COUNSELOR EDUCATION 100:
“Effective Career Decision-Making” (3 credits)
Fall 2013, Monday & Wednesday, 5:30pm - 6:45pm
126 Slep Student Center
“An Electronic Device-free Zone”
Instructor: Rebecca B. Maguda
Phone: 814-949-5059
Office: 126 Slep Student Center
E-mail: rvb5@psu.edu
Office Hours: By appointment as needed, call 949-5059
Course Materials:
Text (required.): Sukiennik, Bendat, & Raufman (2013). The Career Fitness Program:
Exercising Your Options (10th ed.).
Handouts/supplementary readings: Provided by Instructor.
Purpose of the Course:
CN ED 100 teaches students career decision-making skills by examining themselves, the world of work,
and decision making styles and strategies. The premise of this course is that career decision-making is
greatly enhanced by: (1) considering personal traits such as interests, values, goals, and decision-making
styles; (2) gathering information about the world of work and education; (3) integrating knowledge of
self and world through the on-going process of gaining hands-on experiences which serve to clarify
one’s career and life goals; and (4) learning job positioning skills and self-marketing strategies that will
serve as catalysts to achieving those goals. Learning the career decision-making process is empowering
and skills learned in the course can be valuable throughout life as individuals encounter crossroads that
may prompt career changes.
The course format consists of discussions, activities, and lectures designed to help students learn
relevant career development concepts, analyze their personal traits, relate the traits to career fields and
work settings, and to learn about majors and occupations, etc. Identifying resources for raising selfawareness and learning about educational and career opportunities are also part of this course. A final
component of the course addresses self-marketing strategies such as resume building, cover letter
writing, and interviewing skills. Additionally, students will begin learning sets of skills that will give
them an advantage as they pursue their future careers.
CN ED 100 is intended for first and second-year students who are undecided or uncertain about their
major and/or career selection. It is NOT appropriate for upper-class level students who have already
chosen a major and have developed career goals.
1
Course Objectives:






To engage in a variety of activities and experiences useful in building knowledge about self,
academic majors, and careers;
To learn strategies for setting career and life goals;
To identify and integrate personal history, interests, values, skills, and personality style to assist
in career decision making;
To understand how career assessments and other interventions are used to facilitate career
decision making;
To gain information about careers, majors, and decision making through the use of Penn State
Altoona’s academic advising, career, and other resources; and
To learn about workplace trends to enhance current and future career decision making.
Standards of Conduct:
Students are expected to adhere to the academic standards of conduct described in the Academic
Integrity Policy and Procedures at http://www.altoona.psu.edu/academic/integrity.php. These policies
address academic dishonesty, plagiarism, harassment, making false statements, and behaviors that
endanger the health and safety of others.
Students with disabilities who require accommodations should consult with the instructor within the first
two weeks of class to address modifications that are needed to complete course requirements. Consistent
with University policy, any student requesting an accommodation must provide documentation from the
Health and Wellness Center.
Attendance Policy:
Attendance and participation are crucial for success in this class. Students are expected to actively
participate in discussion and class activities. Thus attendance and participation will affect your final
grade.
University policy on class attendance states that “legitimate” absences can be excused only in cases of
University curricular and extracurricular activities, illness, injury, family emergency, religious
observance, or uncontrollable emergencies. Attendance will be taken at the beginning of each class and
small group session.
Grading for attendance will follow the same guidelines for assigning a letter grade for all graded
assignments, as follows:
Attendance:
A =
A- =
B+ =
B =
B- =
24 - 25 (93-100%)
23 (92%)
22 (88%)
21 (84%)
20 (80%)
C+
C
D
F
=
=
=
=
19 (76%)
18 (72%)
15 - 17 (60-68%)
14 and/or Below (<60%)
2
Lateness:
Students are expected to arrive to class on time. Important announcements will be given at the
beginning of each class period. Students arriving to class late run the risk of not being accounted for on
the attendance sheet. Consistent lateness WILL negatively affect your final grade.
Participation:
Students are expected to actively contribute to class discussions and in class activities in a positive
manner. Actively engaging in discussions about ideas and concepts addressed in class is one means of
learning new material and considering your own experiences with regard to those ideas and concepts.
Participation in the class is designed to help you further develop your verbal and listening skills by
encouraging active involvement in the learning process. The following are examples of factors
considered when evaluating participation:









Contributing interesting and insightful comments
Presenting examples of concepts being discussed
Elaborating or building on others’ comments
Raising relevant questions
Being sensitive to your level of participation and making attempts to increase or decrease it if
necessary
Being sensitive to the emotional impact of your statements
Listening attentively and responding appropriately to comments made by others
Attending all class meetings
Being on time (refer to Lateness above and the following Late Assignment Policy)
Assignments:
Papers and assignments will be collected at the beginning of the class period in which they are due.
Multiple pages must be stapled together. All assignments should show the following heading on the top of
the page:
 Name
 Date
 Title of Assignment
If you will be absent on a day the assignment is due, you are expected to turn in the assignment prior to your
absence to earn full credit for it. Work may NOT be submitted electronically, unless instructed to do so. If
you fail to bring an assignment to class, you must bring it to the instructor’s office or wait until the next
class to turn it in. Missed quizzes must be taken in the classroom 15 minutes before the next class period
begins or a score of zero will be given for that quiz.
An assignment is considered late if it is not turned in by the assigned date in class:


The following are considered major assignments, and will be docked 3 points per day late :
 Career Autobiography, MBTI Reaction/Summary Paper, Career Interest Inventory, Career
Skills Profiler, and Career Values Reaction/Summary Paper, Major Research & Presentation,
Occupational Individual Interview Presentation and Paper, Final Project materials.
All Other Assignments - lose 1 point per day late.
3
Office Hours:
If you have questions regarding assignments, concepts, career issues, etc., that you feel were not fully addressed in
class, please do not hesitate to visit the instructor for further clarification and assistance during office hours. If your
schedule conflicts with office hours, please feel free to request an appointment.
Grading/Evaluation:
A =
A- =
B+ =
B =
B- =
93-100% (of 350 possible points)
90-92%
C+ = 77-79%
87-89%
C = 70-76%
83-86%
D = 60-69%
80-82%
F = <60%
Assignment
Total Possible Points
Chapter Quizzes (10 @ 10 pts. each)
100
Career Autobiography
20
My Plan MBTI Reaction/Summary Paper
20
My Plan Interests Reaction/Summary Paper
20
st
1 Meeting with Instructor Oct. 3-8
20
DUS Navigator 101: Lessons 3, 4, & 9
10 points each
Major Research & Presentation
20
Academic Advising Summary
10
Occupational Individual Interview (OII)
20
Résumé Critique/Revisions Nov. 6-8
15
2nd Meeting with Instructor Dec. 4-6
20
Final Project
30
Attendance
25 points
(See grading scale on p. 2)
Max. Total Possible Points
350
4
My Score
SP13 Weekly Class Assignments
CLASS #
DATE
CLASS MEETING TOPICS
READ BEFORE
NEXT CLASS
TURN-IN
NEXT CLASS
1 Mon. Aug. 26
* Introductions
* Syllabus & Textbook Overview
* “Introductory Assessment”
*Icebreaker
Text: Introduction, pp.
xvii-xviii; & Ch.1:
pp. 3-18 (Taking Stock)
Ch. 1 Exercises:
1.1 - 1.4 on Wed.
08/28/13.
2 Wed. Aug. 28
Ch. 2: pp. 18-40
(Training for Success)
Section I: “The
Past…
Self-Awareness/
Self-Assessment”
*Self-Awareness/Self-Assessment Section:
Values, Interests, Skills, &
Personality Type
* Exploring Majors:
“5 Important Considerations
* Review Intro. & Ch. 1 Reading / Exercises
Ch. 1 QUIZ
* “Career Autobiography” assignment.
Ch. 2 Exercises:
2.1, 2.4, & 2.6 due
Wednesday, 9/ 4/13.
3 Mon. Sept. 2
Labor Day no classes
4 Wed. Sept. 4
* Review Chapter 2 (Training for Success)
Chapter 2 QUIZ
Career
Autobiography
due 9/9/13
Course Drop deadline is TODAY @ 11:59PM
* Course Add deadline is TOMORROW @ 8am!
5 Mon. Sept. 9
202 LRC
computer lab to
complete My
Plan
6 Wed. Sept. 11
DUS Navigator 101 Lesson 2
Complete My Plan Personality, Interest,
Skills, and Values sections in 202LRC
computer lab
Ch. 3: pp. 41-55
(Values)
Chapter Exercises:
3.1, 3.2, & 3.5 due
Mon. 9/11/13.
”DUS Navigator
101” Lesson 2 due
9/11/13
Review Chapter 3 (Values)
Chapter 3 QUIZ
Ch. 4: pp. 57-64
(Personality Types)
Ch. 4 Exercises:
4.1 due Wed.,
9/16/13
Ch. 4: pp. 64-76
(Interests)
Ch. 4 Exercises:
4.2 - 4.5 due Mon..,
09/18/13.
Review My Plan Values results
7 Mon. Sept. 16
* Review Ch. 4 (Personality Types)
Ch. 4.1 QUIZ
* Review Personality/MBTI results & exercises
from My Plan.
* Assign MBTI Reaction/Summary paper
from My Plan results.
5
8 Wed. Sept. 18
* Review Ch. 4 (Interests)
Ch. 4.2 QUIZ
Ch. 5: pp. 77-99
(Assessing Skills)
* Review Career Interest Inventory results.
Ch. 5 Exercises:
5.1, 5.2, & 5.5 due
Wed.., 9/23/13.
* Assign Career Interest, Career Skills
Profiler, and Career Values
Reaction/Summary paper.
9 Mon. Sept. 23
MBTI
Reaction/Summary
paper due
Monday, 9/23/13.
* Review Chapter 5 (Skills)
Chapter 5 QUIZ
*Review Skills Profile results from My Plan.
*Review LIONLINK, CandidCareer, ONET
* Preview of “Career/Major Exploration
Section”.
10 Wed. Sept. 25
* Intro to Decision Making Process.
Ch. 6: pp. 103-133
(World of Work)
*Complete Putting it all Together sheet in
class and look up occupational info. in career
library
Career Interest,
Career Skills
Profiler, and
Career Values
Reaction/Summary
paper due
Monday, 09/30/13.
Chapter 6
Exercises due
9/30/13.
11 Mon. Sept. 30
12 Wed. Oct. 2
(class in 258
Hawthorn)
13 Mon. Oct. 7
* Review Chapter 6 (World of Work)
Chapter 6 QUIZ
* Sign-up for 1st One-on-One Meeting on
Oct. 3 – Oct. 8
* Diversity in the Workplace
Yolanda Avent, Director of Institutional
Equity, Diversity, & International Student
Services
* Introduction to PSU, Colleges/Majors
(class in 258
Hawthorn)
14 Wed. Oct. 9
(class held in 258
Hawthorn)
* Introduction to PSU Colleges/Majors
* ”DUS Navigator 101”, Lesson 3:
Relating Majors to Interests.
* ”DUS Navigator 101”, Lesson 4:
How can I find out more about majors…”
6
Ch. 7: pp. 135-156
(Exploring
Information)
”DUS Navigator
101”, Lessons 3 &
4” due Mon.,
10/14/13.
* Research majors using on-line resources
15 Mon. Oct. 14
* Review Chapter 7 (Exploring Information)
Chapter 7 QUIZ
Ch. 8: pp. 157-180
(Decision Making)
* Preview and assign “Major Research
& Presentation” on 10/21 or 10/23
* Review Chapter 8 (Decision-Making)
16 Wed. Oct. 16
Chapter 8 QUIZ
(quiz 8 in 122 Slep
and then academic
advising class held * Introduction to Academic Advising
in 258 Hawthorn)
Ch. 9: pp. 183-213
(Job Search Strategies)
* Academic Advising: Roles and
responsibilities of students and advisors;
NACADA, DUS/PSU
* Assign Academic Major/Advising Interview
Assignment
17 Mon. Oct. 21
* Presentations: Major of Choice
18 Wed. Oct. 23
* Presentations: Major of Choice
19 Mon. Oct. 28
* Review Ch. 9: (Job Search Strategies)
Section III: Your
Future…
Career
Positioning/Self
Marketing”
Chapter 9 QUIZ
* ”DUS Navigator 101”, Lesson 9:
“How do Majors relate to careers?”
(quiz 9 in 122 Slep * Intro. to Informational Interviewing
and then lesson 9
* Occupational Informational Interview
Assignment (due Monday, 11/18 or Wed.,
in 258 Hawthorn)
11/20)
20 Wed. Oct. 30
(class meeting in
Slep Pondview)
Informational Interview Fair Slep Student
Center Pondview
21 Mon. Nov. 4
(class meet in 258
Hawthorn)
* Resume/Cover Letter Writing/References
Rebecca B. Maguda, Director, Career Services
Review Chapter 10
Resume Prep (215-247)
*LinkedIn handout review
* Resume Assignment: Arrange for individual
meeting time with a Career Services counselor on
11/6-11/8
Wed. Nov. 6
NO CLASS – due to meetings with Career
Services counselor to review resume Nov. 68.
7
Chapter 11: pp. 249266 (Interviewing).
”DUS Navigator
101”, Lesson 9:
“How do Majors
relate to careers?”
due Mon., 11/11/13.
21 Mon. Nov. 11
(class held in 258
Hawthorn)
“Academic Major/
Advising
Summary” due
Wed., 11/20/13.
* PSU Altoona Student Life opportunities:
Danielle Fry, Student Life
* Review Chapter 11 (Interviewing).
* “Realities of Salary” & “You in five Years”
22 Wed. Nov. 13
(class held in 258
* Mock Interviewing: Rebecca Maguda,
Director, Career Services
Hawthorn)
* Course Late-Drop deadline is Nov. 15!
23 Mon. Nov. 18
Presentations: Occupational Information
Interview
24 Wed. Nov. 20
Presentations: Occupational Information
Interview
Ch.12: pp. 267-274
(Focusing on the
Future).
* Review Ch.12 (Focusing on the Future).
* Review description of Final Project.
* Sign Up for 2nd One-on-One Meeting,
Dec. 4-6.
Nov. 25
Nov. 27
25 Mon. Dec. 2
No Class Thanksgiving Holiday
No Class Thanksgiving Holiday
*Guest Speaker:
Mr. Bob Martin, Asst. Dean & Director,
Internships & Career Placement
College of Communications, U.P.
Wed. Dec. 4
NO CLASS to account for individual meetings
on Dec. 4-6.
26 Mon. Dec. 9
(Slep Fireside
Lounge)
* Alumni/Career Panel
27 Wed. Dec. 11
Course Wrap-Up:
* Course Evaluation
* Withdrawal is December 13, 2013!
8
Fill-out “Career
Development Steps”
handout & bring to
one-on-one meeting.
Bring copy of final
resume, cover letter,
and references to
meeting
Final Project due
EXPECTATIONS FOR ASSIGNMENTS
Career Autobiography (20 points total)
The Career Autobiography is intended to help you to examine past and present influences and
decisions that you have made which have impacted – or are impacting – your major selection and/
or your desired career path as you see it now. The paper must be typed (double-spaced, 12-pt.
font), approximately 3-4 pages in length, and should include the following:

A discussion of your background and significant events or people you admire in your life and
their careers. Include family background, careers you thought about as a child and what
influenced those interests, how and why you decided to attend Penn State, etc.

Consideration of how your experiences to date, including work/volunteer experience and
extracurricular activities, have influenced your past or present educational and career plans.

A brief review of your present situation regarding your academic and career plans. Also, review
possible future directions, including possible majors, as you see them at the current time.

A brief summary of issues, concerns, or questions that you hope this class will help you to
address related to your career decisions and development.

Please include your name, course title, title of your paper, and the due date either at the heading
of your paper or on a cover sheet.

The following criteria will be used in grading your paper:
1. Discussion of your background and significant events or
personal influences.
2. Consideration of how your experiences to date have influenced
your past or present educational and career plans.
3. Review of your present situation concerning your academic
and career plans. Also, projection of possible future directions.
4. Summary of issues, concerns, and questions that you hope this
class will address related to your career goals.
Clarity and organization. Grammar and spelling.
TOTAL FOR CAREER AUTOBIOGRAPHY
9
5 pts.
5 pts.
5 pts.
5 pts.
20 pts.
My Plan
Registration Instructions
 Go to www.MyPlan.com and click on the “Account” tab (top right of page)
 Click on the “Create a Free Account” button
 Complete the registration form
 On the second registration page, enter the License Code to ensure that assessments are free. You are now
registered on MyPlan.
 To Log Out, click on the “Log Out” arrow icon found on the left side of the webpage or “Log Out” on the
top of the page under “Account”
Assessments
 Go to www.MyPlan.com
 To Login, click on the “Account Tab” and then the “Log Into Existing Account” button.
 To take an assessment, click on the “Assessment” tab at the top of the webpage. If you entered the
license code when registering, you are licensed to take all four assessments for free.
 Career Personality Test: 10-20 minutes
 Career Interest Inventory: 15-20 minutes
 Career Skills Profiler: 12-15 minutes
 Career Values Assessment: 6-12 minutes
Once you have completed an assessment you are able to access your results anytime by looking under “My
Portfolio” – “My Reports”. Please print off your reports so we can review results during in class
discussions from September 11 – September 23.
Career Personality Test (20 points)
The Myers-Briggs Type Indicator (MBTI) is an assessment that, based on your responses, will
produce results to identify which one of sixteen personality types best describes you.
Your MBTI personality type represents your preferences in four separate categories, each
category composed of two opposite poles. The four categories describe key areas that combine to
form the basis of your personality type:
Where you focus your attention
The way you take in information
The way you make decisions
How you deal with the outer world
Extroversion (E) or Introversion (I)
Sensing (S) or Intuition (N)
Thinking (T) or Feeling (F)
Judging (J) or Perceiving (P)
10
Your MBTI type is indicated by the four letters representing your preferences. Your responses to
the MBTI assessment indicate your preferences, and the clarity of your preferences, how clear
you were in expressing your preference for a particular pole over its opposite.
1) Write a short report summarizing your findings. It should be about 3-4 pages in length
(typed, double-spaced) and address the following questions:
a. Did the Career Personality Test assessment add to your self-knowledge in any
way? If so, comment on this.
b. How well do you think your four letter personality type describes you? Do you
agree or disagree with it, and how strongly/not strongly so?
c. How well do you think your preference describes your clarity of choice? Do you
agree or disagree with it, and how strongly/not strongly so?
d. Using the “Success Strategies” on page 59 in your textbook, comment on how
accurately you feel that the first and last letters of your personality type indicate your
preferred style of exploring majors? How can you use that information to explore
majors as you continue on in this course?
e. Using the “Self Report” that was provided with your test results, comment on how
accurately you feel that the “Summary” describes you, in terms of job/career interest
and satisfaction? Do any of the “Specific Careers Selected by (your type)” appeal to
you, and why?
CAREER INTEREST INVENTORY, CAREER SKILLS PROFILER, CAREER VALUES
ASSESSMENT (20 points)
1) After completing the Career Interest Inventory, Career Skills Profiler, and Career Values
assessments print off a copy of your results.
2) Write a short report summarizing your findings. It should be about 3-4 pages in length
(typed, double-spaced) and address the following questions:
a. At this point of the semester, you have should be gaining some understanding of
your interests, values, and skills. Did the assessments add to your knowledge in
any way? If so, comment on this.
b. How well did your interests, skills, and values fit with the occupations listed?
c. How do the majors and/or careers that you are currently considering fit with what
you learned about yourself and the occupations on your preferred list?
d. Did any new career(s) or major(s) come up which fit with your interests, skills, or
values? If yes, what is your reaction to this information?
e. What other reactions did you have to My Plan?
f. What other information would you like to learn about majors or occupations you
are interested in?
11
Chapter Quizes: (10 @ 10 pts. each = 100 pts.)
The “Purpose of the Course” on page one of this syllabus outlines the following…“career decisionmaking is greatly enhanced by: (1) considering personal traits such as interests, values, goals, and
decision making styles; (2) gathering information about the world of work and education; (3)
integrating knowledge of self and world through the on-going process of gaining hands-on
experiences which serve to clarify one’s career and life goals; and (4) learning job positioning skills
and self-marketing strategies that will serve as catalysts to achieving those goals.
The first nine chapters of the textbook are designed to help you understand the “SelfAssessment/Self-Awareness” process and how it relates to “Major and Career Exploration”. The
theory and information contained in these chapters are important to learn and understand, and as a
result, each chapter will conclude with an in-class 10 point quiz (matching, multiple-choice, fill-inthe-blank, and true-false) will test your mastery of the course material presented in the textbook.
Meeting with Instructor – 2 times (20 points for each)
You will sign up to meet with the Instructor for a 60 minute individual meeting the week of October
3-8 where you will discuss the results of My Plan Career Personality Test, Career Interest Inventory,
Career Skills Profiler, and Career Values Assessment inventories as well as your Career
Autobiography assignment. We will review occupations and majors that you are considering.
The second session you will sign up to meet with the Instructor for a second 60 minute individual
meeting on December 4-6, where you will discuss occupations under consideration as well as
correlating majors. Bring a rough draft of your resume, cover letter, and references for review and
discuss methods to gain experience in the career field(s) you are considering.
Academic Major/Advising Summary (10 points) Complete and turn-in a worksheet, no paper
necessary.
12
Major Research and Presentation (20 points)
Research one particular major and an occupation (or occupations) related to that major. The
purpose of this assignment is to become familiar with the kinds of information necessary to make
informed major/career choices and ways to research this information.
A few suggested resources to access major information: DUS web site, College Information
Chart, PSU Undergraduate Degree Programs Bulletin, College/Major information, and e-Lion.
And a few resources to access occupational information: The Bureau of Labor Statistics
(www.bls.gov), the O*NET, the Occupational Outlook Handbook, and USAJobs.
Review and include the following information for the selected major:
1. General nature of the major program: What is the major about? In which PSU College is
it housed? Which PSU Campus offers the major?
2. Major program requirements: total credits, does the major have options; do any major
credits also satisfy General Education requirements; entrance-to-major requirements; any
other requirements specific to that major (i.e., Bachelor of Arts).
3. Student organizations related to this major.
4. Include a printed degree audit for the major at the end of report.
5. Types and ranges of occupations associated with the major, as well as opportunities for
graduate/professional school.
6. Site sources of information used to gather information for your paper/presentation.
Review and include the following information for the selected occupation(s):
1. Nature of the work, and typical responsibilities, for this occupation.
2. Appropriate academic preparation and training for people entering the occupation.
3. Identify a range of undergraduate majors that could prepare someone for the
occupation.
4. Types and ranges of organizations/settings in which the occupations are performed.
5. Future job outlook and earnings for this and/or related occupations.
6. Site sources of information used to gather information for your paper/presentation.
Turn in a 2 page (MINIMUM), typed outline, or a copy of your presentation (Power Point preferably), and
the major degree audit, in class the day that you present. A clear outline will help the instructor follow and
note the important information you are covering in your presentation. In addition, report on topics
researched in preparing for the report. You will have 10 minutes to present your major and answer
questions.
13
Occupational Information Interview (OII) Summary (20 points)
Researching a career is essential to the career decision making process. With that in mind, you will
conduct an Occupational Information Interview (OII) with someone employed in a career that may be
of interest to you. The interview will be either a phone interview or an in-person interview with a
professional identified to you through LionLink (or local PSU Alumni chapter); through your own
contacts (get suggestions from family, friends, or acquaintances); Informational Interview Fair; or by
searching the Yellow Pages in your area. The individual must be someone who is not a member of your
family.
Refer to the handout on “Occupational Information Interviewing” in your textbook for questions to ask.
The paper must be typed, double-spaced (12-pt. font), 3-4 pages in length and should include:
1. The reason you chose to interview this person, who works in this particular field. Include a
review of relevant information about the interviewee (educational and work background,
reasons for her/his reactions to the job, etc.) as it relates to the occupation or career choice.
2. Relevant information about the job or occupation:
 The nature of the work (i.e., duties, responsibilities)
 Qualifications necessary (i.e., education and/or experience)
 Typical lines of advancement in this field
3. A summary of the nature of the organization in which the professional is employed:
 Services or products of the organization
 Work environment
 Types of entry level positions for college graduates
*If available, any handout information such as an annual report or organizational brochure. This
would be included in an appendix.
4. A review of your reaction to your interview with the professional:
 How similar or different was the information you obtained compared to your
previous knowledge of the career field?
 What effect has this information had on your interest in the field and your
decision to pursue it?
 What information do you still need about this career?
 What are your next steps or plans of action?
At the heading of your paper or on a cover sheet, include the name of the person you interviewed, name
of the organization, date of the interview, and the interviewee’s full mailing address and telephone
number. You will also be required to make a brief, informal presentation about your informational interview on
the day that it is due. The purpose is to share information about occupations with your classmates.
The following criteria will be used in grading your Occupational Information Interview paper:
1. Information about the interviewee
7 pts.
2. Information about the organization
7 pts.
3. Your reaction and thoughts
6 pts.
4. Overall presentation – organization, grammar, and spelling 5 pts.
25 pts.
TOTAL FOR OII SUMMARY
14
Critiqued Résumé (15 points)
In class, you will be instructed by a Career Services counselor about building a resume and how to
identify professional references. You will research a position description and you will craft a cover
letter to the position. Your resume will be critiqued by the Career Services Counselor leading this
class session. Using the Career Counselor’s feedback and suggestions, you will then update the
resume, cover letter, and references that will also be specific to the position description you have
chosen. Your cover letter, resume, and references will then be turned in to the course instructor at
you second individual meeting Nov. 6-8.
Final Project (30 points total)
The final project for this course will consist of an Internet Project and a Development Action Plan to
help you effectively reach your career goals. The guidelines for each section of this project are as
follows:
1.) Internet Project – The Internet Project allows students to identify skills and qualifications needed
for specific job titles. Doing a project early will allow students to gain those skills through
experiential education methods such as internships, summer work experience, volunteer experiences,
and student activities.
a. Go to any job search web site such as Nittany Lion Career Network or www.monster.com or
www.flipdog.com or www.hotjobs.com and search for job titles within a selected major that you are
considering. Make a list of the different job titles (5-8).
b. Make a list of the levels of education (Assoc, Bacc, Master) each job title requires and tally how
many times each level appears.
c. Make a note of different skills and qualifications required for the positions and tally those also.
Which skills and qualifications appear the most? These are the skills you will need before you
graduate.
2.) Development Action Plan – A 2 page double-spaced paper in which you will:



Reflect on your present situation concerning your academic and career plans. Indicate
possible future directions, including possible majors and careers, as you see them at the
current time.
Describe how you will get involved in internships, extracurricular activities, volunteer work,
and summer work experience to gain the skills and qualifications identified through the
Internet Project.
A summarization of what you feel you have learned by taking this course as well as any
issues, concerns, or questions you have related to your career decisions and development
that remain unanswered at this time.
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CNED 100 Syllabus Contract Statement
I, _________________________________, have read the entire syllabus for CNED 100.
(Printed Name)
I have had the opportunity to ask questions to gain clarification on any assignments, course topics, grading
criteria, and the attendance policy.
My signature below indicates that I have read the CNED 100 Syllabus and fully understand the requirements of
CNED 100, including but not limited to penalties assessed for missed classes, late assignments, and incomplete
assignments.
____________________________________
(Signature)
_________________
(Date)
* Course syllabus is subject to revision at any time, at the discretion of the instructor, who will
provide ample notification of such changes to members of the class. *
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