021
Social Networks
9/30/2021
Self-Awareness
Assign Diversity
Presentation Groups
Stress & Anxiety
10/05/2021
10/07/2021
Study Skills & In Class
Midterm Review
DUE: Change your Mindset Quiz in Canvas (complete before class and bring a hard copy
with you to class)
• DUE: Resume (UPLOAD)
Journal 2: Due 9/19/2021 Sunday @ 11:59 pm
•
DUE: Cover Letter (UPLOAD)
DUE: Read-How to Build Your Network
DUE: Build Your Network Quiz in Canvas
(complete prior to class)
• DUE: 16 Personality Type Profiles (MBTI)
assessment (Bring a hard copy to Class)
Journal 3: Due 10/3/2021 Sunday 11:59 pm
•
•
•
DUE: Informational Interview Introduction
Email, (UPLOAD)
• DUE: Read – Finish GTD - Allen, Part III, (chapters
10, 11, 12, 13, & 14)
Journal 4: Due 10/10/2021 Sunday 11:59 pm
•
14
8
9
10/12/2021
Financial Wellness
10/14/2021
Leadership
•
DUE: Complete DISC behavior assessment
(UPLOAD)
Journal 5: Due 10/17/2021 Sunday 11:59 pm
• Complete Emotional Intelligence Assessment for
Journal #6 reflection
10/19/2021
Emotional Intelligence
Business Advising
Presentation
10/21/2021
Working in Teams
Midterm Paper Due
•
DUE: Midterm Paper (UPLOAD to Canvas)
10/26/2021
Interviewing (V)
•
DUE: Read - Interviewing Guide
10/28/2021
Mock Interviewing (VIII)
11/02/2021
Campus Resources
Groups 1 – 5
11/04/2021
Campus Resources
Groups 5 – 10
•
Presentation is done in class – you must be
present to get points for this assignment.
11/9/2021
Understanding Your TDA
(Asynchronous)
•
Must submit worksheets for participation points
11/11/2021
Veterans Day - CAMPUS CLOSED
11/16/2021
Active Listening & Supportive
Communication
11/18/2021
Conflict Resolution
14
11/23 - 25
Fall Recess - NO CLASSES
15
11/30/2021
Diversity, Equity & Inclusion
in the Workplace
10
11
12
13
12/02/2021
• Bring hard copy job posting
Journal 6 Special Topic EI see Canvas: Due 10/31 Sunday
11:59 pm
• Presentation is done in class – you must be
present to get points for this assignment.
DUE: Complete required reading:
o Article: Principles of Supportive
Communication
• DUE: Supportive Communication Quiz complete
in Canvas before class
• DUE: Informational Interview Write-up
(UPLOAD)
• DUE: Read - Conflict Resolution Guide
• DUE: Kilman Model ASSESSMENT bring copy to
class
Journal 7: Due 11/21 Sunday 11:59 pm
• NO CLASS
•
Presentations
Diversity, Equity & Inclusion
in the Workplace
15
Presentations
16
17
12/7/2021
Personal Brand (VI) &
LinkedIN (VII)
12/9/2021
Reflection on Semester &
Final Review
12/16/2021
NO CLASS
Final Due 5/18/2021 by 7pm
•
•
Sign up for LinkedIn Account
Have a digital copy of resume & cover letter
•
•
DUE: “Post” survey
FINAL DUE: Final by 7pm (upload to Canvas)
*Syllabus is subject to change. The updated syllabus will be posted on the class Canvas page and it is
your responsibility to view the most up-to-date version when referencing the syllabus.
There may be additional readings assigned throughout the class and will be announced in class and
posted on Canvas.
16