IOFT 1411 -- New Course

Wed Dec 9 11:01:23 2009

Approvals Received:
on 12-09-09
by Crystal Schwietz
Approvals Pending: College/Dean  > Catalog
Effective Status: Active
Effective Term: 1109 - Fall 2010
Course: IOFT 1411
UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - Institute of Technology
Department: 11055 - Techology, Inst of-Adm
Course Title Short: IT Exploring Careers
Course Title Long: Exploring Careers in Science and Engineering
Max-Min Credits
for Course:
1.0 to 1.0 credit(s)
Examine current major/career direction. Assess interests, values, skills, strengths, personality preferences to determine potential careers/work environments. Investigate careers of interest, create goals. Become knowledgeable about STEM fields through guest speakers, etc. Understand how your skills may transfer to other occupations. (7 Week Course)
Print in Catalog?: Yes
CCE Catalog
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Grading Basis: A-F only
Topics Course: No
Honors Course: No
Delivery Mode(s): Classroom
Contact Hours:
2.0 hours per week
Years most
frequently offered:
Every academic year
Term(s) most
frequently offered:
Fall, Spring
Component 1: DIS (no final exam)
Component 2: LEC (no final exam)
Progress Units:
Not allowed to bypass limits.
1.0 credit(s)
Financial Aid
Progress Units:
Not allowed to bypass limits.
1.0 credit(s)
Repetition of
Allow up to 2 repetition(s) totalling up to 2.0 credit(s).
for Catalog:
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No course equivalencies
No required consent
(course-based or
No prerequisites
Editor Comments: <no text provided>
Proposal Changes: <no text provided>
History Information: <no text provided>
Sponsor Name:
Sponsor E-mail Address:
Student Learning Outcomes
Student Learning Outcomes: * Student in the course:

- Can identify, define, and solve problems

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

Students in the course will examine their career direction through taking career assessments (such as the Myers-Briggs Type Indicator-MBTI, Strong Interest Inventory), listening to guest speakers, conducting an informational interview, and performing career research.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

This outcome will be assessed through each student¿s ¿Career Action Paper¿ where they reflect on their career choice, academic and career goals, and any obstacles that may be impeding these decisions.

- Can locate and critically evaluate information

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

Students will conduct research on a career of interest to them using a variety of sources such as: informational interviews, career databases, and the internet.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

This outcome will be assessed through the student¿s ¿Group Project Presentation¿ and the ¿Informational Interview¿ paper.

- Can communicate effectively

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

Students will write four academic papers for this course and conduct a ten minute presentation with a group.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

This outcome will be assessed through the rubrics used for the papers and the group presentation.

Liberal Education
this course fulfills:
Other requirement
this course fulfills:
Criteria for
Core Courses:
Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens.
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the University's entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

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Criteria for
Theme Courses:
Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or methods.

Theme courses have the common goal of cultivating in students a number of habits of mind:
  • thinking ethically about important challenges facing our society and world;
  • reflecting on the shared sense of responsibility required to build and maintain community;
  • connecting knowledge and practice;
  • fostering a stronger sense of our roles as historical agents.

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Writing Intensive
Propose this course
as Writing Intensive
Question 1: What types of writing (e.g., reading essay, formal lab reports, journaling) are likely to be assigned? Include the page total for each writing assignment. Indicate which assignment(s) students will be required to revise and resubmit after feedback by the instructor or the graduate TA.

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Question 2: How does assigning a significant amount of writing serve the purpose of this course?

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Question 3: What types of instruction will students receive on the writing aspect of the assignments?

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Question 4: How will the students' grades depend on their writing performance? What percentage of the overall grade will be dependent on the quality and level of the students' writing compared with the course content?

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Question 5: If graduate students or peer tutors will be assisting in this course, what role will they play in regard to teaching writing?

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Question 6: How will the assistants be trained and supervised?

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Question 7: Write up a sample assignment handout here for a paper that students will revise and resubmit after receiving feedback on the initial draft.

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Course Syllabus
Course Syllabus: For new courses and courses in which changes in content and/or description and/or credits are proposed, please provide a syllabus that includes the following information: course goals and description; format;structure of the course (proposed number of instructor contact hours per week, student workload effort per week, etc.); topics to be covered; scope and nature of assigned readings (text, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated. The University "Syllabi Policy" can be found here

The University policy on credits is found under Section 4A of "Standards for Semester Conversion" found here. Course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification. This course syllabus information may not correspond to the course as offered in a particular semester.

(Please limit text to about 12 pages. Text copied and pasted from other sources will not retain formatting and special characters might not copy properly.)

I of T 1312
Exploring Careers in Science and Engineering
Fall Semester (first 7 weeks) 2009 (1 credit)
Tuesday, 2:30-3:20pm, 150 Ford Hall
Thursday, 2:30-3:20pm, 150 Ford Hall

Katy Hinz M.Ed.       
Career Counselor       
Career Center for Science and Engineering, 50 Lind Hall       
(612) 624-4090       
Office Hrs: 3:30-4:30 Thursday or by appt.       
¿        Examine current major/career direction
¿    Assess interests, values, skills, strengths, and personality preferences to determine careers/work environments in which they may fit
¿    Investigate careers of interest through primary and secondary resources
¿    Become knowledgeable about fields within engineering, science, or other industries through informational interviewing and guest speakers
¿    Understand how your skill set may transfer to other occupations
¿        Learn techniques for gaining experience in your chosen field
¿    Create goals related to your career aspirations

This course uses four self-assessments to assist you in clarifying your personality, values, skills, strengths, and obstacles in your career path:
($15 cash or check payable to the University of Minnesota ¿ due_____________)
¿        Personality: Myers-Briggs Type Indicator-MBTI and Interests: Strong Interest Inventory ($15)
¿        Values: Values Assessment (Free)
¿        Strengths (see textbook information)

Textbook Information:
To assess and better understand your strengths we will be using the following text which is available in the University of Minnesota Bookstore: StrengthsFinder 2.0: A New and Upgraded Edition of the Online Test from Gallup's Now, Discover Your Strengths by Tom Rath

It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities that may affect their ability to participate in course activities or to meet course requirements.  Any student with a documented disability condition (e.g. physical, learning, psychiatric, systemic, vision, hearing, etc.) who needs to arrange reasonable accommodations should contact Meaghan and Disability Services at the beginning of the semester.  Disability Services is located in McNamara Alumni Center.  Staff can be reached by calling 612-626-1333 (voice or TTY).  

WebVista will be used to complement the material presented in class.  The course site on WebVista will include all PowerPoint lectures, supplemental career-related information, and resources for class projects.  To log in to WebVista, go to, sign in, click on ¿My Courses,¿ and look for your list of WebVista courses.


There is potential for 205 points during the semester. If you are taking the class S/N, you must achieve a grade of C- or better to pass.  Grading criteria will vary with the type of assignment, but always will be described prior to the assignment deadline.
POINTS        Assignments:       
25        Myers-Briggs Type Indicator (MBTI) & Strong Interest Inventory Reflection
15        Career Fair Reflection
25        Strengths Reflection
10        Your Network
60        Major/Career Exploration Group Project (10 min. presentation, informational interview)
10        ¿Your Choice¿ Assignment and Reflection Paper (1 page)       
30             Career Action Paper (3-4 pages)       
30        Class Participation/Attendance:       
* You will not earn points for attendance, but 10 points will be subtracted from your final point total for each unexcused absence and all excused absences after the second. You are expected to engage in class discussions and ask guest speakers questions.*       

        A        94-100%        B     84-86.9%        C     74-76.9%     F     59.9% and below       
        A-        90-93.9%        B-    80-83.9%        C-    70-73.9%       
        B+        87-89.9%        C+   77-79.9%        D     60-69.9%       

Any of the options listed on the ¿Your Choice¿ assignment, 1 page reflection paper (5 points)
Job shadow (min. 2 hours) a professional in the field of your choice, 2 page reflection paper (10 points)
All extra credit is due by 5:00pm one week after the event!


Attendance/Participation: Much of the learning in this course requires you to be present and actively engaged in the class.  In order for you to experience the benefits of this course and as a courtesy to your classmates, you must attend class.  It is expected you will make it to class on time and that electronic devices (cell phones, computers, iPods, etc.) will be turned off.  Excused absences will only be granted with advance notice (before class) and instructor approval.  Each unexcused absence, and all excused absences after the second, will result in 10 points being deducted from your final point total.  If you find yourself missing several classes, please arrange an appointment with the instructor and we can discuss the situation.

Your contributions in class are essential.  It is understood that some people are more comfortable with participating than others, but it is expected that you will be present, be prepared, and be willing to share your thoughts, ideas, and experiences.

Late Assignments: Assignments are to be e-mailed to Katy and are due on or before the due date at 5:00pm.  Work is considered late if it is e-mailed after 5:00pm.  No exceptions!  If you are worried about slow internet connections, make sure you e-mail your assignments early in the day.  If you are not sure if the assignment was sent to me, it is your responsibility to check the ¿Sent Mail¿ folder in your e-mail.  You may also drop off your work at 50 Lind Hall or bring the assignment to class, but e-mail is strongly preferred. Late assignments will be worth at most half-credit and assignments e-mailed over one week past the due date will be worth 0 points, unless prior arrangements have been made with me.  If an assignment was explained during a class you missed, it is your responsibility to obtain a copy of that assignment and e-mail it to Katy by the date indicated on the syllabus.  If you miss a class in which there was an in-class assignment, the assignment cannot be made up.

Quality of Work: Much of the information presented in class is meant for you to apply to the real world, including applying for jobs and internships. The expectation is that you will start to think of yourself as a professional. Thus, I expect you to present yourself as a professional through high quality and detailed work. Proofread your papers before e-mailing them to me!  Failure to present quality work will negatively impact your grade.

Student Writing Support offers face-to-face and online consulting for all University of Minnesota students working on any writing project.  Consulting is available by appointment in Nicholson Hall, online, and on a walk-in basis at satellite locations around campus.  Two non-native speaker specialists are on staff.  In addition, Student Writing Support offers a number of web-based resources on topics such as avoiding plagiarism, documenting sources, and planning and completing a writing project.  Note ¿ consultants will not proofread and correct grammatical and spelling errors in papers!  Go to for more information.

Plagiarism:  While this course does not lend itself to plagiarism, it should be noted that your work is expected to be your own and that plagiarism in any form will not be tolerated.  This includes taking information directly from websites without citing appropriately and identifying someone else¿s words as your own.  Citing appropriately means using quotes for quotations, paraphrasing, and listing your references on a separate page.  Students found in violation of plagiarism will receive 0 points for that assignment.  In addition, incidents of plagiarism will be reported to the Office for Student Contact and Academic Integrity.  For more information on plagiarism, visit

Course Calendar

Date        Topic        Assignment Due
Week 1, Day 1        Introductions, Syllabus, Pre-Test       

Week 1, Day 2          Overview of IT Majors & Careers

Week 2, Day 3         Self Assessment & Values        Assessment Money Due

Week 2, Day 4        Career Fair Prep       
Week 3, Day 5        Researching Majors & Careers/        MBTI/Strong       
        Informational Interviewing        Attend Career Fair

Week 3, Day 6        MBTI & Strong Interpretation       
Week 4, Day 7        Career Panel        Career Fair Reflection Paper       

Week 4, Day 8        Strengths & Skills        Strengths Finder       
MBTI/Strong Reflection       
Week 5, Day 9        Get Experience        Your Network       

Week 5, Day 10         Career Panel        Strengths Reflection
Week 6, Day 10        Group Project Presentations
Week 6, Day 11        Group Project Presentations        Informational Interview Paper       

Week 7, Day 12        Decision Making/Goal Setting       

Week 7, Day 13        Evaluations, Post-Test, Next Steps        Career Action Paper
        Your Choice Assignment