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Resources
Learn about strategies for integrating career readiness into the classroom.
Featured Interventions
Expand each section below, organized by career readiness competency, to see what some Core to Career faculty fellows have implemented in their courses.
CTC fellow Rachel Sanchez (English) had students in ENGLISH 201: Research and Writing write a Final Portfolio cover letter that incorporated imaginative, forward-thinking reflection. The Final Portfolio has always been accompanied by a cover letter in which students reflect on writing processes and provides self-assessment of course outcome achievement. Sanchez opted to flip the audience: What if students reflect about their writing processes and advocate for their growth and strengths to a professional audience rather than a faculty member?
Students were required to identify a professional audience [a graduate or professional program; a scholarship or internship committee; a hiring committee] and prepare their final portfolio, which includes a revision of their semester-long research essay and accompanying cover letter, addressing the selected audience in their cover letter.
Students wrote to law schools, state school districts, MIT programs, hospitals, etc.
Here are a few examples of what students wrote…
“I have always been interested in being able to make connections for a greater outcome through careful research so I can confidently share the information to others, which is a critical skill to be part of this esteemed MIT program, and these skills are able to be seen in my semester long project I have attached to this letter.”
“Your mission statement of using teamwork, innovation, compassion, advocacy, and action resonates with me, and I believe that my research paper reflects those values well.”
“The arguments that I make within this essay are my own. I have not found any academic paper that speaks [to] the relation of sales between books and a physical figurine. [This concept] has traditionally been studied through movie adaptations of books. By making this argument I am showing that I am capable of contributing to existing research by expanding upon it to demonstrate its effects. This shows that I have the base skills needed to be an effective researcher.”
![](https://s3.wp.wsu.edu/uploads/sites/3464/2024/06/nace-career-and-self-development-crimson-gray-1-792x792.png)
CTC fellow Tomie Gowdy-Burke (English) hoped to increase her Global Campus students’ awareness of the value of the communication skills they gained and practiced in HUMANITY 103: Introduction to Mythology. To this end, Tomie created intentional weekly group interactions. The framework and approach is described in this slide deck (PPTX).
![](https://s3.wp.wsu.edu/uploads/sites/3464/2024/06/nace-communication-crimson-gray-1-792x791.png)
CTC fellow Bill Kabasenche (Philosophy) wanted to increase students’ self-awareness of the process of critical thinking and their improvements in critical thinking in PHIL 365: Biomedical Ethics. To this end, Bill added a reflection component to all graded work.
Here is the text of Bill’s prompt for the final paper in the series of five papers:
“Here is your reflection task for this assignment: This is now the fifth paper you’ve written for this class. Hopefully, you’ve gotten better at writing this type of paper over the semester. So, reflect back. How have you improved at critical thinking and at writing papers on contested ethical issues over the semester? What have you learned in the process? What’s different for you now? Think about all the different parts of the process and about how it all fits together.”
And here is one sample student response:
“Although I do believe my writing has gotten better over these five papers, I noticed it has also gotten harder for me to write, because I use more critical thinking than I did in the beginning. I think I have improved my critical thinking by being able to apply a more varied spectrum of topics to my arguments. […] One of the ways the overall process of writing these papers has changed for me is I used to immediately try to take a stance on the case. I thought that I could form an argument from my initial take on the case. Now what I have noticed myself doing is reading the case once, then creating a bullet list of my opinions as well as discussions from the slides and the lectures, then reading the case at least once more then finally using that list of thoughts and opinions to then form my thesis. When I started doing this, I noticed my thesis is not always clear right away.”
![](https://s3.wp.wsu.edu/uploads/sites/3464/2024/06/nace-critical-thinking-crimson-gray-1-792x792.png)
CTC fellow Kristin Cutler (Sociology) wanted to help students in SOC 101: Introduction to Sociology think more deeply about how identity intersectionality shapes people’s lives and interactions with others and to apply that knowledge to their personal and professional encounters. Here is Kristin, in her own words, describing the interventions in her course revision plan:
“I have always taught my students that the opposite of ethnocentrism is cultural relativism (i.e., being able to understand people by putting yourself in their shoes/ positions), however, I now talk about cultural humility and appreciation. I have also included the Iceberg Identity activity [what identities can we “see”? What identities can we not see?] at the beginning of the inequality units—which span economic/class inequality, gender/sexuality, and race/ethnicity. The Wheel of Power is something that I now continually circle back to. This visual has been powerful in terms of helping students to better understand and be more critical of their positionality and how their various social identities (many of which are ascribed, not achieved) intersect to provide them with either more opportunity (privilege) or less opportunity (discrimination). Overall, the goal here again, is to bring to light the fact that much of where people end up has less to do with individual merit but with where we fall on that wheel and the way in which we as humans have socially constructed gender, race/ethnicity, and sexuality. It also helps students to question how they can better interact with the world around them in more diverse and equitable ways, advancing both their self and career development.”
![](https://s3.wp.wsu.edu/uploads/sites/3464/2024/06/nace-equity-and-inclusion-crimson-gray-1-792x793.png)
CTC fellow-turned-facilitator Anna Whitehall (Human Development) sought to increase students’ awareness of, among other career readiness competencies, their emerging leadership skills in H_D 205: Developing Effective Communication and Life Skills. To this end, Anna highlighted the role of leadership behaviors in an existing “Differing Perspectives Podcast” assignment. Note that the adapted assignment prompt below also highlights several other career skills.
Differing Perspectives Podcast
Overarching Purpose: The purpose of the Group Project: Differing Perspectives Podcast is to increase professional skills and apply class material in a real world setting. The career competencies of critical thinking, communication, equity and inclusion, leadership, teamwork, and technology are being targeted. This assignment gives [you] the opportunity to:
- gather, analyze, and recognize diverse perspectives and living experiences to fully understand a problem;
- increase awareness, effectiveness, and collaboration when working in a group setting;
- communicate in a clear and organized manner so others can effectively understand;
- keep an open mind to diverse ideas and new ways of thinking;
- plan, initiate, manage, complete and evaluate a project;
- identify appropriate technology for completing specific tasks
The deliverable of this project is to bring awareness and curiosity of various perspectives surrounding one central question through the creation of a podcast.
WSU’s Common Reading book, Tales of Two Americas, showcases non-fiction essays, short stories, and poems about socioeconomic and racial inequalities across regions of the United States, including the Pacific Northwest. This book brings to light the different experiences and perspectives that shape our nation , our worldview, and our lives. Your group will take explore different people’s perspectives on one central question. Then, using what you learn from these people, your group will create podcast episode.
The project will be completed in two pieces, with two phases of assessment: Group Project Planning/Proposal and the Podcast. Additionally, you will have the opportunity to assess and provide feedback to your small group mates.
- Group Project Proposal and Action Plan: Each lab group will submit a written proposal and action plan which outlines your central question, intended interviewees, and your project design. The action plan and proposal are worth 10 points and is a group grade.
- Differing Perspectives Podcast: Each small group will then create a podcast episode that captures what you learned about your central question from various perspectives and research on the topic. The podcast is worth 35 points and is a group grade.
- Group member feedback: Each member of your small group will assess and provide feedback to the other group members on how they are doing. The feedback will happen twice during the semester, is worth 20 points, and is an individual grade.
![](https://s3.wp.wsu.edu/uploads/sites/3464/2024/06/nace-leadership-crimson-gray-1-792x791.png)
CTC fellow Eugene Smelyansky (History) transformed his “Attendance and Participation” grade category into a “Professionalism and Engagement” category for HISTORY 105: Roots of Contemporary Issues. Here is Eugene in his own words, describing the intervention in his course revision plan:
“Assessment of students’ professionalism or even in-class engagement by an instructor can be highly subjective and, as a result, biased. For example, a socially anxious student or a student from an underrepresented community might appear less vocal in class and, as a result, be perceived as disengaged. To limit the opportunities for bias, I incorporated a self-assessment component into the Professionalism & Engagement grade. Early in the semester, students will answer a diagnostic survey and set their engagement goals for the semester. Then, during Weeks 7 and 15, they will self-assess their progress on reaching those goals. The last survey of the semester (during Week 15) will ask students to give themselves an overall Professionalism & Engagement grade and provide a rationale for that grade. Students will be made aware that the instructor reserves the right to modify their grade if needed, but I plan to largely accept a students’ self-assessment, provided it is honest and supported by a valid explanation. Additionally, I will still record attendance and more “traditional” forms of participation (such as speaking up in class), as a backup.”
![](https://s3.wp.wsu.edu/uploads/sites/3464/2024/06/nace-professionalism-crimson-gray-1-792x793.png)
CTC fellow Emily Sablan (Mathematics & Statistics) sought to help students cultivate teamwork skills in MATH 105: Exploring Mathematics. Here is Emily in her own words in her course revision plan:
In the current math 105 structure, students complete in class activities. In the past, I have encouraged them to work in groups but haven’t required it or given out points for group participation. I want to spend more time working on group work and requiring that students work together on the activities. My goal is to help students learn effective strategies to work together in groups, see the benefits and gain more experience working in a group. Before the first in class group assignment, we will spend class time creating a set of group expectations. As a class, we will discuss group roles and what each role should look like. Throughout the semester, students will have the opportunity to be in each group role. We will discuss why it is important to experience group work and navigate differing personalities, working styles, etc. The group activities will be weekly in class assignments with three out of the ten points given for group participation.
Group Roles:
- Group facilitator: Read the question and facilitate that each group member’s voice is being heard.
- Group recorder: Record responses, organize work from each group member and write or show work in a concise way.
- Group time keeper: Keep the group on task and manage time so that the assignment can be completed in the given amount of time.
- Group reporter: Summarize the group’s work, ask questions, share with other groups or during a class discussion.
After our group discussion, students will be given a pre-reflection on group work.
Pre-reflection: We will be spending quite a bit of time in class working in groups. Sometimes, working in groups can feel uncomfortable but the more we practice, hopefully the easier it becomes. Organized teamwork is an important skill and in most careers you will be expected to work on either a team or in a group at some point. For this pre-reflection, you will share your current thoughts on group work. Throughout the semester we will work together to make group work a positive experience.
What is your current mindset on groupwork in the classroom?
Do you think there any benefits from groupwork? Why or why not?
What are the challenges in groupwork?
Is there anything else that you would like to share about your current thoughts on groupwork?
Midterm reflection:
- Are the group expectations being met? If no, why not?
- Have you been an active participant in your group? Why or why not?
- Is there anything you can do to help the group be more successful when working on group assignments?
Groupwork reflection:
- Was there a group role you felt most comfortable in or least comfortable in?
- What worked well in your group? What didn’t work well?
- What was challenging in your group?
- Has your mindset on groupwork changed from the beginning of the semester?
- How might working in a group in a college classroom translate to working in a group or on a team after college?
![](https://s3.wp.wsu.edu/uploads/sites/3464/2024/06/nace-teamwork-crimson-gray-1-792x792.png)
CTC fellow Alejandro Prera (Economic Sciences) sought to help students gain confidence using online data sources for a team project in ECONS 102: Fundamentals of Macroeconomics. Students formed groups of 2-4, selected an African nation, and used online databases to gather socio-economic data on the country’s population. Teams then used the data to assess how the country measured up to United Nations Sustainable Development goal 5 (gender equity), goal 6 (clean water and sanitation), and two additional goals identified by the team. Teams then used information from databases, combined with goal metrics, to propose specific policy ideas aimed at furthering the country’s progress toward goal attainment.
While the technology was not the central feature of the assignment series, Prera’s end-of-assignment student self-reflection of the work they completed highlighted technology as a key component of their experience along with critical thinking, teamwork, equity and inclusion, communication, and leadership.
![](https://s3.wp.wsu.edu/uploads/sites/3464/2024/06/nace-technology-crimson-gray-1-792x792.png)
Feeling Ambitious?
CTC fellow Tammy Crawford (Sport Management) certainly was when she transformed part of SPMGT 101: Sport and Popular Culture: Trends and Issues into an immersive “Core to Career” experience for students. Learn about Tammy’s intervention by downloading this slide deck (PPTX), adapted from a 2023 presentation that Tammy and Core to Career leaders Chris Cooney, Clif Stratton, and Joe Hewa gave at WSU’s 2023 Retention Summit.
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