Final course outline

Final Course Outline 1

RUNNING HEAD: Final Course Outline

Final Course Outline for Job Search Class

Tiffany A. Simmons

Strayer University

June 11, 2011


Table of Contents

Abstract………………………………………………………………………………………3

JRD 101 Part 1

Introduction…………………………………………………………………………..4-5

Course Information……………………………………………………………………5

Section 1………………………………………………………………………………5

Section 2………………………………………………………………………………6

Section 3………………………………………………………………………………6-7

Section 4……………………………………………………………………………….7

JRD 101 Part 2

Introduction…………………………………………………………………………8

Section 5……………………………………………………………………………8-12

Section 6……………………………………………………………………………12-13

Section 7…………………………………………………………………………….13-14

Section 8…………………………………………………………………………….14

Conclusion…………………………………………………………………………………..15

References…………………………………………………………………………………..16


Abstract

The course outline below is a proposal to the college committee responsible for implementing

changes in the course curricula. The proposed course to be added, JRD101, is the first sequence

of courses offered to graduating seniors in obtaining employment. This course is necessary in

helping learners obtain gainful employment after college, and it will enable the college to stay on

track with its mission. Both the learner and the college will win. It is hoped that this proposal

meets with the approval of the board.


JRD 101: Starting the Job Search, Part 1

Introduction

Upon graduation, students expect to be gainfully employed in their field of study. More

often than not, they are unprepared because they have not been shown the proper way to do a

resume or cover letter, or they have not practiced their interviewing technique. The college must

do a better job of preparing its graduates for the work world, and that means figuring out an

effective way of educating them about the job search and what it all entails. Many students just

think they can apply for a job, get an interview, and get the job. This is not always the case, and

with today’s economy, the college must stand ready to inform students about the reality of the

job market, the tools needed to succeed, and the personal qualities that they need to possess in

order to be successful in obtaining and keeping a job.

With that thought in mind, it has been proposed that a new class be added, called JRD

(standing for Job Readiness Development). The initial class will be called JRD101: Starting the

Job Search. The students who should enroll in this class are those who have been identified as

“ready to graduate,” as designated by their advisor in a degree audit. When those students have

been identified, they will be automatically enrolled in this one-hour course upon registration of

their final semester. This is to assure that the class will have adequate enrollment and instructor

support in order for it to take place.

The staff in the job placement office has offered their time and expertise in designing this

class, advising on what content should be included. Below are details about the course

description, the pedagogy that will be used in the course, course objectives, and course

outcomes. Please be advised that additional information is forthcoming, including proposed


topics, a sample class, accessibility standards, and the faculty training that will be needed to

deliver this course.

JRD 101: Starting the Job Search

Prerequisites: Must be a graduating senior, as confirmed by academic advisor

Semester: Spring semesters only

Class Meeting Times: Mondays (synchronous)

Instructor: TBA

“Learning must start with the issues around which students are actively trying to seek meaning”

(Askew, 2011). The job search is no different in that regard. Learners in this course want to

know why they do not have a job at the present, how they can get one, and even how they can

keep one. Further, they want to know what they can do to improve their chances of obtaining a

job that matches their skills and abilities. This course is designed to engage the learner in that

search and assist him or her in obtaining gainful employment in his or her field of study.

Section 1

Course Description

JRD101 is a course in job readiness development, designed to assist learners in developing the

proper job search knowledge, skills, and attitudes in obtaining gainful employment. Job search

strategies including resume development, interviewing techniques, and utilizing social media in

the job search. Current job market trends and personal experiences will also be integrated into

the course.


Section 2

Pedagogy for Course Delivery

Instead of a lecture-based pedagogy, this course will be project-based. Learners will be asked to

compile a portfolio that comprises their best work. This portfolio will be actively used in the job

search process. In addition, learners will use graphic organizers that serve as an initial tool for

constructing resumes and online profiles, as well as assessing their knowledge, skills, and

attitudes. Supplementing this instruction will be video, slide shows, and simulations that will

fill the gap between what learners know and what they need to know in order to be successful in

the job search. These videos, slide shows, and simulations will include tips on maintaining

professionalism, effective interviewing, dressing for the job, and designing professional resumes

and cover letters.

Section 3

Course Objectives

1. Using samples and their own graphic organizers, students will construct a resume and

cover letter with the following: a summary of qualifications, a professional work history,

and educational background.

2. Using LinkedIn, students will construct an online profile for potential employers.

3. After completing a resume and cover letter, students will create a portfolio to present on

interviews.

4. Utilizing their Internet skills, students will search for jobs online using popular job search

boards.

5. After practicing their interviewing skills, students will prepare for a mock interview.


6. After viewing presentation on professionalism, students will be able to define

professionalism and demonstrate it with their resumes, cover letters, and mock

interviews.

Section 4

Course Outcomes

Upon successful completion of this course, students will be able to:

1. Compose a professional resume and cover letter for job searches.

2. Utilize social media for the job search.

3. Conduct a job search online, as well as through the newspaper.

4. Utilize proper interviewing techniques and strategies in the job search.

5. Present a professional image for job searching.

To ensure that the outcomes are met, learners will be assessed on a regular basis-by the

instructor, by his or her peers, and even through his or her own self-assessment. Assessment is

necessary to provide an authentic measurement of what the learner is learning and if the course is

meeting learner expectations. However, in order for learners to fully be engaged in the course,

they must be present at each class meeting. Nothing of value can be accomplished if the learner

is not present and is not participating.

In the next section, more specific information, such as course topics, will be given. The

topics, along with other information given, will support the course objectives and course

outcomes so that the learner thoroughly understands what is expected and what he or she is able

to accomplish.


JRD 101: Starting the Job Search, Part 2

Introduction

Before beginning the course, each learner will be given a course syllabus via email to describe

the course and what is required in order to succeed. In the previous sections, a course

description, pedagogy for course delivery, course objectives, and course outcomes were

supplied. In this section, weekly topics and suggested activities, a sample class, a statement

addressing accessibility standards, and training necessary to deliver the course will be

highlighted. The course is a one credit-hour course that is optional for graduating seniors;

however, individual instructors can choose to make the course a requirement as their needs

dictate.

Section 5

Weekly Topics

Below is the weekly schedule for this class. The course outcomes for each week are listed, as

well as supportive activities that will measure mastery of the material.

WEEK 1

Course outcomes to be emphasized:

o Compose a professional resume and cover letter for job searches

Topics for discussion:

o Knowledge, skills, and abilities/attitudes that learners can use to include in the

resume and cover letter

o Significance of resume and cover letter in job search

o Types of resumes and cover letters for the job search

Activities for the week:


o Graphic organizer: personal inventory of knowledge, skills, and

abilities/attitudes

o Live discussion on resumes and cover letters

o PowerPoint presentation: Professional Resume and Cover Letter Preparation

o In-class guided activity: construct a summary of qualifications and skills for

resume

o Assignment due week 2: Compose resume and cover letter

Resumes should include a summary of qualifications, a professional work

history, and educational background, and be no longer than two pages in length.

The cover letter should briefly describe job experiences related to the position

being applied for.

Please submit to the assignment one drop box no later than 5pm Monday.

WEEK 2


o Conduct a job search online, as well as through the newspaper


o Targeting jobs that match the information on the resume and cover letter

o Job descriptions and specifications

o Online job boards and newspaper sources


o Graphic organizer: Jobs to Investigate

o PowerPoint presentation: What Employers are Looking For

o Create an account for at least one online job board


o Begin searching for appropriate jobs both online and using newspapers

o Assignment for week 5: copy a job listing from the local newspaper or print a job

listing from an online job board to present for interviewing. These job listings

must be compatible with your resume and cover letter and be submitted to the

assignment two drop box no later than 5pm Monday of week 5.

WEEK 3


o Utilize social media for the job search


o The significance of social media in the job search

o Creating accounts on social networking sites


o Live discussion on social media

o PowerPoint presentation: Effective Use of Social Media in Job Searches

o Guided activity: create LinkedIn accounts

WEEK 4


o Present a professional image for job searching


o Portfolios for job searches

o Professionalism


o Build your job search portfolio


o Video presentation or webinar: Professionalism

o Live discussion: What does it mean to be professional? How can I be

professional?

WEEK 5

Note: This week, the class meets in a physical location on campus for interview practices.


o Utilize proper interview techniques and strategies in the job search


o Importance of the interview in the job search

o Effective Interview Techniques

o Professional Image in Interviews

o Interview Practice


o Discussion on purpose of interviews and proper interview behavior

o PowerPoint presentation on Effective Interview Techniques

o Video presentation on Proper Interview Attire

o Interview practice

WEEK 6

Note: This week, the class meets in a physical location on campus for interview practices.


o Utilize proper interview techniques and strategies in the job search



o Interview Practice

o Mock Interviews


o Video-recorded interviews

o Mock Interviews

o PowerPoint presentation: Types of Interviews

o Individual evaluations of interview

Section 6

One Week Sample Class

The class that will be sampled for this section is week one. In this week, learners will

construct resumes and cover letters for inclusion in their portfolios.


o Compose a professional resume and cover letter for job searches


o Knowledge, skills, and abilities/attitudes that learners can use to include in the

resume and cover letter

o Significance of resume and cover letter in job search

o Types of resumes and cover letters for the job search

Order of class activities:

o Live discussion: Using resumes and cover letters in the job search

o PowerPoint presentation: Professional Resume and Cover Letter Preparation

o Graphic organizer: knowledge, skills, and abilities/attitudes


o In-class guided activity: construct a summary of qualifications and skills for

resume

o Assignment due week 2: resume and cover letter

Technology, Materials, Resources Needed:

o Learners need a computer to access the synchronous course at the time

designated

o Instructor needs computer, video camera, microphone, and instant message

access to field learner responses.

o MS Word to complete class assignment

Section 7

Addressing Accessibility Standards

This course is accessible in any location where an Internet connection is available-

whether from home with a broadband or wireless connection or in a remote location, like the

local library, that has a broadband or wireless connection.

Learners of all ability levels are able to participate. It is the course’s express intent to

provide assistive technology for those learners who are visually impaired or hearing impaired.

For those individuals with visual impairments, the course will be equipped with Audio

Description, a technology that allows visually impaired learners to participate in the course. The

software provides “narration that the blind or partially sighted person hears describes the actions

and changes on the screen, reads the screen prompts and any other functional information”

(Holmes & Gardner, 2006). For hearing-impaired learners, close-captioning is available for the

live discussions and the PowerPoint presentations. For the webinars, a live transcript will be


generated as the learner follows along. The learner will be able to type in his or her responses

and receive feedback as the webinar is taking place.

For learners who do not have home computers, the school will allow learners to use the

computer labs to participate in the synchronous discussion. So that other users are not disturbed,

learners should use their headphones and type in responses to questions instead of speaking. To

maximize time on task, Facebook and Twitter access will be disabled. Only LinkedIn will be

enabled for completion of course-related activity.

It is the goal of the college to involve every type of learner in this course, and providing

assistive technology that enhances their experience will engage them and provide equal

opportunity for them to find gainful employment as well.

Section 8

Faculty Training

Faculty should be trained in providing synchronous instruction. That means training in

the voice technology that accompanies it, as well as the assistive technology needed to reach out

to learners who are visually and hearing impaired. Prior to the beginning of the course,

instructors who are involved in administering the course will undergo extensive training. The

college will assume all costs for the training, as it is committed to e-learning as a way to help

learners become productive, self-sufficient citizens in an ever-changing economy. Faculty

should also have LinkedIn accounts themselves in order to teach learners how to open accounts

and how to use them. Additionally, it will be helpful for connecting with learners and making

recommendations.

Faculty should also possess intermediate to advanced level knowledge of Microsoft

Office products. Because of the content of the course, faculty should also have experience in


job development activities, such as resume development, job interview techniques, and

counseling.

Conclusion

The information contained in this document is a proposal to include JRD101 as a course

for graduating seniors. This course is designed to help them acquire the skills needed to be a

successful job searcher and obtain gainful employment in the job or career of his or her own

choice. In the modern economy, the nature of job searching has changed. The goal of this

course is to equip learners with the tools to succeed in the search. It is hoped that this course is

included in the college course offerings for the spring semester.


References

Askew, J. (2011). Educational Theories. Retrieved from

http://crescentok.com/staff/jaskew/isr/education/theories.htm.

Holmes, B., Gardner, J. (2006). e-Learning: Concepts and practice. Thousand Oaks, CA: Sage

Publications.

http://crescentok.com/staff/jaskew/isr/education/theories.htm