College and Career Navigator

Reference Guide

Developed under the

College and Career Navigation Initiative

By
Kendra Stevenson Rodriguez
Colorado Community College System

With contributions by
Leslie Helfer, Northeastern Junior College and
Zoe Reese, Community College of Aurora

Funded by
The Workforce Investment Act Performance Incentive Grant
in partnership with the
Colorado Department of Labor and Employment
 ACKNOWLEDGEMENTS

The author of this publication wishes to acknowledge

the following collaborators in the College and Career Navigation Initiative:

Dr. Geri Anderson, Provost and Vice President of Educational Services

Colorado Community College System

Scott Stump, Assistant Provost, Career & Technical Education

Colorado Community College System

Dr. Rhonda Epper, Assistant Provost, Academic Affairs and Educational Services
Colorado Community College System

contributions to this manual by the following College and Career Navigators:

Leslie Helfer and Zoe Reese

and support from administrators at the following participating institutions:

Colorado Community College System

Community College of Aurora

Arapahoe/Douglas Works!

Northeastern Junior College, Adult Education Program

Sterling Workforce Center

Development and dissemination of this publication was made possible with

funding from grant number PI-20584-10-55-A-8 awarded by the
Colorado Department of Labor and Employment, Career
Pathways through Education and Employment Initiative

The opinions, findings, requirements, and conclusions or recommendations expressed in this document are those of the author and
do not necessarily represent the official position or policies of the Colorado Department of Labor and Employment

http://www.coloradostateplan.com/NavigationInitiative.htm
 Table of Contents

Introduction ………………………………………………………………..……… i

Section 1: College and Career Navigation Initiative

Background Information……………………………………. 1
Section 2: The Role of the College and Career Navigator..….….. 5

Section 3: Recruiting and Outreach…....………………………………. 16

Section 4: Case Management…….……………….………….………….. 21

Section 5: Financial Aid Resources………….…………….……………. 29

Section 6: Career Counseling Resources and Tools…..……….….. 39

Section 7: Workforce Center & Labor Department Resources…. 52

Section 8: College and Career Success Course Resources………. 90

Section 9: Professional Development….…………………………...…. 101

Section 10: Data Collection and Analysis………………………………. 109

 Introduction
The College and Career Navigation Initiative (CCNI), funded by the
Colorado Department of Labor and Employment, is one of three projects under
the over-arching Career Pathways through Education and Employment
Program, a collaborative effort between the Colorado Community College
System, the Colorado Department of Labor, and the Colorado Department of
Education-Adult Education and Family Literacy Division.

With central goals of aligning workforce, adult basic education, and career &
technical education resources, and expanding the number of clients in their
successful entry into college and completion of career-advancing certificates
and degrees, the initiative leverages college and career readiness resources
and successful practices developed by the Colorado Community College
System’s Perkins State Plan and Colorado Success UNlimited (SUN) initiative,
as well as the Colorado Department of Labor and Employment and local
workforce centers.

Central to the College and Career Navigation Initiative is the implementation

of College and Career Navigators who, through recruitment of students and
workforce center clients, intensive case management, and career exploration
processes, facilitate the transition into postsecondary education programs with
informed counseling strategies and data collection.

This manual has been created to increase understanding of the Navigator

position and provide resources to support their service to students and
workforce clients. The following information is included:

CCNI background information

The role of the Navigator
Recruiting and outreach strategies
Case management resources
Financial aid resources
Career and academic exploration and planning resources
Workforce resources
College and career success course syllabi and resources
Navigator professional development
Data collection and analysis instruments

i
 Section 1

College and Career Navigation Initiative

Background Information

1
 Background
The College and Career Navigation Initiative, funded by the Colorado
Department of Labor and Employment, was one of three projects under the
over-arching Career Pathways through Education and Employment
Program, a collaborative effort between the Colorado Community College
System, the Colorado Department of Labor, and the Colorado Department of
Education-Adult Education and Family Literacy Division.

Addressing the need to re-engage the over 1,000,000 Colorado citizens who
are either unemployed or underemployed and provide access and support to
advance in their education, the goal of this pilot project was to provide a
comprehensive academic and career counseling program that moves out-of-
school youth and adult learners forward, building confident, successful workers
who are ready for college and careers. Focused on aligning workforce center,
adult basic education, and community college career & technical education the
initiative implemented innovative strategies to transition workforce clients and
adult education and community college students into career-advancing
certificates and degrees through the appropriate community college program.

Collaboration and co-location were important aspects of the College and

Career Navigation Initiative. Participating institutions included the Community
College of Aurora, partnering with the Arapahoe/Douglas Works! workforce
center – in the Denver Metro area – and Northeastern Junior College,
partnering with the Sterling Workforce Center in Sterling, Colorado.

The primary thrust of the initiative was the implementation of College and
Career Navigators, co-located at the colleges and workforce centers, who
acted as liaisons between the partnering institutions to build relationships with
staff and administration and to provided one-on-one support services to adults
in need of developing college and career planning and retention skills,
community resource awareness, self-confidence, self-advocacy, and life skills
required to become successful postsecondary students and move into family-
sustaining employment and responsible and productive citizenship.

Target populations:
GED Completers Academically underprepared adults
Workforce center clients High level ESL Students

College and Career Navigation Initiative Strategies:

 Co-location of “College and Career Navigators” at community

colleges and workforce centers to leverage and align college
transition and career development services
2
  Intensive client support services
‐ Comprehensive career guidance, including career exploration & planning and
academic advising
‐ Individual Career and Academic Plan (ICAP) development
‐ Navigation through college enrollment, registration, and financial aid processes
‐ College Success Strategies: Effective Study Habits, Assessment Strategies, Goal
Setting
‐ Life Skill Development: Financial Literacy, Self-advocacy, Team-Building
‐ Career Success Skills: Workforce One-Stop Services - employability workshops
‐ Success barrier mitigation strategies – wrap-around services and community
resources
‐ Job shadowing opportunities and career-related field trips

 Professional development for navigators and workforce and

adult education center staff to rapidly develop a knowledge base
that builds capacity at the college and workforce center that support
students and workforce clients in the career exploration and college
transition process

Navigator Professional Services Career Pathways and CTE Plans of Study

Financial Aid Individual Career and Academic Plans (ICAPs)
Financial Literacy Career Ready Certificate Program
Motivation and Retention Strategies Employability Skills
College Success Strategies Labor and workforce center policies
Assessment Strategies Effective and Informed Career Counseling
Academic Advising Building Support Communities

Partnering Institutions

 Colorado Community College System - fiscal agent and project

management

 Community College of Aurora & Arapahoe/Douglas Works! – pilot

project implementation

 Northeastern Junior College- Adult Education Program & Sterling

Workforce Center – pilot project implementation

Management Team

Dr. Rhonda Epper

Assistant Provost, Academic Affairs and Educational Services
Interim Director - College and Career Navigation Initiative
Colorado Community College System
rhonda.epper@cccs.edu

Kendra Rodriguez
Project Manager - College and Career Navigation Initiative
Colorado Community College System
kendra.rodriguez@cccs.edu

3
 Advising Model
College & Career
NAVIGATOR
Community College Target Population:  Liaison/Communication Workforce Center Target Population:
Academically  Outreach - Workforce Center Clients
Underprepared Adults  Career Counseling
GED Completers
 ICAPs
High Level ESL Students
 Career & Technical
Education Programs
 Financial Aid
 Employability Skill Dev
 College Knowledge
 Goal-setting
 Case Management
 Financial Literacy

Community College and Workforce Center Support

Professional Development College Transition Resources
Colorado SUN
Perkins/Career & Technical Education
Workforce Center Resources

4
 Section 2

College and Career Navigator Role

5
College and Career Navigator Role

In order to understand the CCNI navigator role, it might be helpful to have

basic knowledge about a previously piloted navigator position under the
Colorado Success UNlimited (SUN) initiative from 2008-2011. The Colorado
SUN navigator provided intensive, on-going case management and college and
financial aid process support to cohorts of out-of-school youth and
academically underprepared adults participating in skill enhancement bridge
programs as part of a holistic transition to postsecondary education program.

Considered a successful practice of the Colorado SUN project, navigators were

then planned for the College and Career Navigation Initiative. For this project,
however, an advising – rather than cohort – model was implemented for the
pilot, offering opportunity to develop additional and different strategies to help
transition this population into postsecondary, career-focused education
programs.

Added to the position was the co-location of the navigator at workforce

centers. In the case of the navigator at the Community College of Aurora
(CCA), the navigator was employed by the college and provided services to
students three days per week at the college. The partnering workforce center,
Arapahoe/Douglas Works! (ADW), provided workspace as well for the
navigator two days per week to provide services to workforce center clients,
primarily in the youth center. In the second case, the navigator was
employed by the Northeastern Junior College (NJC) Adult Education Center,
housed on the NJC campus, and provided services primarily to GED students.
Their partner, the Sterling Workforce Center (SWC) was co-located on the NJC
campus as well, so the navigator, though not housed in the office, provided
services several times per week to workforce center clients, including
facilitating “Job Club.” Additionally, acting as liaisons – an important aspect of
the position – navigators worked on building relationships among staff and
administrators at these institutions and organizations.

Following is a listing of CCNI navigator duties:

 Recruiting/outreach: develop marketing materials and identify and

recruit appropriate workforce center clients, GED completers, high
school graduates, ESL students

 Intensive 1:1 case management: identify and troubleshoot barriers to

academic and career success, connect wrap-around services, foster
academic persistence

 Career counseling: facilitate interest inventories and labor market

research, assist with career exploration and identification processes,
and develop postsecondary individual career and academic plans (ICAP)

6
 Academic counseling: research “best fit” education programs at area
institutions, interface with academic advisors to identify education
program requirements and transfer options

 Enrollment process support: assist with and build knowledge regarding

community college application, assessments, registration, bookstore,
and billing processes

 Financial aid process support: assist with FAFSA, scholarship, and grant
applications; develop knowledge of financial aid maintenance
responsibilities

 Self-advocacy skill development: equip students and clients with the

knowledge to seek, access, and manage processes/resources for
themselves

 Academic support strategies: provide workshops or connect students

and clients to resources related to goal-setting, motivation, study skills,
assessment skills, time management, tutoring services, mentoring
opportunities

 Career support strategies: teach employability skills and identify career

maintenance and professional development opportunities

 Community support relationship building: develop relationships and

collaborate with service providers: disability, legal, social,
transportation, childcare, health, etc.

 College relationship building: foster relationships with college

administration and staff to build program and resource awareness in
order to develop student and client opportunities (student services staff,
academic advisors, financial aid counselors, education program
directors, bookstore staff, testing center director, etc.)

 Workforce center relationship building: foster navigator relationships

with workforce center staff to build program and resource awareness in
order to develop student and client opportunities for career exploration
and academic preparation

 Community college, adult education center, and workforce center

liaison: collaborate on relationship building strategies to develop
program and resource awareness pertaining to postsecondary
transition programs

 Business and industry liaison: build relationships with local

businesses/industry to develop workplace touring and job shadowing
opportunities for students/clients

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 Data collection: collect student and client data and maintain records in
database for record-keeping purposes and contribution to formative and
summative program analyses

 Professional development: participate in opportunities to increase and

share knowledge about the role of the navigator; counseling resources
and strategies; and college, workforce center, and labor department
policies and processes

 Reporting and accountability: adhere to college and workforce center

supervisory requirements; submit monthly navigator reports to
management staff

8
Navigator
Interface Assessment
Center
Workforce Financial
Center Aid Office

Community
Support Academic
Providers Advising

Navigator
Academic
Department Marketing
Chairs Department

Registrar Bookstore
Bursar Library
Retention
Support
Programs

9
Relationship Building Strategies

A central role of the College and Career Navigator is to develop relationships

at the college, the workforce center, with community support providers, and
with business and industry in the local area – and to act as a liaison among
these service providers. The following are relationship building strategies
implemented by navigators:

Relationship-building at the colleges:

 Meetings with Student Services staff to build awareness of the CCNI
program
 Connections with faculty and department chairs regarding mentoring
students and possible credit for prior learning
 Meetings with financial aid staff to increase their understanding of
financial aid processes and resources, as well as to build connections
between counselors and students
 Meeting with academic advisors to build program awareness, as well as
to make connections between advisors and students
 Connections with transcript analysts for translation and evaluations for
ESL students and transferable credit for adult (previous) students
 Meetings with ESL center, GED staff, Center for Workforce Development
staff, Disability Services, TRIO, EOC staff, Developmental Education
Department staff, and Department of Vocational Rehabilitation staff
 Outreach to high schools as college representatives
 Connection with Comprehensive Learning Center (tutoring center) staff
 Connection with Assessment Center to increase knowledge of the
assessments, requirements, and processes
 Connection with the college business department to implement free tax
preparation assistance (for IRS/FAFSA process)

Relationship-building with workforce centers:

 Meetings with workforce center leadership to determine the role of the
navigator within each office
 Meetings with workforce center staff to develop understanding of
workforce regulations and processes
 Meetings with workforce center leadership and staff to plan navigator
participation in services, such as Job Club, Youth Center activities, job
fairs, etc.
 Community college awareness survey to workforce center staff to
determined staff awareness needs (following pages)
 Community college awareness sessions with workforce staff to increase
knowledge of college programs, services, and processes
 Meetings to arrange resource sharing opportunities between colleges
and workforce centers, i.e. computer labs and employability skill
building workshops
 Workforce center presence/staff at the community college
 Monthly planning meetings among leadership at workforce centers and
community colleges

1
  Inclusion of workforce center staff in webinar-based professional
development opportunities for navigators
 Site visits by grant management staff to all participating institutions
 Interchange of location for meetings between colleges and workforce
centers

Relationships were also developed between the colleges and community

support service providers, including:
 Rural Solutions (Sterling) – provide services and education for indigent
individuals
 Social Services, TANF
 Salud Family Health Center (Sterling)
 Department of Corrections – Parole/Probation for education planning
 Community legal services
 Goodwill Industries Career Center (Metro Denver)
 County Express Public Transportation (Sterling)
 Family Literacy Center (childcare, Sterling)
 Colorado Peak Support Services (Metro Denver - centralized wrap
around service center)
 Cooperative Ministries – food bank, professional clothing, financial
assistance (Sterling)
 Community-based scholarship programs (Daniels Fund, Dinsdale Family
Fund, foundations, Rotary/Optimist Clubs)

In conjunction with the Sterling Workforce Center, the navigator developed

relationships with the following businesses:

 Banner Health
 NextEra Engery, Inc. (wind technologies)
 Vestas (wind technologies)
 Local photography studio
 Trinidad Benham Corporation (food processing and packaging)

These relationships resulted in job shadowing, internships, or employment

opportunities for students and clients

1
Community College Awareness Survey
(Developed by the Community College of Aurora for Arapahoe/Douglas Works
workforce center staff)

1. What is your current knowledge of Community College of Aurora (CCA)

programs?
No knowledge
Moderate knowledge
A lot of knowledge

2. How do you currently get Community College of Aurora information?

Paper catalog/schedule
Online web site
Contact person at the college
Other – please specify

3. Do you compare Community College of Aurora with proprietary school

programs when your customers are exploring training programs?
Yes
No
Do not know

4. Do you compare costs between the Community College of Aurora and

proprietary schools with customers?
Yes
No
Do not know

5. When you are searching for Community College of Aurora information, such as
contact information, class schedules, or semester start dates, is that
information easy to locate?
Yes
No
Do not know

6. To you knowledge, are your workforce center customers able to easily

communicate either by phone, in person, or email with the Community College
of Aurora to get program information questions answered?
Yes
No
Do not know

7. In your opinion, does the length of time it takes to complete a training program
at the Community College of Aurora prevent people from going to a community
college?
Yes
No
Do not know

8. In your opinion, what else could prevent a workforce center customer from
enrolling at the Community College of Aurora? If you have no opinion, please
skip to the next question.
Yes
No
Do not know

1
9. In your opinion, what are workforce center customers looking for in a training
program?

10. In your opinion. What training are businesses demanding workers to have?

11. In your opinion, does the Community College of Aurora offer the types of
programs that workforce customers are requesting?

12. Are you familiar with the self-paced training programs at the Community
College of Aurora in which a student can enroll and start a program anytime?

13. Are you familiar with CCCOnline courses and programs?

14. What training program, at the Community College of Aurora, are you most
knowledgeable about? Please specify only one training program.

15. Is the Community College of Aurora generally responsive to workforce center

requests to enter programs and/or make programs eligible on the CDLE
Navigator web site?
Yes
No
No opinion

16. In your opinion, is it generally easy for a WIA program customer to pay for
their Community College of Aurora classes using a county-authorized WIA
training award?
Yes
No
No opinion

17. Are you aware of the Community college of Aurora’s mandatory requirement to
assess reading, writing, and math skills with Accuplacer before a student can
register for classes?
Yes
No

18. In your opinion, what would be the best way for workforce center customers to
become more knowledgeable of the Community College of Aurora’s educational
programs? Please specify.

19. In your opinion, what would be the best way for workforce center specialists
and county programs to become more knowledgeable of community college
programs? Please specify.

1
Navigator-Facilitated Activities

In addition to providing individualized career counseling, 1:1 case

management, and college enrollment and financial aid process assistance, the
CCNI navigators participate in or facilitate the following activities:

 Postsecondary awareness sessions at rural high schools:

Education Cents financial literacy overview, College in Colorado
resources, and college application requirements

 Job Club: resume and cover letter development, mock

interviewing

 Job fairs in conjunction with the workforce center for

community college and adult education center students

 Group presentations regarding navigator services at adult

education center

 Group interest inventory sessions at adult education center

 College transition course – TANF clients

 Community-wide employment fairs

 Career exploration and employability skill workshops at local

high school (organized by the workforce center)

 Financial aid workshops to staff and workforce center clients

 Empowerment workshop for workforce center clients: “Think

College Isn’t for You? Think Again” - for workforce center
clients: financial aid, career exploration, education program and
college exploration, transcript review, enrollment process,
campus support services

 KeyTrain and WorkKeys assessment awareness sessions for

students pursuing Colorado CareerReady certificates

1
Sample Navigator Job Posting
Job Summary
The Colorado Community College System (CCCS) seeks a Navigator for the College
and Career Navigation grant, a collaboration with the Colorado Department of Labor
and Employment. This position will serve as the primary contact between
GED/transitioning students, community colleges, workforce centers, and high schools.
Essential Functions
 Develop relationships among the community colleges, adult education centers,
and workforce centers in order to build sustainable partnerships
 Develop and implement processes for out-of-school youth and adults to
transition into community college coursework and career pathways
 Articulate processes in written format with adherence to established timelines
 Recruit youth and adults to participate in the transition program
 Establish positive and trusting relationships with students
 Facilitate student transitions into college by creating informational and social
networks, and escort them through college admissions processes, including
financial aid and student services, and connect students with campus support
programs
 Identify support resources and success strategies for academic success
 Travel to adult education centers, workforce centers, community colleges, and
high schools
 Counsel students with goal setting, career awareness, and career aspirations
 Troubleshoot life barriers to support academic success
 Foster motivational skills within the students in relation to college persistence
 Follow up with students to support college persistence and retention
 Facilitate learning community opportunities and skill development workshops
Essential Qualifications
 Education and Training: Graduation from a college/university
 Proficiency working in one-on-one situations
 Experience with non-traditional students (adult basic education / GED include
non-traditional/ academically under-prepared/ high school graduates)
 Strong organizational skills
 Experience with tracking outcomes and/or writing reports
 Ability to identify realistic goals/expectations with/for students
 Attitude of optimism/able to inspire confidence
 Strong knowledge of financial aid processes
 Experience with at-risk populations
 Strong interpersonal skills
Preferred Qualifications
 Basic knowledge of data collection methods in relation to program evaluation
 Two years of responsible professional experience that includes implementation
of new processes and communication systems
 Experience teaching in secondary and/or post-secondary adult education
systems, teaching college and career success courses, or working in student
services at a college
Other Qualifications
 Ability to communicate effectively, verbally and in writing
 Strong sense of responsibility, particularly in building relationships and
completing assignments
 Strong interpersonal skills

1
 Section 3

Outreach and Intake

1
Recruiting Strategies and Sources

Below is a listing of recruiting strategies and sources:

 Early recruiting – be persistent – follow up regularly with potential

students and clients
 Presentation of navigator services during GED intake interviews,
student assemblies, and graduation ceremonies to enforce PSE
transition culture in adult education center
 Presentation at graduation ceremonies of external adult education
centers and high schools to inform the public and build college and
career awareness
 College and career awareness sessions to workforce center clients
(referred by case managers)
 Inclusion of navigator service awareness in workforce center case
manager intake sessions
 Face-to-face, 1:1 meetings with students and workforce clients
 Personal calls to students and workforce clients by staff with whom
the students are familiar and trust
 Small group meetings with students
 Awareness-building sessions with college faculty and
administration, workforce center staff, local businesses, and
community support providers
 Referrals to Navigator by testing center administrators
 Word-of-mouth: former transition students, student ambassadors
 GED instructor and administrative staff involvement in
recruitment process
 High school counseling/advising staff involvement in recruiting
process
 Inclusion of college advising/assessment staff in recruiting process
 Fact sheet – awareness building
 College/career fairs – information booths/scholarship drawings
 Education fairs – information booths/scholarship drawings

1
 Workforce centers – flyers, informal sessions with staff
 Food banks – flyers, information sessions with staff
 Open houses (with icebreaker activities)
 Flyers/Brochures – GED centers, high schools, colleges
(admissions, financial aid, enrollment, advising), CBOs
 Newspaper advertisements
 Radio – PSAs, staff and/or student interviews
 Postcard mailings
 Posters with “tear-off” (post-it) contact information
 Web page on college web site (also connect via social networking
site)
 Text messaging (after receipt of consent to further contact
student)
 Movie theater screen advertisement, magnetic signs on college
vehicles, etc.

1
General Intake Process

The following is the general CCNI intake process.

Provide student/client with intake and consent forms. Enter data

directly into CCNI database if appropriate during intake.

Interview students and clients to determine needs and program fit

(see sample questions below) and begin relationship-building process

If student is interested in continuing with the program, provide

student/client with initial “To Do” list (documents need for financial
aid, COF, college application, etc.). Additional items on “To Do” list
should be customized according to specific student background:
foster care experience, emancipated minor, single parent, ESL, age-
specific, dislocated worker, veteran, professional judgment, homeless,
etc.

If the student/client is interested in pursuing education, discuss

ACCUPLACER requirements, process, and cost.

If student/client is interested in employment, connect student to

workforce center for assistance.

Initiate college application.

Initiate FAFSA/PIN if appropriate.

Schedule next appointment for follow-up.

Begin developing awareness of workforce center services and

resources for students.

If not done during intake appointment, enter student/client data into

CCNI database and update as student progresses through counseling
process.

(Please see the Data Collection and Analysis section for the CCNI
intake form.)

1
Sample Initial Interview Questions

Examples of questions navigators include in an initial interview with a student

or workforce client include:

 Do you have a high school diploma or a GED?

 Where did you go to high school?
 What is your higher education experience (proprietary, tech)
after high school?
 Can you tell me about the jobs you’ve had? What did you
like/dislike about them?
 What do you think you’d like to do now? Are you thinking about
a career change?
 Would you be interested in doing an interest inventory?
 Are you looking for employment or do you want to go back to
school? Are you willing to go to school to…(reach those
goals)…?
 Have you ever taken the ACCUPLACER?
 Have you ever received financial aid (and/or filled out the
FAFSA)?
 Tell me about your computer skills.
 What do you feel has gotten in the way of your education or
career success in the past? (logistical: transportation, childcare,
financial, etc.) Do you still have those issues?
 What kind of support do you have from family, friends, and or
your employer?
 Would you need to have a college schedule built around work or
family obligations?
 What kind of support would you like from me?

Once a relationship is developing, the navigator will delve into more in-de-
depth and structured questions through motivational interviewing
techniques. See: http://www.motivationalinterview.org/clinicians/Side_bar/skills_maintenence.html

20
Leslie Helfer, Northeastern Junior College
Zoe Reese, Community College of Aurora
 Section 4

Case Management

21
Need-based Navigator Interventions

Below is a listing of concepts, resources, tools, and/or tasks that students or

workforce clients potentially need assistance with from their navigator.

College Processes and Services

Campus tour
Campus resources – library, tutoring center, bookstore, student organizations, etc.
College and career process connections – enrollment services, registrar, bursar,
academic advising, financial aid, academic departments, support program offices,
career development offices or workforce center representatives

Financial Literacy and Financial Aid

Cost of attendance
Return on investment
FAFSA – Pell grant, work study, student loans
Work study
College Opportunity Fund (COF-Colorado)
Net Price Calculator – college web site, EducationCents.org,
SLOPE Calculator – college website, Educationcents.org, and CollegeInColorado.org
Scholarships
Grants
Student loans

Career Exploration and Planning

Postsecondary Individual Career and Academic Plan (ICAP) Development (see sample
template)
Interest inventories
Work values sorter
Labor market data, national vs. local
Local high demand occupations
Personal career fit
Internships, apprenticeships, job shadowing

Academic Exploration and Planning, Persistence and Retention

Education program fit
Academic advising connections
Certification and degree options
Transfer options
Developmental vs. college-level coursework
College and career success coursework: goal setting, time management, study skills,
Assessment strategies, (Accuplacer) practice
Academic support – tutoring and mentoring, student ambassadors
Disability services
ESL coursework – community vs. college level
ESL academic and career options
Persistence and retention support – follow-up contact, faculty “check-in,” continued
success barrier troubleshooting

Workforce Center Resources

Wagner Peyser core services
Application review
Resume development

2
Cover letter development skills
Interviewing skills
Informational interview skills
Employee soft skills
Employment search skills
Networking skills
Transferable skills
Job fairs
Business interviewing/placement
TAA program
Colorado CareerReady certificate
TABE assessment
Interest inventories
Unemployment specialist
Workforce Investment Act (WIA) dislocated worker program
Job Club (Sterling Workforce Center)
From Laid Off to Living – Unemployment Recovery Program
Job retention workshops
Youth in the Works
50+ program (Arapahoe/Douglas Works!)
Specific industry placement program
Employment First/TANF
CHOICES
Social Services specialist
Free computer access, photocopying, fax service, printing

Community Support Resources

Legal
Health
Social services
Childcare
Transportation
Disabilities services
Personal counseling

Business and Industry

Job shadowing
Facility tours
Internships
Apprenticeships

2
Motivational Interviewing

An essential aspect of comprehensive counseling by navigators is gaining a

clear understanding of a student or client’s needs beyond what is discussed in
the initial interview. To reach this level of understanding, motivational
interviewing techniques can be employed.

Motivational interviewing helps students and workforce clients identify

strengths and barriers and reframe their perception of past experiences as
they relate to future goals. Strategies include:

- open-ended questioning;

- stepping back to listen and analyze messages;

- Cognitive Behavioral Technique – positive interviewing to

determine what
students are trying to say but may not be able to express clearly;
helping students realize that they have the answer to their own
questions/concerns

Applying these strategies, navigators

- glean information about client goals and intent through strategic

interviewing, and

- look at difficulties students have had and calling them successes,

reframing, because of what they learned by surmounting obstacles

A more in-depth definition of motivational interviewing and related strategies

are available at: http://www.motivationalinterview.org/Documents/1%20A
%20MI%20Definitio n%20Principles%20&%20Approach
%20V4%20012911.pdf

Additional information on motivational interviewing can be accesses at:

http://www.motivationalinterview.org/

2
Tracking Forms

In addition to an intake form aligned with the CCNI database are tools to help
track student/client progress through the counseling process. These include

 an initial counseling tracking form and a retention and

 a retention and persistence tracking form.

Both of these forms can be utilized electronically or as hard copies in a

student/client file.

The retention and persistence tracking form was created in Excel, however an
Access database format might be appropriate, depending on the navigator’s
needs.

Navigators are encouraged to share these forms with their students to help
them understand the on-going registration, financial aid, and advising process
needed from term to term, as well as support resources available throughout
their academic career.

Examples are provided on the following pages.

2
 Initial Counseling Tracking Sheet

Date Completed:
Consent form signed
ICAP initiation date

1) GED Certification - must show proof or GED completion

2) Career Counseling - Education Cents/CIC

POS

3) WFC - WIA, Colorado Readiness, Job Club

4) Discuss college/career path, provide ICAP

*Put on jump drive

5) Tour NJC Campus: CLC - point out tutors, bookstore

financial aid, admissions

6) Complete admissions application

* need license, COF, dates in CO

7) Financial aid application filled - FASFA

*need tax return, CO License, PIN,
parent info: SSN, tax return, PIN

8) Take ACCUPLACER test (photo ID, $15 & S#@ CLC)

*Reading, Writing, Sentence Structure, Arithmetic, Algebra

9) Scholarship researched/applications filed

10) Academic Advisor - appt w/advisor to schedule classes

11) Register for courses - online/ Student Services NJC

12) Student ID - get at Event Center

13) Visit bookstore/online sites to purchase books

14) Set appt to see how things are going!

15) Workshops to attend: study skills, etc.

16) Touch base meeting

26
Leslie Helfer, Northeastern Junior College
 Retention and Persistence Support Tracking
Area of Retention & Persistence Support
Contact Information Program Information
Support Strategies/Notes
Last First Banner ICAP Ed Ed Initial
Phone Email Detail January February March
Name Name ID Initiated Program Goal Enrollment
Doe John S00000000 303-555- jdoe@xxxx Yes Graphic Certificate Summer 2011 Financial Aid All financial
5555 Design aid applied
Notes: Academic Check math
Advising sequence
Books/materials Books rented

Tutoring Needs math

tutor
Attendance Missed first
day of classes
Wrap Around Follow up
Services regarding
childcare
D/A/W/I Consider Follow up
dropping needed
Psych 101
Campus Find quiet
Resources study rooms
Career Resources Reminder:
guest speaker
Faculty Feedback Follow up 1st Follow up 1st
week in Feb week of Feb
ICAP Review

Registration Summer
Term
Other

27
ACCUPLACER Assessment Resources

Navigators need to become familiar with the ACCUPLACER content, as well as

the requirements for taking the ACCUPLACER, so they can carefully advise the
student/client on procedure and support resources. Each navigator should
also develop a relationship with the testing center staff, and the director
should understand the role of the navigator so s/he can provide support
resources if necessary.

Standard testing requirements include:

Banner ID#, photo identification card, and payment

Check regularly with the testing center for fee, payment method, testing
frequency stipulations, and score interpretation/placement process

Practice Resources:
Check with testing center for suggested practice workshops, tutors, and online
resources.

Additional:

The College Board – Accuplacer Home Web Page

http://professionals.collegeboard.com/higher-ed/placement/accuplacer

The College Board – SAT Exam Home Web Page

http://www.collegeboard.com/student/testing/sat/about.html?s_kwcid=TC-
3529-2872298952-b-305895715

The College Board – SAT Test Preparation Web Page

http://www.collegeboard.com/student/testing/sat/prep_one/prep_one.html

Community College of Aurora – Study Guides and Pre-Assessment

Workshops
http://www.ccaurora.edu/students/academic-support/testing/assessment-
testing

Video Tutorials, Practice Tests, and Resources

http://www.njc.edu/CLC/Accuplacer-Testing/Accuplacer-
Prep/eurl.axd/bffce48ab66c244aa74fec719ca361f0

Colorado Success UNlimited Web Site

http://www.cccs.edu/Foundation/SUN/Assessment.html

2
 Section 5

Financial Aid Resources

2
Basic Financial Aid Resources

Knowledge of the financial aid process is essential for navigators in order to

provide in-depth assistance to students and workforce clients. Navigators
should either have this knowledge when hired or receive detailed professional
development at the beginning of their position.

Below are basic resources for reference. However navigators should build
strong relationships with the college’s financial aid department to access
support and expertise by financial aid professionals, as well as help students
develop connections with the department to foster self-advocacy in this area.

As part of the professional development for CCNI navigators, the Colorado

Department of Higher Education provided the following recorded webinars:
FAFSA Overview, Financial Aid 101, Student Loans, and Special Populations.
These webinars are referenced below.

Free Application for Federal Student Aid (FAFSA)

 To apply for Pell Grant, Work Study, State Grants, or federal subsidized
and unsubsidized loans: www.fafsa.ed.gov

 To obtain PIN for FAFSA: www.pin.ed.gov.

Colorado Student College Opportunity Fund (COF)

 https://cof.college-assist.org/COFApp/COFApp/Default.aspx

Colorado Department of Higher Education

 Financial Aid Webinars: FAFSA Overview, Financial Aid 101, Student

Loans, Special Populations
http://www.coloradostateplan.com/ProfDevResources.htm

 Financial Aid FAQ

http://highered.colorado.gov/Finance/FinancialAid/

 Education Cents - College Access Scholarship

http://www.educationcents.org/Scholarships/College-Access-
Scholarship-2012.aspx

 CollegeInvest.org
http://www.collegeinvest.org/

Colorado Department of Education

 Education for Homeless Children and Youth

http://www.cde.state.co.us/cdeprevention/homeless_fundedprog.htm

3
Scholarships

 www.fastweb.com

 www.finaid.org

 www.studentaid.ed.gov/students/publications/student_guide/index.html

 www.collegeincolorado.org

 Local college financial aid office

 Local college foundation

 Local service clubs – Rotary, Lions, other non-profits, etc.

Student Loans

 Local college financial aid office

 Credit Union of Colorado

 Student personal bank

CONTACT FINANCIAL AID DIRECTOR

FOR ADDITIONAL INFORMATION

3
Financial Aid Checklist
Below is a tool to help navigators and student/clients track basic financial aid
process steps. Spaces at the bottom are left blank intentionally to allow for
additional information.

FAFSA PIN Request

FAFSA Documents: State issued ID, 1040 tax forms- parent and
student, bank account balances, investment values, farm value
IRS PIN for linking FAFSA to IRS and for verification
Selective Service registration (males)
FAFSA application
Verification forms as required by financial aid office
SAR/EFC information recorded
Scholarship programs review
Scholarship essay outline and assistance (refer to tutoring center for
review and editing)
SLOPE calculator
Work study review; refer to job postings
Follow-up on student loan eligibility (based on FAFSA)
Research additional student loan options (refer to financial aid office)

Leslie Helfer, Northeastern Junior College

Zoe Reese, Community College of Aurora

3
 Scholarship Opportunity
A useful practice for navigators is the development and maintenance of a
scholarship program list as illustrated below.

Northeastern Junior College

Scholarship Information and Applications
Non-Traditional Amounts Deadline
Daniels Opportunity Fund Scholarship $500 - $1,000
Dinsdale Transition Scholarship $500
Auto Tech
NJC Auto Techs Club Scholarship $250
Earl Franklin, Sr. Memorial Scholarship $250 1-Mar
Griffith Auto Electric Scholarship $200 1-May
Nursing
Nursing and Medical Assisting $500
Physical Therapy, Vet Tech, Rad. Tech.
Arts and Humanities
Delta Kappa Gamma Scholarship
Anna C. Petteys and Dorothy Corsberg
Art & Design Degree $500
Art, Computer design, Fashion Design
Business and Science
Perryman NJC Emeritus Scholarship
John Kerker Memorial Business Schol $500
Bernidine Parr Memorial Scholarship $500
Community Scholarships
Anderson Scholarship
Sterling Jaycees Scholarship
General Scholarship
NJC Classified Staff $500 books
Sterling Elk Lodge 1336 Scholarship 1-Apr
$600-1200
CSU-Pueblo Transfer Program + $500 housing
TRIO Student Support Services
NJC Classified Staff $750 1-Mar
Psychology
Centenial Mental Health $1000-2000 15-Mar
Pschology Club
Single Mothers
Jane Carlson $3,000
Cosmetology
Fred Luster $250 30-Nov

Leslie Helfer, Northeastern Junior College

3
Tips for Applying for Financial Aid
Gleaned from the Frontrange Community College financial aid website

What you need before you start:

Please see your local financial aid office or FAFSA.ed.gov for using the IRS
data retrieval tool.

Get a Federal PIN

The PIN (Personal Identification Number) serves as the electronic signature for your
FAFSA. Both the student and at least one parent (if a dependent student) will need a
PIN to sign the FAFSA. Your PIN can also be used to:
 Check the FAFSA web site to view your status.
 Verify and correct FAFSA data.
 Log into other Department of Education web sites to view information about
your financial aid history.
 Electronically sign a Direct Stafford Loan Master Promissory Note (MPN)
Get you PIN now at the PIN Web Site:
(http://www.pin.ed.gov/PINWebApp/pinindex.jsp).
Collect the information you will need to complete the FAFSA
The FAFSA may look complicated, but with some preparation you will be able to
breeze through the application. You can go straight to the online form or you can
obtain a FAFSA worksheet and pre-fill the form then go online and fill in the blanks.
Here is the information you will need:
 Student drivers’ license
 Student alien registration card (if the student is a permanent resident)
 Social security cards
 W-2s and Tax returns for the previous tax year
 Records of untaxed income
 Bank statements and any statements on your investments
 Your college's Federal School Code (get from the Financial Aid office at the
school)
 Your Federal PIN
Dependent students will need the above information for both the parent and student
Independent students will only need the above information for themselves.
General Tips: Filling out the FAFSA
 If an answer to a question is zero, enter 0. Don’t leave the question blank.
Most questions on the FAFSA will tell you when the answers can be pulled
directly from your tax return
 Report names exactly as they appear on the Social Security Cards.
 Double check your Social Security Number when entering it (both your name
and your SS# will be compared through a database match).
 You will be asked about your enrollment plans (fulltime, part-time, etc.), if you
are unsure report “Fulltime”.
 If a question does not apply, answer with the appropriate response or enter 0 if
it is asking for a dollar figure. Don’t leave the question blank.
 Enter a valid email address for both you and your parents (if applicable).
 If you or your parents have not filed taxes yet, it is allowable to enter
estimated information. When asked about your filing status, enter: “Will File”.
 You can file your FAFSA even if you haven’t completed the admissions process.
 Keep a copy of all the correspondence you receive from the Dept of Ed and
from your college.

3
Filing your application:

Step 1:
 Collect the documentation you need then complete your FAFSA through
the Department of Education’s FAFSA Website: www.fafsa.ed.gov.
 Highly recommended to apply as early in the year as possible
 Use your college’s school code. This is how the Dept. of Ed knows where to
send your information.

Step 2:
 If you are a Colorado Resident, be sure that you have registered with the
College Opportunity Fund: (https://cof.college-
assist.org/COFApp/COFApp/Default.aspx).
Step 3:
 Within 2-4 weeks after you have submitted your FAFSA, you will receive
a Student Aid Report (SAR). This is a summary of your FAFSA. Review
your SAR and make sure that the information on this form is correct and
accurate.
 If you need to make corrections you can go back online to the FAFSA
website and log in with your PIN and make those corrections.
 Keep a copy of your SAR.
Step 4:
Front Range Community College will receive your FAFSA and will determine if you
have been selected for VERIFICATION (see next page).
 Verification is a process by which the accuracy of the information
submitted on your FAFSA is checked. Every year approximately 30% of our
applicants are selected by the Department of Education for verification.
 If selected, our office will inform you on what information that we need
from you to complete the review of your application. This is generally sent
to you in letter format in the mail. You may also review the requested
information online through your student account.
 Documentation needed is generally a verification worksheet and copies of
Federal Tax Returns for the individuals included on the FAFSA.
What is Verification?

Verification is a federal requirement; it is the responsibility of the school to complete the verificat

 Applying late, submitting unsigned tax returns or illegible documents are

some of the reasons why a student’s financial aid application can be
delayed.
Step 5:
 Once a review of your application is completed and all eligibility
requirements have been met, you will receive an award notification that
will list the financial aid you may be eligible to receive while attending
FRCC. You can also view this on your on your student account.
 Your award notification will include any additional instructions with regard
to your award.
 Any changes made to your award will initiate an additional award letter
that will be mailed to you

3
 Step 6:
 Additional resources: Be sure to visit the Financial Aid office at your college
to get information about scholarships and additional resources for going to
school.
Types of Financial Aid
To be eligible to receive any type of Federal Student Financial Aid the student must:
 Be a U.S. citizen, U.S. Permanent Resident, or other eligible non-citizen.
 Register with the Selective Service Administration (unless exempt). Students
are exempt if they are female, under 18, born before 1960, on active duty in
the U.S. Armed Forces, citizens of the Federated State of Micronesia or The
Marshall Islands, or permanent residents of the Trust territory of the Pacific
Islands (Palau).
 Enroll at a college or university that participates in the Federal Student
Financial Aid Programs. These programs include the Federal Pell Grants (Pell
Grants), Federal Supplemental Educational Opportunity Grants (FSEOG),
Federal Subsidized and Unsubsidized Stafford Loans, Federal Perkins Loans,
and Federal Work Study (FWS).
 Be working toward a degree or certificate.
 Be in compliance with the Satisfactory Academic Progress policy
 Not owe a refund on any federal grant, must not have borrowed federal
student loans in excess of annual or aggregate loan limits, and must not be in
default on any federal student loan unless satisfactory payment arrangements
have been made.

Students may be eligible for the following types of financial aid by applying through
the FAFSA.
Grants:
Federal Pell Grant
This need-based grant is available only to students without a prior bachelor's degree
who demonstrate financial need according to a federal eligibility formula. Students
must be attending courses they are enrolled in. Front Range Community College
awards students their full time eligibility when making awards. The amount that is
disbursed is prorated based on the number of credits a student is enrolled in.
Colorado Student Grant
This need-based grant is available only to students without a prior bachelor’s degree
who demonstrate financial need according to a federal eligibility formula and who are
Colorado state residents. These limited funds are awarded on a first-come, first-
served basis. Student must be enrolled in 6 or more credits in order to be awarded
this grant.
Supplemental Educational Opportunity Grant
This need-based grant is available only to students without a prior bachelor's degree
who demonstrate financial need according to a federal eligibility formula. These
limited funds are awarded on a first-come, first-served basis. Students must be
enrolled in 6 or more credit hours to be awarded this grant.
Colorado Leveraging Educational Assistance Partnership (CLEAP) Grant
This need-based grant is available only to students without a prior bachelor's degree
who demonstrate financial need according to a federal eligibility formula. These
limited funds are awarded on a first-come, first-served basis and are awarded to
students who are enrolled in at least 6 credit hours.

3
Loans:
Stafford loans are forms of financial aid that must be repaid either after the student
has graduated or stopped attending classes as a half time student (6 credits). There
are two kinds of Stafford loans: subsidized and unsubsidized. Information on the
difference between the two can be found below. First time borrowers at Front Range
Community College must complete an online entrance interview. Stafford loans have 6
month deferment period which begins once a student ceases continual enrollment in 6
or more credits (not including summer terms). During this time payments on the loan
principle are not required and for subsidized Stafford loans interest will not accrue.
During the deferment period your lender will contact you with regard to repayment
options. For this reason it will be important for you to keep your contact information
current with the lender. These loans are a serious obligation so please think about the
amount you’ll have to repay over the years before you take out a loan.
Federal Subsidized Stafford Loans
Federal Stafford Loans are low-interest funds that must be repaid. These loans are
interest-free while you are enrolled in school at least half-time in a degree seeking
program (undergraduate or graduate). At Front Range Community College we
participate in the William D. Ford Direct Stafford Loan Program, which means all funds
are borrowed directly from the government. Stafford loan funds can be used for
education-related expenses such as tuition, fees, books, living costs, transportation,
childcare, etc. Payments on these loans are deferred for 6 months after the student
graduates, leaves school, or becomes enrolled in less than 6 credits in a given
semester. The Maximum Repayment Period is 10 years. These fees will not exceed
2% of the amount borrowed and they will be deducted from each semester's
disbursement.
Additional Eligibility Requirements:
Meet eligibility requirements stated above and:
 The student must enroll for at least 6 credits for each semester in which the
loan will be received.
 Demonstrate financial need
Federal Unsubsidized Stafford Loans
Different from Subsidized Stafford loans in that these loans accrue interest while the
student is enrolled in school and during the repayment period. Federal Stafford Loans
are low-interest funds that must be repaid at a future date. At Front Range
Community College we participate in the William D. Ford Direct Stafford Loan
Program, which means all funds are borrowed directly from the government. Stafford
loan funds can be used for education-related expenses such as tuition, fees, books,
living costs, transportation, childcare, etc. Payments on these loans are deferred for 6
months after the student graduates, leaves school, or becomes enrolled in less than 6
credits in a given semester. The Maximum Repayment Period is 10 years. These fees
will not exceed 4% of the amount borrowed and they will be deducted from each
semester's disbursement.
Additional Eligibility Requirements:
Meet eligibility requirements stated above and:
 The student must enroll for at least 6 credits for each semester in which the
loan will be received.
 Submit a FAFSA
Federal Parent PlUS Loan
The Federal PLUS loan can be borrowed by parents of dependent undergraduate
students to help pay for the student's education. PLUS are processed for one academic
year at a time. PLUS loan applications must be processed through a lender who will
approve or deny the application based on a review of the parent borrower's credit
history. PLUS loans are typically less expensive than private student loans because
PLUS loan borrowing terms are regulated by the U.S. Department of Education. If a

3
PLUS loan application is denied, the student usually becomes eligible to borrow up to
$4,000 in additional Unsubsidized Stafford Loan. This additional Stafford loan cannot
exceed the student's Cost of Attendance minus all other aid (including other loans).
Unsubsidized Stafford Loans are not interest free while the student is in school.
Additional Eligibility Requirements:
Meet eligibility requirements stated above and:
 The student must enroll for at least 6 credits for each semester in which the
PLUS loan will be received.
 PLUS loans are only available to parents, step-parents, and legal guardians of
dependent students.
Work Study:
Federal Work Study (FWS)
FWS is a need-based program of financial aid and is administered through the Office
of Financial Aid. Through the FWS program, students who demonstrate financial need
may work to earn an FWS award intended to assist them in defraying educational and
living expenses while attending an institution of higher education. Students must be
enrolled in at least 6 credit hours in order to maintain their eligibility for this program.
(FWS) is a program through which the federal government subsidizes earnings for
hours worked in special student employment positions. Federal Work-Study earnings
also carry the benefit of being excluded in future year need calculations on the FAFSA.
Colorado Work Study (CWS)
CWS may be awarded to students who have indicated an interest in student
employment. These are limited funds which are awarded to residents of Colorado.
Students must be enrolled in at least 6 credit hours to be eligible.
For both work study programs:
 Students cannot begin work until all personnel paperwork has been completed
 Cannot work more than 20 hours a week while classes are in session during the
fall and spring semesters
 Can work up to 25 hours a week during breaks in classes (such as spring break
or between semesters)
 Must remain enrolled in 6 credits during the time that they are employed
through the work-study program
 Must submit accurate timesheets on a regular and timely basis
 Unless additional work study funds are awarded, students must be converted
to student hourly employees once a student’s work study allotted award is
expended.

3
 Section 6

Career Exploration and

Academic Planning Resources

3
Postsecondary Individual Career and Academic Plan

The College and Career Navigation Initiative provided opportunity to develop

and field test a Postsecondary Individual Career and Academic Plan (PSE
ICAP) for non-traditional students.

The intent of the PSE Individual Career and Academic Plan is to provide a tool
that:
1. decreases dropout rates and increases graduation rates by assisting
students/clients in developing and maintaining a personalized
postsecondary plan;
2. assists students in exploring postsecondary education and career
opportunities available to the student/client; and
3. aligns course work and curriculum to the students’ postsecondary and
career goals.

Considered a best practice at the secondary education level (instituted in

Colorado in 2010), the ICAP can be thought of as a “roadmap” for the future
and used as a tool to help students/clients understand all that should be
considered when setting goals and planning their academic and career path. It
should be noted that the PSE ICAP is meant to be evolutionary in nature to
allow for modifications as goals and plans develop or change. It is not meant
to “pigeon-hole” a student in a fixed plan that does not provide opportunity for
deviation. Exploration is encouraged in the planning process, and an ICAP is a
tool that can be utilized well into one’s career.

Taking into account that adult students enter the academic and career
counseling process with a background that has value to be respected, the
CCNI postsecondary ICAP includes a specific section to “collect” previous work
and academic experiences. Subsequent sections then build on this
information. These additional sections include career goals and planning,
academic goals and planning, higher education financial planning, and
personal/social planning.

The current CCNI ICAP template is simply a Word table meant to provide
space for copying and pasting electronic details and hyper linking online
information. Once initiated with a student, it is then stored on a flash drive for
students to keep with them for reference and continued development. The
flash drive also serves as a temporary portfolio that can store resumes, cover
letters, assignments, student projects, electronic artwork (arts and design
students), etc.

Once the CCNI ICAP template is fully field-tested, ensuring comprehensive

components, plans will be made to develop an online, database-driven tool.

Please refer to the template on the following page.

4
 Postsecondary Individual Career and Academic Plan (Field Testing)

Name
Post-Secondary Institution Workforce Center
Planning Dates

Background Information
Previous Work Experience/Credentials Academic – Credentials/Credit for Prior Learning

Previous Military Experience Previous or Current Community Service/Volunteer

Current Professional Affiliations Financial Aid Background (awards, loans, renewable scholarship, etc.)

Current Transferable Skills (O*Net Codes & PWRs related) Previous or Current Support Services (TANF, transportation, etc.)

Current Employability Skills Other

Notes

Career Goals, Research, and Planning

Interest Survey Results Career Interests

Primary Career Goal (Occupation, POS, Pathway, Cluster, O*net Code) Career Goal (Occupation, POS, Pathway, Cluster, O*net Code)

Job Opportunities Employability Skills Needed (O*net)

Workforce Center Contact Information Wagner Peyser Resources

4
Colorado Community College System
 Workforce Center Training Funds (WIA, other) e-Colorado Virtual Career Fair

Job Shadowing, Internship, Apprenticeship Opportunities Cover Letter and Resume

Letters of Recommendation (hyperlink) Other

Notes

Academic Goals and Planning

Certificate/Degree Goal:

PSE Certificate/Degree Institutions Assessment Scores

Orientation/Introductory Training Required

Plan/s of Study (Name/code of approved POS) Remediation/Credit Recovery & Academic Support Needed
(CIP Codes)

Previous Related Coursework Contextual/Service Learning Opportunities

Credit for Prior Learning/Life experience

Academic Success Coursework/Workshops Additional Career Related Certifications/Credentials

- AAA101
- SMART Goals
- Study Skills
- Time Management
- Test-taking Strategies

4
Colorado Community College System
 Academic Planning (hyperlink) Transfer (hyperlink)
Academic
Advisor

Advisor Office/Contact Transcript Access (hyperlink)

See

Transcript Office/Contact:

Other Other

Notes

Financial Planning for Postsecondary Education

FAFSA (EFC, Pell Eligibility) COF Financial Literacy Program

Annual Review: Annual Review:

Year 1-
Year 2-
Cost of Attendance (hyperlink) SLOPE Calculator

Financial Assistance – Grants, Scholarships, Loans Work Study

Repayment Responsibility

Employment Other

Notes

4
Colorado Community College System
 Personal/Social (Optional)

Goal/s:

Support Services Needed Coping/Stress Strategies

(?) College In Colorado Login: Other

Username:
Password:
Other Other

Notes

4
Colorado Community College System
CCCS Career Counseling Resources

In addition to the postsecondary ICAP currently being field tested are several
postsecondary practices and tools that navigators utilize to provide
comprehensive services to students and workforce clients:

Postsecondary and Workforce Readiness - PWR

Signed into law in May 2008, Colorado’s Achievement Plan for Kids” (CAP4K,
Senate Bill 08-212) reform initiative resulted in an aligned preschool through
postsecondary system and, in June 2009, the adoption of a formal description
of PWR – postsecondary workforce readiness – by the State Board of
Education and Colorado Commission on Higher Education. The description
includes the knowledge, skills, and behaviors essential for high school
graduates to be prepared to enter college and the workforce and to compete
in the global economy. Detailed information on CAP4K and the preschool to
postsecondary alignment process can be found at
http://www.cde.state.co.us/cdegen/SB212.htm

Career and Technical Education - CTE

Career and Technical Education is making a significant impact on the
education system both in Colorado and throughout the United States. A
philosophy emphasizing “hands on” and contextualized pedagogy provides
opportunity for success in technical and career based programs that lead to
certificates and degrees for high demand occupations. The College and Career
Navigation Initiative supports the statewide CTE efforts in counseling students
to consider CTE programs when exploring career pathways.

According to the Association of Career and Technical Education, CTE provides

students:
 academic subject matter taught with relevance to the real world
 employability skills, from job-related skills to workplace ethics
 career pathways that link secondary and postsecondary education
 second-chance education and training
 education for additional training and degrees, especially related to
workplace training, skills upgrades and career advancement
See: https://www.acteonline.org/cte_info.aspx

Additional CTE information, including career guidance information, CIP codes

for CTE programs, the Colorado career pathways and clusters, a formal
description of CTE, and national resources via the following links:

Colorado Career and Technical Education Plan: Colorado State

Plan
See Toolbox for Educators > Career Guidance
http://www.coloradostateplan.com/index.htm

CTE Programs and CIP Codes

Colorado State Plan web site, scroll to List of Active Pathways

4
 http://ctep.cccs.edu/energizer/reports/report_list.jsp
Note: The CIP codes are used in the CCNI database pathway search
function.

Colorado Association for Career and Technical Education (CACTE)

http://www.cacte.org/website/

The Colorado Career Cluster Model

Building awareness around the Colorado Career Cluster Model is considered a
sound career counseling practice. Because many career pathways are fulfilled
via the stacking credential system, students and clients benefit from becoming
aware of how the clusters correlate to the their chosen field. Please refer to
the Colorado Career Cluster Model graphic and cluster handouts for counseling
at http://www.coloradostateplan.com/Counselors.htm

Postsecondary Plans of Study

In addition to ICAPs, navigators should become aware of the postsecondary
Plans of Study that are currently being developed and approved at the
community colleges. Following the framework of the Colorado Career Cluster
Model, the Plans of Study are approved plans that include required
coursework, cost of attendance, transfer (to 4 year institutions) opportunities,
and related labor market information. Should a student select a program that
has a Plan of Study, this information can be hyperlinked directly into their
postsecondary ICAP for reference. An example can be found on Arapahoe
Community College’s web site:
http://www.arapahoe.edu/student-resources/academic-advising/plans-study

A template in English is available at:

http://www.coloradostateplan.com/default_cluster.htm

A template in Spanish is available on the following web page:

http://www.coloradostateplan.com/default_cluster.htm

CCCS Program Matrix

The Colorado Community College System is developing a comprehensive
program matrix correlated to the Colorado career cluster model. This is
another very useful tool for navigators, as it references every approved
program within the System, providing information on certificates and degrees
available for each program and the colleges that offer the programs. Still
under development at the time of publication of this guide, the matrix will
eventually offer department contact information as well and will be updated
annually. The program matrix can be accessed at:
http://www.coloradocommunitycolleges.com/career-cluster/index.html

Colorado Community College System: all college web sites/locations

See: cccs.edu > For Potential Students > College Locations
http://www.coloradocommunitycolleges.com/where/directory.html

Secondary ICAP Background Information

http://www.coloradostateplan.com/Counselors.htm

4
Career Assessment and Exploration Resources

Career Assessments Based on the Interest Profiler

A listing of interest inventories can be accessed from the College and Career
Navigation web site: http://www.coloradostateplan.com/CollegeResources.htm

Assessments include:

O*Net My Next Move

O*Net Interest Profilers
ACT World of Work Map
Human Metrics - June Typology Test
mymajor.com - Tools for choosing the right major
Myers Briggs Type Indicator Tool and Definition
True Colors Test
Xap - Choices Planner
StrengthsQuest
Choices Work Values Sorter
Keirsey Temperament Sorter
SDS-Self Directed Search (available in Hardcopy)

College in Colorado
https://secure.collegeincolorado.org/Career_Planning/Learn_About_Yourself/I
nterest_Profiler/Interest_Profiler.aspx
A free career assessment – helps inventory levels of interest in different career
clusters; assessment results connect to information and videos on career and
academic programs that may fit level of interest

O*Net Resource Center

http://www.onetcenter.org/IP.html
A self-assessment career exploration tool - helps clients discover work
activities and occupations that they would like and find exciting and identify,
learn about and explore broad but relevant interest and work areas

Career Exploration and Career Information

A listing of career exploration tools can be accessed from the College and
Career Navigation web site:
http://www.coloradostateplan.com/CollegeResources.htm

Exploration tools include:

College in Colorado
O*Net Online
Bureau of Labor Statistics - Occupational Outlook Handbook
Bureau of Labor Statistics - Career Guide to Industries
Career One Stop
LMI Gateway

4
Motivational Interviewing | Skills and Tools
My Next Move

Colorado LMI Gateway

http://www.colmigateway.com/
Labor market information specific to Colorado

Career Assessments

CareerReady Certificate
The CareerReady Colorado Certificate is an assessment-based credential
signed by Governor John Hickenlooper, which certifies a job seeker's skills.
The certificate creates objective standards for employment readiness and
demonstrates a job seeker's mastery of the work-applied skills employers are
seeking.
www.careerreadycolorado.org

WorkKeys Assessment
WorkKeys® is a job skills assessment system that helps employers select, hire,
train, develop, and retain a high-performance workforce
http://www.act.org/workkeys/

KeyTrain Training System

KeyTrain is the complete interactive training system for career readiness
skills based on ACT's WorkKeys® assessment system and the National Career
Readiness Certificate.
http://www.keytrain.com/

Students with Disabilities

National Collaborative on Workforce and Disability for Youth
(NCWD/Youth)
Information about employment and youth with disabilities
http://www.ncwd-youth.info/

National Association for Adults with Special Learning Needs

Information, professional development, technical assistance, communication
on issues and trends, and advocacy initiatives on behalf of adults with special
learning needs
http://www.naasln.org/

4
The Informational Interview

The Informational Interview is a process that allows us to discover more about

a specific occupation, career or type of work that we are curious about and
possibly interested in pursuing.

This “finding out” process will allow you to decide if this particular career is
one for you. It is a weeding out process.

Interview at least 2 and up to 5 individuals for each career are you are
pursuing. This will allow you to obtain a valid cross section of individuals. The
more you interview, the more “takes” you have on a career. Choose
accomplished people in their line of work. Your goal also is to interview
individuals who enjoy their work and see themselves as successful.

Create your own interview questions if possible (this keeps the interview
meeting your needs as much as possible), if not use some of the suggested
questions on the back of this page. Write out a sample script to use when
phoning or screening a prospective interviewee. Keep it short and succinct.

For practice start with family, friends, fellow students, co-workers and
acquaintances. Utilize them directly if they work in the specific career you are
considering, or use them to see if they know of someone they can refer you
to. Beyond your acquaintances use other methods at your disposal; Google,
Linkedin, chamber of commerce, public library, college career
center/placement center or whatever means you can come up with.

When setting up your interview be clear with your interviewee that this is for
information gathering only. You are not using this interview to find a job; you
are using it to gather information to guide you in making a career decision.
Be clear about this with your interviewee. Try to impress upon them that you
are utilizing them as an expert in their field and your want to get a better idea
of this field or career. Most individuals are flattered to share their knowledge
and experience this way. Consider yourself more of a reporter for a magazine,
newspaper, orf television program.

When setting up the interview be clear on the amount of time you are
requesting. Informational interviews can range from 10 to 30 minutes.
For someone you do not know start with 10 to 15 minutes. Use your
judgment. Each situation and interviewee is unique. Consider taking the
interviewee out to coffee or lunch if you are able, perhaps bring them a muffin
or a bagel; after all they are giving you their valuable time. You can conduct
your interview in person, by phone or as last resort, online. Be as flexible as
possible and meet them where they suggest. Show up or call on time and if
going in person, dress appropriately. When finished with the interview
consider asking them if they know anyone else they would suggest you could
interview.
continued
Developed by Dan Macy, Red Rocks Community College

4
Here are some sample questions to stimulate you coming up with your own:

 What aspects of your work is the most satisfying?

 How did you become interested in this line of work?
 What was the progression from when you started this work until now?
 Give me an example of the flow of a workday?
 What’s the most challenging aspect of your work?
 What are your future plans?
 What preparation, education or training do you suggest for this work?
 What changes are happening in this field?
 What skills do you utilize most?
 What personality type does well in this career?
 In what ways do you find meaning and fulfillment in your work?
 If you had to do it all over again would you do anything differently?
 What suggestions would you give someone such as myself who may be
interested in pursuing this career?
 Are there any others in the field you can recommend I speak with?

As you are in the midst of the interview you may come up with questions on the
spot. Go with these. If the interview goes well you may want to ask the
interviewee if there is a possibility to spend more time observing or job shadowing
to get even more of a feel for this career.

Be sure and write them a thank you note or e-mail no longer than one day after
your interview. A hand written note is the most personal and effective.

5
Additional Resources and Suggested Reading:
Callings by Greg Levoy
The Alchemist by Paulo Coelho
Strengths Finder 2.0, by Tom Rath
The Ex-Offender's Job Hunting Guide by Ron & Caryl Krannich
Road Trip Nation by Mike Marriner & Nathan Gebhard
Ask and It Is Given by Ester and Jerry Hicks
How Starbucks Changed My Life by Michael Gates Gill
Refuse to Choose by Barbara Sher
What Should I Do With My Life by Po Bronson
I See Your Dream Job A Career Intuitive Shows You How to Discover What You
Were Put on Earth to Do by Sue Frederick
Do What You Are by Paul Tieger & Barbara Barron
The Unplanned Career (How to turn Curiosity into Opportunity) by Kathleen
Mitchell
Zen & The Art of Making a Living by Laurence Boldt
How to Find the Work You Love by Laurence Boldt
Unstoppable by Cynthia Kersey
Luck Is No Accident by John Krumboltz & Al Levin
The Complete Job Search Handbook by Howard Figler
I Could Do Anything If I Only Knew What It Was by Barbara Sher
What Color is Your Parachute by Richard Nelson Bolles
Do What You Love And The Money Will Follow by Marsha Sinetar
Discover What You’re Best At by Linda Gale
The Zen of Resume Writing for Formerly Incarcerated Persons by Simone
Richardson
The Green Collar Economy by Van Jones
The Six Reasons You’ll Get the Job by Debra Angel-McDougal & Elizabeth Harney
Sanders-Park
The Work At Home Sourcebook by Lynne Arden
Sweaty Palms, the Neglected Art of Being Interviewed by Anthony Medley
Knock ‘Em Dead Series (Resumes, Cover Letters, Resumes) by Malcom Yates
Networking for Job Search & Career Success by MichelleTullier
Careers For Nonconformists by Sandra Gurvis
Nobodies to Somebody’s: How 100 Great Careers Got Their Start by Peter Han
The Pathfinder by Nicolas Lore
Finding Your Own North Star by Martha Beck
Transitions: Making Sense of Life’s Changes by William Bridges
Please Understand Me by David Keirsey
Radicals & Visionaries: Entrepreneurs Who Revolutionized the 20 th Century by
Thaddeus Wawro
You Can Heal Your Life by Louise Hay

Compiled by Dan Macy, Red Rocks Community College

5
 Section 7

Workforce Center and

Labor Department Resources

5
Federal and State Workforce Programs and Resources

The U.S. Department of Labor provides funding for employment resources

offered through local workforce centers. Overview information on these
resources is referenced below and includes detailed program descriptions,
eligibility requirements, and funding limitations.

Workforce Investment Act – Aid for dislocated workers

Workforce Investment Act – Background

http://www.doleta.gov/usworkforce/wia/act.cfm

Colorado Workforce Investment Act (WIA) Resources

http://www.colorado.gov/cs/Satellite/CDLE-Main/CDLE/1248577528730

WIA Overview – Colorado Department of Labor and Employment

Click on Workforce Resources:
http://www.coloradostateplan.com/CollegeResources.htm

Wagner Peyser Act of 1933 – No Cost Employability Skill Resources

Descripton
http://www.doleta.gov/programs/wagner_peyser.cfm

Adult Services
http://www.doleta.gov/programs/

Trade Adjustment Act (TAA) – Aid to US workers who have lost their
jobs as a result of foreign trade
http://www.doleta.gov/tradeact/

Colorado Department of Labor and Employment

http://www.colorado.gov/cs/Satellite/CDLE-Main/CDLE/1240336821467

Connecting Colorado –Website to post résumés, apply for a specific job, or

do a self-directed job search
http://www.connectingcolorado.com/

LMI Gateway – Colorado labor market information

https://www.e-colorado.org/File.aspx?ID=53416

e-C olorado – Workforce tools and resources for information about careers,
employment, education and training, technology, policy, and legislation
https://www.e-colorado.org/default.aspx?ID=1490

5
Locations

Centennial - Main Office

Lima Plaza Campus
6974 S. Lima Street, Centennial, CO 80112
Ph: 303.636.1160, Fax: 303.636.1250, TTY: 303.636.1207
View Map View Parking Map

Castle Rock Satellite Office - Satellite office with limited services

4400 Castleton Court, Suite 198, Castle Rock, CO 80109
Ph: 303.688.4825, Fax: 303.688.0871
View Map

Lowry Satellite Office - Satellite office with limited services (Employment By

Design and Employment First)
Located on the Community College of Aurora Campus
9235 E. 10th Drive, Building 859, Denver, Colorado 80230
Phone: 720.858.3211
View Map

Aurora Satellite Office - For customers of Arapahoe County Child Support

Enforcement only
CentrePoint Plaza
14980 East Alameda Drive, Aurora, Colorado 80012
Hours of Operation
Monday through Friday 7:30a.m. - 4:30p.m. unless otherwise noted

Workforce Center Programs and Services:

AD Works Homepage
http://www.adworks.org/

WIA Adult and Dislocated Worker Programs

Services designed to increase employment retention, earnings and
occupational skills attainment for adult and dislocated workers
http://www.adworks.org/index.php/job-seekers/programs/adult-dislocated-
workers/

5
Youth in the Works!
Services to help young people, ages 16-21, with finding a job, planning for a
career, or reaching education goals
http://www.adworks.org/index.php/youth/

50+ and Fabulous

Full-service resource center customized for the mature job seeker
http://www.adworks.org/index.php/job-seekers/programs/50-fabulous/

Persons with Disabilities

Accessible Resource Center equipped with assistive technology (TDD, sign
language interpreters by appointment, large print materials, etc); workshops
and events customized to meet the needs of persons with disabilities; and
customized referrals to partnering agencies and resources
http://www.adworks.org/index.php/job-seekers/programs/persons-with-
disabilities/

Business and Assessment Center

no-cost assessments, certifications and evaluations to support job seekers
http://www.adworks.org/index.php/job-seekers/business-assessment-center

Core services – Wagner-Peyser

Events, workshops, hiring events, professional assessments, orientations and
general information
http://www.adworks.org/index.php/events/2012/04/

Assessments offered through the Business and Assessment Center

 Microsoft Tutorials – self-paced computer tutorials for Word, Excel,
Access, PowerPoint, and Outlook
 Pre-GED
 ProveIt! – skill confirmation assessments
 Self-Directed Search (SDS) – personality type assessment
 Barriers to Employment Success Inventory (BESI) – success barrier
identification
 Choices CT (Career Transitions) – interest, work values, basic skills and
transferable skills and abilities assessments
 Career Decision Making (CDM) – career cluster, school subject and
preferred life experience identification
 Colors – personality and talent assessment
 Job Search Attitude Inventory (JSAI) – attitude and job retention
 KeyTrain – self-paced computer–based skills program for WorkKeys
 WorkKeys/CareerReady Colorado Certificate

5
Sterling Workforce Center
Sterling Workforce Center
Northeastern Junior College, Walker Hall, Rm #22
100 College Avenue
Sterling, CO 80751
970-522-9340
970-521-6811 fax
E-mail: sterling@cwfc.net

Eastern Region Web Site - Resources

http://www.yourworkforcecenter.com/WFCDir/WFC_EasternDir.aspx

Northeastern Junior College - Workforce Center Resources

http://www.njc.edu/Human-Resources/Job-Information

Workforce Center Programs and Services

Wind Program - The SESP Renewable Energy Regional Grant has been in
existence and will expire on June 30, 2013. To apply for these grant funds,
students interested in renewable energy need to make contact with their local
Workforce Center (WFC) and discuss the grant criteria and availability in their
area.

In the Sterling area, Northeastern Junior College has an outstanding, premier

Wind Technician Program. Local Sterling Workforce Center has assisted 69
students into the 2 year associates program and 30 students into the 5-week
summer Wind Program.

For more information regarding the NJC Wind Program, go to the NJC website.
The director of this program and the Sterling Workforce Center work closely to
make sure all students have access to all resource available to them.

Healthcare – The Sterling Workforce Center works with both Northeastern

Junior College (NJC) and Morgan Community College (MCC) to assist students
as Workforce Investment Act (WIA) funds are available.

Youth – The Sterling Workforce Center and other workforce centers in the
Eastern Region work with youth on a regular basis providing job seeker
assistance through the Governor Summer Job Hunt, doing seminars and
workshops for youth, and doing work experience with youth who meet the
criteria of the Workforce Investment Act (WIA).
5
NJC Adult Education Computer Lab
As a result of the relationship development between the college and workforce
center, the Northeastern Junior College Adult Education Center has extended
its computer lab to workforce center staff and clients for computer training,
resume and cover letter training, job search, and workforce program and
service workshops. The workforce center provides adult education instructors
training on workforce services at the lab as well.

WinWay Resume Deluxe (Software License)

WinWay is a computer program that offers 14,000 customized resumes for a
multitude of career types and career stages. It offers various design styles and
more than 116,000 job-winning phrases. This program delivers a stylish cover
letter and resume that sets you apart from the competition. The completed
project can be exported to Microsoft Word or PDF. They can also be printed,
emailed, or uploaded directly to job sites. The software has the capability to
create a resume web page. There are ideas for the first job or overqualified
applicant or for those who have gaps in their work history. The result is a very
polished product that is just what employers are looking for.

5
 Detailed Overview of Eastern Region
Workforce Center Job Clubs
Job clubs are currently available in Sterling on Thursday mornings in partnership with
Leslie Helfer of Northeastern Junior College and in Yuma on Tuesday afternoons in
partnership with Grant Smith of Yuma County Social Services. Leslie and Grant
both participate in many aspects, including facilitating and co-facilitating many of the
presentations. Ginger Allen from Sterling Workforce Center lends her acting talent
for the memorable mock interview skits during Week #5. Logan County Social
Services offers monetary support and CSU Regional Engagement Center supports the
job club by offering a location to meet. We could not accomplish what we do without
their assistance and support.

All job clubs include a variety of methods of instruction which include PowerPoint
Presentations; videos with open discussions; Internet searches; area employers
talking on what they look for in employees with a specific focus on the application and
interview process; open discussions often precipitated by group ice breakers for
members to develop knowledge of one another—this assists with the most effective
strategy for job seeking which is networking and feelings of being supported
emotionally by people who are dealing with similar issues; understanding of job
market; weekly orientation of online job searches via state wide database; open
computer labs to develop resumes, cover letters, understanding of labor market
information, develop basic computer skills, create email accounts, etc.

Week #1 - Welcome and Commitment

 Describes what a job club is and its purpose
 What it can do for its members
 How to help participants become successful
 Specific strategies for successful job seeking
 Overview of Job Search Plan—researching companies/locating job
vacancies
 Take charge of your life
 Developing a formula for change
 Make a commitment
Creating Master Job Application
 Preparation before approaching employer
 What to bring (we provide a black portfolio)
 Completing the Application
 Why a cover Letter with an application packet?
 Positive phrases vs. negative phrases
 Mistakes to avoid
Online Job Applications
 Valid email address—we offer to assist in open computer labs
 Using kiosks and online applications
 Tips and Warnings
 Final Suggestions

Week #2 - Workforce Center Services to Job Seekers

 All services are no cost to employers or job seekers
 Registration and referral to job openings
 Online orientation of statewide data base: connectingcolorado.com

5
  Resources: computers/copiers/fax/phone/materials/labor market info/resume
writing & cover letter software/certifications/workshops/job clubs/testing/open
computer labs
 Workforce Funding Act (WIA) training dollars
 CareerReady Colorado through WorkKeys testing and KeyTrain tutorials
 Additional Career Exploration Tools: College in Colorado, My Next Move, GCF
Learn Free—these websites include many options for career exploration,
especially for those who may need to identify transferable skills and jobs that
match those skills
Career Exploration
 Differentiating between job seeking and career exploration
 Identifying Career Interests
 Assessing past and present choices
 Holland’s Hexagon—identifying six categories of typical work environments
matched with personalities
 Why matching personality types with compatible work environments will likely
lead to success

Week#3 - Resumes
 Identifying what is/isn’t an effective resume
 Purpose of a resume
 What can the job seeker ‘sell’ to the employer
 Different types of resumes and why people use them
 General rules of resume writing—this is where we list all those details
 Job Search Plan—identifying job specific skills & types of employers
looking for those skills
 Job Search Plan—certifications/on-the-job trainings/additional
trainings in field of expertise
 Creating an effective resume
 Sections your specific resume should include
 Specifics on writing a Summary Statement

Week#4 - Cover Letters

 Purpose of writing a cover letter
 Format of a cover letter—first, second and third paragraphs
 Writing a great cover letter that grabs the reader’s attention
 Samples of what to highlight related to the job description
 Job Search Plan—accomplishments/most important job responsibilities
 Breakout Session—creating statements that target the job description and
highlight the upper level skills an individual brings to that specific employer
 Sending resume and cover letter online
 Follow-up with employer

Week #5 - Interview Skills

Mock interview skits are conducted with the assistance of other workforce center staff
people and community partners—open discussions are held regarding each skit and
feedback is given to job club participants
Behavioral Styles of Interviewers
This training is presented by community partner Grant Smith, Case Manager for Yuma
County Social Services and focuses on the following
 Learning to understand four personality styles of interviewers
 Identifying the different styles based on office settings and behaviors
 Adjusting our behavior to make the interviewer more comfortable—and us a
better fit for their position

5
Week #6 - Interview Basics
 Preparing before the interview
 Job Search Plan—people and communication skills/personal
qualities/qualities an employer would value/practical skills/barriers to
employment and how to diminish an employer’s concern
 What to bring to the interview
 During the interview—including how to answer specific questions
 Questions to ask
 After the interview—includes specifics for thank you note
 Negotiating salary
 Common mistakes
Preparations for mock interview
Participants are given a list of questions with suggestions on how to answer—“Facts
tell, stories sell”

Week #7 - Mock interviews

 Are conducted by area employers or community partners
 Each participant is asked approximately ten questions, but they do not know
which ten questions they will be asked
 The mock interviews are videotaped and critiqued before the final week by a
workforce center professional
Participant Survey—suggestions by participants are what drives the direction of
the job clubs and, we believe, makes them more successful for job seekers

Week #8 - Critique mock interviews

Participants view their interview and complete their own critique, and then a critique is
shared by a workforce center professional

6
 From Laid Off to
Living© Support
Groups
Obviously, being laid off is not an ideal situation for anyone to be in.
Experiencing a layoff can be a very traumatic and challenging occurrence for
the individual and their family, no matter if the job loss happened yesterday
or last year.

 From Laid Off to Living© support groups lead the individual through
the emotions encountered during transition of the change process of
losing a job.

 Individuals will learn, in a group situation, environmental strategies to help

create a personal action plan for the future

 Each group is lead by a certified facilitator (no more than 6 individuals in

each group).

 From Laid Off to Living© is at no cost to participants.

 Registration is required

Group Details:
Date/Time: Sessions will be held 6 consecutive Thursdays
Location: Sterling Workforce Center

*Participants must be able to attend all six sessions unless, as is the goal,
you become employed.

Session Outline:
Session I. The Was…IS…Will BE
Session II. The Chosen/Not Chosen (Choices made before and after job
loss) Session III. The Anger Cycle
Session IV. The IS – The In-between of being laid off
Session V. The Will Be – Creating a new chapter
Session VI. Strategies for change builders – Putting it all together
Please note that these groups or the facilitator do not provide therapy.

Please contact the Sterling Workforce Center

for additional information or to register for a group:
(970) 522-9340
6
Sterling Workforce Center – Job Club Resources

Cover Letter Builder

Date

Employer Name
Company Name
Address
City & State

Dear :
(First paragraph who you are and how you heard of the job)

(Second paragraph state why you are good for this job and skills listed
in bullet points)

 Skill

 Skill

 Skill

 Skill

(Third paragraph state desire to meet and a phone number where you
can be reached)

Respectfully yours,

6
Sterling Workforce Center – Job

Resume Builder

Personal Information
Name:
Address:
Phone:
Email:

Summary Statement

Education
Name of School:

City, State Degree

Name of School:

City, State Degree

Work History (Include all jobs for the past 10 to 15 years)

Job title
Business name

City, State

Dates of Employment (month & year/ from & to)

Job title
Business name

City, State

Dates of Employment (month & year/ from & to)

Accomplishments

6
Sterling Workforce Center – Job

Reference Sheet

Name of Reference
Name of Business and Position
Address
Business Phone

Name of Reference
Name of Business and Position
Address
Business Phone

Name of Reference
Name of Business and Position
Address
Business Phone

Name of Reference
Name of Business and Position
Address
Business Phone

Name of Reference
Name of Business and Position
Address
Business Phone

6
Sterling Workforce Center – Job
Basic Interview Questions (worksheet for students/clients)

Answering interview questions well requires two things:

1. Knowing what you offer

2. Understanding what the employer needs

What YOU offer:

Why are you a good fit for the job? If you don’t know your skills, it will be difficult to
land an opportunity. It’s imperative to understand what you have to offer when
applying for positions. Consider posting interview questions on your bathroom mirror,
refrigerator, bedroom wall, in your car, or anyplace you will see them during the day.
Answer the questions, out loud, keeping different scenarios, or companies you would
like to work for, in mind each time. This type of rehearsal will help you hone in on
what you have to offer.

Below are some samples of basic interview questions you might be asked. If not all,
you definitely be faced with some of these questions, and being prepared for them will
make your next interview go much more smoothly.

Tell me about yourself

What are your career plans?
What experience do you have in this field?
Describe your worst boss
What is your greatest strength?
What is your greatest weakness?
Give me an example of a problem you encountered and how you solved it.
Where do you see yourself in the next 3 years?
Tell me about a problem you had with a supervisor and how you overcame it.
Describe the type of management style you prefer.
How would you describe you work ethic?
Describe a time when you worked well with others.
Tell me about something new you have learned in the past 6 months?
Why should we hire you?
Why are you a good fit for this position?
Use three adjectives to describe yourself.
Describe a situation where you had to go the extra mile to support a
customer.
How do you win people over to the adoption of new techniques or
technologies?
How would you describe your ability to get your point across?
How important is it to you to be perceived as a team member and why?
Describe your predominant style with others?
Tell me about the importance and value of workforce diversity.
How many hours in a day do you typically work?
How do you prioritize your work?
If you observed someone displaying inappropriate work behavior, what
would you do?
If someone were accused of some impropriety, such as theft, what would you
do?
Do you have any questions for us?

6
Community College of Aurora – Arapahoe/Douglas
Career Fair Activities and Resources
RÉSUMÉ – Sell Yourself to Get an Interview
REFERENCE SHEET AND COVER LETTER INFORMATION, TOO!

What is a RÉSUMÉ?
 A résumé is a one-page summary of your skills, experience, and achievements.
 It shows employers how you match up with job to be filled.
 It should be focused, accomplishment oriented, and tidy (easy to read)
 It is targeted for each career field or job of interest

How to get Started

1. READ THIS BOOKLET
2. Think and plan
3. Write the info onto a Résumé Planning Sheet
4. Type info into a BLANK Word document
5. Format only when typing is done

Contact Information Section

Name
Present a professional image.
Use your full name (not nicknames. Use middle initial if you wish.
Address
Write out your entire address. Do include your zip code
Do not abbreviate – such as St. for Street (use Apt. or # to indicate apartment or
unit information).

Phone Numbers
It is essential that you provide a phone number that is reliably answered during the
day.
 Use your cell phone number if you have one.
 Use an answering machine or voice mail for home phone.
 Be sure the message for incoming calls sounds professional.
Email Address
Have “professional” email ID – your name is usually best.

Online Presence
Include LinkedIn contact info, if appropriate.
 Write your contact information here:

Name

Address

City, State Zip

Phone

Email

Online contact info

6
Establish the FOCUS of your Résumé

Objective Statement of Job Title

Tell an employer what job you want to do. Keep it short and simple.
Use the job title from the employer’s job opening.

This Objective is to-the-point and helps set the focus for the rest of the
résumé: Seeking a customer service representative position

Or simply write the title of the Job Opening or Position for which you are
applying: CUSTOMER SERVICE REPRESENTATIVE

Everything else on the résumé should support the fact that you have the
qualifications / abilities / skills to be an excellent person to fill this position!

 Write the FOCUS of your résumé here:

Statements of Accomplishments

Accomplishment statements give the reader an idea of how well you performed
tasks and how your employer or customers benefited.

Here is a basic formula for writing these statements into a standard acceptable format
that you can use on your résumé.

Action verb + event = benefit

Trained and supervised new employees leading to; resulting in; thereby
increasing efficiency of department

Provided excellent customer

leading to high rate of repeat
service
customers

 Practice writing Accomplishment Statements here: Use Action Verbs from

list on next page.

6
 Express Your Accomplishment with Powerful Action Verbs
Use these verbs in your résumé (and in your cover letter) to give the potential employer a
better picture of your qualifications and the results you have had in previous positions.

achieved decided got mentored raised spoke

acted defined guided met read studied
adapted delivered handled modeled realized summarized
addressed designed headed monitored reasoned supervised
administered diagnosed helped motivated received supplied
advised directed hypothesized moved recommended surveyed
analyzed discovered identified navigated reconciled symbolized
anticipated dispensed illustrated negotiated recorded synergized
arbitrated displayed imagined observed recruited synthesized
arranged disproved influenced obtained reduced systematized
ascertained dissected informed offered referred talked
assembled distributed initiated operated rehabilitated taught
assessed diverted innovated ordered related team-built
attained dramatized inspected organized remembered tended
budgeted drew inspired persuaded rendered tested
built drove installed photographed repaired told
calculated edited instituted piloted reported took-instructions
charted eliminated instructed planned represented trained
checked empathized interpreted played reached transcribed
classified enforced interviewed politicked reviewed translated
coached established invented predicted risked traveled
collected estimated inventoried prepared sang treated
communicated evaluated investigated prescribed scheduled tutored
complied examined judged presented selected typed
completed expanded kept printed sensed understudied
composed experimented lead problem-solved separated undertook
computed explained learned processed served unified
conducted extracted lectured produced set united
conserved filed lifted programmed set-up upgraded
consolidated financed listened projected sewed used
constructed fixed logged promoted shaped utilized
consulted followed made proof-read shared washed
controlled formulated maintained protected showed weighed
coordinated daunted managed provided sketched worked
copied gathered manipulated publicized sold wrote
counseled gave mediated purchased solved wrought
created generated memorized questioned sorted

Accomplishment Statements can be used in many places on your résumé:

Summary of Qualifications
Professional Accomplishments
Professional Skills
Beneath appropriate work history entries

6
What Skills Do You Bring to The New Position?

Writing Your Skills as Accomplishment Statements is More Effective than

using a LIST

Job Skills - skills you need for a specific job.

An auto mechanic, for example, needs to know how to tune up engines, repair
brakes, etc.

Diagnosed and repaired major and minor automotive problems for all
American-made cars and trucks using both traditional methods and computer
diagnostic tools

Transferable Skills - skills used in many different jobs. You can transfer
them from one job to a very different one.
Being comfortable working with computers is a skill you can use in almost any
job.

Quickly learned to efficiently use all pertinent features of word processing and
spreadsheet software as upgrades and office needs changed

Adaptive Skills - personal characteristics that help a person to adapt to or get

along in a new situation.
Honesty and enthusiasm are traits employers are looking for in good workers.

Entrusted to reconcile daily cash and credit receipts and to deposit proceeds
into company’s bank account

It is important that you know what skills you have and how they relate to the
new job you are seeking.

1. Think about your past jobs, activities, even daily chores. What skills did you
learn from them? Identify each skill as job, adaptive, or transferable.

JOB TITLE OR ACTIVITY

JOB SKILLS/DUTIES TRANSFERABLE SKILLS ADAPTIVE SKILLS


2. Now think about your career objective. Which of your skills are important
in that field? Circle them from your list above and write them as
accomplishments under appropriate headings on the Résumé Planning Sheet.

6
 3. If you are not sure of what skills are important for your chosen career field, do
research to find out what is needed for that field.

Related Employment History

Below is the suggested format for entering the employment history information and an
explanation of why things are placed in this particular order.
Your title
Dates
Company name
City, State Zip

Accomplishment statement can be listed here - useful if they are relevant to new position
and not mentioned elsewhere

The title you held helps identify you and is therefore more important than the place
where you worked.

Use dates to show longevity at a job and/or continuous employment history. You
must include dates on applications, but you can leave them off the résumé if you think
they may be harmful to your job search.

Company name as it was when you worked there, even if company has changed
hands since then.

City, State of location where you worked is usually the best choice. There may be
times when you will choose to use the location of the corporate headquarters.

Accomplishment statement to summarize your work experience can be listed

below each job entry.
Be consistent in the format of the information you enter here. This can be left blank if
you have adequately expressed your skills and accomplishments elsewhere on the
résumé.

Education and Training

If you include an education section, emphasize the most recent and/or highest level of
education or training that relates to the job you are attempting to obtain.

Formal education - place most recent degree first.

Do not go back beyond high school diploma or GED.
Do not include partial credentials that will not be completed.
Company sponsored or vocational training – only if training is related to job or
field you are seeking.

7
Typing the Résumé

1. Open a blank Microsoft Word document

2. Type all the information from your Résumé Planning Sheet
3. Follow typing instructions on page 7
4. Choose HEADINGS from underlined words on Résumé Planning Sheet
5. Save your résumé to a disk or USB flash drive – It must be saved to able to
use it again and/or make changes to it.
6. Use SAVE AS to create a plain text version to use for all electronic
transmissions

 Résumé Planning Sheet

Name
Address
City, State Zip
Phone
Email

(position / career field / job title)

Accomplishments or Summary or Qualifications

***These should be important for the position you are seeking

Professional Skills or Personal Strengths

***These should be important for the position you are seeking

Work History or Experience or Relevant Experience

Your title
Dates or length of time
Company Name
City, State

Education
Degree or Diploma Earned
Date of Completion
Name of School
7
C ity, State

7
Typing Instructions Type résumé
information DO NOT
format as you go
Your Name
2101 Your Street Hit ENTER key to type on next line
City, Colorado 80221
303-555-3942
Yourname@email.com

Career Field or Job Opening Position Title Qualifications

Hit ENTER key to leave blank lines.

Wrote exceptional accomplishment statements demonstrating potential benefits in

new job based on past activities
Used job opening requirements, duties and keywords to show qualifications match
employer’s needs
Performed similar duties with outstanding results for past company

Professional Skills

Employed identical or similar job skills with positive results

Possess transferrable skills which were effectively used in past positions and are
important for new job or career field
Assessed adaptive skills which have had positive results in past positions

Experience
Do NOT hit ENTER when wording is too long for a single
Position Title
Allow the words to automatically “wrap-around”.
Month year – Month year
Name of Company
City, State
Accomplishment statement(s) useful and relevant to new position and not mentioned
elsewhere

Position Title
Month year – Month year
Name of Company
City, State
Accomplishment statement(s) useful and relevant to new position and not mentioned
elsewhere

Education

Highest Degree or Relevant Certification

Month year (or only year) awarded
Name of School or Certifying Organization
City, State

7
 RÉSUMÉ

What to DO What NOT to Do

DO DON’T
 List your contact information at
Don’t put personal information, such
the top and make your name as age, children, nationality, etc. on
stand out. résumé.
 Use 8 ½” x 11” white or off-white
Don’t use gimmicks or wild colored
bond paper for copies.
paper to draw attention.
 Keep your résumé between one
Don’t use full sentence or long phrases
and two pages in length.
on your résumé.
 Keep all information Focused on
Don’t use so many different fonts and
job target.
sizes that it becomes confusing.
 Make it reader friendly - have lots
Don’t use a font which is too small or
of white space and neat margins.
non-conventional.
 Use action verb to keep it lively
Don’t make salary demands.
and interesting.

 Be positive about your skills and

Don’t be humble
accomplishments.
Don’t lie.
 Ask a counselor or friend to
Don’t have any mistakes or typos – an
proofread and give reaction to
employer will notice.
your résumé.

 Update your résumé whenever

Don’t list affiliation with any
you change jobs, earn awards,
controversial groups or organizations –
learn new skills, etc.
employers tend to be conservative.
 Carry several clean copies with
Don’t bend, fold, spindle or mutilate
you when you go to interviews.
copies you will give to employers.
 Attach a copy to every application
Don’t delay.
you fill out.

 Copy and Paste Plain Text version

for all electronic transmissions –
email and online applications

7
Other Written Material for your Job Search

In addition to your résumé, there are other pieces of written materials you should
prepare to assist you in your job search. These documents include:

 REFERENCE SHEET
 COVER LETTER

Reference Sheet

The references you choose should be the people who know you well and will say good
things about you to an employer. It is best to have at least three references. People
you can use include:

Previous employers Case Managers

Co-workers Minister / Priest
Teachers Doctor or Lawyer
Counselors Friends

 Make sure you ask permission to use anyone as a reference.

 Prepare the people who are your references for what you would like them to say about
you.
 Give them a copy of your résumé.
 Keep them informed when you submit their names to an employer.
 Tell them about the job and what you’d like them to emphasize about your
qualifications.
 Make sure they don’t get caught off guard when contacted by an employer.

 List references on a separate sheet that coordinates with your résumé.

 Use the same format for the heading (contact information).
 Include all necessary information for each reference listed.

Take several copies with you when you go for interviews in case the employer asks for
it. You are sure to make a positive impression.

DO DON’T
 Ask permission of those you list as Don’t put names of references on résumé
references sheet
 Verify references’ contact information
Don’t use the phrase “References Available
Upon Request”
 Use same format and paper as your Don’t give references to employer until
résumé asked for

7
 REFERENCE WORKSHEET
 Do NOT type these words – just type the information
Name
Address
City, State Zip
Phone
Email

REFERENCES

Do NOT type these words – just type the information

Name
Title
Company
Address
City, State Zip
Phone
Email

Name
Title
Company
Address
City, State Zip
Phone
Email

Name
Title
Company
Address
City, State Zip
Phone
Email

7
Cover Letter

You should always include a cover letter. The cover letter will briefly introduce you
and your résumé.

It does not take the place of a résumé, but it can be the key to getting the employer
to read your résumé.

The cover letter is another opportunity to "sell' your abilities and skills to the
employer.

Your cover letter is written specifically for the employer you are sending it to.
It is personalized for each employer.

It gives a brief look at who you are, instead of only what you have to offer.

When sending résumé by email, use the compose area to write a brief cover letter
following business letter conventions.

Important Things to Remember

Send it to a specific person.
Write directly to the person in charge; the one who will likely be doing the hiring.
This will be sure to get your résumé in the right hands and noticed.
This may require some research on your part.
Call the company to obtain the person's name, the correct spelling, and title.

Be specific about why you are writing.

Let the person reading your cover letter know what job you are referring to and where
you found out about it. If you are writing "cold", let them know of your interests and
intentions.

Show your knowledge of the company.

Let the reader know you have done your homework by addressing their concerns and
priorities. Let them know how you will benefit the company and meet their needs.

Let the reader see who you are.

This is your chance to let your personality show through.
By using creative words, try to balance your enthusiasm with professionalism.

Show your uniqueness.

Include information about yourself that is not already in the résumé or give further
insight into skills needed for the position which are given prominence on the résumé.
Write about something you are proud of or a particular accomplishment.
Make yourself stand out.

The cover letter should be brief and focused.

It should only be three or four short paragraphs.
Print your cover letter on the same kind of paper as your résumé.

7
Example

Your present address (or use same heading as on your résumé)

City, State Zip Code
Area code and daytime telephone number
Email address

Date of writing

Name of Employer
Employer’s Title (if known)
Company Name
Address
City, State Zip Code

Dear : (address to a specific person)

"Why I'm Writing" You should tell the reader what job you are applying
for, where you found out about the position, and why you are writing.
This is a good place to state the name of someone you may know who
is working for the company.

"How I'm Qualified." Briefly describe your academic and professional qualifications.
This is where you go into detail about yourself. Tell them about some of your skills or
explain why you feel you have a particular personality trait. Use clues from the
newspaper ad to guide you to what the employer is looking for.

"Why I'm Right for this Job." Refer to your résumé as you relate yourself to the
company, giving details about why you should be considered for the job. This is a
good place to demonstrate your knowledge of the company or industry. Once again,
you can look to the ad for clues.

"What steps I'll take to make sure we talk further about my qualifications."
Request action. Ask for an interview.
Tell the employer you will make contact within a specific period of time (such as a
week, 10 days, two weeks). Then be sure to carry out the follow-up action you said
you would. Or tell the employer how to reach you during business hours.
Don't forget to thank them for their time.

Sincerely,

Your Signature – original to each letter – never photocopied!

Typed name

Enclosure: Résumé

7
Your Elevator Speech / Sound Bite / Sales Pitch

Whatever you call it, it's is a very short introduction of yourself used in
Direct Contact situations and in those situations where you are meeting a lot
of people and probably not spending a great deal of time
with any one of them.

Events specifically designed for networking were made for

the Elevator Speech, which lasts about 15-30 seconds and
may or may not be the prelude to a lengthier conversation.
The trick is to make your Elevator Speech so intriguing that
people will want to spend more time talking with you. The
Elevator Speech should also be incorporated into an initial
phone conversation with a prospective new member of your
network or a prospective employer.

At its most basic level, the Elevator Speech's structure is:

Hi, my name is . I'm in the field and I'm
looking to .

The last blank would be filled in with your current career aspiration, whether it
is to stay within your field and move up or move into a different career.

The Elevator Speech can be made more effective when you add an element of
intrigue that makes the listener ask for more information

Networker #1: Hi, my name is Betty Joiner. I help shape the future.
Networker #2: This I've got to hear about.
Networker #1: I'm a teacher! I love shaping the minds of the next generation, but I'm
also interested in getting into corporate training.

If this intrigue “hook” is too gimmicky for you, leave it out. But do remember
to add what can be the most important element -- a request for action. Here
are some action items that can be appended in various situations:
At a career fair: "I'd like to take your business card, as well as leave my
networking card and resume. Would it be possible for me to get a
spot on your company's interview schedule?
In a networking situation: "What advice do you have for me? Can you suggest
any employers I should be contacting?"
Cold-calling an employer: "When can we set up a meeting to discuss how I
can help your company?"
Telephone or e-mail situations: "May I send you my resume?" (For
in-person situations, you should always have resumes
handy.)

Your Elevator Speech can be the starting point for a great job
interview response to "Tell me about yourself" or "Why should I hire
you?" It's also an effective response when you're conducting an
informational interview and the interviewee turns the tables and
starts asking questions about you. Build upon it to get across the important

7
information you want the other person to know about you and your
qualifications for the position you are seeking.
 Begin writing your Elevator Speech here

8
Finding the Job Openings

Finding the Job Openings Finding work can be a FULL TIME JOB! This means
you need to be your own boss for a time – wake up early and devote your full
day to the job search process – 40 hours a week - until successful.

1. Networking
Networking is usually the most effective technique for finding a job. Seven out
of ten job hunters find jobs through networking. Networking is usually defined
as seeking referrals through others. The emphasis is on securing an
introduction to a hiring manager before you make the call. Networking means
seeking information on available jobs from people that you know.
Talk to your friends, family members, neighbors, co-workers, etc. They may
have inside information on a job opening where they work or where someone
they know works. It is important to follow up on all leads given to you.

2. Direct Contact
Calling or walking in to a company - shows the employer that you are
ambitious and motivated and that, not only do you want to work, you
want to work for them. It means making cold calls to people who
might be able to hire you, and telling them about your availability,
your past successes / accomplishments and your interest in working
for them
Four Simple Steps for Direct Contact
Most job seekers can use this technique if they apply some time-tested tactics.
It involves just a few simple steps. If you are persistent and have a great
attitude, this method can really pay off.
1. Adjust your attitude.
Adopt the posture of a busy CEO running your own business. When you
approach executives and hiring managers at businesses you'd like to work for,
think of yourself as an equal. Act as if you're a busy professional making a
business proposal, rather than a job hunter seeking a position. Think of your
resume as a powerful business proposal outlining a contribution you'd like to
make to that company, not as a document describing past accomplishments.
2. Do your homework on employers.
Select the companies you'd like to work for, regardless of whether there's an
advertised opening. You can choose companies you already know about, use
the Yellow Pages for businesses in your area, or check Internet databases.
Your search parameters can include industry, location and company size. Most
experts suggest a targeted list of at least 100 employers.
3. Research the decision makers.
Once you've targeted the companies you'd like to work for, identify the person
with the power to hire you. Most likely, this is the boss of the person who
would be your manager if you worked at that company. Introduce yourself, by
phone, with a "pitch" that includes your name, level of experience and a key
accomplishment. If he or she is receptive, give them a bit of background
information on, say, your education, and request an interview.

8
 4. Follow up.
Provide answers to the contact's objections. If he or she says, "We don't have
any openings right now," your response should be: "That's fine. What I'm
really interested in is finding a company that's a good match for my skills for
the long term. I'd like to meet with you to discuss potential future
opportunities. When would this be convenient?"
After you've agreed on an appointment time, send a thank-you note citing
your appreciation for the manager's time on the phone and confirming the
meeting.

8
Internet Job Search

The Internet is an invaluable resource. Use it to:

find advice on conducting your job search more
effectively
search for a job
research prospective employers
communicate with people who can help you with your job search.
No single Web site will contain all the information available on employment or career
opportunities so use a search engine to find what you need. The different types of
sites that may be useful include general career advice sites, job search sites, company
Web sites, trade and professional association Web sites, and forums. Internet forums,
also called message boards, are online discussion groups where anyone may post and
read messages. Use forums specific to your profession or to career-related topics to
post questions or messages and to read about other peoples’ job searches or career
experiences.

In job databases, remember that job listings may be posted by field or discipline, so
begin your search using keywords. Some Web sites provide national or local classified
listings and allow job seekers to post their résumés online. When searching
employment databases on the Internet, it usually is possible to send your résumé to
an employer by e-mail or to post it online.

Social Networking with Social Media

Have you Googled yourself lately? You never know what may come up.
Whether you are an active or passive job seeker, there is no better way to cut through
the clutter and get yourself noticed than LinkedIn. Nowadays, many recruiters and
companies are increasingly using sites like LinkedIn to identify talent.

Establish your professional profile

LinkedIn gives you the keys to controlling your online identity.
LinkedIn profiles rise to the top of search results, letting you control the first
impression people get when searching for you online.

The Importance of Your LinkedIn Profile

One of the most important parts of LinkedIn is your profile. That's what you use to
connect with people in your network and your profile is how you get found on LinkedIn
by potential employers.
In addition, your LinkedIn profile can increase your visibility online and help you build
your professional image.

Make sure that your LinkedIn profile is complete and detailed.

Consider your LinkedIn profile your online résumé. It should have the same information that is
on your résumé.
Remember, you're sunk until you figure out what you want to do
Seriously! If you don't know, it's like going to the library for "something to read" or to the mall
for "something to buy." Chances are you won't get what you really want or need.

Begin to develop your professional profile here:

8
 Preparing for the Interview

Here are some basic interviewing truths to keep in

mind as you prepare.
INTERVIEWING
 When answering a question, consider the company’s
point of view.
 Convince the interviewer of your value to the
company.
 The prevailing question asked in an interview is
“Why should I hire you?”
 You are interviewing them as well as being interviewed.
 The person who mentions salary first loses.

Know about the company. How did you

Preparation is KEY
find out about them? Do you have any
What You Need To Know
THE COMPANY contacts inside? What do they do? How can
THE POSITION you find out more about them? Do you have
YOURSELF
questions ready to ask them?
Know the position. What makes you
qualified for the job? How are previous
experiences related to the requirements of
this position? Take some time to think about
this before you go into the interview.
Know yourself. Review your résumé before an interview. Many of the
questions you will be asked during an interview will be derived from
information on your résumé. It will serve you best if you have directed it
toward the position you are seeking. Tailoring a résumé for each interview
and revising it for each situation will give you the edge on the competition.

Body Language Glossary some examples of body

language cues and their possible interpretations
 Crossed arms – Closed off or defensive
 Fidgeting, running tongue along teeth, playing with hair or jewelry, or
tapping feet – Nervous or bored
 Lack of eye contact or, conversely, staring too intently without breaking
a gaze – Untrustworthy
 Leaning back – Uncomfortable
 Clasping hands behind the head while leaning back – Looking to gain
power
 Leaning forward – Interested in the conversation
 Smiling or attempting to be humorous – Friendly
 Eye contact with occasional, natural breaks in the stare – Focused and
curious
 Nodding while listening – Attentive and alert
 Open palms – Approachable and trusting

8
  Gesturing with hands while talking – Genuinely involved in the
conversation

The Short Story Technique – STAR story

Effectively describing your strengths, skills and accomplishments by putting
them in an interesting short story gives a more vivid, lasting picture of your
worth than a few isolated words and provide specific examples of the qualities
you bring to the position and are based on your own experience. They
illustrate to the interviewer how you handled a problem or improved a
situation to achieve measurable, positive results.
The short story should be no more than one to two minutes in length and
should include the following:

 Briefly identify the setting / environment and the problem / task / barrier
that existed.
 Describe the action you took to correct the problem or improve the
situation.
 Report the positive results you achieved. Include measurable outcomes
such as profits, savings, percentages or numbers, if possible.

8
Questions, Questions, Questions

Interviewers may ask an incredible variety of questions.

It is good to prepare yourself for the possibility of any of them.
 As you read the following questions, determine how you would answer
them. Write out answers.
 Make sure you have a relevant, organized short story ready when
appropriate.
 If possible, videotape yourself in a practice interview session.
 Keep in mind the company’s point of view and what they want to hear.
 Practice. Practice. Practice.

Tell me something about yourself.

Tell me about your most recent job. Tell me about your other jobs.

What did you like best about the job? What did you like least?

Which one did you like best? Why? Which one did you like least? Why?

Why do you want to work here?

What are your goals? Where to you plan to be in 5 years?

Tell me about your strengths. Tell me about your weaknesses.

Tell me about a work-related conflict and what you did to resolve it.

How have your previous experiences qualified you for this job?

How would you handle a supervisor that you felt was unfair or difficult to work with?

What would your previous supervisor say about you if I were to call him today?

Why should I hire you?

Do you have any questions for me?

Be prepared to ask questions of the interviewer

– but do not ask about salary, vacation, or other specific benefits.

Researching Salaries and Finances

There are numerous online sites where you can find salary ranges and “ballpark”
salaries for similar positions.
For salary ranges for hundreds of occupations by STATE, try America's Career
InfoNet: Wages and Trends. http://www.careeronestop.org or use the link to
Salaries at Indeed.com
Remember that most of the salary listing may be AVERAGE or RANGES.
What should you wear to an interview?
 Appropriate clothing – a “step above” what you would be expected to wear
to work
 A smile, Energy, A positive attitude
 Positive body language

8
Sample Behavioral Interview Questions

Behavioral and situational interview questions are popular with many interviewers.
Hearing how you performed in the past gives clues to your future behavior.
Take the time to work out answers to these questions using a method such as Short
Story Technique.
It is not necessary to memorize answers.
The key to interviewing success is being prepared for questions and having a mental
outline to follow in responding to each question.

 Describe a situation in which you were able to use persuasion to

successfully convince someone to see things your way.
 Describe a time when you were faced with a stressful situation that demonstrated
your coping skills.
 Give me a specific example of a time when you used good judgment and
logic in solving a problem.
 Give me an example of a time when you set a goal and were able to meet or
achieve it.
 Tell me about a time when you had to use your presentation skills to
influence someone's opinion.
 Give me a specific example of a time when you had to conform to a policy with
which you did not agree.
 Please discuss an important written document you were required to
complete.
 Tell me about a time when you had to go above and beyond the call of duty in
order to get a job done.
 Tell me about a time when you had too many things to do and how you
prioritized your tasks.
 Give me an example of a time when you had to make a split second decision.
 What is your typical way of dealing with conflict? Give me an example.
 Tell me about a time you were able to successfully deal with another person even
when that individual may not have personally liked you (or vice versa).
 Tell me about a difficult decision you've made in the last year.
 Give me an example of a time when something you tried to accomplish and failed.
 Give me an example of when you showed initiative and took the lead.
 Tell me about a recent situation in which you had to deal with a very upset
customer or co-worker.
 Give me an example of a time when you motivated others.
 Tell me about a time when you delegated a project effectively.
 Give me an example of a time when you used your fact-finding skills to
solve a problem.
 Tell me about a time when you missed an obvious solution to a problem.
 Describe a time when you anticipated potential problems and developed
preventive measures.
 Tell me about a time when you were forced to make an unpopular decision.
 Please tell me about a time you had to fire a friend.
 Describe a time when you set your sights too high (or too low).

Looking for some samples of excellent answers to behavioral interview questions?

Then go to http://www.quintcareers.com/interview_question_database/ where you
will find traditional, behavioral, and mixed interview questions for experienced job-
seekers, college students, and recent grads.

8
Ask for the Job

Finally, as you prepare to leave the office, extend your hand for a firm
handshake and tell the interviewer you want the job. Rehearse a closing
statement similar to the following:

 “I’m very interested in this position and am looking forward to

working with you.”
 “This sounds like a challenging position, and I’m the person who
can handle it.”

What will you use as a closing line?

Write it here and practice it often.

THANK YOU NOTE

After an interview, you should always send a personalized thank you to the
interviewer/s and to others within the company who
assisted you. Personalize each one. After Interview

A formal thank you letter is used to: Send Thank you note
 put your name in front of the interviewer once Stay in touch
Ask for feedback
more
 emphasize your qualifications for the position
 state any important information that you might
have forgotten to discuss at the interview
 down play any weak points that might have
come up
 enhance the positive impression you have made

Today the most effective thank you is a regular note sized card with a brief
hand written thank you inside. Interviewers will open this card first. It is a
little different than the regular mail received. The note should be sent as soon
as possible, but no later than twenty-four hours after the interview.

For expediency purposes, you might chose to send a thank you email, but it is
best to follow up with a note card as described above.

8
Managing Your Digital Footprint

Have you ever searched for yourself on the Internet? Transitioning from an
academic setting, which is inherently social, to a professional setting is a very
important time to be aware of your digital footprint. Look yourself up and see
what is out there!

If you are a candidate that makes the shortlist for a position, consider it a
reality of the age in which we live that your name will be searched on the
Internet and looked up on Facebook. What will your future employer find? Will
it impact your candidacy? These are important questions to consider. While
pictures and posts may be harmless, consider how they may be interpreted
when taken out of context.

Now may be the perfect time to remove tags or take down some of those epic
party photos.

While everyone should have a social life it may not be wise to lay it out before
a future employer at the time of an initial interview – again, this goes back to
context and interpretation, not what is appropriate or not.

The message here is to be aware, not afraid of social networking. It is a great

resource to stay connected with friends and family, share ideas or to network
professionally. Simply take the time to step back and observe the version of
yourself you are projecting into the digital sector – do you like what you see?
Will future employers or coworkers like what they see?

Not having a digital footprint may be just as detrimental to your future

success as it implies that you are not connected or interested in the world
around you, so do not delete all of your accounts as a solution.

Have a plan for yourself when approaching social media. Will it be exclusively
personal, professional or both? Decide for yourself and base it on your comfort
level and then manage your accounts accordingly. Below are some tips. In the
end, it is your responsibility to understand and manage the privacy settings
for the social networks you adopt.

LinkedIn
This is a great social networking resource for the professional sector. A
strategy that is becoming more common is to use Facebook for personal
relationships and LinkedIn for professional relationships and networking.

8
Facebook
The privacy settings can be ambiguous and are ever-changing. Take the time
to understand how these settings work. Log out of Facebook and view your
profile from an outsider’s perspective. Within the privacy settings section of
Facebook you are also able to view your profile as other users and see it as
they would.

One privacy setting on Facebook to be careful of is the “Friends of Friends”

category – where posts and photos are visible to people who may not be your
friend, but anyone who is a friend of your friends. The broader your social
network, the larger this pool of people gets.

Google+
Google+ has done an excellent job of incorporating privacy settings from the
start through their “Circles” concept. This allows the user to clearly and easily
push information to specific groups of people. It is worth checking out and
seeing it if will work for you.

Twitter
Are your tweets protected? What are you saying? Should they be? They may
not be protected and may not need to be, Twitter is a great way to stay
connected to any industry. Keep in mind that if they are not protected, your
tweets will be indexed and easily discoverable.

Some users use Twitter from a passive standpoint, they set up an account and
do not tweet themselves but simply follow people or organizations they are
interested in. This can be a great way to stay connected to your industry
without making yourself vulnerable.

Social media is great, be aware of what is out there and how it may shape an
outsiders perception of you. Use the resources wisely and to your benefit!

9
 Section 8

College and Career

Success Course Resources

9
 Course Syllabus
Community College of Aurora
College Transitions and Work Readiness
Spring Semester 2012

SECTION I: COURSE IDENTIFICATION

COURSE TITLE: College Transitions and Work Readiness

COURSE DESCRIPTION: This class will focus on increasing student aptitude and
success in the areas of both college and employment through explicit instruction in
strategy usage as well as practice in cognitive functioning and problem solving skills
through the Core Skills Mastery program. The class will also allow students to prepare
to plan for college and employment through inventories, assessments, assignments
and classroom discussions.
CREDITS/CONTACT HOURS:
Not for Credit
Hours are 11 hours per week plus Core Skills Mastery contact hours at a minimum of
40 for completion.
TIME/DAY(S)/LOCATION:
Mondays and Fridays from 9:00-2:30
North Quad: Building 901 room 204
INSTRUCTOR: Zoe Reese and Josh Evans
TELEPHONE: 303-340-7576
OFFICE HOURS: Tues-Thurs 9-12 and 1-4 Room 200

SECTION II: COURSE GOALS, STUDENT OUTCOMES, COURSE OUTLINE

COLLEGE WIDE INSTRUCTIONAL GOALS

The Instructional Unit has identified the following lifelong/workplace skills that are the
foundation for your course of study at CCA: Communication, Critical inquiry,
Intra/Interpersonal Responsibility, Quantitative Reasoning, Technology, and Aesthetic
Perception. This course will focus on all of these skills as they relate to the study of
the subject of college and employment preparation.

GENERAL LEARNING OUTCOMES OF THE COMMUNITY COLLEGE OF AURORA:

At the completion of this course successful students will have shown through in-class
work and specific course assignments the ability to pursue and retain knowledge,
comprehend the various significant levels of acquired knowledge (analyzing and
identifying their various components), evaluate the significance of that knowledge,
synthesize ideas from multiple sources, and apply what is learned to work and life
situations.

SPECIFIC COURSE OUTCOMES:

Students will…
 Increase strategies in reading comprehension, the writing process, and
mathematics
 Creation of long and short term goals for college and employment
 Ability to self-advocate/self-determine
 Have increased understanding and comfort with college and its systems
 Increase ability to communicate effectively, problem solve, and work in group
settings
 Complete a full ICAP
92
 Complete all steps in financial aid and other pre-college processes
 Complete work readiness and career assessments
 Take the ACCUPLACER

TOPICAL OUTLINE:
Mondays:
9:00-9:30 Discussion and Weekly Formative Assessment
9:30-11:30 CSM with Explicit Instruction in Strategy Use
11:30-12:00
12:00-1:00 Lunch and College Navigation Group Discussion
1:00-2:30 College and Career Lesson
Fridays:
9:00-9:30 Opening/Write to Learn Activity
9:30-11:00 CSM with Explicit Instruction in Strategy Use
11:00-12:00 Reading/Writing Strategy Instruction and Practice
12:00-1:00 Lunch Break
1:00-2:00 Math Strategy Instruction and Practice
2:00-2:30 Discussion and Weekly Summative Assessment

SECTION III: EVALUATION PROCEDURES

OVERALL STRATEGIES: This course will cover highly diverse selected materials.
Student progress may be evaluated through a combination of activities such as group
projects, quizzes, handouts, papers, service projects, attendance, tests, and
participation. Each student will be responsible for all assignments required whether
listed in the syllabus or handed out during a class period without prior notice. Timely
completion of assignments, prompt attendance, participation in class activities, and
discussions, and the tested ability to apply learned knowledge to common-life
experiences will weigh toward the grade.

CLASS POLICIES: In addition to the obvious responsibility of meeting the

requirements of this course by completing assignments and assessments, each
student also is responsible for reasonable participation in course discussions. Students
are required to ask questions, seek clarification of issues, and report factual or
conceptual errors in class materials to the instructor. Students who have difficulties in
understanding activity instructions or other procedure s should seek clarification.
Confusion about instructions is not a sufficient or acceptable excuse for failing an
activity or other assessment.

ATTENDANCE: Attendance will be taken. With only 16 total meetings in the class an
exemplary attendance record is not only mandatory but imperative. If you are to miss
any classes communicate this to your instructor immediately to discuss solutions.

CONDUCT: Students are expected to be respectful and civil at all times. No rudeness,
foul language, crude humor or any form of disrespectful behavior will be tolerated.

GRADING / EVALUATION: Students will be evaluated and graded according to class

attendance, class participation, CSM use, assessments, activities, quizzes, and tests.
For a more detailed understanding of grading and student expectations see the
grading rubrics at the end of the syllabus.

GRADING CRITERIA:
1) Each student’s grade will be determined from the following scale:

93
Points and Grade
A: 18-20 Points
B: 14-17 Points
C: 10-13 Points
D: 5-9 Points
F: 0-4 Points
Please note that the grading scheme may be different from your other classes. For
instance 90 percent is not an A, but a B.

MAKE-UP WORK/LATE WORK: Late tests and activities will not be accepted. There
will be absolutely no make-ups of tests. Tests normally have an absolutely strict 1-
hour time limit, and are scheduled during a “Window” of opportunity noted on the
class schedule. Similarly, late activities will not be accepted. Tests and activities
(homework) have deadlines which will be strictly observed. Forgetting to take tests or
turn in activities, having computer or printer problems, personal problems and so on—
are NOT acceptable excuses.

EXTENUATING CIRCUMSTANCES:
COMPUTER PROBLEMS: Again, your computer or Internet problems are
normally not acceptable excuses for missing an assignment deadline. You
need to understand how your computer, browser and Internet connection work. Please
plan ahead so that if you do have computer problems of any kind you will have time to
find a substitute computer or another way of accessing the Internet to complete your
assignment on time. However, if the problem is due to my error or a verifiable
problem with the computer server that holds the required class material or tests, then
I will consider an adjustment.

DROPS POLICY: No test or activity will be dropped from consideration, and all will
count in a student’s grade. All are required, and failure to take a test or submit an
activity will result in a grade of zero for that assessment. This is a departmental policy
and it cannot be changed. In the event of a genuine and documented “Extenuating
Circumstance” as defined elsewhere in this document, alternative assignments may be
offered as a substitute for missing assignments, depending on the exact situation.

INSTRUCTIONAL POLICY ON ACADEMIC DISHONESTY:

Academic dishonesty includes cheating and plagiarism. Cheating is the unauthorized
use of assistance with intent to deceive an instructor or any other individual
responsible for evaluating a student’s work. Note the following examples:
 Submission of any materials not prepared by students but presented as their
own.
 The unauthorized possession and/or use of notes, books, or the soliciting of
assistance from another student during an examination.
 Illegitimate possession or disposition of examination or test materials and/or
answer keys to tests and examinations.
Plagiarism refers to the use of another person’s work without giving proper credit to
that person. A student must give proper credit through the use of appropriate citation
format when (a) copying verbatim another person’s work (i.e., words, phrases,
sentences, or entire passages); (b) paraphrasing another person’s work (i.e.,
borrowing but rewording that person’s facts, opinions, or ideas); and (c) summarizing
another’s work (i.e., use of one’s own words to condense longer passages into a
sentence or two).

CONSEQUENCES OF ACADEMIC DISHONESTY:

When dishonesty is evident, the following minimum sanctions will be applied:

94
First offense: The student will receive an “F” or “Zero” as the grade for the
assignment. In addition, the first incident may result in the loss of testing privileges in
the Learning Resource Center for the current and next semester in which the student
is enrolled in the college.
Second offense: The student may receive an “F” for the course and may be expelled
from the class. A second offense may also result in permanent loss of testing
privileges in the Learning Resource Center.
Third offense: The student may receive an “F” for the course and may be expelled
from the college.

ACCOMMODATIONS: CCA will provide reasonable accommodations to qualified

students with disabilities on a case-by-case basis. To request an accommodation,
complete the Needs Assessment and provide documentation of disability. Online
forms are available at www.ccaurora.edu/accessibility. If you need assistance
completing the forms, or would like to meet with a staff member, please contact the
Accessibility Services Office (ASO) for an appointment. The ASO is located in the
Learning Resource Center (LRC) in the Student Centre building at the CentreTech
campus, in Room S-202A. Arrangements may also be made at the Lowry Campus.
You may contact the ASO at 303.340.7548 Voice, 303.361.7395 Voice/VideoPhone,
303.340.7533 FAX, or e-mail: ASO.CCA@ccaurora.edu. Additional information can be
viewed at: www.ccaurora.edu/accessibility/.
E-MAIL: Joshua.evans@ccaurora.edu

EMERGENCY PROCEDURES: Information on how to respond during an emergency

at CCA and an evacuation map are posted in each classroom. Please review this
information. During an emergency or when an emergency alarm sounds, uniformed
security officers or safety wardens will provide instructions which must be followed.

SECTION IV: TENTATIVE COURSE SCHEDULE:

The Instructor reserves the right to change the daily teaching schedule to facilitate
learning, understanding, and critical thinking.

DATE TOPIC ASSIGNMENT

2/20 Introductions College in Colorado, ICAPs, Accuplacer, CSM,
Learning Community, Expectations, Ownership,
Journals
Lesson: Note Taking Strategies
2/24 Introductory Accuplacer and ICAP meetings, Formative
Assessment Assessments
2/27 Responsibility and Victim vs. Creator, Expectations,
Choice Responsibility and Choice Activities
3/2 Explicit Strategy CSM & Heuristic Strategy
Instruction Lesson: Reading Comprehension Strategies
3/5 Self-Determination Creator/Victim, Wise Choices, Barriers and
Solutions, ICAP
3/9 Explicit Strategy CSM & Heuristic Strategy
Instruction Lesson: Mathematics Strategies
3/12 Self-Esteem and Irrational Beliefs, Thought Cards, ICAP
Self-Management
3/16 Explicit Strategy CSM & Heuristic Strategy
Instruction Lesson: The Essay: Local Issues and Strategies
3/19 Career Planning and ICAP, College in Colorado and O Net
Preparation Assessments and Career Discussions

95
 3/23 Explicit Strategy CSM & Heuristic Strategy
Instruction Lesson: The Essay: Regional Issues and Strategies
3/26 Life Planning and ICAP one-on-one and Personal Affirmation
Preparation Statement Creation,
3/30 Explicit Strategy CSM & Heuristic Strategy
Instruction Lesson: The Essay: Global Issues and Strategies
4/2 Motivation, Self-motivation, self-discipline, 24 hour
Management, and calendar
Discipline
4/6 Explicit Strategy CSM & Heuristic Strategy
Instruction Lesson: Self-Determination, Empowerment, and
Self-Discovery
4/9 Self-Discovery and Emotional Intelligence Assessment, Self-
Learning Styles Assessment, Scripts and self-sabotage
4/13 Summative Accuplacer Celebration and Group Presentations
Assessments

Grading Rubric 2012: College Transitions

Categories Failing Poor Average Good Exemplary

Missing 4 or Missing 3 or Missing 2 or Missing 2 or Missing 1 or

more classes less classes less classes less classes or less classes
Attendance & or and/or or demonstrate and
Participation demonstrate demonstrates demonstrates s little demonstrates
s consistent consistent some tardiness. no tardiness.
tardiness. tardiness. tardiness. Engaged and Engaged and
Constant Constant Engaged and involved in all involved in all
class class involved in all classroom classroom
interruptions interruptions classroom activities. activities.
such as cell such as cell activities Demonstrates Demonstrates
phone, phone, initiative and initiative,
Facebook, Facebook, excellent excellent
etc… etc… communica- communica-
tion skills tion skills and
leadership
No effort Little effort Effort is Effort is Effort is
sustained but sustained sustained at a
CSM & 10-19 hours 20-29 deficient in and focused high level.
Strategy some areas
Learning hours More than 50
30-39 hours 40-50 hours hours

No planning Some Student Student Student

demonstrated planning engaged in engaged in engaged fully
Career & Life little to no demonstrated planning process in process
Planning effort in but not process some planning high levels of
all aspects specific or areas not is fully personal
of
category helpful to fully developed insight and
student developed planning
Student Student Student Student Student
shows no shows shows shows insight shows insight
Self- awareness awareness of awareness of into existing into existing
Determinatio of unfocused existing deficiencies deficiencies
n deficiencies responsibility, deficiencies in in
in response- self- self-

96
bility, commitment, in self- determination determination
commitment or follow determination and can detail and is actively

97
 or follow through but and working steps to demonstrating
through does nothing to change change a change in
to correct behaviors behaviors behavior
behavior
No goals are
created Goals created Goals and a Goals and a HIGHLY
but not plan created, plan created, MOTIVATED!
developed or developed, developed,
planned and and
implemented implemented
in great detail
Student does Student does Student Student Student
not take or not take or engages in engages in engages in
Tests, complete complete over 80% of over 90% of over 90% of
Assessments, over 80% of over 70% of all types of all types of all types of
and Quizzes all types of all types of assessments assessments assessments
assessments assessments and uses and uses and uses
information information to information to
to create create goals create
goals and and plan detailed goals
plan and plan
Total Points 0 1 2 3 4

98
 AAA 101- College Experience Class (1 credit)
Connecting Students to College Success and Careers

Creating a Learning Environment

• Introduce activities that help students get to know each other
• Arrange the room environment to create inclusion
• Create a rapport with students
• Spend time each week checking in
• Create activities that will allow the class to work together

Student Identity
• Development of college identity
• Campus tour
• Discovery of resources, programs and departments that help promote student success

How to be a Successful Student

• Strategies for managing time, stress, and wellness
• Academic strategies
• Etiquette for education
• Applying for and understanding financial aid processes

Who am I?
• Values - helping students discover their core set of personal values is an essential first
step to the type of self awareness that goes along with choosing a career and creating a
successful career plan.

Self Awareness Leads to Career Exploration

• A student can begin exploring careers once they know what work environment is most
compatible with their interests and personality.
• Holland’s theory of career choice - Six types of occupational interests (RIASEC)

What are my SMART Goals?

• Academic goal setting integrated into the curriculum through the Career Decision
Project
• Integration of goals with all aspects of individual (family, career, spiritual, educational,
social, etc.)

Career Decision Project

• Students learn about their chosen career in depth (salary, job outlook, skills, education,
etc.).
• Information put together in a PowerPoint presentation
• Students learn new computer skills
• Interaction with peers through peer grading
• Opportunity to teach and inform peers

The Advisor Meeting

• Students meet with an Academic Advisor to learn more about the classes that will
prepare them for their chosen career path.
• Students meet with Academic Advisors to ask questions about a specific job and degree
plan.
• Students connect to an advisor to create an academic educational plan.
• Students now have a tangible plan for their education, making it more real for them.
• Students come back to register every semester.

Successful Students
• Have educational, career, and life goals;
• Feel connected to their college community; and
• Know what their resources are and how to use them: advisors, financial aid, support
groups.

99
 AAA 101 403 Course Syllabus
College 101: The Student Experience
SPRING 2012

Course information
Course Prefix, Number and Section: AAA 101 403
Classroom Location: South Classroom 217
Day: Monday & Wednesday, 5:00 pm – 6:15 pm
Start Date: Wednesday, January 18, 2012
Census Date: January 23, 2012
Last day to drop the class and receive a refund
Withdraw Date: February 13, 2012
Last day to withdraw from class and receive a grade of “W”
End Date: Wednesday, February 15, 2012

Instructor information
Instructor Name: Rosalinda Martinez
Telephone: 303-352-3355
Email: Rosalinda.martinez@ccd.edu
Office Location: South Classroom 312J
Office Hours: Wednesday, 4:30 pm -5:00 pm

Course Description
This course is an orientation course to welcome you to college
This course will provide an awareness of campus resources and procedures, set academic and
career goals, balance lifestyle/ wellness issues with academic commitments, and develop an
appreciation for diversity and community involvement.

Course Objectives
A. Become active participants in the college community and transition successfully into college.
B. Learn educational etiquette and utilize strategies to improve academic success.
C. Locate learner support programs and identify the services offered and how to access them.
D. Understand and follow college policies and procedures outlined in college catalog, course
schedule, and student code of conduct.
E. Identify degree and certificate programs, select appropriate course offerings and times,
determine prerequisites and co-requisites, identify important dates and deadlines, and utilize
online student services.
F. Identify areas of academic interest and career goals to make an educational plan.
G. Demonstrate strategies for managing time, wellness, finance, and life roles.
H. Demonstrate understanding of the value of diversity and community building.

CCD Policies and Procedures

Student Conduct: Admission to the Community College of Denver implies that you agree to
respect the rights of others and observe moral and civil laws. Interference with the normal
processes of education in the classroom or elsewhere on the campus will be regarded as
unacceptable conduct, warranting suspension or dismissal. Complete Student Code of Conduct
is at this web site: http://www.ccd.edu/assets/Students/doc/Student%20Rights_Respon.doc

ADA: Students with a documented disability who need reasonable accommodations to achieve
course objectives should notify the instructor and apply for services at the Center for Persons
with Disabilities within the first week of classes. More information is available at
http://www.ccd.edu/main.aspx?CID=159#disabilities.

Incomplete: An "I" indicates that the course objectives are not yet fulfilled. It is the
responsibility of the student to request, if needed, the assignment of an incomplete grade. The
instructor's decision to authorize or not authorize an incomplete grade is final. The student must

10
have completed 75% of the class with a C or better, and must complete the rest of the work
with the same instructor. Arrangement for the completion of the course must be made with the
instructor prior to the assignment of the "I" grade. This agreement must be written on a
Contract for Incomplete Grade Form. The instructor may allow up to one full semester for the
student to complete missing requirements. "I" grades not changed by the end of the following
semester will automatically become failing grades (F).

Attendance Policy 3 absences result in one lower letter grade, 4 or more

absences will result in an F for the course.

Grading Scale 100-90 A

89-80 B
79-70 C
69-60 D
Below 59 F

Assignment Weight Participation 9

Journal Entries (Attendance) 18
Tracking Time Worksheet 6
What is Success 6
What Do You Think of College Essay? 6
Vision Board 20
Advisor Meeting Form & Education Plan 20
CCD Scholarship Essay 15
Total Possible Points 100

Late Work No late work will be accepted

Cheating and
Plagiarism Plagiarism is grounds for failing an assignment or course and/or
disciplinary action from CCD. DO NOT PLAGIARIZE. Plagiarism
means copying passages directly from the text of study guide or
any other source, without quotation marks and citations.
Summarize or paraphrase the information. If you paraphrase by
rearranging the order of a sentence or words, then give credit for
the source. No credit will be given for plagiarized papers.

10
Additional Resources

Integrating Career Awareness into the ABE & ESOL Classroom

Oesch, Martha & Bower, Carol
National College Transition Network (NCTN);
System for Adult Basic Education Support (SABES)
http://lincs.ed.gov/lincs/resourcecollections/careerpathways/profile_14

On Course, Skip Downing

Wadsworth Cengage Learning

Becoming a Master Student, Dave Ellis

Cengage Learning

From Master Student to Master Employee, Dave Ellis

Cengage Learning

The Success Manual for Adult College Students, Mike Doolin

Booklocker.com

60 Seconds and You’re Hired, Robin Ryan

Penguin Books

Getting Ahead in a Just-Gettin'-By World, Phillip E. Devol

Aaha! Process, Inc

Brain Rules: 12 Principles for Surviving and Thriving at Work, Home,

and School
Pear Press

Bridges out of Poverty

http://www.bridgesoutofpoverty.com/

10
 Section 9

Professional Development

10
 CCNI Professional Development Plan

In order to rapidly develop a comprehensive understanding of the role of the

navigator, significant professional development was built into the College and
Career Navigation Initiative. CCNI navigators received formal training on the
topics listed in the table below, and webinar-based opportunities provided by
some of the sponsors were extended to workforce center staff and student
services professionals nationally as well. Professional development was
coordinated by the CCNI project manager, in conjunction with the Career and
Technical Education Career Guidance Counselor at the Colorado Community
College System.

Following the PD table below are two useful forms to help plan and
disseminate professional development opportunities: a “Navigator Needs
Assessment,” to determine the training needed and requested by navigators,
and a “Professional Development Information Sharing” form, helpful for
dissemination.

Date Event Sponsor

Feb. 23, NJC Navigator -The Role of the College and Colorado Community
2011 Career Navigator College System
March 2, Comprehensive Career Guidance: The ins and Colorado Community
2011 outs of CTE Postsecondary Plans of Study and College System
how they can help shape the Individual Career
and Academic Plan (ICAP) process
Mar. 2, CCA Navigator - The Role of the College and Colorado Community
2011 Career Navigator College System
March 4, Tips, Tricks and Tools: Utilizing the basics of Colorado Community
2011 CollegeInColorado.org for serving the adult in College System
transition
March NJC Navigator - Job shadowing with navigator Morgan Community
2011 at MCC College
Mar. 3, Workforce Investment Act (WIA) Overview Colorado
2011 Department of Labor
and Employment
Mar. 7, Education Cents – Online Financial Literacy Colorado
2011 Program Department of
Higher Education
Mar. 15, Comprehensive Career Guidance: The Ins and Colorado Community
2011 Outs of CTE Postsecondary Plans of Study College System
March 17, Financial Aid 101 Colorado
2011 A review of: the COF, the Cost of Attendance; Department of
types of financial aid available; how to apply; Higher Education
and the awarding process
Mar. 23, Non-Traditional Career Pathways: Colorado Community
2011 Understanding gender bias in career guidance College System
and its connection to high demand careers
June 2011 CCA Navigator - Job shadowing with navigator Community College
at CCD of Denver

10
Mar. 25, CIC Pre-Collegiate Conference Colorado
2011 Department of
Higher Education
March Workforce Center Policies and Procedures, Arapahoe/Douglas
2011 Connecting Colorado, Employability Skills Works!
Workshops, WIA, CareerReady Certificate, etc.
March Workforce Center Policies and Procedures, Sterling Workforce
2011 Connecting Colorado, Employability Skills Center
Workshops, WIA, CareerReady Certificate, etc.
April 7, Financial Aid – FAFSA Overview Colorado
2011 An overview of: the different sections of the Department of
FAFSA; specific/important data fields; most Higher Education
common errors; new changes for 2011-12;
special populations sections; and the PIN
application process
April 13, Financial Aid – Student Loans Colorado
2011 Types of education loans; repayment options; Department of
consequences of default; and overview of the Higher Education
debt management SLOPE calculator
April 20, Comprehensive Career Guidance 2.0: The Next Colorado Community
2011 Steps in Career and Academic Planning College System

April 21, Financial Aid – Special Populations Colorado

2011 Financial aid and FAFSA implications for Department of
unaccompanied homeless youth, undocumented Higher Education
students, and students with special circumstances
Sept. 30, Business and Industry Tours Colorado Community
2011 College System -
CTE
Oct. 9, 2011 Colorado ACT State Organization ACT
2011 Conference
Oct. 20, ICAP ReCap: What Do We Need, and What Are Colorado Community
2011 Our Successes? College System
Oct. 26, Using CollegeInColorado with Students with Colorado
2011 Disabilities Department of
Higher Education
June 16, CCNI Full Staff Meeting Colorado Community
2011 College System
Oct. 21- Rendezvous 2011 State Conference Colorado Adult
22, 2011 Colorado Adult Education Professional Education
Association Professional
Association
Nov. 29, CCNI Full Staff Meeting Colorado Community
2011 College System
Nov. 13- 2011 National College Transition Network National College
15, 2011 National Conference Transition Network
January LMI Gateway Online Course Colorado
2012 https://www.e- Department of Labor
colorado.org/File.aspx?ID=53416 and Employment

March 27, Successful Transition for Adults with Special National Association
2012 Needs Webinar for Adults with
Special Learning
Needs

10
March 30, College in Colorado PreCollegiate Conference Colorado
2012 Department of
Higher Education
April 9, Interpreting Interest Inventories Colorado Community
2012 College System
April 10- COABE Conference Commission on
13, 2012 Adult Basic
Education

10
Name:
Date:

Somewhat familiar/ Very familiar/

Not familiar/ - training would be - have provided
Navigator Training Needs Assessment need training beneficial training on this
topic
1 2 3 4 5
How familiar do you feel you are with the following:
1. Recruiting strategies for high risk populations
2. Aspects of educational case management:
a. one‐on‐one counseling
b. frequent student progress monitoring
c. success barrier awareness and mitigation
d. strategies to develop self‐advocacy and confidence
e. recognizing underlying, serious personal issues (legal/health/criminal, etc.)
f. community resources that support adult students
3. Campus resources - library, testing service, printing/copying, etc.
4. College enrollment processes:
a. course scheduling
b. registration
c. CCCS Banner Student Tracking System
d. census dates
e. Drop/Add/Withdraw/Incomplete class details
5. Financial aid elements:
a. applying for the FAFSA
b. awareness and access to scholarships and grants
c. imparting knowledge about student loans

10
6. Financial aid resources:
a. financial aid advisors
b. College in Colorado (CIC) financial aid planning tool
c. Education Cents financial planning tool
d. FAFSA Forecaster
e. SLOPE Calculator
f. CIC Financial Aid Award Estimator
g. College Access Grant tools
7. Advising elements:
a. use of and interpretation of the ACCUPLACER assessment
b. Career Pathways and the Colorado Career Cluster Model
c. Plans of Study (POS)
d. Individual Career and Academic Plans (ICAPs)
e. dual enrollment options
f. student support services (ADA, tutors, mentors, etc.)
8. Comprehensive career guidance models:
a. interpreting career interest surveys with an unbiased approach
b. facilitating development of cover letters/resumes/interviewing, etc.
c. facilitating labor market research strategies
d. College in Colorado (CIC) ed/career planning tools
9. Motivation-building strategies:
a. teambuilding activities
b. developing learning communities
c. positive problem solving strategies
10. Goal-setting strategies:
a. SMART goals

10
 b. DAPPS goals
11. Financial literacy:
a. concepts
b. programs/curricula
c. Education Cents program
12. Adult Education:
a. program areas: ABE/ASE, GED, ESL
b. instructional theories
c. programs/curricula
d. WIA funding/policy
13. Workforce center resources:
c. WIA policies and support
d. employability Skill Development workshops
e. employment placement processes

10
Professional Development
Information Sharing and
Planning

Professional Development Opportunity:

Workshop/session Name:
Date:
Venue/Location:

Background:

Key Points of Value:

Application to local program:

Implementation probability:

Implementation strategy/ies:

References:

11
 Section 10

Data Collection and

Analysis Instruments

11
 Informed Consent
Dear Student/Client,

As a student or client in the College and Career Navigation Initiative, you are invited to participate in a
research project that is being conducted by the Colorado Community College System. This project is funded
by a Workforce Investment Act Incentive Grant. The purpose is to study strategies for assisting workforce
clients and out-of-school youth and adults in preparing for college and careers.

The research project begins January 15, 2011 and concludes June 15, 2012. By participating you will help us
to gain a greater understanding of how to serve students and clients who want to go to college and develop a
career. There is no risk to you. Your participation is voluntary, and you may withdraw at any time without
negative consequences.

Your participation in the research will entail responding to questions through surveys and interviews, as well
as utilizing your data maintained in the Connecting Colorado database at the workforce center and your data
in the College in Colorado database. All student information obtained from this research study will be kept
confidential. Any information released to the general public (for example, statistical tables) will be designed
so that there is no possibility of identifying specific individuals. The data will be used only for research
purposes and will not be disclosed or used in identifiable form for any other purpose.

I understand that the purpose of the release of my personally identifiable information is to assist in obtaining
and reporting information regarding the preparation of students and clients for college and careers.

I understand that the Colorado Department of Labor and Employment and College in Colorado may share my
information with the Colorado Community College System.

I understand that the analysis will contain information and statistics about the post-secondary education of
students in Colorado, and that no specific or personal information about me will appear in any report.

I am 18 years of age or older and I agree to participate in the study.

Name (print) Date

Signature

This disclosure statement fulfills the requirement of 34 CFR 99.32(a)(6) pursuant to the Family Educational Rights and Privacy Act of
2974 [20 United States Code 1232g]. For questions or concerns regarding this study, please contact Kendra Rodriguez, College and
Career Navigation Initiative Project Manager, 720-858-2787, or the Colorado Community College System Institutional Review Board,
Office of the Provost, at 720-858-2759.

11
College Logo Here
Intake Form
, ,
Name First MI

, ,
Address City State Zip

Primary Phone # Secondary Phone # Email Address

Gender M F Date of Birth

Month Day Year

Marital Status: Married Single No. of Dependants:

Are you a US Veteran? Yes No

If yes, are you eligible for Veteran’s benefits? Yes No

Is English your native or dominant language? Yes No

Are you the first person in your immediate family to attend college? Yes No

What is your employment status?

Employed – full-time Unemployed – seeking employment
Unemployed – not seeking employment
Employed – part-time

What is your highest level of education at this time?

Some high school–not attending GED Diploma Assoc Degree
Bachelor’s Degree
High School–in progress Some Dev. Ed.
High School Diploma Some College-level Certificate
GED in progress
Date last attended or received diploma/certificate/degree
Month Year

What is your intent for college? What is your educational goal?

Explore courses to decide Certificate
Improve skills for present job Associate’s Degree
Personal interest/self improvement Bachelor’s Degree
Prepare to change career Master’s Degree
Prepare to enter job market No credential
Improve academic skills for college Uncertain
Transfer to 4 year college/university Other

11
Undecided

11
What is your immediate career goal? Uncertain

Occupation/Career

Do you intend to pursue a career beyond this goal? Yes No Uncertain

If yes, what would you like to pursue?

Occupation/Career

Have you ever applied to a college? Yes No

If yes, what college/s have you applied to?

Have you ever applied for financial aid? Yes No

If yes, have you been awarded? Yes No

Have you applied for COF (College Opportunity Fund)? Yes No

Optional - Are you involved in any of the following public assistance programs?
None TANF Medicaid
Unemployment Food stamps
Social Security

Other

Support
Services
While you participate in the College and Career Navigation Initiative, an advisor or “Navigator” is available
to support you on a one-on-one, confidential basis.
If you would like assistance, please check any of the areas of support below that you would like help with. If
a support area is not listed, please check “other” and fill in the type of assistance that would be helpful to
you.
Childcare Learning Disability Physical Tutoring/Mentoring
Transportation Disability Other Medical Other
Career Counseling Personal Other
Financial Aid
Counseling Other
Employment
Other
Housing

What do you hope to gain from this program?

Thank you for providing information about yourself.

11
 Quarterly Report
Community College Site Coordinator

Community College:
Quarter Ending:
Report Date:

Please provide responses for the following aspects of your Navigator program.

Progress to Date:

Obstacles/Barriers to Program Implementation:

Successes:

Policy Issues Related to Successes or Challenges:

Comments, Questions, and Requests for Technical Assistance:

In-Kind Contributions
Please check any in-kind contributions related to implementation and support for your
College Connection program. Provide specific descriptions if necessary, and give estimated
values if possible.

Estimated
Description
Value
Personnel
Workspace
Other Facilities
Equipment
Supplies/Materials
Travel
Other
Other
Other

11
CCNI Monthly Navigator Report
(Due 2 weeks after the end of the reporting month)

Navigator: College:
Date: WF Center:

Please provide information on the following:

1) Program Implementation Challenges (Systemic, Process, and/or Policy):

2) Program Implementation Successes (Systemic, Process, and/or Policy):

3) College and Career Counseling Challenges:

Recruiting:
Support Services:
Plans of Study:
CTE Programs:
Other:

4) College and Career Counseling Promising Practices:

Recruiting:
Support Services:
Plans of Study:
CTE Programs:
Other:

5) Postsecondary ICAPs:

Template:
Student/Client Response:
Storage (flash drives, student computer, navigator computer):

6) Professional Development:

Application to Real Work:

Training Needs/Requests:

7) Lessons Learned:

8) Resources for Dissemination:

9) Future Planning:

10) No. of ICAPs initiated:

11) Other (advice, suggestions, wish list, etc.)

11
CCNI Internal Analysis

Qualitative Research - Staff Interview Questions

What have been the most significant challenges to implementing the CCNI
model?

How do you feel this program benefits your institution?

What do you consider promising practices in this program?

Please discuss lessons learned related to project implementation and

program/services.

To what degree has CCNI built your college’s/workforce center’s capacity to

transition students/clients into postsecondary programs?

How do you feel this program benefits students/clients?

Please describe the challenges this student population has for transitioning
into postsecondary education?

How are the challenges similar or different for workforce center clients?

Have the professional development opportunities provided by this grant been

beneficial? If so, which opportunities were most helpful? Which were least
helpful? What professional development opportunities would you add/change
for future navigator programs?

If able to continue the program, what specific services, tools, resources,

and/or processes would you continue to utilize?

Would you recommend this advising model for future programs? If so, please
discuss recommendations for improvement.

Student Focus Group Questions

How has working with your college and career navigator benefited you? Has
she helped you in the transition into college?
What were some effective services, tools, resources, and/or processes that
benefitted you the most? Which would you recommend to use with other
students?
Do you still use any of the tools that you were introduced to through this
program? Do you anticipate continuing to use any of them?
Have the relationships you have developed with college staff, workforce center
staff, and/or other students in the transition process been beneficial to you?
What are your career and education goals?
11
What challenges do you see yourself facing as you continue working toward
your education and career goals?
Do you feel confident that you can now move forward more independently in
pursuing your education and career goals?
Would you recommend working with a College and Career Navigator to others?
Why?
Do you have suggestions for improvement for future Navigator services?

11
NOTES

12
 College and Career
Navigation Initiative

Colorado Community College System

Community College of Aurora
Arapahoe/Douglas Works!
Northeastern Junior College
Sterling Workforce Center

For more information

coloradostateplan.com/NavigationInitiative.htm

Funded by
The Workforce Investment Act Performance Incentive Grant In
partnership with the
Colorado Department of Labor and Employment

A Community College of Aurora design project Concept

design and production: James Scott Miller Instructor:
Alex Girard