Career Assessment and Planning

School for New Learning
DePaul University, 1 E. Jackson Blvd.
Course Syllabus: FA 199 Career Assessment & Planning

General Information

Credit Hours: 2

Course Description

In this course, students use structured analysis and reflection, research and planning to create a professional development portfolio. Students learn strategies for reflecting, assessing strengths and growth opportunities, identifying support systems and agents, practicing smart goal setting, and attaining goals. Opportunities to return to this portfolio will be built into the major courses for purposes of ongoing assessment, reflection and planning.


FX Assessing & Planning. Can reflect on one’s evolving identity, set goals, and plan future learning.

  1. Identifies key events, decisions, and values that have shaped identity.
  2. Articulates short-term, long-term, and lifelong goals.
  3. Creates a plan for achieving learning goals.


After completing this requirement, students will be able to:

  1. Identify who they are and who they wish to become as practicing professionals
  2. Assess strengths and growth opportunities
  3. Identify support systems and agents
  4. Set goals and create a plan to achieve them

Learning Experience

Attendance and Participation

Evidence the Student will Submit

100 Points Possible for the Course:

  1. Career Goals & Plan (Draft 1 & Revision) - 5 points Draft 1, 5 points Revision
  2. Career Assessment (Report) – 10 points
  3. Elevator Speech (Draft 1 & Revision) – 5 points Draft 1, 5 points Revision
  4. Ten (10) online D2L Discussion Posts (2.5 points each):
    • Introductions
    • ePortfolio How-To/Check-In
    • Two (2) responses to readings/media (Modules 1 & 3)
    • Peer review of Career Goals & Plan
    • "What do you do for a living?" discussion
    • Peer review of Elevator Speech
    • Career Assessment discussion
    • Peer review of Support Team interview drafts
    • ePortfolio Showcase discussion
  5. Support Team email message or phone script drafts (four total) – 2.5 points each
  6. Key Resources in your Field (Report) – 10 points
  7. Setting up Your Career Agents (Report) – 5 points
  8. Note to Self (Letter/Final Self-Assessment) – 10 points
  9. Link to SNL ePortfolio with completed course assignments – 10 points

The DePaul Student Handbook defines plagiarism as follows: “Plagiarism includes but is not limited to the following: (a) The direct copying of any source, such as written and verbal material, computer files, audio disks, video programs or musical scores, whether published or unpublished, in whole or in part, without proper acknowledgement that it is someone else’s.  (b) Copying of any source in whole or in part with only minor changes in wording or syntax even with acknowledgement.  (c) Submitting as one’s own work a report, examination paper, computer file, lab report or other assignment which has been prepared by someone lese.  This includes research papers purchased from any other person or agency.  (d) The paraphrasing of another’s work or ideas without proper acknowledgment.”  Plagiarism will result in a failure of the assignment or possibly of the course.  If you are unsure of how to cite a source, ask!

Criteria for Assessment

Grading Scale

A = 95 to 100

A- = 91 to 94

B+ = 88 to 90

B = 85 to 87

B- = 81 to 84

C+ = 77 to 80

C = 73 to 76

C- = 69 to 72

D+ = 65 to 68

D = 61 to 64

F = 60 or below


Grades lower than a C- do not earn credit at the School for New Learning

Written Work and Discussions Will be Evaluated As Follows:

91 to 100% = designates work of high quality; reflects thorough and comprehensive understanding of the issues at hand; reflects a clearly identifiable thesis and argument that demonstrates cogent and creative development and support of idea.

81 to 90% = designates work of good quality; reflects clearly organized and comprehensive understanding of issues at hand; presents substantive thesis and argument with evident development and support of ideas.

70 to 80% = designates work which minimally meets requirements set forward in assignment; reflects some organization and development of ideas but develops argument in superficial or simplistic manner; may only address part of the assignment or be otherwise incomplete.

61 to 69% = designates work of poor quality which does not meet minimum requirements set forth in the assignment; demonstrates poor organization of ideas and/or inattention to development of ideas, grammar, and spelling; treatment of material is superficial and/or simplistic; may indicate that student has not doe reading assignments thoroughly.

Policy for Missing, Late, and Incomplete Work

A deduction of 5%/day will apply to all assignments submitted beyond the due date.

Students who have not submitted an assignment within five days of the due date will receive a grade of "0" for that assignment. Students who are not present for, or do not participate in, in-class activities and discussions will receive a grade of "0" for those activities and discussions.

In order for a student to have an incomplete (IN) grade granted in this course, there must be a significant extenuating circumstance evidenced by the student (e.g., medical and/or significant personal issues). The student will need to initiate and file an SNL Incomplete grade contract before the final session of the course to receive an incomplete grade. Students are strongly advised to review the university deadlines for withdrawal without tuition refund and the implications for financial aid and grades.

Class Schedule, Activities, and Assignments

Details for all homework assignments are listed below this schedule and in D2L under "Content".





Week 1
Module 1

Module 1 Outcomes

Module 1 Readings/Media

1.1 Discussion: Introductions

1.2 Discussion: ePortfolio How-To

1.3 Dropbox: Career Goals & Plan

1.4 Discussion: Response to Readings/Media

End of Week 1

Week 2
Module 2

Module 2 Outcomes

2.1 Discussion: Peer Review of Career Goals & Plan

2.2 Discussion: "What do you do for a living?"

2.3 Dropbox: Career Assessment

2.4 Dropbox: 30-second Elevator Speech (Draft 1)

End of Week 2

Week 3
Module 3

Module 3 Outcomes

Module 3 Readings/Media

3.1 Discussion: Elevator speech peer review

3.2 Discussion: Career Assessment

3.3 Discussion - Response to Readings/Media

3.4 Dropbox: Building Your Career Support Team

End of Week 3

Week 4
Module 4

Module 4 Outcomes

Module 4 Readings/Media

4.1 Finding Career Information

4.2 Discussion Peer Review of Career Support Team emails/scripts

4.3 Dropbox: Key Resources in Your Field/Career

4.4 Dropbox: Setting up your Career Agents

End of Week 4

Week 5
Module 5

Module 5 Outcomes

5.1 ePortfolio Showcase/ Peer Review

5.2 Dropbox: Note to Self

5.3 Dropbox: Link to final ePortfolio with revised documents (viewing permission given to instructor)

End of Week 5

Course Policies

College and University Policies

This course includes and adheres to the college and university policies described in the links below:

Academic Integrity Policy (UGRAD)

Academic Integrity Policy (GRAD)

Incomplete Policy

Course Withdrawal Timelines and Grade/Fee Consequences

Accommodations Based on the Impact of a Disability

Protection of Human Research Participants

APA citation format (GRAD)

Additional Course Resources

University Center for Writing-based Learning

SNL Writing Guide

Dean of Students Office

Changes to Syllabus

This syllabus is subject to change as necessary. If a change occurs, it will be clearly communicated to students.


This course was designed and produced by faculty and staff at SNL Online of the School for New Learning of DePaul University.

© 2017 School for New Learning, DePaul University. All Rights Reserved by SNL.