Approved by Faculty SenateTo: A2C2 Course Proposal Subcommittee
From: Tim Hatfield, Counselor Education
Re: Requested Rationale for CE 200, Career/Life Decision-Making
Change from 2 s.h. to 3 s.h.
Thank you for your careful consideration of my department's request for
At your 3/28 meeting, a request was made for a rationale [under 3-4 for
substantive underpinnings as well as a practical / student equity-based
component. The 3 s.h. course will not be the same course that existed
previously as a 2 s.h. course. Course evaluations each term have pointed up the need to significantly
expand several sections of the course, which will not be possible
without moving from 2 to 3 s.h.: 1. there is extensive small-group work as well as cooperative/collaborative assignments
in the course, and the biggest single need to further improve the quality of the course
is to devote ore class time to group-building activities (trust, effective communication,
leadership, interpersonal style, problem-solving, etc.).
2. more time for in-class interviews and interaction with WSU faculty, staff, and community
leaders regarding their career paths. In the past there has been time for 2-3 of these, but
it would be to the students' advantage to have significantly more exposure to these kinds
of resource persons and role models.
3. expanded in-class time for interviewing skill training (both how to be an effective career and
job information inteviewer and how to be an effective job inteviewee). 4. expanded in-class time to discuss the creation of effective resumes (print and electronic).
5. in-class library "lab" time for hands-on learning about www career resources 6. expanded in-class time to discuss and work on important career societal/contextual issues
including community involvement and outreach responsibilities for professionals).
The practical / student equity-based issue we also considered regarding the
increase from 2 s.h. to
200 - Career/Life Decision-Making - 3 S.H. This course will provide students an opportunity to explore the skills, processes, and information
necessary to become actively and responsibly involved in their own college program planning as
well as their longer-term career and life planning. Fulfills the University Studies Contemporary
Citizenship requirement. P/NC only.
[Copy of initial 1/12/01 memo approved by Den Carol Anderson follows on next page]1/12/01
To: Carol Anderson
From: Tim Hatfield
Re: Addendum re CE 200 University Studies Proposal:
the proposal: Previously it was a 2 s.h. course; this proposal reflects the change to a 3 s.h. course,
in keeping with the 3 s.h. Contemporary Citizenship category for University Studies. To offer a
2 s.h. course would be tantamount to requiring a student to take more than the requisite 3 s.h. for
Substantively, the course requirements have added another book and major integrative writing assignment
[described below]. The additional in-class time will make it possible to devote more time to several
critical issues and processes for which there has not been adequate time in the previous 2 s.h. course -- 1)
directed activities to promote small-group building; 2) additional opportunities to introduce campus
resources and resource persons; 3) interviewing training; 4) resume' (print and electronic); and 5) career
societal/contextual issues (including community involvement and outreach).
DATE DUE ASSIGNMENT Thursday, biography / reflection paper (100 points) This assignment is to be done individually. Each student is to read the biography of their
choosing (and preferably about a person whose career path is somewhat related to the one
that you might choose to pursue). The cover page should include the following:
Your name; the name of your group; title of the biography (and the name of the person about
whom it is written, if their name is not in the title); publisher; year published; number of pages;
source [e.g., WSU Library, Web (if so, include Web address), e-book, etc.).
Then, in 3 to 5 pages (word-processed, double-spaced, Times 12 font, 1 inch margins all around)
of text, discuss the following issues (each to be a separate heading in the paper):
1. What were the major influences (e.g., people, events) that guided the person in the
direction that their career path took?
2. What critical decision points occurred in their life, and how did these impact their career?
3. If you could put yourself in the shoes of the person, and applying what you have
learned about your own values, knowledge, skills, strengths, and weaknesses, how
might some of the experiences and decisions in the person's life been different?
4. Summarize the major things you have learned about career/life decision-making based
on your reading about this person's life. 4/02/01 [resubmitted with 3/28/01 requested change in Catalog Description included] 3/1/01 To: University Studies Subcommittee
From: Tim Hatfield, Counselor Education
Re: Requested rewrites regarding
this previously-submitted (1/10/01)
additions requested by the University Studies Curriculum Subcommittee in February. If
there is any additional information needed, I will be glad to send it forward.
University Studies Course Approval
Counselor Education Department
Semester Hours: 3 S.H.
Frequency of Offering: Every semester
Course Title: Career/Life Decision-Making
Catalog Description: 200 - Career/Life Decision-Making -3 S.H.
This course will provide students an opportunity to explore the skills,
processes, and information
YES, this is an existing course previously approved by A2C2.
NO, this is not a new course proposal.
University Studies Approval is requested for 3 S.H. in the following category:
Contemporary Citizenship OR Democratic Institutions (3 S.H.)
How CE 200 Meets the Requisite Contemporary Citizenship Outcomes
Course assignments are designed to promote
increasingly complex student critical thinking, analysis,
opinions, and value-based assumptions. Course grading criteria reflect the importance of clear, effective
writing. Also, career and life planning on a personal level is values-based, necessitating ongoing examination
of the "fit" of personal values, beliefs, skills, and preferences with the realities of the workplace and one's
life in general. Finally, the major emphasis on collaborative group work necessitates intensive oral communication
among group members before the written assignments are submitted in final form. c. find, and use tools of information science related to contemporary issues:
Several of the assignments for the course require the
integration of multiple types of data, including Web
d. demonstrate the ability to work effectively independently and/or in collaborative problem-solving
Although students must be productive
independently, perhaps the single issue that sets this course apart
responsibility for lifestyle choices:
The extensive personal data addressed in class
about values, beliefs, skills, and preferences is all done in the
Daily in-class activities necessitate discussion,
reflection on key concepts, and comparisons among
Career/Life Decision Making
C. E. 200, 3 s.h. credits
[*Meets the University Studies "Contemporary Citizenship" requirement*]
Office Phone: 457-5337
COURSE OBJECTIVES: This course will provide students an opportunity to
explore the skills, processes,
1. Increase their understanding of the process of career/life planning.
2. Strengthen their self-assessment, decision-making, and collaboration skills.
3. Explore options within the University's programs.
4. Become familiar with career planning materials and resources.
5.Develop positive coping skills and strategies to enhance their ongoing college
Michelozzi, Betty N. (2000). Coming alive from nine to five: The career search
Plus one self-selected biography (see assignment criteria below).
NOTE: Please bring the Michelozzi textbook to each class.
1. Attend all class sessions and participate in class activities. Attendance
required, since classes depend on
2. Complete required readings.
3. Complete all written assignments movie paper (30 pts.)
4. Complete 2 tests [around Week 4 and Week 11] (2 x 100 pts)
800 total points
All grades in the course are Pass/Fail.
A total of 800 points can be earned in the course, 150 of which are attendance points
(5 per class session).
Prompt feedback from the instructor can be expected for all of your work; rewrites of assignments are permitted.
General grading criteria: All written assignments are expected
to be turned in on time. For each written
(2) if the assignment criteria are met and
the writing quality is acceptable, from 50% to 90% of the potential
(3) if the assignment criteria are met and
the writing quality is very good and the assignment is especially well
Group assignments: With the exception of the
biography/reflection paper, all major written assignments will be
Group rules: Each group will be required to decide on a set of
rules to guide their work together. The general goal is
Rules can address many different topics, such as attendance at group meetings,
how responsibilities/tasks are to be divided
CE 200 WRITTEN ASSIGNMENT DESCRIPTIONS
General information All written assignments are to be word processed and either
(1) emailed to the instructor both [paste into the body of the email and
attach document] or
paper (30 points)
With your group, arrange to see a feature film (in a theater or on video --
your choice). Then number and
The idea is to pay close attention to very specific job activities (and
the more the better -- bonus
DATE DUE ASSIGNMENT
unusual job paper (70 points)
In your group, you are to go to the library and/or the World Wide Web and
identify an unusual job -- and it
(1) why this is a such a strange-sounding job that no one would want it or
In addition to the paper itself, each group member individually
will complete the following group
1. What role did you play in the completion of the
project? In what ways were you most helpful to the group?
2. How did the group make decisions about how to go about completing the project?
3. Given what you have learned from your group experience so far, what kinds of
changes in the ways your
4. What specifically needs to happen to make #3 a reality?
DATE DUE ASSIGNMENT
biography / reflection paper (100 points)
This assignment is to be done individually. Each
student is to read the biography of their
Then, in 3 to 5 pages (word-processed, double-spaced, Times 12 font, 1
inch margins all around)
1. What were the major influences (e.g., people, events) that
guided the person in the
2 What critical decision points occurred in their life, and how did these impact their career?
3. If you could put yourself in the shoes of the person, and
applying what you have learned about
4. Summarize the major things you have learned about career/life
decision-making based on your
DATE DUE ASSIGNMENT
group projects (150 points)
Your group is to decide on a particular job requiring at least a college
education, then create a brief
*All papers must include a separate cover page with your group name and the
names and signatures
1. Job title and D.O.T. number
2. Educational and training requirements
3. Skills, interests, values, and personality required to be successful in this job
(including RIASEC issues -- see
4. Job responsibilities, including the most satisfying and the most challenging and/or negative aspects of the work
5. Information about a typical work day
6. Current and projected salary levels
7. Prospects for future employment beyond the year 2000
8. Your group's summary assessment about whether this would be a good job to have, with the main reasons why
9. all reference sources, plus the names and addresses of your interviewees and
photocopies of your thank-you note
Much of the background information will be available through reference resources
in the WSU Library and the World
Persons at WSU, in the Winona community, and from your own family, friends, and
resource persons at home may be
Upon completion of your project, your group will schedule an appointment with the
instructor to discuss the project and
DATE DUE ASS IGNMENT
final paper (100 points)
For the final paper, each group will complete a 5 to 8 page,word-processed,
TOPIC: Transport yourself ahead 10 years in time from the date that you will
graduate from Winona State (you'll
Specifically, from that future perspective, the paper assignment is for your group to
write about the most important
1. the things you have found the most satisfying about your work and leisure time,
2. your most notable achievements during the 10 years, and
3. what direction(s) you would like your life to take beyond these 10 years post-WSU.
Although it cannot be mandated, I also hope that you will do what you can to have some fun with this assignment.
**Tips on what will make this an exceptionally good paper:
Besides the general issues addressed in the
grading criteria for the course at the beginning of this syllabus, anything you can
do to make this a "unified" paper will get you extra points. Obviously, each
1) combining all the different word-processed individual contributions in one document
with the same
2) writing some kind of introductory section for the paper;
3) writing a connecting paragraph in-between each person's sections;
4) writing a concluding paragraph for the paper to tie it all together;
5) deciding on some creative way to organize the paper to make it distinctively