Partnering with the CTC Initiative
Faculty Tool Kit
The Skills Builder Tool starts a dialogue between you and your students. “Why do we have to do this assignment?” “How will this assignment help me get a good job?” The graphs you create can help make clear the connection between everything you do in class to the in-demand professional competencies they’ll be asked to discuss in job interviews, cover letters, and personal story narratives.
CTC Skills Builder Tool
Each graph allows you to list the course/program, assignment/event, and the author at the top. Under each of the eight competencies, you will see the associated skills. These skills are broad enough to apply to all disciplines. There is an option under each competency to add a discipline-specific skill. For instance, if you use a specific database or digital tool, you can add it along with the more general skills.
Use the graphs to speak with your students about the professional skills they practice while completing the assignment. Remind them to post the assignment to Portfolium (if applicable) refer to the graph when tagging their skills.
Access the CTC Skills Builder Tool Here
Students should be AWARE of the competencies most valued by employers, be comfortable and confident in articulating the CONNECTION between the work that they do as an undergraduate with the work they plan to do after they graduate, and be able to DEMONSTRATE the career-readiness competencies they are learning.
The National Association of Colleges and Employers (NACE), through a task force comprised of representatives from both the higher education and corporate sides, has identified eight competencies associated with career readiness for the new college graduate.
USE THESE VISUAL ASSETS TO HIGHLIGHT CTC PROGRAMMING WITH YOUR CTC INITIATIVE.
Download Asset Type Three Color
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CTC Competency Icons
CLICK HERE TO DOWNLOAD THESE VISUAL ASSETS AND USE THEM TO HIGHLIGHT CAREER READINESS
Downloadable Competency Icons
Curriculum Adjustments
TAKE A LOOK AT THE ASSIGNMENTS AVAILABLE IN THE LOR
You can adopt one or more of these assignments when in a specific course in your iCollege account. Open a module in the course, choose upload/create, add object from LOR, then click on Repository, and then on College to Career. There is at least one assignment for each of the eight competencies. These assignments were developed by faculty and piloted with Georgia State Students during the 2019 Fall semester.
CTC LOR Assignment Access Walkthrough
2. Click "Upload / Create"
3. Click "Add Object from LOR"
4. Click "Repository"
5. Click "College to Career Assignment Modules"
6. Choose from any of the provided assignments (each relating to one of the career competencies)
Download CTC LOR Assignments
Learning Object Repository (LOR) Assignments
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College to Career Fellowship and Grant Opportunitites
The Schools and Colleges of Georgia State University, under the direction of the Executive Committee of the QEP, are seeking qualified faculty and academic departments to take part in a College to Career (CTC) curriculum development program ...
Working with the Faculty Director of the QEP, these Fellowships and Departmental Incentive Grants build on the work of previous CTC initiatives through direct faculty and departmental involvement in the implementation of the QEP. Apply now using the links provided below.
Faculty Fellowships Call for Applications
Department Incentivie Grants Call For Applications (ATL)
Department Incentive Grants Call For Applications (PC)
Tamra Susan Ortgies-Young's Plan (2019/20 Fellow)
In 2010 Tamra was selected as a Georgia Governor’s Teaching Fellow and in 2016, she was selected as a member of the inaugural class of the University System of Georgia SoTL Fellows Program. Tamra holds a Bachelors Degree in Political Science and Master’s Degree in Public Administration from Iowa State University. She also recently completed a Master of Arts in Liberal Studies just for fun at Clayton State University.: Tamra has numerous publications on teaching and advising including peer reviewed pieces in Academic Advising Today, The eJournal of Public Affairs, Prism: A Journal of Regional Engagement, and Consortium: The Teaching and Learning Journal of the Georgia Political Science Association.
Tamra’s interests also include QEP programs. She served as a Quality Enhancement Plan Evaluator on a SACS-COC site committee and as a QEP advisor to a sister institution in Georgia. Before transitioning to the academic affairs side of the house, Tamra worked in administrative positions in student services. Dedicated to high impact practices and interdisciplinary strategies, the College to Career program is of great interest to Tamra. She plans to continue the work of her POLS colleague, Michael Evans (QEP Fellow 2018-2019) by implementing opportunities for students to prepare for careers while taking core Political Science classes and expanding these programs to Perimeter College. She is enthusiastic about working with Angela, Michael and the new crop of QEP fellows to advance student competencies for success beyond college.
Clink on the link to see Tamra's College to Career Roll Out:
Tamra Susan Ortgies-Young
Sandra L. Dwyer's Plan (2019/20 Fellow)
If I could develop a module that increased students’ awareness of any connections at this early point in their degree-seeking experience (both graduates and undergraduates being in the first two years of their degree program), that awareness may provide them a jump start for becoming more reflective about connections between coursework and their future career. My sense is that any enhanced reflection about connections between work inside and outside of the classroom would increase the chances that the students would be able to demonstrate those connections when interviewing for graduate school or jobs in their chosen career.
Sandra L. Dwyer
Laura Hastings' Plan (2019/20 Fellow)
The Reflection Workshop for returning study abroad students seeking to deepen student understanding of the connections between their experiences abroad and a professional career; and Local Global Internships, in which students participated in classroom discussions on how their internships informed their career interests.
Here at GSU, the signature experiences, experiential learning opportunities, and capstone course modules provide exciting avenues for Georgia State students to make connections between college and the professional world. Faculty in each department will take the lead in crafting and building on existing programs; the role of the QEP faculty fellows is to provide the venues to generate these conversations. An engaged faculty, excited about integrating into their classes visits to an area law court or to a CDC laboratory, is a key ingredient to successful initiatives. In particular, I hope to work to carry out more effective assessments of these kinds of co-curricular activities.
Laura Hastings
Keisha Brown's Plan (2019/20 Fellow)
As a College to Career Faculty Fellow, Keisha is looking forward to mapping Perimeter College’s pathways into Portfolium. Students will have the opportunity to discover how what they learn in the classroom translates into their career field. By using Portfolium, they will have the ability to document their experiences as evidence to the skills they have mastered.
Keisha believes that the pathway to success, for anyone, is through education. An education not only opens doors of opportunity, but it also opens doors in your mind. The College to Career Initiative is another means of helping students on their pathway to success. Rather than thinking about classes as silos, if students are able connect their passion and pursuits with the life lessons and content taught in classes, they will be able to achieve every goal that they set.
Keisha Brown
Susan Cody-Rydzewski's Plan (2019/20 Fellow)
Susan is excited to work on a project focused on helping students realize the potential of their undergraduate experience to enhance not only their critical thinking and analytical skills but also their career preparation. Seeing and understanding these connections early on adds a layer of value to the college experience and serves to equip students for success after graduation.
Susan Cody-Rydzewski
Christa Wright's Plan (2019/20 Fellow)
Christa is excited to work as a College to Career Faculty Fellow to help promote public health and Perimeter College’s Pathways to Portfolium. Her plan is to introduce students to health promotion and disease prevention concepts used in public health such as increasing awareness and education on potential community hazards. Students will investigate a public/environmental health issue from its roots to its core to determine related risk factors and adversely affected groups. Through these experiences, students will create evidence of critical thinking, effective writing and public speaking skills to build their Portfolium accounts. Christa believes helping students develop a diverse set of skills will increase student confidence and enhance their career potential.
The overarching goal of Christa’s QEP Plan is to create experiential activities to enrich student learning, enhance environmental health literacy and inspire future environmental health professionals. She plans on providing professional/career development, hands-on lab training including cell culture and toxicity assessments, along with lab activities designed to teach environmental health and nanoscience concepts.
Christa Wright
Jung Ha Kim's Plan (2019/20 Fellow)
Based on my experience, I am convinced that designing, promoting, and leading an active learning curriculum will further enhance students’ career-readiness competencies and their self-reflected incorporation of academic skills and knowledge with real-world experiences. A picture may be worth a thousand words, but an experience can be worth a hundred books.
Jung Ha Kim
Natalie L. Stickney's Plan (2019/20 Fellow)
Last spring I was awarded a College to Career Fellowship. My initial projects focused on developing content for P.C.O. courses. As a former College to Career Fellow, I am excited to once again have the privilege of participating! My initiatives for the 2019 project will focus on Pathways. I plan to target opportunities for students to be able to build their Portfolium accounts. I will be working along with my department chair, who has a departmental grant. We plan to incorporate our certification programs of study, Personal Trainer and Health Coach, into Pathways to provide interested students an opportunity to become certified trainers before they complete their degrees. Additionally, I plan to develop content for students that will help them set goals that are aligned with N.A.C.E. competencies.
Natalie L. Stickney
Sahithya Reddivari's Plan (2019/20 Fellow)
The College to Career Faculty Fellowship will enable Sahithya to develop Portfolium based modules that will guide students to recognize marketable skills that are developed through their course work. Further, students will be able to identify gaps in essential workplace skill sets and work towards bridging those gaps. As an educator, Sahithya is committed to the overall growth of a student, and her teaching vision is to direct students to become well-rounded professionals. The College to Career initiative provides her an opportunity to steer students towards a successful career.
Sahithya Reddivari
Paul Ulrich's Plan (2019/20 Fellow)
My personal mission at GSU has been spearheading expansion of STEM research experiences and is motivated by my own experience as an undergraduate researcher. I continue to build these experiences by mentoring students in my own research course (Molecular Parasitology), establishing supportive faculty networks that span departmental boundaries, and scaling up Signature Research Experiences for our students through an array of CUREs.
For a job applicant, employment often hinges on the ability of a graduate to effectively communicate how their competencies align with employer or program priorities. As a College to Career Fellow, I will build a reflective module to help STEM students articulate career competencies they have gained through Signature Research Experiences. Essential competencies for employment in STEM and STEM-related fields will be identified and prioritized using a broad survey of STEM alumni. If we offer greater opportunity for students to participate in research and equip them to showcase skills they learn, I am confident that our students will be strong competitors for employment opportunities after graduation.
Paul Ulrich
Melissa McLeod's Plan (2019/20 Fellow)
Melissa McLeod
Shelby Frost's Plan (2019/20 Fellow)
As an early adopter of many technological tools used for teaching, I am excited to learn more about how to use Portfolium to demonstrate what students have learned in their program of study at GSU. I hope to develop modules with authentic assignments where students can clearly see the connections between what they are learning in the classroom to the skills which will be highly valued when they enter the job market, and which can be showcased in Portfolium.
Shelby Frost
Aakanksha Angra's Plan (2019/20 Fellow)
Aakanksha Angra is an Academic Professional in the Department of Biological Sciences at the Atlanta Campus. She joined the department in May 2018. Her educational background includes a Bachelor’s degree in Biology from Georgia Institute of Technology, and a PhD in Biology Education Research from Purdue University.
As a College to Career Faculty Fellow, Aakanksha, is focused on infusing a gateway biology course that aligns with the NACE critical thinking competency and raising career awareness. Specifically, she wants to see how repeated exposure to biological careers and practice with quantitative skills affect student confidence, mastery, and reflection of these skills and knowledge of careers in biology.
Aakanksha Angra
AWARENESS
Students articulate awareness of the career-readiness competencies that are valued by employers.
CONNECTION
Throughout their undergraduate experience, students articulate the connections between specific curricular, co-curricular, and extra-curricular activities and the career-readiness competencies that they acquire.
DEMONSTRATION
Throughout their undergraduate experience, students demonstrate their career readiness competencies by posting artifacts to Portfolium.
DEPARTMENT GRANT RECIPIENTS:
CLICK AN IMAGE BELOW TO SEE HOW THE QEP'S LEARNING OUTCOMES ARE BEING ADOPTED
Department of History, 2018 CTC Department Incentive Grant Recipient
The CTC initiative has already impacted the curriculum offered by the Department of History. This year, several thousand Atlanta campus students enrolled in online survey sections of U.S. History and World History are learning to use Tableau, powerful data visualization software. In a series of assignments, students use Tableau to examine topics such as medieval outbreaks of plague, the growth of Transatlantic slavery, and the movement of 21st-century global refugees.
The curriculum trains students to uncover meaningful patterns in datasets, to situate those patterns in a larger historical context, and to present their findings using compelling visualizations—highly relevant skills in a wide variety of careers that GSU students are preparing to pursue.
Students in both introductory and advanced courses are also participating in role-playing games designed according to the principles fostered by the Reacting to the Past Consortium: https://reacting.barnard.edu/consortium. This dynamic curriculum challenges students to work cooperatively and competitively to achieve goals. Whether students are reenacting the struggle between Patriots and Loyalists in Revolutionary New York or debating the Renaissance relationship between science and faith in the trial of Galileo, they are learning to empathize with diverse historical perspectives and to mature as public speakers.
Other history courses are immersing GSU students in Geographic Information System (GIS) projects that teach them to use mapping software. For example, students in a course on early American history mapped the location of accused witches and their supposed victims in Salem, Massachusetts, in 1692. Such classroom experiences not only deepen student understanding of the past, but also actively prepare them for bright futures in a variety of careers.
Byrdine F. Lewis College, 2018 CTC Department Incentive Grant Recipient
Professors across the college in the undergraduate programs have worked to:
• Increase their presence in GSU 1010 via the Freshman Learning Committees
• GSU 1010 sections completed their Atlanta-Based Learning (ABL) community service in health care volunteer settings, pre-arranged by the Lewis College, learning more about different non-profit healthcare career options in the process
• Created GSU 1010 modules on interdisciplinary health professions, health care career development, patient communication competencies, and community service
• Introduced Portfolium in GSU 1010
• Offer a citizen science research module that exposes undergraduate students of different ways to engage in research
• Create an interview guide specific to healthcare related questions asked during employment interviews
• Administered student surveys on career readiness
• Introduced mock interviews to the classroom
• Have students research and create class presentations on the various jobs that are available in their major
Department of Criminal Justice and Criminology, 2018 CTC Department Incentive Grant Recipient
The Department of Criminal Justice and Criminology believes that its majors should be career ready upon graduation. The Department has long required field work of undergraduate students and, for the last several years, the internship program has been adjusted to permit students to take the mandatory internship course (CRJU 4935 - Field Placement I) at any time during their senior year of undergraduate study. Credit hours were reduced to six (from nine) and a follow-up, optional, three credit hour comparative internship class (CRJU 4940 - Field Placement II) was added. Assignments have been modified to focus on career-ready, realistic work, including a Descriptive Essay that thoroughly outlines the host site's duties, legal authority, geographic area of responsibility, stakeholders, staffing and budget structure, and concludes with the identification of three critical issues the organization is facing. After two sets of collaborative round-table discussions, the term paper seeks to resolve one of the denoted issues, supported by at least three academic sources, and carefully addressing legal ramifications, political risks, and funding sources. At the end of the semester, the Department hosts an internship reception and poster presentation. Beginning with the Spring Semester of 2019, a career fair component is being added to the reception. Public and private employers who are actively seeking both new employees and future interns will interact with Criminal Justice majors at the event.
Additionally, career-related components have been added to coursework by faculty. During the Fall Semester of 2018, Clinical Assistant Professor Michael Shapiro hosted a panel of four female attorneys during a meeting of CRJU 4760 - Criminal Procedure. Panelists included Douglas County Chief Juvenile Court Judge Peggy Walker, Georgia State University College of Law Associate Dean Jessica Cino, Senior Assistant Attorney General Paula Smith, and criminal defense attorney BJ Bernstein.
Finally, the Department's undergraduate and graduate Criminal Justice Student Associations regularly invite criminal justice professionals to speak to the organizations. More recently, these events have often been held in conjunction with the University's undergraduate chapter of Phi Alpha Delta, the national pre-law society.
Women In Law Panel: Georgia State University College of Law Associate Dean Jessica Cino, Douglas County Chief Juvenile Court Judge Peggy Walker, Senior Assistant Attorney General Paula Smith, Georgia State University's Clinical Assistant Professor Michael Shapiro, and Criminal Defense Attorney BJ Bernstein.
Department of Geosciences, 2018 CTC Department Incentive Grant Recipient
The Department of Geosciences examines the social and physical dimensions of earth from the perspective of the interior, surface, atmosphere, hydrosphere, and the people who inhabit our changing planet. Training in geology and geography can include an exploration of natural landscapes, pressing issues such as climate change and water resources, and the power of maps to address complex challenges including sustainability and urbanization through the lens of Geographic Information Systems.
We revitalized our Senior Seminar capstone course (GEOL/GEOG 4830) to heighten career awareness, preparation, and connections as part of class activities. Students strengthened their skills in communicating geosciences by presenting research at the STEM poster symposium and designing and leading events for Earth Science Week and Geography Awareness Week on campus. They participated in professional development and networking opportunities through department sponsored activities including an Alumni Panel and Employer Open House, coordinated in part through Career Services. They drafted cover letters, CVs/resumes, graduate school inquiry emails, and cultivated their online presence including through use of Portfolium. Other efforts in alignment with the QEP from the Department of Geosciences include expanding our internship program, revising the curriculum for all concentrations to require experiential learning (lab/field/research/internship), and developing a foundations course for new majors focused on building skills and navigating future career options (GEOG/GEOL 3000).
WomenLead, 2019 CTC Department Incentive Grant Recipient
Create lasting CONNECTIONS by working with mentors in Engagement Interviews and with community and business leaders in Power Networking and corporate visits.
Students can DEMONSTRATE their enhanced written and oral communication skills through presentations to community and business leaders and by working with Writing Across the Curriculum consultants on reflection papers, LinkedIn sites, resumes, and presentations.
Department of Biology, 2019 CTC Department Incentive Grant Recipient
Professors will work together with students to ensure AWARENESS of the necessary competencies in their field that will help them to succeed both in the classroom and in their careers.
Teamwork and collaboration training builds CONNECTIONS by supporting constructive team behaviors that are increasingly important in Biology careers.
Students will be able to DEMONSTRATE career-ready skills to professionals in their field by using Portfolium to display completed reflections and projects, such as real-world data analysis and laboratory work.
STEM, 2019 CTC Department Incentive Grant Recipient
Students can build CONNECTIONS between their knowledge and their future careers by apprenticing to research-active faculty members, translating their skills into further education and marketable skills.
Structured off-campus summer programs allow students to DEMONSTRATE their knowledge while refining their professional skills and gaining new insights into different world views and possible career choices.
WGSS, 2019 CTC Department Incentive Grant Recipient
An expanded curriculum will develop students’ abilities to articulate the CONNECTIONS between their education and potential careers.
Integrated curricular and co-curricular activities allow students to DEMONSTRATE their knowledge and skills in ways that clearly translate to career readiness. The new track emphasizes experiential and collaborative learning through community-based engagement, participatory and community research, and partnerships with non-profit and community organizations.
Department of Kinesiology & Health, 2019 CTC Department Incentive Grant Recipient
From the very first Introduction to Kinesiology course, students will foster CONNECTIONS between their coursework and the opportunities available to them in their future careers.
Service-related projects and the shadowing of professionals will allow students to DEMONSTRATE their knowledge while giving them a much better concept of what the possibilities are in their chosen field.
Entrepreneurship & Innovation Institute (ENI), 2019 CTC Department Incentive Grant Recipient
Numerous co-curricular experiences allow students to build CONNECTIONS between the entrepreneurial and innovation concepts and theories discussed in class and the hands on, real world entrepreneurial, intrapreneurial and innovation experiences that are necessary for success.
In-depth internship experiences allow students to DEMONSTRATE their knowledge by immersing themselves in entrepreneurship and start-up environments while providing them with the opportunity to explore entrepreneurial and intrapreneurial career possibilities.
Byrdine F. Lewis College of Nursing & Health Professionals, 2019 CTC Department Incentive Grant Recipient
Atlanta-Based Learning (ABL) community service experiences allow students to make CONNECTIONS between their career-exploration projects and the skills that they acquire.
Modules on interdisciplinary health professions, healthcare career development, patient communication competencies, community service, and citizen science offer opportunities for students to DEMONSTRATE their career-readiness.
Department of English, 2019 CTC Department Incentive Grant Recipient
Mentors will guide students through the many study abroad courses and internship opportunities offered that allow students to CONNECT what they learn with how these skills will help them on the job market.
Students will have many opportunities to DEMONSTRATE what they have learned to the world by uploading their public writing and other publicly available digital projects to their Portfolium and a department specific website.
Department of Psychology, 2019 CTC Department Incentive Grant Recipient
Courses in multicultural psychology and a robust study abroad program provide rich opportunities to build CONNECTIONS through developing global and intercultural fluency.
In the Careers in Psychology course, students will prepare directly for their careers by learning how to DEMONSTRATE their competencies through performing informational interviews and developing tangible documents and projects that they can carry with them in their next steps.
Department of Sociology, 2019 CTC Department Incentive Grant Recipient
Students will be able to make meaningful CONNECTIONS between academic work and professional work and are provided with many opportunities for networking through many co-curricular events, such as panels, workshops, and an annual celebration of scholarship that recognizes the accomplishments of students, faculty, and alumni.
A strong emphasis on experiential learning, internships, and global exposure through Study Abroad programs and the Global Sociology course allows students to DEMONSTRATE their knowledge and skills in the field.
School of Public Health, 2019 CTC Department Incentive Grant Recipient
Numerous co-curricular events and workshops that bring in professional and community leaders allow students to build CONNECTIONS between the theories discussed in class and the hands on, real world experiences that are necessary for success.
With active faculty support, students are able to DEMONSTRATE their interests, knowledge, and skills through the many internships and study abroad programs available in the Public Health sector.
Contact Us
Office of the Senior Vice President for Student Success
75 Piedmont Avenue, NE, Suite 1100, Atlanta, GA 30303
[email protected]
Angela Christie, QEP Faculty Director
[email protected]