Learning Outcomes Associated with Self Assessment and Priority Setting Component

Learning Outcomes
Evidence of Competency
Directed Interventions
Experiential Catalysts

Recognition of Primary Interests
Knowledge of career-related interests that may be applied across a range of fields. Examples include working independently, deciphering complex information, performing for an audience, helping others develop, etc.
Student describes, with some confidence, how interest themes became apparent, connecting them with instances in which elements of each interest were experienced. May incorporate projections of potential interests based on moderate experiential exposure.
Choices CT

Campbell Interest and Skills Survey
Career Counseling Session
Career Vision Workshop
World of Work Inventory

Formal Interviews

Mock Interview

Career Fairs and Events

Resume Review

Networking Assignment

Interviewing or Job Search Workshop

Resume/Cover Letter Workshop

Career Connections Network Referral

Career Field Investigation

Discussion with friends, relatives

Identification and Articulation of Skills
The ability to express in detail several developed skills that are be transferable to a work environment. Examples include analytical, verbal and written communication, organization, helping, persuasion, and leadership skills.

Student documents specific skills, defines them, describes how they were developed, and explains what goals have been accomplished through their application. The skills cited should have strong relevance to the student's stated career interests.

Choices CT

Campbell Interest and Skills Survey
Formal Skills Inventory
Career Counseling Session
Career Vision Workshop
World of Work Inventory

Appreciation of Seminal Experiences
Recognition of important personal events that have shaped one's identity, belief systems, perspectives on work and life, and awareness of strengths and weaknesses. Examples include personal endeavors, adventures, crisis situations, established routines, and fond or painful memories.

Student reflects on the relationships between key experiences and current career focus or questions. Student acknowledges predictive nature of past behavior and infers characteristics about self from experiences. Student may also cite previous experience(s) as a catalyst for future goals.

Career Counseling Session
Formal Skills Inventory
Mock Interview
Formal Values Inventory

Acknowledgement of Relevant Values
Expression of personal values that have a bearing on career decisions. Examples include prestige, service to others, self expression, achievement, creativity, variety, and intellection challenge.

Student lists personal values and elaborates on how each might be fulfilled or challenged in the context of work life. Student should be able to explain how values that are not satisfied by work endeavors may be met through other avenues.

Career Counseling Session

Career Vision Workshop
Formal Values Inventory

Awareness of Personality Factors
A basic understanding of how one's personality relates to different roles and work environments. Examples include extroversion and communicating with others, intuitiveness and information gathering; ambiguity versus closure; etc.

Student converses comfortably about personality traits and desirable/undesirable work situations. Student should be able to speculate on how various job types may be more or less conducive to certain personality factors. Student should also be aware of strengths associated with his/her personality type.

Career Counseling Session

Myers-Briggs Type Indicator
Assessment Session

Identification of Post-Graduate Priorities
A firm grasp of top goals for the first stages after graduation (typically 1-5 years). Includes establishing independent financial support, starting a career, paying off debt, building transferable skills, testing different career paths, pursuing a once-in-a-lifetime experience, etc.

Student rank orders top 2-3 priorities for initial steps after college and explains how post graduate strategy supports them. Student understands which priority takes precedent in the event that a given opportunity accommodates only one. Student also articulates how priorities will change over time.

Career Counseling Session

Career Vision Workshop

Figure 2

Learning Outcomes	Evidence of Competency	Directed Interventions	Experiential Catalysts
Recognition of Primary Interests Knowledge of career-related interests that may be applied across a range of fields. Examples include working independently, deciphering complex information, performing for an audience, helping others develop, etc.	Student describes, with some confidence, how interest themes became apparent, connecting them with instances in which elements of each interest were experienced. May incorporate projections of potential interests based on moderate experiential exposure.	Choices CT Campbell Interest and Skills Survey Career Counseling Session Career Vision Workshop World of Work Inventory	Formal Interviews Mock Interview Career Fairs and Events Resume Review Networking Assignment Interviewing or Job Search Workshop Resume/Cover Letter Workshop Career Connections Network Referral Career Field Investigation Discussion with friends, relatives
Identification and Articulation of Skills The ability to express in detail several developed skills that are be transferable to a work environment. Examples include analytical, verbal and written communication, organization, helping, persuasion, and leadership skills.	Student documents specific skills, defines them, describes how they were developed, and explains what goals have been accomplished through their application. The skills cited should have strong relevance to the student's stated career interests.	Choices CT Campbell Interest and Skills Survey Formal Skills Inventory Career Counseling Session Career Vision Workshop World of Work Inventory
Appreciation of Seminal Experiences Recognition of important personal events that have shaped one's identity, belief systems, perspectives on work and life, and awareness of strengths and weaknesses. Examples include personal endeavors, adventures, crisis situations, established routines, and fond or painful memories.	Student reflects on the relationships between key experiences and current career focus or questions. Student acknowledges predictive nature of past behavior and infers characteristics about self from experiences. Student may also cite previous experience(s) as a catalyst for future goals.	Career Counseling Session Formal Skills Inventory Mock Interview Formal Values Inventory
Acknowledgement of Relevant Values Expression of personal values that have a bearing on career decisions. Examples include prestige, service to others, self expression, achievement, creativity, variety, and intellection challenge.	Student lists personal values and elaborates on how each might be fulfilled or challenged in the context of work life. Student should be able to explain how values that are not satisfied by work endeavors may be met through other avenues.	Career Counseling Session Career Vision Workshop Formal Values Inventory
Awareness of Personality Factors A basic understanding of how one's personality relates to different roles and work environments. Examples include extroversion and communicating with others, intuitiveness and information gathering; ambiguity versus closure; etc.	Student converses comfortably about personality traits and desirable/undesirable work situations. Student should be able to speculate on how various job types may be more or less conducive to certain personality factors. Student should also be aware of strengths associated with his/her personality type.	Career Counseling Session Myers-Briggs Type Indicator Assessment Session
Identification of Post-Graduate Priorities A firm grasp of top goals for the first stages after graduation (typically 1-5 years). Includes establishing independent financial support, starting a career, paying off debt, building transferable skills, testing different career paths, pursuing a once-in-a-lifetime experience, etc.	Student rank orders top 2-3 priorities for initial steps after college and explains how post graduate strategy supports them. Student understands which priority takes precedent in the event that a given opportunity accommodates only one. Student also articulates how priorities will change over time.	Career Counseling Session Career Vision Workshop