The Career component develops critical career-related skills and undertakes systematic inquiry into and analysis of graduate programs or professions that students may pursue.

 

Guidance

Faculty may submit a Trek Credit Course Proposal Form for a new or existing course to receive Career credit.

All Career course proposals should include:

1. A thorough course proposal signed by the mentoring faculty member.
2. A draft syllabus with course objectives, requirements, assignments, and an explanation of Career exploration and preparation.
3.  A list of 3-5 career related activities to be incorporated into the curriculum. (3 experiences for a 2-credit hour class; 5 experiences for a 4-credit hour class) Click here for suggested activities.
4. A plan to require that students submit an updated résumé, completed Trek Career Assessment, and a written reflection about the experience.

 

Assessment

The Trek Career component is assessed indirectly through a review of required student reflections on and evaluations of their experiences, and it is assessed directly by the faculty member or career supervisor. The National Association of Career Educators (NACE) has identified eight career competencies to determine career readiness. This list has been modified to accommodate Centenary’s program goals and student population.

To determine if Trek Career courses effectively prepare students for post graduate opportunities, faculty or supervisors will assess student learning using the career assessment rubric.

Part 1 - Student Survey: Assessment Questions

Career/Post Graduate Management
Were you given opportunities to … (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree)

• Identify and articulate your skills, strengths, knowledge, and experiences relevant to the opportunity desired
• Identify areas for continual growth, to pursue and apply feedback
• Navigate and explore post graduate options
• Seek and embrace development opportunities

Oral Written Communication
Were you given opportunities to… (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree)

• Articulate thoughts and ideas clearly and effectively in written form (resume, cover letter, personal statement, CV)
• Effectively use public speaking and presentation skills in front of various-sized audiences

Professionalism/Work Ethic
Were you given opportunities to… (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree)

• Work productively with others
• Adapt to evolving needs and take initiative
• Manage time efficiently and effectively

Digital Technology
Were you given opportunities to … (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree)

• Leverage existing digital technologies to solve problems, complete tasks, and accomplish goals
• Recognize impact of personal/professional brand and engage responsibly across social platforms and technologies

Part 2 – Student Self-Reflection (Required)
Answer the following questions in narrative form and devote at least a minimum of 1 page for each section.

Career Management

• What are your career goals? What relevant skills, strengths, knowledge, and experiences do you have?
• In pursuit of this opportunity, what challenges do you anticipate? How do you plan to overcome said obstacles?
• How are you leveraging your undergraduate experience to pursue your career goals?

Professionalism/Work Ethic

• How have you demonstrated personal accountability and effective work habits? In your response, specifically highlight punctuality, working productively with others, time management, and the impact of non-verbal communication in professional spaces.
• What mistakes have you made during your career journey? What have you learned?

Oral/Written Communications

• Discuss written bodies of work you’ve submitted and how each will prepare you for career success.
• In what ways have you used public speaking skills? Are these skills transferable to the workplace? Why/ why not?

Digital Technology

• What technologies have you used to help you solve problems, complete tasks, and accomplish goals?
• How will you continue to use these platforms beyond the Career Strategies Course?
  
  

Curricular Options

These faculty-approved courses satisfy the CAREER component of the Trek graduation requirement.

CAREER EXPLORATION (TREK 250) – 0 credit hours

Several departmental courses in the academic catalog satisfy the criteria for Career credit. In general, such courses already combine substantive academic content with significant career-related experiences and serve as a bridge between the liberal arts and workplace expectations.

CAREER STRATEGIES (TREK 253) – 2 credit hours

Course Description: This course emphasizes critical thinking as it relates to professional discernment and the 21st century career landscape, and professional development as it relates to job searches, résumé building, issues related to hiring and the workplace, and the graduate school admissions process. Offered each semester.

Course Objectives

Self-Assessment – Students will identify personal interests, values, skills, and personality characteristics that will assist them with professional discernment and professional development.

Professional Discernment – Students will explore possible career pathways through the collection and analysis of occupational information.  Media used for data collection will include written material, internet sites, informational interviewing and/or observation, and various other resources as identified by the instructor.

Post-baccalaureate Strategies – Students will learn to utilize various internship, employment, and graduate program search methods and complete application processes. Students will draft professional résumés, cover letters, personal statements, and practice interviewing techniques. 

Independent Projects

To earn independent credit, students work with a faculty or Trek staff member and submit an Independent Project Proposal Form to the Trek Committee by the corresponding deadline.

All independent Career proposals should include:

1. A thorough description of the project signed by the mentoring faculty member
2. The background of the project, and its significance. Include details such as goals/timeline for publication, creative activities, or performances. The proposal should also discuss how the project will prepare the student for graduate school or professional endeavors.
3. A time audit outlining 80 project hours
4. Deliverables should include an updated résumé or curriculum vitae, portfolio, written reflection on the experience, and a Trek Career assessment.

 

INTERNSHIP (TREK 251) – 0 credit hours

Students may choose to source an experiential opportunity independently or in conjunction with a faculty member.

Projects may include (but are not limited to):

• internships (these may be attached to a department-specific internship class offered for credit)
• substantial co-curricular experiences (off-campus employment; approved campus leadership; volunteer positions not concurrently earning Community credit)

 

CAREER GUIDED RESEARCH (TREK 251) – 0 credit hours

Guided research at Centenary occurs under the supervision of a faculty member and provides excellent preparation for graduate or professional study. Through guided research, students learn to collect and analyze data significant to their field of interest.