Viewing: USC 203 : Professional Development For Career Ambassadors

Last approved: Wed, 24 Oct 2018 08:01:58 GMT

Last edit: Tue, 23 Oct 2018 13:01:30 GMT

Changes proposed by: lamarcus
Catalog Pages referencing this course
Change Type
USC (University Studies Course)
Dual-Level Course
Cross-listed Course
Professional Development For Career Ambassadors
Prof. Dev for CA
Division of Academic and Student Affairs
Division of Academic and Student Affairs (24DASA)
Multi-/Interdisciplinary Studies, Other.
Term Offering
Fall and Spring
Offered Every Year
Previously taught as Special Topics?
Course Prefix/NumberSemester/Term OfferedEnrollment
USC 298Fall and Spring20
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
Contact Hours
(Per Week)
Component TypeContact Hours
Course Attribute(s)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
Marcy Bullock
Director, Professional Development

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
The course is for Career Ambassadors only. This course will offer learning opportunities that will provide class members with the knowledge, skills and attitude necessary to become effective Career Ambassadors. The top seven career readiness competencies will be explained. Guest speakers, class discussions, group activities, reflections and out of class team building experiences will be utilized to facilitate learning. Restricted to students who are chosen to be Career Ambassadors after the interview process. (Department Approval Required).


Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:






Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:




Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:




Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:






Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:








Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:






Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:








Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:


Please complete at least 1 of the following student objectives.






US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.








Requisites and Scheduling
a. If seats are restricted, describe the restrictions being applied.

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
Title and author of any required text or publications.

Major topics to be covered and required readings including laboratory and studio topics.

List any required field trips, out of class activities, and/or guest speakers.

No resources are being requested.

The goal is to prepare students for the career world by equipping them with the skills that employers seek. See syllabus and rubrics.

Student Learning Outcomes

·         Define and apply the seven career readiness competencies; Professionalism/Work Ethic, Critical Thinking/Problem Solving, Teamwork/Collaboration, Oral/Written Communication, Information Technology Application, Leadership, and Career Management.

·         Demonstrate necessary communication and organizational skills for presentations by sharing clear, accurate and concise information in 6 workshops.

·         Reflect on personal career journey as it relates to mentoring relationships with fellow students.

·         Articulate professional strengths and areas for growth.

·         Will be able to define, differentiate, and discuss the many resources provided by the Career Development Center during their six presentations and be able to connect the “right” resource to student needs.

·         Will be able to demonstrate mastery of career workshop topics by showing that they are: 1) Are able to identify specific needs of groups requesting presentations via timely communication. 2) Are able to align and organize career workshop content with audience/learners as focus. 3) Prepare, select, or design appropriate activities for rich engagement regardless of topic. 4) Finally, receive high marks on participant feedback forms and/or be able to use feedback forms to determine areas of improvement.

·         Design and present peer to peer career training sessions.

·         Transfer information acquired in the course to students who attend the career training sessions.

Please note that student who enroll in this course for a second time will build on the foundation of these learning outcomes expanding their knowledge in the seven career competency arenas.

Evaluation MethodWeighting/Points for EachDetails
Written Assignment5Each student will write a career blog post for the CDC web page.
Oral Presentation60Each student presents six career workshops. The workshops are video taped and critiqued to effectively evaluate the learning outcomes.
Discussion15Each student facilitates group activities and takes part in the team building process.
Homework10Each student completes a self assessment and engages in group activities related to their results.
presentation10Each student presents a mid and end of semester presentation summarizing their performance and Mastery of the seven competencies. This evaluation meeting includes strategies to grow in each of the competency arenas.
TopicTime Devoted to Each TopicActivity
See Syllabus8 topics, 110 minutes per topic/biweeklyIntroduction to the CDC/Work Ethic/Career Fairs —
Professionalism/Work Ethic- Demonstrate personal accountability, effective work habits, e.g., punctuality, working productively with others, and time workload management, and understand impact of non-verbal communication on professional work image; demonstrate integrity and ethical behavior; act responsibly with the interests of the larger community in mind; able to learn from one’s mistakes.

Navigating Career Fairs
· How to give a winning elevator speech
· How to prepare for a career fair
· What to wear/what not to wear

Teamwork and Resumes
Teamwork/Collaboration- Build collaborative relationships with colleagues and customers representing diverse cultures, races, ages, gender, religions, lifestyles, and viewpoints; be able to work within team structure, and to negotiate and manage conflicts.

Preparing and Critiquing Resumes
The key skills required by employers
· How to engage your reader
· Powerful action verbs

Communication and Cover Letters
Oral/Written Communication- Articulate thoughts, ideas clearly and effectively with persons inside and outside of organization; demonstrate public speaking skills; communicate new ideas to others; write/edit memos, letters and complex technical reports clearly and effectively.

Covering Cover Letters
· How to structure a cover letter
· How to communicate through email
· Thank you letter best practices
Information Technology and LinkedIn
Information Technology- Select and use appropriate technology to accomplish a given task, apply computing skills to problem-solving.

Learning LinkedIn
· How to use LinkedIn to help your career
· How to identify alumni on LinkedIn
· Tips and trick for LinkedIn

Career Management and Job Search
Career Management- Identify and articulate one’s skills, strengths, knowledge, and experiences relevant to position desired and career goals; identify areas necessary for professional growth; able to navigate exploring job options and how to take the steps necessary for pursuing opportunities; understand how to self-advocate for opportunities in the workplace.

Searching for Jobs and Internships on ePack
Use ePACK effectively
· Create a job search strategy
· Have ideas for internship back-up plans

Leadership and Interviewing
Leadership- Leverage the strengths of others to achieve common goals; use interpersonal skills to coach and develop others; Ability to assess and manage one’s own emotions and those of others, using empathetic skills to guide and motivate; organize, prioritize and delegate work.
Myers-Briggs Type Inventory due

Acing Interviews
· Communication best practices
· How to prepare for an interview
· Expectations during the interview

Critical Thinking and Getting Recommended —
Critical Thinking- Exercise sound reasoning and analytical thinking; obtain, interpret, and use knowledge, facts, and data to analyze situation, make decisions and solve workplace problems. Demonstrate originality and inventiveness in work.
Getting Recognized & Recommended
· How to develop professional relationships
· How to overcome fears
· How to build a recommendation folder

Tying it All Together
Pull together the seven competencies and prepare for your performance review. Ensure your LinkedIn profile reflects your achievements.
An 8 hour retreat is required the first week of the semester. The agenda varies. Employers are brought in as guest keynote lecturers. See attached example.
1500 minutes of contact hours are filled with 1360 minutes in class and the retreat plus 360 minutes of workshop presentations that are video taped and critiqued.
Key: 9943
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