SSB 511/512 Curriculum Revision

{"cards":[{"_id":"6c0d80b1385963c22200001b","treeId":"6c0d856a385963c222000018","seq":15410766,"position":1,"parentId":null,"content":"***Lesson Plan Template - Blank***\n\n**Summary**\n\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* XXX\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* XXX\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* XXX\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* XXX\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* XXX\n\n**Instructor Preparation**\nRead the following:\n\n\nPrepare, copy, or bring the following:\n\n\n**Class Outline**\nOpening – Topic (10-15 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\n \nActivity/Lecture 1 – Topic (# minutes)\n\nActivity/Lecture 2 – Topic (# minutes)\n\nActivity/Lecture 3 – Topic (# minutes)\n\nActivity/Lecture 4 – Topic (# minutes)\n\nSummary (# minutes)\n\nClosing (# minutes)\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* XXX"},{"_id":"6ade20d81a719c5e0500000d","treeId":"6c0d856a385963c222000018","seq":15692640,"position":1,"parentId":"6c0d80b1385963c22200001b","content":"***SSB 511 Week 1: Independent Competency Development***\n\n**Summary**\nIn the first class of SSB 511, the instructor will review the ACE Program and go over the syllabus with students. In this course, students will complete a Competency Development Portfolio in addition to attending class and completing the required assignments. Similar to SSB 510, students will set goals for the semester. The goals in SSB 511 will related to the competencies identified as part of their Completency Development Portfolio. Students will work on developing the competencies identified, improving their career readiness as a result. For homework, students will submit an updated draft of their resume and their 90-Day Competency Development Portfolio Plan.\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate the structure and purpose of the ACE Program and state the importance of continuous professional and competency development\n* Critically analyze personal knowledge, skills, and abilities against the requirements of desired job to determine developmental needs\n* Develop a competency development plan using the SMART goal technique to enhance career readiness\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Drive\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Its Up To You\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Watch Welcome Video\n* Read Module 1 on Blackboard\n* Locate three job descriptions for use in class activity\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* Importance of continuous competency development\n* Importance and usefulness of goal setting\n* Ways to improve the competencies necessary for personal career success\n\n**Instructor Preparation**\nRead the following:\n* Create personal copy of presentation\n* Read Module 1 on Blackboard\n\nPrepare, copy, or bring the following:\n* Copies of the Career Readiness Portfolio Assignment and Rubric\n* Timing device\n\n**Class Outline**\nOpening – Topic (10-15 minutes)\n* What's Next @ Stuart\n* Student presentation\n** Discuss summary presentation assignment & create groupings\n\nFraming the class...\n \nActivity/Lecture 1 – Ice Breaker: 2 Minute Personal Presentation (25 minutes)\n* Students get 5 minutes to prepare 1 minute to present themselves to the class.\n* Students are encouraged to use their Personal Introducations from SSB 510, which they can update/modify if needed\n\nActivity/Lecture 2 – Overview of SSB 511 & Instructor Expectations (20 minutes)\n* Review syllabus and specifically describe...\n* Course requirements\n* Course schedule and grading scale\n* Weekly Review/Summary Presentation assignments\n* Provide students with the Career Development Portfolio Assignment and Rubric\n* Go through each section and provide students with the method of submission for each (some will be written; some will be recorded) \n\nActivity/Lecture 3 – Competency Development Goal Setting (15 minutes)\n* Working individually, students start to draft their 30, 60, and 90-day competency development goals\n* Students will submit these as homework for Module 1\n* Instructor should circulate within the classroom and help students identify ways to develop the selected competencies\n* Competencies selected should be related to target job and able to be developed as part of the assigned project\n\nSummary (# minutes)\n* Assign 90-Day Competency Development POrtfolio Plan\n\nClosing (# minutes)\n* Assign Module 2 on Blackboard and present main topics for the next class\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Submit 90-Day Competency Development Portfolio Plan\n* Submit Updated Copy of Resume"},{"_id":"6ade1bac1a719c5e05000045","treeId":"6c0d856a385963c222000018","seq":15691893,"position":2,"parentId":"6ade20d81a719c5e0500000d","content":"***SSB 511 Week 2: Strategizing Your Job Search + US Internship Process***\n\n**Summary**\nThe instructor will introduce the process of searching for a job/internship in the U.S. and the importance of remaining organized in the job search process. The instructor will also talk about the Illinois Tech CPT process for international students. In this class, students will learn how to keep track of their applications as well as methods for exploring their career options. Searching for a job/internship in the U.S. involves a significant amount of networking. Additionally, the class will cover the steps involved to receive internship approval from the Stuart Career Management Center. Students will learn how to maintain an tracking sheet for all job applications. For homework, students will submit evidence of completing the CPT Online Orientation on blackboard and submit in blackboard (required by the CMC before internship approval). \n\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate the specific expectations of US American job search process\n* Critically analyze the differences between the process of acquiring a job/internship in their home countries and that of US Americans\n* Demonstrate understanding of the Illinois Tech CPT process required to receive internship approval from the Stuart CMC\n* Remaining organized and keeping track of applications\n\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Adaptability\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Play by the rules\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Review Module 2\n* Review CPT Packet\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* The Job Search Process in the US\n* How is it different in your home country?\n* The steps involved in the CPT Process\n\n\n**Instructor Preparation**\nRead the following:\n* Review the Internship Module in Blackboard\n* Review the CMC website\n* Review the most recent \"What's Next\" issue\n\nPrepare, copy, or bring the following:\n* CPT Packet\n* CMC Brochure\n* Sample Job Application Tracking Sheet\n\n**Class Outline**\nOpening – Topic (10 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\n \nActivity/Lecture 1 – Job Search Strategy (20 minutes)\n\nActivity/Lecture 2 – Job search Tools and Resources (10 minutes)\n\nActivity/Lecture 3 – CPT Process - Virtual Scavenger Hunt (40 minutes)\n\n\nSummary (5 minutes)\n\nClosing (5 minutes)\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Complete the CPT Orientation and Submit to Blackboard\n\n"},{"_id":"6ade20c71a719c5e0500000e","treeId":"6c0d856a385963c222000018","seq":15614972,"position":3,"parentId":"6ade20d81a719c5e0500000d","content":"***SSB 512 Week 2: Strategizing Your Job Search + US Internship Process***\n\n**Summary**\nThe instructor will introduce the process of searching for a job/internship in the U.S. and the importance of remaining organized in the job search process. The instructor will also talk about the Illinois Tech CPT process for international students. In this class, students will learn how to keep track of their applications as well as methods for exploring their career options. Searching for a job/internship in the U.S. involves a significant amount of networking. Additionally, the class will cover the steps involved to receive internship approval from the Stuart Career Management Center. Students will learn how to maintain an tracking sheet for all job applications. For homework, students will submit evidence of completing the CPT Online Orientation on blackboard and submit in blackboard (required by the CMC before internship approval). \n\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate the specific expectations of US American job search process\n*Critically analyze the differences between the process of acquiring a job/internship in their home countries and that of US Americans\n*Demonstrate understanding of the Illinois Tech CPT process required to receive internship approval from the Stuart CMC\n*Remaining organized and keeping track of applications\n\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Adaptability\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Play by the rules\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Review Module 2\n* Review CPT Packet\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* The Job Search Process in the US\n* How is it different in your home country?\n*The steps involved in the CPT Process\n\n\n**Instructor Preparation**\nRead the following:\n*Review the Internship Module in Blackboard\n*Review the CMC website\n*Review the most recent \"What's Next\" issue\n\nPrepare, copy, or bring the following:\n*CPT Packet\n*CMC Brochure\n*Sample Job Application Tracking Sheet\n*Print Copy of CMC Scavenger hunt Activity\n\n**Class Outline**\nOpening – Topic (10 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\n \nActivity/Lecture 1 – Job Search Strategy (20 minutes)\n\nActivity/Lecture 2 – Job search Tools and Resources (10 minutes)\n\nActivity/Lecture 3 – CPT Process - Virtual Scavenger Hunt (40 minutes)\n\nSummary (5 minutes)\n\nClosing (5 minutes)\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Complete the CPT Orientation and Submit to Blackboard"},{"_id":"6ade20ba1a719c5e0500000f","treeId":"6c0d856a385963c222000018","seq":15692542,"position":1,"parentId":"6ade20c71a719c5e0500000e","content":"***SSB 511 Week 3: Informational Meetings***\n\n**Summary**\nAn informational meeting is a networking meeting initiated by the student in which they meet with an individual who has experience or knowledge in their area of interest. Students will learn how to conduct an informational meeting step-by-step and apply this knowledge in the (Career Readiness Portfolio). For homework, students will draft informational meeting request emails to three potential informational meeting contacts.\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate the purpose of an informational meeting and the resulting benefits for internship/job seekers\n* Apply the knowledge gained by drafting informational meeting request emails\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Interpersonal Communication\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Take Charge\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Module 3 on Blackboard\n* \n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* Definition of informational meeting\n* What is an informational meeting and how can it help with networking?\n* Different types of informational meetings\n* Process of setting up an informational meeting\n* Types of questions students should ask\n* Following up after an informational meeting\n\n**Instructor Preparation**\nRead the following:\n* Module 3 on Blackboard and PowerPoint\n\nPrepare, copy, or bring the following:\n* Informational Meeting packet\n\n**Class Outline**\nOpening – Topic (10-15 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\n \nLecture 1 – Informational Meetings (15 minutes)\n* What are informational meetings?\n* Informational meeting process\n* Before and during the meeting\n * Research/have basic knowledge of contact\n * State purpose and reason of informational meeting\n * Ask open-ended questions\n\nActivity 2 – Drafting an Email (20 minutes)\n* Draft an email to one employer\n* Include employer, position, and why you want to email them\n* With a partner, review email and provide feedback\n\nActivity 3 – Mock Informational Meeting (30 minutes)\n* With a partner, role play what an informational meeting would look like\n* Take turns being the employer and the student\n * Provide Student A with one position (employer) and Student B with another position\n * For example: If Student A is a Data Analyst, Student B will ask questions about the role\n\nLecture 4 – After the Informational Meetings (15 minutes)\n* Following up\n* Importance of and connections to networking\n\nSummary (5 minutes)\n* Review informational meetings checklist\n\nClosing (5 minutes)\n* Read Module 4 on Blackboard\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Draft a total of three emails to different contacts (includes in-class email)"},{"_id":"6ade20aa1a719c5e05000010","treeId":"6c0d856a385963c222000018","seq":15692546,"position":1,"parentId":"6ade20ba1a719c5e0500000f","content":"***Week 4: Cover Letter I: Format***\n\n**Summary**\nStudents will learn the basic format of the cover letter and how it complements the resume. Students will practice developing a cover letter over the next several weeks both in class and using the discussion boards provided on Blackboard. \n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate the purpose of the U.S. American cover letter and how it supplements an applicant's resume\n* Apply knowledge by drafting a cover letter based on a target job\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Written Communication\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Play by the Rules\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Module 4 on Blackboard\n* Review Stuart Cover Letter Guide\n* Bring a job description for class activity\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* Purpose of a cover letter\n* What to include and not include in a cover letter\n* Sections of a cover letter\n\n**Instructor Preparation**\nRead the following:\n* Module 4 on Blackboard and PowerPoint\n\nPrepare, copy, or bring the following:\n* Sample cover letter with notes\n\n**Class Outline**\nOpening – Topic (10-15 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\n \nLecture 1 – Introduction to Cover Letters (20 minutes)\n* Purpose of a cover letter\n* Why include a cover letter?\n* Cover Letters 101\n* Formatting a cover letter\n\nActivity 2 – Find the Mistakes (15 minutes)\n* Provide a cover letter with mistakes\n* Individual: have students find the mistakes\n* In pairs: compare cover letters\n\nActivity/Lecture 3 – Topic (30 minutes)\n* Provide a sample cover letter with notes (for reference) \n* In groups (by major), have students draft a cover letter to one position\n\nActivity/Lecture 4 – Topic (# minutes)\n\nSummary (5 minutes)\n\nClosing (5 minutes)\n* Read Module 5 on Blackboard\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Submit sample cover letter to Discussion Board for review\n* Submit 30-Day reflection"},{"_id":"6ade209e1a719c5e05000011","treeId":"6c0d856a385963c222000018","seq":15691819,"position":1,"parentId":"6ade20aa1a719c5e05000010","content":"***SSB 511 Week 5: Cover Letter II: Content***\n\n**Summary**\nThis week, students will learn how to develop appropriate contents for different types of cover letters. The cover letter should show the connections between the candidate and the job. Students will have a full understanding of writing a cover letter after this class and\napply the knowledge in their job searching process.\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Critically assess example cover letters to see the importance of alignment and customization\n* Apply the knowledge gained by submitting a final draft of a cover letter for a specific position\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Written Communication\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Tell it Like it is\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Module 5 on Blackboard\n* Revise cover letter and bring two copies to class with job description\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* \n\n**Instructor Preparation**\nRead the following:\n* Module 5 on Blackboard and PowerPoint\n\nPrepare, copy, or bring the following:\n* Cover Letter Styles\n* Cover Letter Content Activity\n\n**Class Outline**\nOpening – Topic (10-15 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\n \nLecture 1 – Creating Cover Letter Content (30 minutes)\n* What recruiters want to see\n* Making connections between job and personal experience\n* Formatting and grammar\n* Review different styles of cover letters\n\nActivity 2 - Cover Letter Content Activity (15 minutes) \n* In pairs, students will read sample cover letter \n* Students will find specific characteristics stated in the activity\n\nActivity 3 – Cover Letter Review Pairs (30 minutes)\n* Get into pairs and exchange cover letters\n* Does it relate to the job description?\n* Write notes and revise\n* Share edits\n\nSummary (5 minutes)\n* Review writing details of cover letters i.e. language use, addressing the letter, and submitting the letter\n\nClosing (5 minutes)\n* Read Module 6 on Blackboard\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Final draft of customized cover letter"},{"_id":"6ade20941a719c5e05000012","treeId":"6c0d856a385963c222000018","seq":15692854,"position":1,"parentId":"6ade209e1a719c5e05000011","content":"***SSB 511 Week 6: Interviews I: Expectations & Prep***\n\n**Summary**\nStudents will learn what to expect during the US job Interview and explore several potential interview formats; individual, group, and case interview. They will learn how to best prepare for the interview process before, during and after through assessing employer expectations, company research, aligning their personal skills and competencies with job requirements, and preparing responses to interview questions.\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Critically assess employer opinions and articulate common expectations when interviewing and hiring employees\n* Articulate the importance of aligning the job requirements with personal skills and competencies in preparation for an interview\n* Apply knowledge by conducting research on a specific company and contacts to prepare for interview\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Drive \n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Time is Money\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Read Module 6 in Blackboard\n* Read the IIT Stuart Interviewing Guide\n* Bring a copy of your target job and company to class\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* Employer expectations\n* Interview Preparation\n* Interview Formats\n* Interview Questions and Responses\n\n**Instructor Preparation**\nRead the following:\n* Module 6 on Blackboard\n* IIT Stuart Interviewing Guide\n\nPrepare, copy, or bring the following:\n* Employer Expectation Video in ppt presentation\n* Sample interview format questions for class activity\n\n**Class Outline**\nOpening – Topic (10 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\nAnytime a student is meeting with an employer, they should plan to put their best foot forward. This means making a good impression by being prepared, professional, asking questions and following up. Those who want to stand out do more than what is routinely expected. Preparing, practicing, and knowing what to do before, during and after the interview can help you appear more calm and confident.\n \nLecture 1 – Employer Expectations (20 minutes) \nFollowing a short introductory discussion, view Employer Expectations Video \n* Activity 1 - Divide class into groups of 2-3 students and instruct them to identify important themes as they watch the video. Follow up with group discussion focusing on themes identified \n\n\nLecture 2 – Introduction and Overview of Interview Formats and Questions. Include sample video clips in ppt (10 minutes)\n\n* Individual Interview Format - STAR response \n* Phone and Video Interviews - Use of Technology\n* Group Interviews - Teamwork simulation \n* Case Interviews - Interactive problem solving\n\nLecture 3 – Preparing for the Interview (10 minutes)\n\nBefore\n* Know the job requirements \n* Research the company\n* Practice Professionalism\n\nDuring\n* Be authentic - tell your story\n* Show your personality and fit\n* Highlight your value\n\nAfter\n* Follow up\n\nActivity 2 - Interview Preparation (30 minutes)\n* Students work in groups of 2-3\n* Assign each group one target job and company\n* Students begin to research the target company and networking contacts \n* Each group present their interview preparation plan by summarizing target job requirements and begin to conduct company research, identify potential networking and informational interview contacts (who works in similar positions in that company, on LinkedIn) \n\nSummary (5 minutes)\n\nClosing (5 minutes)\nWeek 7 Preview and Preparation\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Review your target job posting and complete the following sections of your Career Development Portfolio:\n* Company Research\n"},{"_id":"6ade208b1a719c5e05000013","treeId":"6c0d856a385963c222000018","seq":15693098,"position":1,"parentId":"6ade20941a719c5e05000012","content":"***SSB 511 Week 7: Interviews II: Case Interviews***\n(Note to group: Is this module the best placement for Case Interviews - right after Interview introduction? Maybe Individual and Phone, then Case Interview?\n**Summary**\nA case interview is an interview which focuses on a challenging business scenario that the candidate might encounter while working for the company. The candidate is asked what he or she would do to manage the situation or solve the problem. Used most often in management consulting and investment banking interviews, case study interviews allow the interviewees to demonstrate their analytical ability and problem-solving skills.\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate the format and fundamentals of case interviews\n* Apply knowledge gained by identifying the key traits and key skills assessed after viewing a case interview video and developing a response to a sample case question\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Critical Thinking\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Reach for the American Dream\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Read Module 7 in Blackboard\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* The fundamental facts about case interviews\n* Core skills tested in case interviews\n* How to prepare for the case interview\n\n**Instructor Preparation**\nRead the following:\n* Module 7 in Blackboard\n\nPrepare, copy, or bring the following:\n* Sample case study interview questions and video scenarios for class activity\n\n\n**Class Outline**\nOpening – Topic (10 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\nHave you been told that your have a case interview coming up? What is a case interview anyway? The case interview may be verbal or non verbal, allowing you to draw up graphs, charts or illustrations to get your point across. It is a conversation about a challenging business problem. It is very important to practice for a case interview, especially if it is your first one. Many sites offer sample questions and suggestions on how to prepare for them. Most case interviews last 15-30 minutes so whether you practice with another person, or in front of the mirror, the more you prepare now, the more comfortable and confident you will be at the real interview.\n\nActivity 1 – Case Study Video (15 minutes)\n* After brief introduction, show class a video example of a sample case interview\n* Discuss the case study format similarities and differences to other interview types and general reactions, observations of students based on the video scenario\n\nLecture 1 – Key traits, skills and preparation (25 minutes)\n* Case introduction and structuring\n* Problem analysis and discussion\n* Conclusion and next steps\n\nKey skills tested in case interviews and how to prepare\n* Problem structuring\n* Mental Math\n* Chart and data analysis\n* Communication and Recommendations\n\nActivity 2 – Sample case interview question analysis (30 minutes)\nAssign one sample case interview question and an outline of the steps in the process to groups of 2-3 students. Have each group develop a plan to respond to the question and report to the class.\n\nSummary (5 minutes)\nWhile case study interviews can be intimidating, they do consistently test the same set of core skills and structure, so that a candidate should be able to solve any case they are given. Case interviews can be thought of a conversation about a challenging business problem and the interviewer is trying to assess whether you are capable of and interested in dissecting business problems and recommending solutions.\n\nClosing (5 minutes)\nWeek 8 Preview and Preparation\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Complete STAR Story Pre-Class Worksheet\n"},{"_id":"5bb6966e4176d5035eaf2740","treeId":"6c0d856a385963c222000018","seq":15428677,"position":1,"parentId":"6ade208b1a719c5e05000013","content":"***SSB 511 Week 8: Interviews III: Phone & Individual Interviews***\n\n**Summary**\nPhone interviews can be hard to navigate if you have never hear of them or done them before. In this class, we will learn about the basics of a phone interview, including how to prepare for it and what to expect in a phone interview. Students will also learn more about individual interviews, \n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate how phone and in-person interviews are facilitated and structured and how to prepare for the interview\n* Critically assess their competencies and skills and how they can integrate these into STAR responses in an interview\n* Apply and practice interview skills and STAR responses in a mock interview setting\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Interpersonal Communication\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Tell it Like it Is (Honesty)\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Read Module 8 in Blackboard\n* Complete STAR Response Pre-Class Worksheet\n* Be ready to answer interview questions and have STAR stories prepared for mock interviews\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* How to respond to a behavioral interview question with a STAR response\n* Answer interview questions\n\n**Instructor Preparation**\nRead the following:\n* Module 8 in Blackboard\n\nPrepare, copy, or bring the following:\n* Copy master Google Slides, make personal edits, and review notes\n* Bring timing device\n* Print: Copies of individual interview questions for mock interviews\n* OPTIONAL: Set up guest mock interviewer to come to class\n\n**Class Outline**\nOpening – Topic (5 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\n\nLecture/Activity – STAR Responses (30 minutes)\n* Review STAR Responses and how they can be used to answer interview questions\n* Give another example to show students\n* Have students practice their STAR Responses with a partner\n\nLecture – Individual and Phone Interview (20 minutes)\n* Review individual interviews and how they are structured\n* Go over interview questions (including \"tough questions\") that a student might encounter\n* How to prepare for a phone interview, including tips on how to feel comfortable and sound professional on the phone\n* What to expect and how a phone interview is structured\n* Following up after an interview\n\nActivity – Mock Interviews (30 minutes)\n* Divide the class into pairs or groups\n* Each pair/group will get a list of interview questions to practice\n* Encourage students to treat the experience like a real interview: set up tables and chairs like an interview would be; have them shake hands/use small talk as if they are coming into the interview room, etc.\n* OPTIONAL: Bring in a guest staff/employer to interview students\n\nSummary (5 minutes)\n\nClosing (5 minutes)\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Competency Development Portfolio - 60-Day Check In"},{"_id":"6ade1d781a719c5e05000041","treeId":"6c0d856a385963c222000018","seq":15693224,"position":26,"parentId":"5bb6966e4176d5035eaf2740","content":"***SSB 511 Week 9: Interviews IV: Group Interviews***\n\n**Summary**\nGroup interviews allow interviewers to see how potential hires work in a team and offer a perspective of how they work under pressure. During group interviews, candidates may be asked to take part in a work simulation exercise, or they may be placed in different groups to perform tasks which will test their problem solving skills, presenting their results to the other groups. During group interviews, interviewers will be closely assessing each individual's contribution and performance within their group and their possible fit with the company culture.\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate the similarities and differences of the group interview expectations and preparation\n* Assess the benefits and challenges of the group interview process\n* Apply knowledge by preparing for a group interview and developing recommendations on how to respond and stand out from the others in the group interview\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Interpersonal Communication\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Take Charge\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Read Module 9 on Blackboard\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* Group interview process and reasons employers use this format\n* What to expect during the group interview and how to prepare \n* Group interview questions, simulations and how to stand out as the best candidate in a group interview\n\n**Instructor Preparation**\nRead the following:\n* Read Module 9 on Blackboard\n\nPrepare, copy, or bring the following:\n* Sample group interview questions and interviewing tips\n\n**Class Outline**\nOpening – Topic (10 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\nThere are several types of group interviews and can be challenging for candidates. \n* One type of group interview involves multiple interviewers or a panel that would typically include managers and peers from the area you would be working, and an HR representative\n* Another type of group interview involves multiple candidates interviewed at the same time\nWhen you know the type of interview that will take place, what questions to expect and how you can stand out and shine during the group interview, you will be more confident and relaxed.\n\n \nLecture 1 – What to Expect in a Group Interview (25 minutes)\n\nHow to Prepare for a Group Interview\n\nGroup Interview Questions and Interviewing Tips\n\nActivity 1 – Mock Group Interview \n(25 minutes) \nAssign students to groups for 'mock group interview'\n* Assign each group a question or scenario to respond to, develop a preparation plan, and tips for responding, then present to other groups in class\n* Option 2 - create a 'mock panel interview' \n* Option 3 - Review and discuss mock group interview video\n\nSummary (5 minutes)\nGroup interviewers will see your skills put to the test as well as those of several other candidates. You will need to be sure to be prepared, confident and respectful while highlighting your skills in the group\n\nClosing (5 minutes)\n* Preview Module 10 for next week\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* XXX"},{"_id":"6ade1ccd1a719c5e05000042","treeId":"6c0d856a385963c222000018","seq":15430840,"position":1,"parentId":"6ade1d781a719c5e05000041","content":"***SSB 511 Week 10: Case Presentations Day 1***\n\n**Summary**\nGroup presentations are the culminating experience for the ACE Program, applying concepts learned. Prior to this class, students will work with their team to identify a target job, research the company and the position, and come up with a networking and application plan. In class, students will present the process of searching and applying to that position. When not presenting, they will practice good audience member behavior.\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate how they would go through process of applying to a target job in an understandable and interesting way to fellow students\n* Critically assess a target job and company and how it relates to their skills\n* Apply what they have learned about resumes, cover letters, and LinkedIn to develop application materials\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Presentation Skills\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Time is Money (Productivity)\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Read Module 10\n* Meet and practice presentations with your groups\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* Groups are ready to present to the class\n* Audience members expected to listen and engage with presentations\n\n**Instructor Preparation**\nRead the following:\n* Module 10 readings in Blackboard\n\nPrepare, copy, or bring the following:\n* Copy master Google Slides, make personal edits, and review notes\n* Bring timing device\n* Materials and rubric for taking notes during student presentations\n\n**Class Outline**\nOpening – Topic (10-15 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\n \nLecture – Audience Expectations (5 minutes)\n* Remind students that they are expected to be attentive, quiet, and respectful\n* OPTIONAL: Distribute peer feedback sheets and explain how you plan to use them\n\nActivity – Group Presentations (70 minutes)\n* Consider separating presentations teams to keep side conversations to a minimum\n\nSummary (5-10 minutes)\n* OPTIONAL: Instructor gives overall or group-specific feedback to students at the end of class\n\nClosing (5 minutes)\n* Module 11 Preparation\n * Read Module 11 on Blackboard\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* OPTIONAL: End of Semester Check-In Survey"},{"_id":"69d76809205bb9bb95000041","treeId":"6c0d856a385963c222000018","seq":15430858,"position":1,"parentId":"6ade1ccd1a719c5e05000042","content":"***SSB 511 Week 11: Case Presentations Day 2***\n\n**Summary**\nGroup presentations are the culminating experience for the ACE Program, applying concepts learned. Prior to this class, students will work with their team to identify a target job, research the company and the position, and come up with a networking and application plan. In class, students will present the process of searching and applying to that position. When not presenting, they will practice good audience member behavior.\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate how they would go through process of applying to a target job in an understandable and interesting way to fellow students\n* Critically assess a target job and company and how it relates to their skills\n* Apply what they have learned about resumes, cover letters, and LinkedIn to develop application materials\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Presentation Skills\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Time is Money (Productivity)\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Read Module 11\n* Meet and practice presentations with your groups\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* Groups are ready to present to the class\n* Audience members expected to listen and engage with presentations\n\n**Instructor Preparation**\nRead the following:\n* Module 11 readings in Blackboard\n\nPrepare, copy, or bring the following:\n* Copy master Google Slides, make personal edits, and review notes\n* Bring timing device\n* Materials and rubric for taking notes during student presentations\n\n**Class Outline**\nOpening – Topic (10-15 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\n \nLecture – Audience Expectations (5 minutes)\n* Remind students that they are expected to be attentive, quiet, and respectful\n* OPTIONAL: Distribute peer feedback sheets and explain how you plan to use them\n\nActivity – Group Presentations (70 minutes)\n* Consider separating presentations teams to keep side conversations to a minimum\n\nSummary (5-10 minutes)\n* OPTIONAL: Instructor gives overall or group-specific feedback to students at the end of class\n\nClosing (5 minutes)\n* Module 12 Preparation\n * Read Module 12 on Blackboard\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* "},{"_id":"69d767af205bb9bb95000042","treeId":"6c0d856a385963c222000018","seq":15689547,"position":1,"parentId":"69d76809205bb9bb95000041","content":"***SSB 511 Week 12: ACE Program Summary***\n\n**Summary**\nThe last class in the ACE program will be a reflection on what students have learned in the program and how they will use what they know in their career planning. Students will spend time reflecting on the various topics covered in the ACE program, and will disclose which topics have helped them the most. Also included in this week is a fun activity that will test them on key concepts from ACE, reminding them of what they have learned and giving them confidence. \n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate the specific ACE Program content that has been helpful and how they have used it over the past year\n* Critically assess and reflect upon the ACE course content and assignments for past, present, and future usefulness \n* Apply the ACE Program course material and assignments by planning for their future careers\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* All Competencies\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* All Values\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Read Module 12\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* Reflecting on the year\n\n**Instructor Preparation**\nRead the following:\n* Module 12 in Blackboard\n* JEOPARDY or Round Robin question prompts/slides\n\nPrepare, copy, or bring the following:\n* Copy master Google Slides, make personal edits, and review notes\n* Timing device\n* Print: ACE Program JEOPARDY answers OR Round Robin question prompts for each station\n* OPTIONAL: Food to celebrate the last class; Instructor purchases or students bring \n* OPTIONAL: Bring questions and answers to End of Semester Check-In responses\n\n**Class Outline**\nOpening – Topic (10 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\n \nActivity – Closing the ACE Program (15-20 minutes)\nGo through weekly topics and assignments; ask students what they remember and write responses on the board. \nEmphasize what students have learned during ACE and explain how reflection helps us learn more deeply\n\n* Activity – ACE Program JEOPARDY OR Round Robin Activity (45 minutes)\nInstructor – Hosts, reads questions and approves answers\nUp to two volunteers: #1 – Work the PowerPoint; #2 – Keeps score\nSplit the class or have them self-select into 2 groups; Each group selects someone to answer the first question; new students answer each subsequent question. \nToss coin to see who goes first. Instructor reads topic/point value chosen by student. First student to know the answer slaps instructors hand and gets to respond.\nIf student is wrong, the other team can steal the points. Student stealing may consult with team.\nOR\nInstructor will set up \"stations\" around the room, each station providing a quick 5 minute activity for students to complete (activities are centered around one topic or theme)\nStudents should get into pairs or groups and go around the room to each station (smaller groups work best)\nInstructor will time each rotation and have students move to the next station after 5 minutes\n\nSummary (5 minutes)\n* Last minute questions about end of the semester\n\nClosing (5 minutes)\n* Talk about what the students meant to you, the growth you’ve seen, and your hope for them in the future\n* Thank your class. Provide your personal contact information (if you wish to do so)\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Competency Development Portfolio - 90-Day Check-In/Completion"},{"_id":"6ade1ab51a719c5e0500004e","treeId":"6c0d856a385963c222000018","seq":15428389,"position":2,"parentId":"6ade1ccd1a719c5e05000042","content":"***SSB 512 Week 11: Presentation Practice & ACE Program Summary***\n\n**Summary**\nSeeking and accepting feedback from others is an important aspect of an individual’s professional development. In this class, students will practice giving their Project Team presentations to the class and to a small group of invited guests. Classmates and guests will provide each team with feedback on their performance with a critical eye to what teams did well and where teams could improve. For homework, students will provide feedback on their ACE Program experience and update their cover letters by integrating the feedback received from their instructor, submit them to Jobs4Hawks, and submit a screenshot confirming submission. \n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate the work completed as part of the project experience via a group presentation\n* Critically assess the presentations delivered by other teams for areas of strength and improvement\n* Apply feedback received to improve presentation delivery in Module 12\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Presentation Skills\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Time is Money\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Read Module 11 on Blackboard\n* Practice delivering the Project Team Presentation with group members\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* Importance of asking for feedback and how to integrate for improved performance\n* Strategies for delivering a professional group presentation and fielding audience questions\n* Questions regarding the format of the Project Team Presentations in Module 12\n\n**Instructor Preparation**\nRead the following:\n* Module 11 on Blackboard\n* Module 11 Lesson Plan\n\nPrepare, copy, or bring the following:\n* Create a personal copy of Week 11 slides\n\n**Class Outline**\nOpening – Topic (10 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\n \nActivity/Lecture 1 – Presentation Feedback (70 minutes)\n* Each project group delivers their final presentation and receives feedback from the class and invited guests\n* Students and guests watching the presentations rate the presenters/presentation using the rubric provided\n\nSummary (5 minutes)\n\nClosing (5 minutes)\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Submit Program Evaluation\n* Integrate Instructor Feedback and Submit Cover Letter to Jobs4Hawks\n* ACE Project Presentation"},{"_id":"69d76755205bb9bb95000043","treeId":"6c0d856a385963c222000018","seq":15428390,"position":1,"parentId":"6ade1ab51a719c5e0500004e","content":"***SSB 512 Week 12: Client Presentations***\n\n**Summary**\nStudents will be applying concepts learned throughout the ACE Program course and with their ACE Partner organizations to deliver a group presentation. Students not presenting will practice good audience member behavior and have an opportunity to provide feedback to the individuals presenting. For homework, students will submit their 90-Day Competency Development Portfolio Check-In.\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate the chosen presentation topic in an understandable and interesting way to audience members\n*Critically assess their project experience and how it contributed to their professional development\n*Apply the course material from SSB 510 Week 11 and the feedback from SSB 512 Week 11 to develop an effective individual presentation\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Presentation Skills\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Time is Money\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Read Module 12 on Blackboard\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* The expected behaviors of audience members during presentations\n\n**Instructor Preparation**\nRead the following:\n* Module 12 on Blacboard\n* Module 12 Lesson Plan\n\nPrepare, copy, or bring the following:\n* Create a personal copy of Week 12 slides\n\n**Class Outline**\nOpening – Topic (5 minutes)\n* What's Next @ Stuart\n\nFraming the class...\n \nActivity/Lecture 1 – Introductions & ACE Program Overview (15 minutes)\n* Students, guests, and ACE Partners introduce themselves\n* Brief overview of the ACE Program and its intended outcomes\n\nActivity/Lecture 2 – Project Presentations (45 minutes)\n\nActivity/Lecture 3 – Networking (20 minutes)\n\nClosing (5 minutes)\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Submit 90-Day Competency Development Portfolio Check-In"},{"_id":"6ade1ad81a719c5e0500004d","treeId":"6c0d856a385963c222000018","seq":15428366,"position":2,"parentId":"6ade1d781a719c5e05000041","content":"***SSB 512 Week 10: Interviews IV: Group Interviews & Following-up***\n\n**Summary**\nGroup interviews allow interviewers to see how potential hires work in a team and offer a perspective of how they work under pressure. During group interviews, candidates may be asked to take part in a work simulation excersise, or they may be placed in different groups to perform tasks which will test their problem solving skills, presenting their results to the other groups. During group interviews, interviewers will be closely assessing each individual's contribution and performance within their group and their possible fit with the company culture.\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Understand the group interview process \n* Learn the benefits and challenges of a group interview\n* Determine how to prepare for a group interview and how to stand out from the others in the group interview\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Interpersonal Communication\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Take Charge\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Read Module 9 on Blackboard\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* Group interview process and reasons employers use this format\n* What to expect during the group interview and how to prepare \n* Group interview questions, simulations and how to stand out as the best candidate in a group interview\n\n**Instructor Preparation**\nRead the following:\n* Reak Module 9 on Blackboard\n\nPrepare, copy, or bring the following:\n* Sample group interview questions and interviewing tips\n\n**Class Outline**\nOpening – Topic (10-15 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\nThere are several types of group inerviews and can be challenging for candidates. \n* One type of group interview involves multiple interviewers or a panel that would typically include managers and peers from the area you would be working, and an HR representative\n* Another type of group interview involves multiple candidates interviewed at the same time\nWhen you know the type of interview that will take place, what questions to expect and how you can stand out and shine during the group interview, you will be more confident and relaxed.\n\n \nLecture 1 – What to Expect in a Group Interview (# minutes)\n\nLecture 2 – How to Prepare for a Group Interview(# minutes)\n\nLecture 3 – Group Interview Questions and Interviewing Tips(# minutes)\n\nActivity – Assign students to groups for 'mock group interview'\n* Assign each group a question or scenerio to work out and present to other groups\n* Option 2 - create a 'mock panel interview' \n* Option 3 - (# minutes)\n\nSummary (# minutes)\nGroup interviewers will see your skills put to the test as well as those of several other candidates. You will need to be sure to be prepared, confident and respectful while highlighting your skills in the group\n\nClosing (# minutes)\n* Preview Module 10 for next week\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* XXX"},{"_id":"6ade1af51a719c5e0500004c","treeId":"6c0d856a385963c222000018","seq":15425784,"position":27,"parentId":"5bb6966e4176d5035eaf2740","content":"***SSB 512 Week 9: Interviews III: Phone & Individual Interviews***\n\n**Summary**\nXXX\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* XXX\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Interpersonal Communication\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Tell it Like it Is (Honesty)\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Read Module 8 in Blackboard\n* Be ready to answer interview questions and have STAR stories prepared for mock interviews\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* XXX\n\n**Instructor Preparation**\nRead the following:\n\n\nPrepare, copy, or bring the following:\n\n\n**Class Outline**\nOpening – Topic (10-15 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\n \nActivity/Lecture 1 – Topic (# minutes)\n\nActivity/Lecture 2 – Topic (# minutes)\n\nActivity/Lecture 3 – Topic (# minutes)\n\nActivity/Lecture 4 – Topic (# minutes)\n\nSummary (5 minutes)\n\nClosing (5 minutes)\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* XX"},{"_id":"6ade1b151a719c5e0500004b","treeId":"6c0d856a385963c222000018","seq":15428513,"position":1.5,"parentId":"6ade208b1a719c5e05000013","content":"***SSB 512 Week 8: Interviews II: Case Interviews***\n(Note to group: Is this module the best placement for Case Interviews - right after Interview introduction? Maybe Individual and Phone, then Case Interview?\n**Summary**\nA case interview is an interview which focuses on a challenging business scenerio that the candidate might encounter while working for the company. The candidate is asked what he or she would do to manage the situation or solve the problem. Used most often in management consulting and investment banking interviews, case study interviews allow the interviewees to demonstrate their analytical ability and problem-solving skills.\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Understand the format and fundamentals of case interviews\n* Learn how to prepare for the case interview\n* Apply knowledge gained by identifying the key traits and key skills assessed after viewing a case interview video\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Critical Thinking\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Reach for the American Dream\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Read Module 7 in Blackboard\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* The fundamental facts about case interviews\n* Core skills tested in case interviews\n* How to prepare for the case interview\n\n**Instructor Preparation**\nRead the following:\n* Module 7 in Blackboard\n\nPrepare, copy, or bring the following:\n* Sample case study interview questions and video scenerios for class activity\n\n\n**Class Outline**\nOpening – Topic (10-15 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\nHave you been told that your have a case interview coming up? What is a case interview anyway? The case interview may be verbal or non verbal, allowing you to draw up grapsh, charts or illustrations to get your point across. It is a conversation about a challenging busines problem. It is very important to practice for a case interview, especially if it is your first one. Many sites offer sample questions and suggestions on how to prepare for them. Most case interviews last 15-30 minutes so whether you practice with another person, or in front of the mirror, the more you prepare now, the more comfortable and confident you will be at the real interview.\n\nActivity 1 – Case Study Video (# minutes)\n* After brief introduction, show class a video example of a case interview\n* Discuss the case study format similarities and differences to other interview types and general reactions,observations of students based on the video scenerio\n\nLecture 2 – Key traits of a case interview\n* Case introduction and structuring\n* Problem analysis and discussion\n* Conclusion and next steps\n (# minutes)\n\nLecture 3 – Key skills tested in case interviews and how to prepare\n* Problem structuring\n* Mental Math\n* Chart and data analysis\n* Communication (# minutes)\n\nActivity – View a second video of a case interview asking students to identify examples of skills tested and key traits (steps) in the process. Report their observations to class (# minutes)\n\nSummary (# minutes)\nWhile case study interviews can be intimidating, they do consistently test the same set of core skills and structure, so that a candidate should be able to solve any case they are given. Case interviews can be thought of a conversation about a challenging business problem and the interviewer is trying to assess whether you are capable of and interested in dissecting business problems and recommending solutions.\n\nClosing (# minutes)\nWeek 8 Preview and Preparation\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* 60-Day Career Competency Portfolio Milestone"},{"_id":"6ade1b301a719c5e0500004a","treeId":"6c0d856a385963c222000018","seq":15692786,"position":2,"parentId":"6ade20941a719c5e05000012","content":"***SSB 512 Week 7: Interviews I: Expectations & Prep***\n\n**Summary**\nStudents will learn what to expect during the US job Interview and explore several potential interview formats; individual, group, and case interview. They will learn how to best prepare for the interview process before, during and after through assessing employer expecations, company research, aligning their personal skills and competencies with job requirements, and preparing responses to interview questions.\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Critically assess employer opinions and articulate common expectations when interviewing and hiring employees\n* Articulate the importance of aligning the job requirements with personal skills and competencies in an interview\n* Apply knowledge by developing a plan to prepare for a job interview\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Drive \n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Time is Money\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Read Module 6 in Blackboard\n* Read the IIT Stuart Interviewing Guide\n* Bring a copy of your target job to class\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* Employer expectations\n* Interview Preparation\n* Interview Formats\n* Interview Questions and Responses\n\n**Instructor Preparation**\nRead the following:\n* Module 6 on Blackboard\n* IIT Stuart Interviewing Guide\n\nPrepare, copy, or bring the following:\n* Employer Expectation Video in ppt presentation\n* Sample interview format questions for class activity\n\n**Class Outline**\nOpening – Topic (10-15 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\nAnytime a student is meeting with an employer, they should plan to put their best foot forward. This means making a good impression by being prepared, professional, asking questions and following up. Those who want to stand out do more than what is routinely expected. Preparing, practicing, and knowing what to do before, during and after the interview can help you appear more calm and confident.\n \nActivity/Lecture 1 – Following a short introductory discussion, view Employer Expectations Video (35 minutes)\n\n* Activity - Divide class into groups of 2-3 students and instruct them to identify important themes as they watch the video. Follow up with group discussion focusing on themes identified \n\n\nLecture 2 – Inroduction and Overview of Interview Formats and Questions. Include sample video clips in ppt (15 minutes)\n\n* Individual Interview Format - STAR response \n* Phone and Video Interviews - Use of Technology\n* Group Interviews - Teamwork simulation \n* Case Interviews - Interactive problem solving\n\nLecture 3 – Preparing for the Interview ( minutes)\n\nBefore\n* Know the job requirements \n* Research the company\n* Practice Professionalism\n\nDuring\n* Be authentic - tell your story\n* Show your personality and fit\n* Highlight your value\n\nAfter\n* Follow up\n\nActivity 2 - Interview Preparation\n* Students work in groups of 2-3\n* Assign each group one interview format\n* Students create a general plan with examples of potential interview questions, on how they would prepare for the interview including before, during and after\n* Each group present their plan to class\n\nSummary (# minutes)\n\nClosing (# minutes)\nWeek 7 Preview and Preparation\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Submit completed draft of cover letter for grading (Rubric)\n* Review your target job posting and complete the following sections of your Career Development Portfolio:\n* Company Research"},{"_id":"6ade1b4d1a719c5e05000049","treeId":"6c0d856a385963c222000018","seq":15425781,"position":2,"parentId":"6ade209e1a719c5e05000011","content":"***SSB 512 Week 6: Cover Letter II: Content***\n\n**Summary**\nThis week, students will learn how to develop appropriate contents for different types of cover letters. The cover letter should show the connections between the candidate and the job. Students will have a full understanding of writing a cover letter after this class and\napply the knowledge in their job searching process.\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Critically assess example cover letters to see the importance of alignment and customization\n* Apply the knowledge gained by submitting a final draft of a cover letter for a specific position\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Written Communication\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Tell it Like it is\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Module 5 on Blackboard\n* Revise cover letter and bring two copies to class with job description\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* \n\n**Instructor Preparation**\nRead the following:\n* Module 5 on Blackboard and PowerPoint\n\nPrepare, copy, or bring the following:\n* Cover Letter Styles\n* Cover Letter Content Activity\n\n**Class Outline**\nOpening – Topic (10-15 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\n \nLecture 1 – Creating Cover Letter Content (30 minutes)\n* What recruiters want to see\n* Making connections between job and personal experience\n* Formatting and grammar\n* Review different styles of cover letters\n\nActivity 2 - Cover Letter Content Activity (15 minutes) \n* In pairs, students will read sample cover letter \n* Students will find specific characteristics stated in the activity\n\nActivity 3 – Cover Letter Review Pairs (30 minutes)\n* Get into pairs and exchange cover letters\n* Does it relate to the job description?\n* Write notes and revise\n* Share edits\n\nSummary (5 minutes)\n* Review writing details of cover letters i.e. language use, addressing the letter, and submitting the letter\n\nClosing (5 minutes)\n* Read Module 6 on Blackboard\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Update draft cover letter and post to discussion board for feedback.\n* Submit Event Summary #1 "},{"_id":"6ade1b7a1a719c5e05000047","treeId":"6c0d856a385963c222000018","seq":15425775,"position":3,"parentId":"6ade20aa1a719c5e05000010","content":"***SSB 512 Week 5: Cover Letter I: Format***\n\n**Summary**\nStudents will learn the basic format of the cover letter and how it complements the resume. Students will practice developing a cover letter over the next several weeks both in class and using the discussion boards provided on Blackboard. \n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate the purpose of the U.S. American cover letter and how it supplements an applicant's resume\n* Apply knowledge by drafting a cover letter based on a target job\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Written Communication\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Play by the Rules\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Module 4 on Blackboard\n* Review Stuart Cover Letter Guide\n* Bring a job description for class activity\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* Purpose of a cover letter\n* What to include and not include in a cover letter\n* Sections of a cover letter\n\n**Instructor Preparation**\nRead the following:\n* Module 4 on Blackboard and PowerPoint\n\nPrepare, copy, or bring the following:\n* Sample cover letter with notes\n\n**Class Outline**\nOpening – Topic (10-15 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\n \nLecture 1 – Introduction to Cover Letters (# minutes)\n* Purpose of a cover letter\n* Why include a cover letter?\n* Cover Letters 101\n* Formatting a cover letter\n\nActivity/Lecture 2 – Topic (# minutes)\n\nActivity/Lecture 3 – Topic (# minutes)\n\nActivity/Lecture 4 – Topic (# minutes)\n\nSummary (# minutes)\n\nClosing (# minutes)\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Draft cover letter and post to discussion board for feedback. "},{"_id":"69cc76cb46dd8c7ef1000041","treeId":"6c0d856a385963c222000018","seq":15425774,"position":2,"parentId":"6ade20ba1a719c5e0500000f","content":"***SSB 512 Week 4: Workplace Assessments***\n\n**Summary**\nThe US workplace requires individuals to demonstrate both leadership capability and be able to collaborate as a team member, which may be assessed using personality tools. Students will learn about different types of personality assessments and how they are used in the workplace. To better understand their leadership and teamwork skills, the previously completed personality assessments will be discussed and applied to an activity. Students will learn about the strengths of the other members of their ACE project team as well as areas that present a challenge. For homework, students will submit their first Career Readiness Check-In in preparation for the submission of their capstone assignment as well as a reflection paper covering the leadership and teamwork topics covered in class.\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate character strengths and those of their project team members\n* Critically assess personality strengths and weaknesses in both a leader and team member\n* Strategies for understanding the strengths and weaknesses of other in certain contexts\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Leadership & Teamwork\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Reach for the American Dream\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Read Module 4 on Blackboard\n* Review VIA Survey of Character Strengths and 16PF Results\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* Application of personality assessments to the workplace\n* Utility of character strengths and detrimental effects of overreliance on strengths\n* Strengths and limitations of using personality assessments in the workplace\n\n**Instructor Preparation**\nRead the following:\n* Module 4 on Blackboard\n* Module 4 Lesson Plan\nPrepare, copy, or bring the following:\n* Create personal copy of Module 4 slides\n\n**Class Outline**\nOpening – Topic (10-15 minutes)\n* What's Next @ Stuart\n* Student presentation\n\nFraming the class...\n \nActivity/Lecture 1 – “I Agree” Poster (30 minutes)\n* Divide class into teams. Have each group make a poster containing several statements, assumptions or cliches about a topic relevant to leadership or teamwork prompts. For example, you might riff on the topic of “successful leaders” who…\n\nAre tough and commanding\nMust know it all\nNurture and develop others\nAre specialists in their field\nAre born, not made\nAre empathetic\nMust have a strong vision\nAre creative and innovative\nRequire a formal title and position in the company\nAre ethical and values-driven.\n\nAfter each team has completed their poster, ask members of other groups to vote on the statements they agree with.\n\nPrompts: Successful leaders...; Effective team members...; Unsuccessful leaders...; Ineffective team members...\n\nActivity/Lecture 2 – Personality Assessments at Work (10 minutes)\n* Review how personality assessments might be used in the workplace: selection, team development, professional development, personal insight/development, leadership training, stress management, etc.\n\nActivity/Lecture 3 – Types of Assessments (10 minutes)\n* Review common assessments: 16pf, NEO, MBTI, Holland, Wonderlick, Strengths Finder, etc.\n\nActivity/Lecture 4 – Applying Assessment Results (10 minutes)\n* Have students reflect on their own assessment results and begin brainstorming how it applies to their professional lives in solo work, leadership, and teamwork settings.\n\nSummary (# minutes)\n\nClosing (# minutes)\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Submit 30-Day Portfolio\n* Leadership & Teamwork Development Reflection","deleted":false},{"_id":"6ade1bcf1a719c5e05000044","treeId":"6c0d856a385963c222000018","seq":15692641,"position":2,"parentId":"6c0d80b1385963c22200001b","content":"***SSB 512 Week 1: Project-Based \nCompetency Development***\n\n**Summary**\nIn the first class of SSB 511, the instructor will review the ACE Program and go over the syllabus with students. In this course, students will complete a Competency Development Portfolio in addition to attending class and completing the required assignments. Similar to SSB 510, students will set goals for the semester. The goals in SSB 511 will related to the competencies identified as part of their Completency Development Portfolio. Students will work on developing the competencies identified, improving their career readiness as a result. For homework, students will submit an updated draft of their resume and their 90-Day Competency Development Portfolio Plan.\n\n**Learning Objectives** \nBy the end of this class, students will be able to:\n* Articulate the structure and purpose of the ACE Program and state the importance of continuous professional and competency development\n* Critically analyze personal knowledge, skills, and abilities against the requirements of desired job to determine developmental needs\n* Develop a competency development plan using the SMART goal technique to enhance career readiness\n\n**Competency**\nEach class focuses on one Stuart Co-Curricular competency. The competency for this module is: \n* Drive\n\n**Cultural Value**\nEach class focuses on at least one U.S. American cultural value. The cultural value for this module is: \n* Its Up To You\n\n**Students - Before Class**\nComplete the following readings and/or activities prior to your scheduled class time:\n* Watch Welcome Video\n* Read Module 1 on Blackboard\n* Locate three job descriptions for use in class activity\n\n**Students - During Class**\nBased upon the readings, be prepared to discuss the following topics:\n* Importance of continuous competency development\n* Importance and usefulness of goal setting\n* Ways to improve the competencies necessary for personal career success\n\n**Instructor Preparation**\nRead the following:\n* Create personal copy of presentation\n* Read Module 1 on Blackboard\n\nPrepare, copy, or bring the following:\n* Copies of the Career Readiness Portfolio Assignment and Rubric\n* Timing device\n\n**Class Outline**\nOpening – Topic (10-15 minutes)\n* What's Next @ Stuart\n* Student presentation\n** Discuss summary presentation assignment & create groupings\n\nFraming the class...\n \nActivity/Lecture 1 – Ice Breaker: 2 Minute Personal Presentation (25 minutes)\n* Students get 5 minutes to prepare 1 minute to present themselves to the class.\n* Students are encouraged to use their Personal Introducations from SSB 510, which they can update/modify if needed\n\nActivity/Lecture 2 – Overview of SSB 511 & Instructor Expectations (20 minutes)\n* Review syllabus and specifically describe:\n* Course requirements\n* Course schedule and grading scale\n* Weekly Review/Summary Presentation assignments\n* Provide students with the Career Development Portfolio Assignment and Rubric\n* Go through each section and provide students with the method of submission for each (some will be written; some will be recorded) \n\nActivity/Lecture 3 – Competency Development Goal Setting (15 minutes)\n* Working individually, students start to draft their 30, 60, and 90-day competency development goals\n* Students will submit these as homework for Module 1\n* Instructor should circulate within the classroom and help students identify ways to develop the selected competencies\n* Competencies selected should be related to target job and able to be developed as part of the assigned project\n\nSummary (# minutes)\n* Assign 90-Day Competency Development POrtfolio Plan\n\nClosing (# minutes)\n* Assign Module 2 on Blackboard and present main topics for the next class\n\n**Students After Class**\nComplete the following homework assignments per assignment instructions:\n* Submit 90-Day Competency Development Portfolio Plan\n* Submit Updated Copy of Resume\n* Complete assigned assessments (due Week 4)"}],"tree":{"_id":"6c0d856a385963c222000018","name":"SSB 511/512 Curriculum Revision","publicUrl":"ssb-511-512-curriculum-revision"}}