Active Outline

General Information

Course ID (CB01A and CB01B)
CLP D005.
Course Title (CB02)
College Major and Career Options
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This course helps students to identify compatible college majors and career options by completing a variety of self-assessment inventories. Students will examine how individual, family, social, and cultural perspectives influence the college major and career decision-making process. The course will review college major and career myths, the purpose and structure of higher education, and organizational structures found in employment settings.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course is transferable to the CSU and UC systems. It is one of the major course options for the A.A. degree in Liberal Arts – Social and Behavioral Sciences Emphasis. This course assists students in choosing their college major and career path - one of the State’s critical components.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Formerly Statement
(Formerly CLP D075.)

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU

Units and Hours

Summary

Minimum Credit Units
2.0
Maximum Credit Units
2.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours2.04.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
24.0
Laboratory
0.0
Total
24.0
Course Out-of-Class Hours
Lecture
48.0
Laboratory
0.0
NA
0.0
Total
48.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

(Students may enroll in either CLP D005. or CLP D007., but not both, for credit.)

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

Quiz and examination review performed in class

Homework and extended projects

Collaborative learning and small group exercises

Assignments

  1. Reading
    1. Textbook readings and online resources
    2. Handouts
    3. Expanded study of assessment results
  2. Writing
    1. Short essays included in assignments.
    2. Final self-analysis essay

Methods of Evaluation

  1. Exams/quizzes at the end of each module/chapter will include multiple-choice questions, true/false,and fill in the blank.
  2. A project (self-analysis essay, mind-map, collage) will integrate the student's personality, values, skill, interests, attitudes, and family and culture influences into the students decision-making process.
  3. Final exam or final reflective essay to assess knowledge of content.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • Assessment inventories
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
*Sukiennik, Diane, William Bendat and Lisa Raufman. "The Career Fitness Program: Exercising Your Options." 11th ed. New York, NY: Prentice Hall, 2015.
°®¶¹´«Ã½ College Catalog (most current version)

Examples of Supporting Texts and References

AuthorTitlePublisher
Bolles, Richard. "What Color Is Your Parachute?" 2015 ed. Berkeley, CA: Ten Speed Press, 2015.
Bolles, Richard and Howard Figler. "The Career Counselor's Handbook." 2nd ed. Berkeley, CA: Ten Speed Press, 2007.
Fogg, Neeta P, Paul E. Harrington and Thomas F. Farrington. "The College Majors Handbook." 3rd ed. Indianapolis, IN: JIST Publishing, 2012.
Nelson, Darwin B. and Gary R. Low. "Emotional Intelligence - Achieving Academic and Career Excellence." 2nd ed, Upper Saddle River, NJ: Prentice Hall, 2010.
Niles, Spencer G. and JoAnn Harris-Bowlsbey. "Career Development Interventions in the 21st Century." 4th ed. Upper Saddle River, NJ: Prentice Hall 2012
Sue, Derald Wing, David Sue, "Counseling the Culturally Diverse: Theory and Practice." 6th ed. New York, NY: John Wiley and Sons, 2013.
Tieger, Paul D. and Barbara Barron-Tieger. "Do What You Are." 5th ed. Boston, MA: Little, Brown and Company 2014

Learning Outcomes and Objectives

Course Objectives

  • Identify compatible college majors and career options by completing a variety of self-assessment inventories.
  • Examine how individual, family, social, and cultural perspectives influence the college major and career decision-making process.
  • Review college major and career myths, the purpose and structure of higher education, and organizational structures found in employment settings.

CSLOs

  • Choose a college major and career option by analyzing a multitude of factors involved in career development such as: personality, values, skills, interests, attitudes, and family and culture.

Outline

  1. Identify compatible college majors and career options by completing a variety of self-assessment inventories.
    1. Interests
      1. Examine early and life-long patterns of interests (life themes)
      2. Relate personal interests to Holland Typology
      3. Complete Strong Interest Inventory - Administration/Interpretation (noting all potential biases).
      4. Select major/career options based on inventory results and self-identified interests
    2. Values
      1. Understand the importance of self-knowledge and values clarification in making career decisions
      2. Discuss how values motivate organizations and individuals
      3. Examine ways values influence major/career choice and potential values conflicts.
      4. Identify cultural values affecting career/major choice
      5. Complete Values Inventory - Administration/Interpretation
      6. Clarify personal and work values based on values identification
    3. Skills
      1. Explain the importance of skills identification in the career/life planning process
      2. Differentiate types of skills (technical and transferable)
      3. Complete Skills Inventory - Administration/Interpretation
      4. Identify competencies using expressed and assessed measurements including SCANS Skills inventory
      5. Complete SWOT Analysis and prioritize skills that are important to use in future work and those for further development
      6. Identify work characteristics and talents as they relate to the career development process
    4. Personality Traits
      1. Understand the importance of selecting a major/career consistent with temperament and personality style.
      2. Complete Myers-Briggs Type Indicator - Administration/Interpretation (noting all potential biases).
      3. Prioritize major/career options based on personality inventory results and self-knowledge
      4. Review Keirsey's work on Temperament Theory.
      5. Assess personality style using the True Colors System.
  2. Examine how individual, family, social, and cultural perspectives influence the college major and career decision-making process.
    1. Examine the impact of gender, gender identity, customs, laws, race, ethnicity, sexual orientation, culture, family and peer pressure, health, self-esteem, abilities, disabilities, motivation, myths, and economic background on decision-making.
    2. Review the importance of using multiple perspectives in career decision-making. There is no single, perfect (or scientific) method for choosing one's career path.
    3. Examine how various nations and cultures conceptualize notions of work and career development, and how these influence self-understanding/career planning (e.g. Hofstede's study of work attitudes and values in 39 countries, and the Lewis Model of Cultural Classification: linear-active, multi-active, and reactive categories). Discuss customs, myths, and laws that may influence one's career decision as they relate to gender, gender identity, sexual orientation, race, ethnicity, disabilities, and the corporate glass ceiling.
  3. Review college major and career myths, the purpose and structure of higher education, and organizational structures found in employment settings.
    1. Examine the six common myths (Liberal Arts Connection) about college majors and careers
    2. Explain the purpose and structure of higher education, i.e. career programs, liberal arts education, professions training at the undergraduate and graduate levels.
    3. Review the evolution of work (agricultural, industrial, and information ages)
    4. Understand different types of organizational structures (hierarchy model, web model, etc.) as well as organizational charts, labor relations issues, compensation/benefits, and job descriptions.
    5. Explore the rapid growth of small business and entrepreneurial careers including consulting and temporary work.
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