This document is a syllabus for an Introduction to Career Counseling graduate course offered in the summer of 2016. The course will cover key topics in career counseling including career development theories, assessment tools, counseling strategies, and program development. Students will complete assignments to develop career materials like a resume and cover letter, participate in mock interviews, and propose a career programming event. Grading will be based on these assignments, participation in online discussions and materials, and engagement in classroom activities and discussions. The course aims to help students gain knowledge and skills for the career counselor role and meet CACREP standards for career counseling.
Syllabus Spring '14: Social Media in Public RelationsVinita Agarwal
CMAT 490—Social Media in PR will involve the study of strategic communication principles guiding social media planning and integration using tools such as blogging, podcasting, YouTube, Facebook, RSS, Pinterest, and Twitter to identify and engage key influencers. Students gain knowledge and experience in strategic implementation of social media initiatives in PR contexts such as social media crises, corporate communications, issues management, and reputation management. CMAT 490 is an enhanced course, requiring intensive study in any one area of speech or communication studies, ideally in the student’s track. Substantial research paper/academic project and class presentation are required.
CMAT 465 Syllabus--Communication and Technology Vinita Agarwal
This document outlines the course policies, schedule, assignments, and expectations for a Communication and Technology course taught by Dr. Vinita Agarwal in Spring 2014. The course will examine innovations in communication techniques and applications of emerging technologies. It will meet on Tuesdays and Thursdays from 9:30-10:45AM. Assignments include a weekly blog, technology review presentations, mini-thought papers, two exams, daily class participation, and a final portfolio. The document provides details on attendance, late policies, grading scale, academic integrity and support services. Important semester dates are also listed.
This document provides the course policies and syllabus for CMAT 344-001 Writing for the Professions, which meets on Tuesdays and Thursdays from 9:30-10:45am in TETC 116B. The course is taught by Dr. Vinita Agarwal and focuses on preparing students for print journalism and public relations careers through weekly writing assignments. Students will learn to write news stories, feature stories, public relations materials and complete a semester-long news beat. The course requires in-class and out-of-class work totaling 11-19 hours per week. Assignments include quizzes, exams, in-class writing, a news story, media kit and blogging.
This document outlines the syllabus for CMAT 445-001—Digital PR taught by Dr. Vinita Agarwal. The course will teach principles of digital communications management and their application. It is a 4-credit, web-enhanced course that meets Tuesday/Thursday from 9:30-10:45AM. Assignments include a month-long micro-campaign addressing a campus issue using 2 digital networks, an issue analysis research paper, digital class participation on Twitter, case studies presented on Wordpress and YouTube, and exams on Google Analytics and AdWords. The course aims to provide an in-depth understanding of digital PR strategies and build skills in audience engagement, evaluation, strategy, and project management.
This document outlines the policies, schedule, and expectations for a Digital PR course taught by Dr. Agarwal. The class will meet on Tuesdays and Thursdays from 11:00AM to 12:15PM in room PH 248. Students will learn about developing digital strategies, conducting audience research, and using social media channels. Assessment will include individual and team-based projects. Students are expected to actively participate in both in-person and online discussions. Regular attendance, professional conduct, and initiative in seeking help from the instructor are emphasized.
This document outlines the policies and schedule for Dr. Vinita Agarwal's Spring 2016 CMAT 465 Communication and Technology course. Key details include:
- The course examines innovations in communication techniques and technologies and meets Tuesdays and Thursdays from 9:30-10:45AM in TETC 277.
- Dr. Agarwal can be contacted via email or during her office hours.
- Students are expected to actively engage with course readings, discussions, and activities involving technologies like Microsoft Publisher and app design.
- Attendance is mandatory and participation is an important part of the grade. Late assignments will be penalized.
Syllabus Spring '14: Social Media in Public RelationsVinita Agarwal
CMAT 490—Social Media in PR will involve the study of strategic communication principles guiding social media planning and integration using tools such as blogging, podcasting, YouTube, Facebook, RSS, Pinterest, and Twitter to identify and engage key influencers. Students gain knowledge and experience in strategic implementation of social media initiatives in PR contexts such as social media crises, corporate communications, issues management, and reputation management. CMAT 490 is an enhanced course, requiring intensive study in any one area of speech or communication studies, ideally in the student’s track. Substantial research paper/academic project and class presentation are required.
CMAT 465 Syllabus--Communication and Technology Vinita Agarwal
This document outlines the course policies, schedule, assignments, and expectations for a Communication and Technology course taught by Dr. Vinita Agarwal in Spring 2014. The course will examine innovations in communication techniques and applications of emerging technologies. It will meet on Tuesdays and Thursdays from 9:30-10:45AM. Assignments include a weekly blog, technology review presentations, mini-thought papers, two exams, daily class participation, and a final portfolio. The document provides details on attendance, late policies, grading scale, academic integrity and support services. Important semester dates are also listed.
This document provides the course policies and syllabus for CMAT 344-001 Writing for the Professions, which meets on Tuesdays and Thursdays from 9:30-10:45am in TETC 116B. The course is taught by Dr. Vinita Agarwal and focuses on preparing students for print journalism and public relations careers through weekly writing assignments. Students will learn to write news stories, feature stories, public relations materials and complete a semester-long news beat. The course requires in-class and out-of-class work totaling 11-19 hours per week. Assignments include quizzes, exams, in-class writing, a news story, media kit and blogging.
This document outlines the syllabus for CMAT 445-001—Digital PR taught by Dr. Vinita Agarwal. The course will teach principles of digital communications management and their application. It is a 4-credit, web-enhanced course that meets Tuesday/Thursday from 9:30-10:45AM. Assignments include a month-long micro-campaign addressing a campus issue using 2 digital networks, an issue analysis research paper, digital class participation on Twitter, case studies presented on Wordpress and YouTube, and exams on Google Analytics and AdWords. The course aims to provide an in-depth understanding of digital PR strategies and build skills in audience engagement, evaluation, strategy, and project management.
This document outlines the policies, schedule, and expectations for a Digital PR course taught by Dr. Agarwal. The class will meet on Tuesdays and Thursdays from 11:00AM to 12:15PM in room PH 248. Students will learn about developing digital strategies, conducting audience research, and using social media channels. Assessment will include individual and team-based projects. Students are expected to actively participate in both in-person and online discussions. Regular attendance, professional conduct, and initiative in seeking help from the instructor are emphasized.
This document outlines the policies and schedule for Dr. Vinita Agarwal's Spring 2016 CMAT 465 Communication and Technology course. Key details include:
- The course examines innovations in communication techniques and technologies and meets Tuesdays and Thursdays from 9:30-10:45AM in TETC 277.
- Dr. Agarwal can be contacted via email or during her office hours.
- Students are expected to actively engage with course readings, discussions, and activities involving technologies like Microsoft Publisher and app design.
- Attendance is mandatory and participation is an important part of the grade. Late assignments will be penalized.
Introduction to Journalism and Public Relations Vinita Agarwal
This document provides information about a course titled "Introduction to Journalism and Public Relations" taught in spring 2016. The course will be held on Tuesdays and Thursdays from 12:30-1:45 PM. The instructor is Dr. Vinita Agarwal and her contact information is provided.
The course aims to teach students the principles and practices of journalism and public relations, both historically and today. Students will learn how to write news stories, cover different news beats, understand legal and ethical issues in journalism, and more. Required textbooks and class policies on attendance, participation, teamwork, and deadlines are outlined.
This document provides information for a digital public relations course including the instructor, class times, course description, objectives, assignments, and grading. The course will introduce students to how digital and social media are transforming public relations and will involve hands-on experience using tools like Radian6. Major assignments include reaction papers, maintaining a class blog, and a final Radian6 brand monitoring project. The course aims to prepare students for digital PR careers by developing knowledge of tools and ethical practices in the field.
This document is a syllabus for a Public Relations Campaigns course taught during winter term of 2010. The syllabus outlines the course description, goals, prerequisites, assignments, grading criteria, and schedule. Students will work in teams on a campaign for an actual client, conducting research, developing a strategic plan, making presentations to the client, and implementing part of the plan. Assignments include client reports, a final strategic plan packet, weekly updates, and a portfolio presentation for undergraduates. The course aims to apply PR skills and knowledge to real-world client work.
This document is a syllabus for a course on information architecture taught at Indiana University Bloomington. The course aims to help students gain practical skills in information architecture by applying theory and principles to projects. Over the semester, students will complete individual and group assignments applying techniques like heuristic evaluations, content strategy, and structuring information. They will also propose and present projects. The syllabus outlines learning objectives, assignments, grading policies, and expectations for academic integrity.
This document outlines the policies and schedule for an International Public Relations hybrid course taught by Dr. Vinita Agarwal. The course meets in-person 60-65% of the time and utilizes online activities and discussions for the remaining 35-40%. Students are expected to spend 11-19 hours per week on out-of-class work. Key dates, technology requirements, learning objectives, assignments, and attendance policies are provided.
This document provides an overview of the course "HT-391 Principles of Social Media Marketing Management". It outlines the instructor's contact information, course objectives, required materials, assignments and evaluation criteria. The main assignments are active participation in class discussions, a social media marketing plan developed by student teams, a presentation by each team on a social media channel, and optional opportunities to earn extra points. Key policies outlined include expectations for attendance, participation and timely submission of assignments.
This document provides guidance for developing an information literacy course. It discusses understanding learners' needs, setting objectives, creating an outline, selecting teaching methods, developing materials, assessing learning, and marketing the course. A case study applies these factors to designing a course called "First Steps in Becoming a Super Searcher" for library professionals. The document emphasizes reflecting on teaching experiences to continuously improve information literacy instruction.
This document provides guidance for revising programme specifications. It includes templates for undergraduate and postgraduate programmes with key information to include such as programme aims, learning outcomes, teaching methods, assessment types, and career prospects. Sections are provided on programme structure, modules, awards, admissions, and professional recognition. The guidance aims to help clearly communicate essential details about the programme to students in an easy to understand way.
Information Literacy For the Information Literate Rajen Ruth R Pagell
Information Literacy for the Information Literate is part of the UNESCO Train the Trainers program
with Rajen Munoo
Now available as an article:
Information literacy for the information literate: A model and case study from the Wuhan UNESCO training the trainers in information literacy program
The International Information & Library Review, Volume 42, Issue 2, June 2010, Pages 84-90
Ruth A. Pagell, Rajen Munoo
This document outlines the syllabus for an internship and career development course at Bridgewater State University. The course aims to help students assess their career interests, create professional materials like resumes, learn about the internship process, and develop skills for transitioning from college to a professional career. Over the semester, students will determine their values and interests, establish an online professional presence, learn how to find and fund internships, and develop a plan for career development goals. The course involves lectures, discussions, presentations and assignments culminating in a final "What's Your Brand" presentation. Students will complete a resume, cover letter, LinkedIn profile, informational interview, and practice interviews to demonstrate their preparedness for the professional world
This document outlines the Computer Programmer program offered at Georgian College from 2016-2017. The two-year diploma program includes four semesters of courses plus two co-op work terms. Graduates will be prepared for careers in programming, systems analysis, database design, and other computer-related roles. The program covers topics such as programming fundamentals, object-oriented programming, web development, databases, and project management. It aims to develop skills in problem solving, communication, and teamwork.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
Programme of study: professional aspirations underpinned by a Personal Develo...carthyf
The following outlines the personal development plan in relation to my professional program of study. I list my main aims and objectives, and then identify relevant knowledge gaps, how I plan to address them by studying on the MSc programme at DIT.
This document provides information about a College Success 101 course, including contact information for the instructor, technical assistance help desk information, a course description and objectives, expected student learning outcomes, evaluation methods, and required materials. The course aims to develop academic, self-motivational, and critical thinking skills through assignments, discussions, and presentations. Students will learn time management, career exploration, and other study strategies. Evaluation will be based on class participation, assignments, quizzes/exams, and a capstone paper. No textbook is required.
Following the February discussion of staff recruitment, this webinar addressed the critical issue of staff training. Erin Ulery, director of professional development, gave tips for planning pre-program professional development and discuss how to move from staff training sessions from "blah” to "a-ha!” Here are some of the online resources she suggested:
http://www.acacamps.org
http://www.childtrends.org
http://foundationsinc.org
http://www.nsdc.org
http://www.nationalservice.gov
Susanne Sparks, policy manager, unveiled Summer Learning Day planning tools from the Association to assist summer program providers.
This document provides details of the BSc (Hons) Applied Computing (Level 6 Top Up) programme, including its aims, intended learning outcomes, structure, admissions criteria, and progression routes. The programme is a one-year top up course that allows students who have completed a Higher National Diploma in Computing and Systems Development to progress to a full BSc Honours degree. It focuses on developing both technical and professional skills relevant to the computing industry through lectures, seminars, workshops and an independent research project. The target student number is 15-20 students per intake, and progression is possible onto postgraduate study if entry criteria are met.
Course design and delivery: guidance and tips for impactful trainingCORBEL
CORBEL and EOSC-Life organise the webinar series "Engaging with your community through events and training". The series continues with a presentation by Sarah Morgan (EMBL-EBI).
This webinar will provide a practical look at course design and delivery, giving guidance on the key elements you need to consider to ensure your training meets the needs of your intended audience. It will also provide some tips for successful delivery and a brief look at how you can assess the impact your training has in the short and long term.
The webinar includes an audience Q&A session during which attendees can ask questions and make suggestions. Please note that all webinars are recorded and available for posterior viewing.
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
Here are the key elements of hybrid learning according to the passage:
- A significant amount of course learning activity has been moved online, reducing the amount of time spent in the classroom.
- Traditional face-to-face instruction is reduced but not eliminated.
- It combines traditional face-to-face classroom methods with computer-mediated activities.
- Technology plays a more important role than just a supporting role to face-to-face instruction.
The passage defines hybrid learning, also known as blended learning, as combining both traditional in-person classroom instruction as well as online computer-mediated learning activities. This allows for a reduction in classroom time while still incorporating face-to-face elements.
Introduction to Journalism and Public Relations Vinita Agarwal
This document provides information about a course titled "Introduction to Journalism and Public Relations" taught in spring 2016. The course will be held on Tuesdays and Thursdays from 12:30-1:45 PM. The instructor is Dr. Vinita Agarwal and her contact information is provided.
The course aims to teach students the principles and practices of journalism and public relations, both historically and today. Students will learn how to write news stories, cover different news beats, understand legal and ethical issues in journalism, and more. Required textbooks and class policies on attendance, participation, teamwork, and deadlines are outlined.
This document provides information for a digital public relations course including the instructor, class times, course description, objectives, assignments, and grading. The course will introduce students to how digital and social media are transforming public relations and will involve hands-on experience using tools like Radian6. Major assignments include reaction papers, maintaining a class blog, and a final Radian6 brand monitoring project. The course aims to prepare students for digital PR careers by developing knowledge of tools and ethical practices in the field.
This document is a syllabus for a Public Relations Campaigns course taught during winter term of 2010. The syllabus outlines the course description, goals, prerequisites, assignments, grading criteria, and schedule. Students will work in teams on a campaign for an actual client, conducting research, developing a strategic plan, making presentations to the client, and implementing part of the plan. Assignments include client reports, a final strategic plan packet, weekly updates, and a portfolio presentation for undergraduates. The course aims to apply PR skills and knowledge to real-world client work.
This document is a syllabus for a course on information architecture taught at Indiana University Bloomington. The course aims to help students gain practical skills in information architecture by applying theory and principles to projects. Over the semester, students will complete individual and group assignments applying techniques like heuristic evaluations, content strategy, and structuring information. They will also propose and present projects. The syllabus outlines learning objectives, assignments, grading policies, and expectations for academic integrity.
This document outlines the policies and schedule for an International Public Relations hybrid course taught by Dr. Vinita Agarwal. The course meets in-person 60-65% of the time and utilizes online activities and discussions for the remaining 35-40%. Students are expected to spend 11-19 hours per week on out-of-class work. Key dates, technology requirements, learning objectives, assignments, and attendance policies are provided.
This document provides an overview of the course "HT-391 Principles of Social Media Marketing Management". It outlines the instructor's contact information, course objectives, required materials, assignments and evaluation criteria. The main assignments are active participation in class discussions, a social media marketing plan developed by student teams, a presentation by each team on a social media channel, and optional opportunities to earn extra points. Key policies outlined include expectations for attendance, participation and timely submission of assignments.
This document provides guidance for developing an information literacy course. It discusses understanding learners' needs, setting objectives, creating an outline, selecting teaching methods, developing materials, assessing learning, and marketing the course. A case study applies these factors to designing a course called "First Steps in Becoming a Super Searcher" for library professionals. The document emphasizes reflecting on teaching experiences to continuously improve information literacy instruction.
This document provides guidance for revising programme specifications. It includes templates for undergraduate and postgraduate programmes with key information to include such as programme aims, learning outcomes, teaching methods, assessment types, and career prospects. Sections are provided on programme structure, modules, awards, admissions, and professional recognition. The guidance aims to help clearly communicate essential details about the programme to students in an easy to understand way.
Information Literacy For the Information Literate Rajen Ruth R Pagell
Information Literacy for the Information Literate is part of the UNESCO Train the Trainers program
with Rajen Munoo
Now available as an article:
Information literacy for the information literate: A model and case study from the Wuhan UNESCO training the trainers in information literacy program
The International Information & Library Review, Volume 42, Issue 2, June 2010, Pages 84-90
Ruth A. Pagell, Rajen Munoo
This document outlines the syllabus for an internship and career development course at Bridgewater State University. The course aims to help students assess their career interests, create professional materials like resumes, learn about the internship process, and develop skills for transitioning from college to a professional career. Over the semester, students will determine their values and interests, establish an online professional presence, learn how to find and fund internships, and develop a plan for career development goals. The course involves lectures, discussions, presentations and assignments culminating in a final "What's Your Brand" presentation. Students will complete a resume, cover letter, LinkedIn profile, informational interview, and practice interviews to demonstrate their preparedness for the professional world
This document outlines the Computer Programmer program offered at Georgian College from 2016-2017. The two-year diploma program includes four semesters of courses plus two co-op work terms. Graduates will be prepared for careers in programming, systems analysis, database design, and other computer-related roles. The program covers topics such as programming fundamentals, object-oriented programming, web development, databases, and project management. It aims to develop skills in problem solving, communication, and teamwork.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
Programme of study: professional aspirations underpinned by a Personal Develo...carthyf
The following outlines the personal development plan in relation to my professional program of study. I list my main aims and objectives, and then identify relevant knowledge gaps, how I plan to address them by studying on the MSc programme at DIT.
This document provides information about a College Success 101 course, including contact information for the instructor, technical assistance help desk information, a course description and objectives, expected student learning outcomes, evaluation methods, and required materials. The course aims to develop academic, self-motivational, and critical thinking skills through assignments, discussions, and presentations. Students will learn time management, career exploration, and other study strategies. Evaluation will be based on class participation, assignments, quizzes/exams, and a capstone paper. No textbook is required.
Following the February discussion of staff recruitment, this webinar addressed the critical issue of staff training. Erin Ulery, director of professional development, gave tips for planning pre-program professional development and discuss how to move from staff training sessions from "blah” to "a-ha!” Here are some of the online resources she suggested:
http://www.acacamps.org
http://www.childtrends.org
http://foundationsinc.org
http://www.nsdc.org
http://www.nationalservice.gov
Susanne Sparks, policy manager, unveiled Summer Learning Day planning tools from the Association to assist summer program providers.
This document provides details of the BSc (Hons) Applied Computing (Level 6 Top Up) programme, including its aims, intended learning outcomes, structure, admissions criteria, and progression routes. The programme is a one-year top up course that allows students who have completed a Higher National Diploma in Computing and Systems Development to progress to a full BSc Honours degree. It focuses on developing both technical and professional skills relevant to the computing industry through lectures, seminars, workshops and an independent research project. The target student number is 15-20 students per intake, and progression is possible onto postgraduate study if entry criteria are met.
Course design and delivery: guidance and tips for impactful trainingCORBEL
CORBEL and EOSC-Life organise the webinar series "Engaging with your community through events and training". The series continues with a presentation by Sarah Morgan (EMBL-EBI).
This webinar will provide a practical look at course design and delivery, giving guidance on the key elements you need to consider to ensure your training meets the needs of your intended audience. It will also provide some tips for successful delivery and a brief look at how you can assess the impact your training has in the short and long term.
The webinar includes an audience Q&A session during which attendees can ask questions and make suggestions. Please note that all webinars are recorded and available for posterior viewing.
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
Here are the key elements of hybrid learning according to the passage:
- A significant amount of course learning activity has been moved online, reducing the amount of time spent in the classroom.
- Traditional face-to-face instruction is reduced but not eliminated.
- It combines traditional face-to-face classroom methods with computer-mediated activities.
- Technology plays a more important role than just a supporting role to face-to-face instruction.
The passage defines hybrid learning, also known as blended learning, as combining both traditional in-person classroom instruction as well as online computer-mediated learning activities. This allows for a reduction in classroom time while still incorporating face-to-face elements.
Fall 2013 Syllabus: Social Media in Public RelationsVinita Agarwal
Senior Seminar in Public Relations applying strategic communication principles effectively to use of PR tools and techniques in the domain of social media. Students gain a hands-on insight into how social media is shaping public relations practice and build a professional portfolio. Engages students as social media consultants to achieve their community non profit client's objectives and in personal branding.
(c) Vinita Agarwal. All Rights Reserved.
This document provides an overview of an introduction to entrepreneurship course. The course will explore entrepreneurship from three perspectives: creating, establishing, and maintaining new business ventures; viewing entrepreneurship as a key employment skill; and exploring the relationship between sustainability and entrepreneurship. Students will learn about the entrepreneurial process and key concepts, develop their propensity for entrepreneurship, practice innovation and creativity, understand how to identify and analyze business opportunities, and present a venture concept plan and elevator pitch. The course will use cases, discussions, interviews, research, and other activities. Students will complete blog entries, quizzes/activities, and an elevator pitch presentation.
This document provides information about the Master of Business Administration (MBA) Project module at Sunderland Business School. It includes details about the module leader and teaching staff, learning outcomes, content, teaching methods, and assessment.
The key points are:
- The module acts as a capstone project for the MBA program, allowing students to complete independent research on an organization or industry of their choice.
- Students will complete workshops on research methods and personal competencies to prepare them for their projects.
- The project will involve a literature review, methodology, data analysis, and recommendations and will be approximately 12,000 words.
- Students will also submit a 2,000 word self-reflection on
The document discusses the Individual Development Plan (IDP) tool for graduate students. The IDP is designed to (1) identify career goals and objectives, (2) assess skills relative to goals, and (3) develop a plan to acquire needed skills. It serves as a planning and communication tool between students and mentors. Effective implementation of an IDP involves regular self-assessment, writing and revising the plan with mentor input, and surveying potential career paths.
Module 15 career planning and portfolio developmentJigba
This document outlines a module on career planning and portfolio development. The module aims to help students understand career planning, the job application process, and developing a portfolio. It is 10 hours long and covers topics like career planning basics, applying for jobs, interview skills, and maintaining employment. Students will complete worksheets on their skills and attributes. They will also develop the framework for a personal portfolio to organize their experience and qualifications. The goal is for students to have the skills needed to pursue jobs or contracts after completing the program.
BUS475v10Project PlanBUS475 v10Page 2 of 2Wk 4 – App.docxfelicidaddinwoodie
The document is a project plan for introducing desert tacos to a food truck menu. It outlines objectives, operational steps, responsibilities, and timelines. The objectives are to identify potential customer groups for the opportunity and their characteristics. Operational steps include reviewing customer data to identify target groups, surveying customers on food preferences, and determining locations for a pilot study. Responsible persons are assigned to complete each step by set deadlines over a 5 week period, including reviewing sales data, creating marketing, and purchasing inventory for the pilot.
This document provides an overview of the CSSA 506 "Assessment in Higher Education" course offered at Oregon State University in spring 2005. The course is designed to help students learn about assessment techniques and strategies that can be used to evaluate programs and services in student affairs. Over the 10-week course, students will complete group and individual assignments applying assessment skills, including facilitating discussions of assessment methods, designing an assessment proposal, and conducting a final assessment study. The course aims to help students develop competencies in areas like assessment design, data collection and analysis, and communicating findings.
Syllabus Course BA602 Page 1 of 15 BA 602 Management.docxrudybinks
Syllabus Course BA602 Page 1 of 15
BA 602 Management Information Systems (BA602-72-H3-19)
Hybrid Course (October 14, 2019 thru February 29, 2020)
RESIDENCY Oct. 18-20, 2019 – Louisville, KY – 2300 Greene Way (LEC EAST Campus)
Instructor Information
Name: Dr. Rick Livingood, PhD, MCSE, CISSP, CSSLP
Email: [email protected]
Office Location: Remote (Tucson, Arizona)
Telephone: 520-296-4695 (Remember, I am on California time!)
Required Residency: October 18-20, 2019 at Louisville East 2400 Greene Way, Louisville, KY
Please review and make appropriate arrangements to attend.
Course Information
Course Number: BA 602
Course Name: Management Information Systems
Credits: 3
Format: This class will be delivered as a hybrid using the Moodle Platform and a residency.
Class sessions will consist of discussions, assignments, and quizzes. Discussions,
assignments, cases and exam will focus on readings, and other
professionally/academically reviewed journals.
Course Description:
Course Description: The design of computer-based information systems to increase
organizational effectiveness and efficiency in the development and implementation of
organizational strategy and the control and evaluation of organizational activities. Attention is
devoted to decision support systems that support empowerment of individuals in agile
organizations.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the roles of information systems in an organization.
2. Analyze different types of information systems and how they process data.
3. Analyze data, text, and document management, as well as their impacts on performance.
4. Analyze the impact of business networks and wireless broadband networks on businesses
and organizations.
5. Analyze the functions and financial values of IT security.
6. Discuss e-business strategies and e-commerce operations.
7. Analyze the growing role of mobile computing technologies in the business world.
8. Analyze how businesses are using online communities and social networking services.
9. Analyze companies’ need for enterprise resource planning (ERP) systems.
Syllabus Course # Page 2 of 15
10. Analyze how companies use data mining, predictive analytics, dashboards, scorecards, and
other reporting and visualization tools in the management of information.
11. Analyze major types of outsourcing, reasons for outsourcing, and the risks and benefits.
Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
Required Materials:
Information Techn ...
The document provides information and guidance for designing a blended course. It defines key terms like blended, online, and web-enhanced learning. It discusses establishing a community of learning and integrating technology. The goals are to define blended learning, design course modules using best practices, and employ the backwards course design process to align objectives, assessments and activities.
BUSM 4194 Leading for ChangeSemester 1, 2014Assessment Tas.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations. You are required to use the RMIT Business Referencing System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to w ...
This 3 sentence summary provides the key details about the COMM12033 Speech and Script course:
This course considers aspects of speech as applied in corporate and media settings, including historical and rhetorical perspectives on speech, speech as institutional talk, and writing for speech. Students will complete theory-based practical assessment tasks, including a portfolio compiling weekly activities and a practical assessment involving writing and delivering a speech and audio-visual script. The course aims to help students discuss effective speech making, explain social practices behind institutional talk, and write and deliver speech effectively across different genres.
This document provides an overview of a course on statistics and data analysis. It outlines the course objectives, which include describing quantitative data collection and analysis, utilizing descriptive statistics, applying hypothesis testing, and using statistical software. The course will be delivered entirely online through the learning management system Canvas. Students will complete weekly modules, assignments, and discussions. Assignments are to be submitted in APA format by the stated deadlines. The grading scale and expectations for participation are also defined.
T-1.8.1_v3Details of AssessmentTerm and Year2, 2020Time .docxperryk1
T-1.8.1_v3
Details of Assessment
Term and Year
2, 2020
Time allowed
8 Weeks
Assessment No
1
Assessment Weighting
100%
Assessment Type
Individual Assessment: Workplace Scenario
Due Date
Week 8
Room
611
Details of Subject
Qualification
BSB61218 Advanced Diploma of Program Management
Subject Name
Leadership
Details of Unit(s) of competency
Unit Code (s) and Names
BSBPMG617 Provide leadership for the program
Details of Student
Student Name
College
Student ID
Student Declaration: I declare that the work submitted is my own and has not been copied or plagiarised from any person or source. I acknowledge that I understand the requirements to complete the assessment tasks. I am also aware of my right to appeal. The feedback session schedule and reassessment procedure were explained to me.
Student’s
Signature: ____________________
Date: _____/_____/_________
Details of Assessor
Assessor’s Name
ROBERT CUTULI
Assessment Outcome
Assessment Result
|_| Competent |_| Not Yet Competent
Marks
/100
Feedback to Student
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student.
|_| Student attended the feedback session.
|_| Student did not attend the feedback session.
Assessor’s
Signature: ___________________
Date: _____/_____/________
Purpose of the Assessment
The purpose of this assessment is to assess the student in the following learning outcomes:
Competent
(C)
Not Yet Competent
(NYC)
KNOWLEDGE EVIDENCE
Compare behavioural models for the role of program manager
Explain communication and negotiating styles and approaches
Describe current ethics, equity and fairness norms, regulations and legislation
List learning and development methods and strategy
Compare types and formats for program vision
PERFORMANCE CRITERIA
1.1 Maintain alignment of the program vision with the sponsoring organisation mission and values
1.2 Conduct ongoing negotiations with stakeholders to maintain program vision
1.3 Demonstrate commitment to the program vision
2.1 Treat stakeholders fairly and equitably
2.2 Encourage and facilitate open discussion
2.3 Manage differences constructively
2.4 Attend to issues and concerns in a timely manner
2.5 Choose and apply interpersonal and leadership styles based on the circumstances
2.6 Honour realistic personal commitments
3.1 Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders
3.2 Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation
3.3 Identify and address threats to socially responsible practice within the program
4.1 Establish individual behavioural expectations for constituent project managers
4.2 Define, document and communicat.
Embedding vocational career development modules within undergraduate bioscien...Sara Marsham
This document outlines career development modules embedded within undergraduate bioscience programs at Newcastle University. The 10-credit semester 2 modules involve career training in semester 1 followed by a work placement in semester 2. Students complete 35 hours on a placement related to research, development, or communication in biology or marine science. Placements are assessed through a work plan, presentation, reflective report, and feedback. Both students and placement providers found the modules improved students' employability skills and confidence.
This document provides information and guidelines for staff development salary point credit projects and classes in the LAUSD. It outlines the contact information for salary point advisors, ways to earn salary points through pre-approved classes from various institutions, and class formatting requirements. Requirements addressed include objectives, addressing student needs, district priorities, standards, and homework assignments. The approval and completion process is also summarized.
The document discusses a scenario where TAs are providing minimal feedback to students on draft assignments due to a quick turnaround time for grading. In the solutions proposed, it is recommended that:
1) TAs establish clear expectations and objectives for students and create a roadmap to divide assignments into sections to provide effective feedback while meeting deadlines.
2) TAs utilize small group and virtual discussion sessions to provide additional feedback to students in a collaborative environment.
3) Formative feedback plays a vital role in the learning process by helping students identify gaps and adjust their learning, which supports improvement in summative assessments like final projects.
4) Regular communication among the TA team is important to coordinate grading,
This course syllabus outlines the expectations and requirements for PLAN 4096 Planning Studio at East Carolina University in fall 2013. The course is a collaborative studio that will investigate an advanced planning issue for a real community client. Students will be assigned to teams to apply their planning skills and knowledge to create a planning document. Major assignments include developing a project management plan, citizen participation plan, ethics exercises, existing conditions analysis, and a final planning document and presentation. The course aims to provide hands-on experience that will help students develop professional planning skills and qualifications. Regular attendance, participation, and high-quality work are expected for a successful grade.
1. 1
Bridgewater State University
Department of Counselor Education
Syllabus
Introduction to Career Counseling CNGC 539 3 credit graduate course Summer Session I, 2016
Instructor: Carol Crosby, Assistant Director, Career Services, Bridgewater State University
Office hours: If discussion needed, schedule an appointment via email at ccrosby@bridgew.edu
Course Description
This course is designed to provide you with active learning of the concepts, issues, trends and tools in the field of career counseling. In
this class, you will learn and practice the role of a professional counselor, working with diverse clients who are exploring and engaging in
the career decision-making process. Topics will include, but not be limited to career development theory, career assessment tools,
professional competencies, professional materials, current technology, career counseling strategies and program development,
implementation and assessment.
Required Texts
Brown, D. (2015). Career Information, Career Counseling and Career Development (11th
ed). Boston: Pearson.
Guerriero, J. M. & Allen, R. G. (1998). Key Questions in Career Counseling: Techniques to Deliver Effective Career Counseling Services.
Mahwah, New Jersey: Lawrence Erlbaum Associates.
Student Learning Objectives
Students completing this course will:
Be familiar with basic career development and multicultural theories and be able to apply them in work with clients.
Be familiar with basic counseling techniques as they relate to career counseling.
Have a working knowledge of career life stages and career decision-making processes.
Recognize the strengths and limitations of informal and formal career assessments and how these tools are utilized in assisting
clients’ career development.
Have a working knowledge of current resources related to career counseling including: career assessment, technology/web-
based/media resources, and career information systems.
Have a working knowledge of the materials needed for the career development, planning, and search processes.
CACREP Standards
The following topics within 2016 CACREP Standards: Section 5: Entry-level Specialty Areas – Career Counseling are covered in this
course.
1. Foundations: a. history and development of career counseling b. emergent theories of career development and counseling c.
principles of career development and decision making over the lifespan d. formal and informal career- and work-related tests
and assessments
2. Contextual Dimensions: c. unique needs and characteristics of multicultural and diverse populations with regard to career
exploration, employment expectations and socioeconomic issues d. factors that affect client’s attitudes toward work and their
career decision-making processes e. impact of globalization on careers and the workplace f. implication of gender roles and
responsibilities for employment, education, family and leisure g. education, training, employment trends, and labor market
information and resources that provide information about job tasks, functions, salaries, requirements and future outlooks related
to broad occupation fields and individual occupations h. resources available to assist clients in career planning, job search, and job
creation j. legal and ethical considerations specific to career counseling.
3. Practice: a. intake interview and comprehensive career assessment c. approaches to help clients acquire a set of employability,
job search, and job creation skills d. strategies to assist clients in the appropriate use of technology for career information and
planning g. planning, implementing and administering career counseling programs and services
Grading
The primary intent of this course is to provide you with the resources for you to gain both knowledge and skills for the career counselor
role. Grading for this course is focused on this purpose. See grading rubrics for each assignment on Blackboard for more details.
Career Portfolio Assignment (20 points) – Due FRIDAY, JUNE 10 by MIDNIGHT
You will submit your resume and cover letter, targeted to a specific job and organization of interest to you, in Word documents, to the
instructor at ccrosby@bridgew.edu by deadlines indicated in the syllabus. These materials must reflect your professional and academic
progression related to the field and indicate an understanding of class discussions and Blackboard materials. This assignment will
highlight the knowledge and experience you have gained to counsel clients on the preparation of professional materials.
2. 2
Interviewstream Interview Assignment (10 points) – Due WEDNESDAY, JUNE 15 by MIDNIGHT
You will prepare and present professional level responses to a job interview using InterviewStream. This assignment will be graded on
professionalism, ability to response fully and concisely to interview questions, professional appearance, presence and non-verbal and
verbal communication. Instructions for access to the course’s specific assignment on InterviewStream is available on Blackboard. This
assignment will highlight the knowledge and experience you have gained to counsel clients on professional interviewing skills and
professional communication, behavior and presence.
Interviewstream Elevator Speech Assignment (10 points) – Due MONDAY, JUNE 20 by MIDNIGHT
You will prepare and present a professional-level elevator speech using InterviewStream, addressed to a potential mentor in the field of
choice. This assignment will be graded on professionalism, ability to develop a polished and concise professional introduction, content
related to field, as well as professional appearance, presence and non-verbal and verbal communication. Instructions for access to the
course’s specific assignment on InterviewStream is available on Blackboard. This assignment will highlight the knowledge and
experience you have gained to counsel clients on professional networking skills and professional communication, behavior and presence.
Career Programming Proposal (20 points) – Due FRIDAY, JUNE 24 by MIDNIGHT
You will develop a 1-2 page proposal for a program, workshop or event developed to improve students’ professional competencies, in a
setting of your field of interest. This proposal will include your goal for the programming, the audience for whom this program is
intended, the student learning objectives, a concise but detailed description of the programming including a timeline, a budget, and a
description of the assessment method that will measure student learning outcomes based on the student learning objectives. This
assignment will highlight the knowledge you have gained to develop, propose and assess career-related programming.
Classroom/Blackboard Attendance (10 points)
Because this is a hybrid, compressed course, it is essential that you commit times regularly during this semester to be available for and
attentive to viewings of workshops, materials, links and assignments on Blackboard. Similarly, it is expected that, with the exception of
a major illness or an emergency, you will attend all on-campus sessions. If you are unable to make a session, please contact the
instructor in advance of the beginning of class at ccrosby@bridgew.edu.
Active Classroom Participation (10 points)
Time in the classroom with a hybrid course is condensed. You are expected to complete on-line and off-site work by the dates indicated
in this syllabus, in order to participate fully in class discussions and activities. A career counselor role must include a solid balance of
listening and professionally communicating valuable information to a client; therefore, you will be graded on the ability to bring that
balance to the in-class setting.
Active Blackboard Webinar and Discussion Participation (20 points)
You are required to actively engage on Blackboard by opening resources on the site as well as watching the webinars to fulfull the
courses learning outcomes as well as enhance your learning experience and improve retention. There also will be Blackboard
discussions posted periodically throughout the semester and it is expected that you will contribute at least one posting to each
discussion. Grades in this category will be determined not only on this factor but also on responses that indicate a thorough knowledge
of the reading and/or viewing assignments in the course as well as learning obtained from classroom discussions and activities. As your
future as a counselor may include on-line support and advising, you will also be graded on balance of contribution as well as
professional communication in these discussions.
Schedule with Course Components
Schedule and content may be subject to changes.
Date Topics Assignment/Readings
Monday, May 23
On-campus, 5-7:30
Lesson 1
Introductions, Review of Syllabus,
Assignments, Objectives of Course,
Career Counselor Competencies
Assignments due by May 23 class
Reading: Brown: Ch. 1 and 2; Guerriero: Ch. 1 and 2
Blackboard: Read weblinks: NACE Ethical Standards and NCDA Code
of Ethics
Wednesday, May 25
ON-LINE CLASS
Lesson 2
Assessment Instruments – Theory
and Instruments, Student
Competencies
On-line Class Assignments due by Wednesday, May 25, midnight
unless otherwise noted.
Reading: Brown: Ch. 10; Guerriero: Ch. 3 and 4
Blackboard: Review both NACE's Student Career Readiness and BSU's
Student Competencies listed below.
Blackboard: Register on FOCUS 2 and take all five assessments listed
- Work Interest, Personality, Skills, Values and Leisure. As you are
taking the assessments, prepare a list of any words that interest you
3. 3
in the questions asked, any words that come to mind as you respond
to the questions, and any occupations that interest you. Bring this list
to class on Friday, May 27th
Blackboard Discussion: Of the FOCUS assessments that you took,
which assessment appealed to you the most? Why? Which do you
feel would be of less interest to you in your future counseling session
and why?
Friday, May 27
On campus, 5-7:30
Lesson 3
Integrating Assessments into
Career Counseling, The Career
Counseling Process Model
Assignments due by Friday, May 27 class
Reading: Brown: Ch. 11;Guerriero: Ch. 4 and 5
Blackboard: Review What Can I Do With This Major resource in this
Blackboard folder. Choose one major of interest to you and print
out. Under the Area section, underline any career areas that interest
you as a potential area to work in; in the Employer section, also
underline any employer that you might be interested in working with
in the future. Bring this printout with marks to class on Friday,May
27.
Wednesday, June 1
ON-LINE CLASS
Lesson 4
Career Counseling Theories,
Developmental Theories, Career
Exploration Techniques and
Practice
On-line Class Assignments due by Wednesday, June 1, midnight unless
otherwise noted.
Reading: Brown: Chapters 3 and 4;Guerriero: Chapters 6 and 7
Blackboard: Watch the Career Counseling Session webinar and the
Using Career Counseling Theories in Counseling webinar.
Blackboard Discussion: What career counseling theories resonate
most with you? How do you see using these theories that interest
you, in your future counseling setting?
Friday, June 3
On-campus, 5-7:30
Lesson 5
Professional Competencies:
Resumes
Advising on Resumes, Related
Resumes, Critiquing Resumes
Resume Workshop with Imbedded
Learning
Assignments due by Friday, June 3 class
Reading: Brown: Chapters 5 and 6; Guerriero: Chapters 8 and 9
Blackboard: Watch the Developing a Resume webinar and Resume
Critique webinar and read the Resume Guide. Browse through the
variety of resumes in the resume samples folder.
Other: If you have a full or draft resume, bring it to class on Friday,
June 3. There will be a question and answer about your resumes, if
time.
Monday, June 6
On-campus, 5-7:30
Lesson 6
Professional Competencies: Cover
Letters
Advising on Cover Letter, Related
Cover Letters, Critiquing Cover
Letters
Assignments due by Monday, June class
Blackboard: Watch the Cover Letter Webinar and Cover Letter
Critique Webinar. Read the Cover Letter Guide.
Other: If you have a draft cover letter, bring it to class on Monday,
June 6. There will be a question and answer about your cover letters,
if time.
Wednesday, June 8
ON-LINE CLASS
Lesson 7
Professional Competencies:
Professional Presence
Branding, on and off line
professionalism, InterviewStream,
On-line Class Assignments due by Wednesday, June 8, midnight unless
otherwise noted.
Reading: Brown: Chapter 7
Blackboard: Watch the Professionalism Webinar. Read Dress for
Success Guide.
Look at BSU Student and Alumni Networking Group
on LinkedIn information as well as review the LinkedIn student profile
link.
Blackboard Discussion: After reviewing the Dress for
Success Webinar - There are some work cultures that your clients may
be pursuing that could change your advice on interview attire as well
as day to day attire. What cultures would be included in that list and
what would you advise your client for interviews? For day to day
attire?
Friday, June 10
On-campus, 5-7:30
Lesson 8
Professional Competencies:
Effective Interviewing
Assignments due Friday, June 10:
Reading: Brown: Chapter 8
Blackboard: Watch Effective Interviewing Webinar and read Effective
Interviewing Guide. Register on InterviewStream and try a sample
4. 4
Advising for Interviews, The STAR
Method
interview to ensure you understand the program. Bring any questions
you have to class on Friday, June 10.
Reminder: Your Career Portfolio is due at midnight tonight, June 10.
See Blackboard folders Lesson 5 and 6 for assignment details.
Monday, June 13
On-campus, 5-7:30
Lesson 9
Program Development, Goals and
Objectives, Budgets, Exploring
Program Opportunities
Assignments due Monday, June 13:
Reading: Brown: Chapter 9. Chapter 15, 16, 17 or 18 depending on
the environment in which you plan to advise.
Blackboard: Watch the Student to Professional Webinar.
Other: Begin formulating your idea for your program and bring idea to
class on Monday, June 13.
Wednesday, June 15
ON-LINE CLASS
Lesson 10
Professional Competencies: Job
Search, Advising on Job Searches,
Career Fairs
On-line Class Assignments due by Wednesday, June 15, midnight
unless otherwise noted.
Reading: Brown: Chapter 14
Blackboard: Watch Job Search Webinar and Career Fair webinar and
read the How To Work a Job Fair Guide and the Job Search guide.
Blackboard Discussion: Briefly describe a potential clients in your
field of interest and state what job they might choose to
pursue. What do you recommend they bookmark on Chrome or other
search engines in preparation for their job search? This list should
include at least five recommendations including job search engines;
professional organizations; and businesses that might interest them.
Reminder: Your InterviewStream Interview Assignment is due at
midnight tonight, June 15.
Friday, June 17
On-campus, 5-7:30
Lesson 11
Program Assessment: Goals,
Student Learning Outcomes,
Assessment Options
Assignments due Friday, June 17:
Reading: Brown: Chapter 19
Blackboard: Read blog postings on assessment below.
Other: Search on BSU website for the institution's strategic priorities
and Student Affairs divisional goals. Create a list of the priorities and
the divisional goals and bring to class on Friday, June 17.
Monday, June 20
On-campus, 5-7:30
Lesson 12
Professional Competencies:
Networking; , Advising on
Networking, Networking Practices,
Elevator Speeches, High Impact
Practices
Assignments due Monday, June 20:
Reading: Brown: Chapter 13
Blackboard: Watch Networking Webinar and read Networking Guide.
Reminder: Your InterviewStream Elevator Speech Assignment is due
at midnight tonight, June 20.
Wednesday, June 22
ON-LINE CLASS
Final Project Prep – Program
Proposal and Assessment
Friday, June 24
ON-LINE CLASS
Final Project Prep – Program
Proposal and Assessment
Reminder: Your Career Programming Proposal is due at midnight
tonight, June 24.
Monday, June 27
On-campus, 5-7:30
Brief presentations of proposals,
class wrap-up
Other: Bring your submitted proposal to class. Each student will give
a brief synopsis of their program and details.
Classroom Learning Needs
Any student with a documented disability which requires academic assistance is must meet with the instructor on the first day of the
class or prior to the start of the semester to create a plan to assist you meet your academic goals and course expectations based on
your accommodations letter from the BSU Disability Resources Office
Academic Honesty
All students must abide by BSU Academic Integrity Policy. Violations of the academic honesty policy in any fashion is a serious offense
and could involve a student receiving a failing grade in this course or other academic consequences. Students must ensure that all work
done for class are their own words and properly credit outside assistance or sources where appropriate.
BSU Career Services Materials
Throughout this course, you will have access to resources prepared and developed by Career Services at BSU. You are welcome to copy
and retain these materials for your future use as a counselor. If any materials are directly copied for use in another professional setting,
please a note on the materials crediting Career Services as author of the materials.