Syllabus

Trebby Ellington
Loyola University Chicago

LOYOLA UNIVERSITY CHICAGO

ALS 300 (003): How to Get a Job Successfully
Fall 2016
Mondays, 6:00pm 9:00pm
Lake Shore Campus, Cuneo Hall Room 116
Instructor Information:
Trebby Ellington
Masters Candidate, Higher Education
Rogers House, RM 201
647 University Place
Evanston, IL 60201
812.243.8079 (cell)
tellington1@luc.edu
Office hours are scheduled by appointment. Appointments will take place at my office, shared
above, or may be scheduled to meet elsewhere.
Description:
The purpose of this course is to prepare students to successfully get a job. This course is only
offered fall semester and for junior and/or senior standing students. Students will gain practical
skills, techniques, and tips that will allow them to be more confident as they enter the job
application process and more knowledgeable about what to expect prior to beginning their job
search process for their own professional pathways. Students will also be able to construct their
own individual job application materials (i.e. resume, cover letter, etc.) that they may utilize
when they begin their job search processes during or following the course.
Student Learning Outcomes:
Upon completion of this course, students will have the capacity and skills to:
Foundational Knowledge Goals

Recognize a variety of ways in which to properly prepare for the job search and
application process;
Identify certain techniques that may be useful in approaching the interview process;
Identify different methods to use to professionally conclude the search, application and
interview process of the job quest;

Application Goals

Assess personal needs and wants in regards to a potential employer(s) and job position(s);

Identify, analyze and articulate personal skills and experiences that will brand one as a
competitive candidate;
Create and design the materials necessary to complete a job application(s);

Integration Goals

Connect course content to ones own professional paths in ways that will allow them to
discover their own personal brand;

Human Dimension Goals

Articulate their identity as prepared, confident professionals who bring a unique set of
skills to their desired field(s);
Interact with others in manners that will allow one to recognize how others may perceive
them based on verbal and non-verbal behaviors;

Caring Goals

Express the value and the importance of preparation for all aspects of the job quest
including pre and post interview phases;

Learning How to Learn Goals

Document and reflect upon their previous methods and approaches to the job quest as
compared to their new findings about appropriate preparation, approach and conclusion
of the job quest;
Translate their critical reflections into a culminating portfolio of their final application
materials

Reading Materials:
The required text for this course are available on Amazon.com. You will be responsible for the
material assigned as well as any additional material that may be assigned (articles, videos, web
links, etc.). We will be discussing the material assigned on the days indicated on the course
schedule so it is imperative that the material be read BEFORE class for effective class
discussions, group work, in-class case studies and coverage of material.
Required Texts & Materials
Bennett, S. (2005). The elements of resume style: Essential rules and eye-opening advice for
writing resumes and cover letters that work. New York, NY: AMACOM Div American Mgmt
Assn.
Deckers, E. & Lacy, K. (2010). Branding yourself: How to use social media to invent or reinvent
yourself (2nd Ed.). Indianapolis, IN: Que Publishing.

Krannich, R. & Krannich, C. (2006). Win the interview, win the job: Outshine the competition
with great preparation and skill (9th ed.). VA: Impact Publications.
Additional Readings
*Please note there will be supplemental readings, web links, handouts, videos, and resources
provided throughout the semester that you will be responsible for. A list of these materials can be
found under the resources tab on Sakai though this list is by no means exhaustive.
Requirements & Expectations:
Attendance
This course meets only once a week, which makes attendance absolutely essential. You must be
present to engage fully in the course content. I understand that at times life priorities can make
this challenging. However, the expectation is that you will be present for the full class session
each week. Should you miss a class, arrive late, or leave early, you are responsible for
identifying and obtaining missed material from your peers. Within one week of a missed class,
you are expected to send the instructor a short essay on the assigned readings for the class you
missed. This essay should be between 1-2 pages, single spaced, and summarize the core content
of the readings and your reactions. This document will not be graded or evaluated for feedback
as it is a substitute for missing a class session. Please notify the instructor via email prior to the
start of class should you need to be absent. Any absence will result in the loss of participation
points for that day. Routinely arriving or leaving late will result in the loss of participation points
as well.

Preparation
Much of the learning is emerged from group discussion and student engagement with each topic.
As such, preparation through completion of each weeks readings as well as thoughtful reflection
on the topics are critical not only for each individuals development, but the groups collective
development as well. Significant and important core readings are provided as well as sources for
additional reading should students wish to explore topics further. Students are expected to
complete the readings in advance of each class. Quizzes may be incorporated into the grading
structure should evidence emerge that students are not completing the assigned readings.
Additionally, class time will not be directed towards dissecting each individual reading, but
instead examining themes across reading and analyzing them in a way that will allow students to
actively engage in small or large group discussion as well as applying their findings through
practical use on their individual assignments.
Participation
Student participation in discussions and in-class activities is critical. However, it is important to
note that how a student participates is a result of their individual learning style. Therefore,
participation is less about the frequency with which a student engages in class discussion and
more about the quality of the contributions. For the purposes of this course, participation is
valued in which students build upon one anothers comments, provide meaningful connections to
practice, share critical observations and insights on a topic, and generally increase the
complexity and richness of the discussion. Students are also encouraged to act as gatekeepers to
the conversation and encourage the participation of others as well as pose questions to one

another. A portion of the final grade is dedicated to participation and a rubric will be provided
during the first class that outlines how this will be assessed.

Civil Discourse
The expectation of this course is that participants feel challenged and supported and are able to
also challenge and support their peers in a respectful manner. Participants will approach one
another with care and developmental concern which requires a willingness to engage in
constructive feedback and the ability to acknowledge multiple points of view.

Cell Phones/Other Electronics
If you bring a cell phone to class, please be sure it is either off or set to a silent. Should you need
to respond to a call during class, please leave the room in an undisruptive manner. Texting and/or
instant messaging are not allowed during class as a matter of respect to the learning community.
The same rules apply for other electronic devices; however, laptops can be used during class
only if being used specifically for class purposes.
Email/Sakai
Email will be used as the primary form of communication for this class. Due to this, it is
important that you check your email frequently. All emails will be responded to within 48 hours.
Additionally, Sakai will be used as a space for continuous updates about course material and
grades.

Academic Honesty
Academic honesty is an expression of interpersonal justice, responsibility and care, applicable to
Loyola University faculty, students, and staff, which demands that the pursuit of knowledge in
the university community be carried out with sincerity and integrity.
The School of Educations Policy on Academic Integrity can be found at:
www.luc.edu/education/resources/academic-policies/academic-integrity/
For additional academic policies and procedures refer to:
www.luc.edu/education/resources/academic-policies/
Accessibility
Students who have disabilities which they believe entitle them to accommodations under the
Americans with Disabilities Act should register with the Services for Students with Disabilities
(SSWD) office. To request accommodations, students must schedule an appointment with an
SSWD coordinator. Students should contact SSWD at least four weeks before their first semester
or term at Loyola. Returning students should schedule an appointment within the first two weeks
of the semester or term. The University policy on accommodations and participation in courses is
available at: www.luc.edu/sswd/
Ethics Line Reporting Hotline
Loyola University Chicago has implemented Ethics Line Reporting Hotline, through a third
party internet & telephone hotline provider, to provide you with an automated and anonymous
way to report activities that may involve misconduct or violations of Loyola University policy.
You may file an anonymous report here on-line or by dialing 855-603-6988. (within the
United States, Guam, and Puerto Rico)


The University is committed to the highest ethical and professional standards of conduct as an
integral part of its mission of expanding knowledge in the service of humanity through learning,
justice and faith. To achieve this goal, the University relies on each community member's ethical
behavior, honesty, integrity and good judgment. Each community member should demonstrate
respect for the rights of others.
www.luc.edu/ethicsline
*IMPORTANT NOTE: You will see on the weekly course calendar that on November 28th we
will be covering the dos and donts of professional attire by incorporating an in-class fashion
show amongst your peers. Students are required to bring 1 business causal outfit as well as 1
business professional outfit to class on this date. If there are any issues that may arise causing
you to be unable to bring either of these outfits to class, please e-mail the instructor as early as
possible so that the instructor may work with you to ensure that you can still participate in the
activity. Please do not hesitate to ask for help as this information will be kept between you and
the instructor only and we do not want to hinder anyone from being able to participate.
Assignments:
The sequence of assignments identified for this course serve to build upon one another to impact
the final culminating portfolio and mock interviews.
Assignments are due at the time specified in the weekly schedule and should be submitted
according to the directions provided. Assignments are to be turned in on time to avoid any extra
penalties. Any assignments submitted after the due date will result in a reduction of half of a
letter grade. For each day that the assignment is late past the original due date, an additional full
letter grade reduction will be applied. *Please note the instructor will not go looking for missing
assignments. It is your responsibility to make sure assignments are turned in by the stated due
dates and times.
For all assignments that focus on writing, students will be provided with frequent, immediate,
discriminating based on clear criteria, and loving feedback regarding content, structure, grammar
and overall flow. It is the students responsibility to ensure that the feedback provided for
assignments is integrated into future assignments.
NOTE: Students are expected to take full responsibility for their success in this course. If you are
struggling with the material or you are concerned about your grade, be sure to initiate a
conversation with the instructor early enough in the semester to do something about the situation.
Written Reflections (3)
Students will be required to compose 3 written reflection essays throughout the course of the
semester. Each essay will require students to reflect upon their past experiences with certain
course topics prior to the class and compare/contrast with what they have learned about certain
topics up until that particular point in the semester. Students will be required to also integrate
course readings and themes from class discussions. These written reflections should be 2-3 pages
(not including the reference page), double spaced, 12-point, times new roman font. Material from

the readings should be cited correctly using APA format. Rubrics for these reflection essays can
be found in the details of the assignments section on Sakai and the due dates are as follows in the
course schedule. Each written reflection is worth 5 points.
Social Media Reflection
Students will be required to compose a 2-3pg written reflection (not including the reference
page) about the ways in which social media can harm as well as the ways in which it can be
helpful to a job applicants candidacy for a position. Students will be required to integrate
course readings and themes from class discussions into their reflections. This written reflection
should be double spaced, 12-point, times new roman font. Material from the readings should be
cited correctly using APA format. The rubric for this reflection essay can be found in the details
of the assignments section on Sakai and the due date is as follows in the course schedule. This
reflection is worth 5 points.
Draft Resume
Students are required to submit a revised draft of their personal resume along with their own
evaluation of the draft on the self assessment sheet that can be found under the assignments tab
on Sakai. This draft resume may be no more than 1-2 pages and must adhere to the proper
formatting guidelines stated in the rubric under the assignments tab on Sakai. The rubric also
includes criteria for content, design, grammar and overall presentation. Students will be provided
with multiple opportunities to receive a variety of feedback prior to submitting their draft: inclass resume workshop, their peers, and instructor feedback. It is important to note that the draft
resume submitted by the due date on the course schedule, may have additional revisions after
that date in order to prepare for the final culminating portfolio which requires a final copy of the
resume. The draft resume is worth 10 points.
Draft Cover Letter
Students are required to submit a revised draft of their personal cover letter along with their own
evaluation of the draft on the self assessment sheet that can be found under the assignments tab
on Sakai. This draft cover letter may be no more than 1 page and must adhere to the proper
formatting guidelines stated in the rubric under the assignments tab on Sakai. The rubric also
includes criteria for content, design, grammar and overall presentation. Students will be provided
with multiple opportunities to receive a variety of feedback prior to submitting their draft: inclass cover letter workshop, their peers, and instructor feedback. It is important to note that the
draft cover letter submitted by the due date on the course schedule, may have additional revisions
after that date in order to prepare for the final culminating portfolio which requires a final copy
of the cover letter. The draft cover letter is worth 10 points.
Culminating Portfolio and Mock Interviews
During the semester, students will be building upon their knowledge and skills to complete a
final culminating portfolio. This portfolio will consist of a My Fit job profile, a final cover
letter, and a final resume. The culminating portfolio will be due on Sakai by 5pm on Monday,
December 5th. Based upon their needs, wants, and interests that students will have built upon all
semester, students will choose 3 ideal job positions they would like to apply for. On Monday,
December 5th, students will be participating in mock interviews in collaboration with the Career
Services Center where they will undergo 3 different 20 minute interviews. Students will apply

the skills they have learned and practiced throughout the course in these interviews. In addition
to the culminating portfolio, students will also be observed and graded on their attire, interview
preparation, and how they proceed during the interview. After the interviews, students will be
able to debrief as a class and then the interviewers will be allowed a chance to provide individual
feedback to the students. The culminating portfolio and mock interviews are worth a combined
total of 25 points.
Evaluation & Grading:
The distribution of points for the semester is provided below:
Participation
15 points
Written Reflections (3)
15 points
Social Media Reflection
5 points
Draft Resume
10 points
Draft Cover Letter
10 points
Culminating Portfolio and Mock Interviews
25 points
Total

80 points

Assignments will be evaluated based on the rubrics provided in the full assignment descriptions
located in Sakai. The following grading scale will be used to determine the final course grade:
Course Percentage

Final Grade

94-100
90-93
87-89
84-86
80-84
77-79
74-76
70-73
67-69
64-66
60-63
0-59

A
AB+
B
BC+
C
CD+
D
DF

Tentative Weekly Calendar:

Readings should be completed before the start of the class specified.
DATE

TOPIC

August 29th

Introductions &
Course Overview &
What We Think We
Know
Labor Day No
Class

September 5th
September 12th

September 19th

September 26th

October 3rd

October 10th

October 17th

October 24th

ASSIGNMENT
DUE
Pre-Course Survey
due by 5pm on Sakai;
Bring copy of
syllabus to class

The Job Search &

Social Media Part 1
Deckers & Lacy
(2010): Ch. 1-7
The Job Search &
Social Media Part 2
Deckers & Lacy
(2010): Ch. 8-13, 15
The Resume
Bennett (2005): IntroCh.4
Resume Building
Workshop
Bennett (2005):
Review Intro-Ch.4;
Read Ch. 5
Mid-Semester
Break No Class
The Cover Letter
Bennett (2005): Ch. 6
& Ch. 8
Cover Letter
Workshop

Social Media
Reflection Essay due
by 5pm on Sakai
Bring draft resume to
class

Draft Resume due by

5pm with self
assessment sheet on
Sakai
Written Reflection 1
due by 5pm on Sakai
Bring draft cover
letter to class

October 31st

November 7th

November 14th

Bennett (2005):
Review Ch. 6 & Ch.
8
Revisiting Job Fit
Profiles & Email
Formatting
Supplemental
Reading in Sakai
The Interview:
Before and During

November 21st

November 28th

Supplemental
readings in Sakai
The Dos & Donts
of Professional
Attire

December 12th

Submit interview
preferences by 5pm
on Sakai

Krannich & Krannich

(2006): Ch. 1-8
Interview
Workshop
Krannich & Krannich
(2006): Ch. 9-10
Bennett (2005): Ch. 7
Interview Follow Up
& Thank You Notes
& Managing
Multiple Job Offers

December 5th

Draft cover letter due

by 5pm with self
assessment sheet on
Sakai

Supplemental
readings in Sakai
Putting It All
Together
The Final Hoo-Ra:
Tips to Negotiating
Contracts and
Wages
Krannich & Krannich
(2006): Ch. 11-13

Written Reflection 2
due by 5pm on Sakai

In-Class Fashion
Show! Bring 1
Business Casual
outfit and 1 Business
Professional Outfit
Culminating Portfolio
Due by 5pm on
Sakai; Mock
Interviews
Final Integrated
Written Reflection
due by 5pm on Sakai

Reflective Analysis
Trebby Ellington
Loyola University Chicago

I began the course syllabus with the basics: the course information, instructor information
and the description of the course. Beginning with the basics of course allows students to get a
quick understanding and overview of what will be in store for them should they choose to take
this course. They can quickly see how often the course meets, the location, and a bit about who
they will be learning with for the semester. For the instructor information, I indicated all ways I
would be open to being reached by and gave a little more insight on office hours locations in an
effort to show that I could be flexible as the instructor. I also understood transportation, or what
have you, may look different for each student and wanted to make an effort to compromise with
students. I also included that I was a masters candidate so students could have a brief
understanding that this course was not my only obligation and that I was a student as well.
Following the broad course description, it made the most sense to elaborate on the
specific student learning outcomes and goals that students could expect to gain upon completion
of the course. The course is split into three parts: the job search/application process, the
interview, and post-interview up to accepting/declining job offers. The foundational knowledge
goals were centered around those three core concepts of the course. For the application goals, my
intent was to ensure that students would be able to think about their own personal needs and
wants in regards to what they should look for in an employer during the job search process by
completing a My Fit job profile sheet so students could spend their time applying to jobs that
were a good fit. The My Fit job profile sheet was not intended to be graded, but for personal
use where it would allow students to think about what would affect their satisfaction with a
particular job. I also wanted students to be able to get familiarity in analyzing and choosing
specific skills and experiences so that they could better articulate them on their application
materials, or in an interview. Lastly, I wanted students to then be able to apply the latter

information and skills along with the foundational knowledge to be able to create the materials
that could be of use even after the course like a resume and cover letter.
The integration goal was developed to connect all of the course content in a way that
would allow students to continue to think about their professional selves even after completion of
the course as they work on defining their personal brand, what they stand for, and what their
purpose is. The human dimension goals were developed to force students to begin to think about
themselves as prepared for all aspects of the job quest and confident in what they bring to the
table as they build upon certain techniques during the course. This was also developed to force
students to be more aware of how their verbal and non-verbal interactions with job providers
may impact their candidacy at any point in the application process as well as how their behavior
in one applicant pool could impact their candidacy in another applicant pool at a different place
of employment in a similar field.
The caring goal was developed to remind students that every aspect of the job quest is
important to successfully get a job. The hope was to help students realize that, help them value
the whole process, and how they prepare for each part of that process. Finally, the learning how
to learn goals were developed to tie everything together that had been learned throughout the
course to give some additional purpose behind every lesson. To finish the course, students would
turn in a culminating portfolio with the major topics from the course like their resume, cover
letter and My Fit job profile sheet. Then, students would also participate in mock interviews
set up with the Career Services Center. The learning how to learn goal was also developed to
help students continue to think about their prior preparation and how they are going to proceed
through the job quest every time they begin to look for a new job throughout their life. This also

was intended to make students reflect on their previous job quest journeys, what they can
improve upon, and what they can capitalize on in future practice.
Following the student learning outcomes in the syllabus was the reading materials
section. This section let students know what the three required text were and where they could be
purchased as well as letting them know that there would be additional, supplemental readings.
Here it was important to note to students that they were responsible for all readings and that all
reading should be done before the classes indicated in the course schedule so as to not confuse
anyone and to ensure the effectiveness of in-class discussions and work. After the reading
materials section in the syllabus was the class requirements and expectations portion. This
section was to set the tone for the course, let students know what was expected of them in the
course and why, and to reiterate school policies. This section also served to really hammer in the
importance of attendance, prior preparation before each class, and participation to the
effectiveness of the course. If students wanted to really gain knowledge, techniques, and a good
experience from the course, it was imperative to point those impacting factors out. It was also as
important to point out that students were responsible for their own learning and grades. If they
were struggling, they needed to initiate that contact with the instructor for more help. This
provided some additional responsibility and put the accountability on the students.
Next, I included the assignments section in the syllabus. It was key that I kept the
assignments to a portion that was needed; enough to challenge the students, but not too much
that assignments would seem to simply serve as busy work. The assignments were decided
upon by what were the most important take-a-ways as well as trying to take into consideration
the variety of learning styles that might have been represented in the course. I wanted to choose
assignments that were practical, reflective, and that could be used even after the course was

completed hence the written reflections, resume, cover letter, and culminating portfolio. I believe
these assignments allowed for the integration of multiple skills, analytical thinking, and course
content. The assignments chosen also allowed me to be able to spread them out across the course
of the semester to allow for frequent, immediate, discriminating based on clear criteria, and
loving feedback (Fink, 2003) that students could integrate in future assignments.
Then, the evaluation and grading section followed. It was important to show the
distribution of grades for each assignment, how each assignment would be evaluated (rubrics),
the weight of each assignment compared to one another, and the grading scale that would
determine the students final grades. It is essential to note that aside from the rubrics used for
each assignment, there were multiple forms of assessment that were to happen throughout the
course that may not be able to be noticed immediately from the syllabus. There were a lot of
small group work, in-class case studies, large group discussions, ten minute reflective check-ins
at the beginning of each class, in-class workshops, etc. that would allow students to be able to
share and receive a lot of peer feedback before turning in their assignments for instructor
feedback and/or grading. There were also assignments that required self assessments to be turned
in where one on ones with the instructor would follow to share written and verbal feedback. I
really tried to integrate the model of performance-feedback-revision-new performance into the
main assignments as suggested in the readings (Fink, 2003). Also, as stated in the expectations
section, participation was evaluated upon quality, not necessarily quantity, to consider
everyones personality types.
Finally, the course syllabus was completed with the tentative weekly calendar. It was
shown as tentative so that students were aware that at any moment the instructor could add or

take away any readings, topics, or assignments on the schedule. The calendar displayed class
dates, topics for each class, readings for each class, and assignment due dates.
I began the process of creating the syllabus by first trying to figure out the discipline of
the course. I did not have a dream course so it took me a while to finally think of a course topic. I
wanted something that was practical, really useful upon graduation and a space that I could pay
my knowledge forward. I first thought of a life skills course, but it seemed too broad. Then I
thought about my personal experiences following graduation and the struggles with trying to
navigate the job search and application process. There were still basic things that I was learning
while in the midst of the process so I felt having a course that would provide students with the
knowledge, skills and materials to successfully find a job would be perfect. The course was
meant to be intimate with about 15 to 20 students who were juniors and/or seniors as those are
the students who are typically beginning the professional job search and application processes. It
was intentionally offered only during fall semesters so that students could be finished by the time
applicant pools opened or at least so the course would be finished prior to. Once I had those
details in place, I jumped right into the structure of the course separating it into three portions:
the job search/application process, the interview, and concluding the application process.
Immediately following, I began listing what assignments and topics I wanted the students to
learn in each of the portions of the course. This was the part that seemed to come easy to me. As
someone who has a sort of spontaneous personality, I realized that I was just jumping right into
the experience versus taking into consideration the suggestions of the readings. More
specifically, the suggestion was to start backwards by beginning with the ultimate outcome of the
course, then move to the mediating outcomes and conclude with the foundational outcomes as
these would then drive everything else needed for the course and syllabus (Nilson, 2010).

This, in turn, became the most challenging part for me: developing the student learning
outcomes. It was difficult for me to develop the student learning outcomes because I had
completed the assignments and activities prematurely and knew what practical skills and
materials I wanted the students to gain out of the course already. This negatively affected me
because instead of letting the learning outcomes create the assignments, activities and even
assessments, I was trying to create the learning outcomes from the assignments, activities and
assessments. As Nilson (2010) stated, Only after formulating your learning outcomes should
you begin to select content that will help your students achieve those outcomes (p. 28). This
forced me to start over and begin with developing some solid student learning outcomes, which
in the end worked out better because it allowed me to limit the content only to the purpose of the
learning outcomes as explained in the readings (Nilson, 2010).
Once I got the student learning outcomes completed, the assignments and activities
essentially created themselves. I was then able to focus on my forms of assessment and realized
that in the beginning, I was not using all forms of educative assessment. I wanted to make sure I
had a variety of ways to assess assignments and the students development, so the educative
assessment model made it quite easy to do. I was able to create ways in which to use forward
looking assessment (culminating portfolio and mock interviews), criteria and assessment
(assignment rubrics), self assessment (reflective rubrics accompanying certain assignments), and
FIDeLity feedback at some point throughout the course of the semester (peer feedback, group
work, workshops, verbal and written instructor feedback) (Fink, 2003). I then went back and
created all of the basics for the course like instructor information, course description,
requirements and expectations, and grading. The final part I worked on was finding the required
reading materials and adding them to my class schedule based on how I divided the course into

essentially three phases. After seeing what the tentative weekly calendar looked like, I was able
to add some final touches to the course. The last piece I added pertained to what the first class
session would look like in that I wanted to make sure I got to know my students so that I could
try to aim my course to their needs and where they were starting at (Nilson, 2010). As a result,
students were required to submit a pre-course survey about the things they wanted to get out of
the course and the first class session was dedicated to seeing what the students already knew or
thought they knew about the course material.
This exercise taught me how to not only construct a course syllabus, but also how
properly developing student learning outcomes can impact the quality of a course. This is a skill
that I know I can use even if I am not teaching a course and further affirms that I am an educator
outside of the classroom. As someone who works in residence life and also thinking of venturing
off into multicultural affairs, properly developed student learning outcomes can greatly impact
the effectiveness of student programming and more sensitive workshops that may be about, for
instance, social justice issues. I also learned how to incorporate the three ps: purpose, passion
and play into a learning experience (Wagner, 2012). For example, I incorporated a fashion show
on my course schedule to allow for some fun while still learning about the dos and donts of
professional attire. At first I was intimidated by this assignment, but I really enjoyed this
experience and am excited to see how I can incorporate these skills into my current and future
work!

References
Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to
developing college courses. San Francisco: Jossey-Bass.
Nilson, L.B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors. San
Francisco, CA: Jossey-Bass. (Ch. 1 3)
Wagner, T., & Compton, R. A. (2012). Creating innovators: The making of young people who will
change the world. New York: Scribner.