a final proposal of a job search class

1. Final Course Outline 1
RUNNING HEAD: Final Course Outline
Final Course Outline for Job Search Class
Tiffany A. Simmons
Strayer University
June 11, 2011

2. Final Course Outline 2
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

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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.

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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

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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.

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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.

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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.

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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:

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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
Course outcomes to be emphasized:
o Conduct a job search online, as well as through the newspaper
Topics for discussion:
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
Activities for the week:
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

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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
Course outcomes to be emphasized:
o Utilize social media for the job search
Topics for discussion:
o The significance of social media in the job search
o Creating accounts on social networking sites
Activities for the week:
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
Course outcomes to be emphasized:
o Present a professional image for job searching
Topics for discussion:
o Portfolios for job searches
o Professionalism
Activities for the week:
o Build your job search portfolio

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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.
Course outcomes to be emphasized:
o Utilize proper interview techniques and strategies in the job search
Topics for discussion:
o Importance of the interview in the job search
o Effective Interview Techniques
o Professional Image in Interviews
o Interview Practice
Activities for the week:
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.
Course outcomes to be emphasized:
o Utilize proper interview techniques and strategies in the job search
Topics for discussion:

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o Interview Practice
o Mock Interviews
Activities for the week:
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.
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
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

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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

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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

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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.

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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.