Part 1: Career searches/letters (up to 15 of 40 points)
Instructions: Follow the “Career searches” steps. Then write a “Career letter,” and submit the letter as a one-page document to this Canvas assignment page. This is done in order to demonstrate the cover-letter conventions.
Warning: Part 1 looks like a LOT of things to do. However, rest assured. The materials are all useful. They provide context and resources and options. In the end though, you are only writing a one-page career letter for Part 1.
Learn more about career searches
The Career Center workshop engaged you with online materials to frame this Part 1 activity. Make sure to budget the time you need to conduct searches for jobs, volunteer experiences, graduate school, or other next-step plans. These should be realistic. In other words, find opportunities that you could do with your degree and background.
Not one-size-fits-all: You are all at different places in preparing for what is next. Some of you have post-graduation careers in place, know the service or volunteer work you will be doing, or accepted to graduate school. Some of you are unsure and/or anxious about what you will be doing post-graduation. Still others of you are someplace else. No matter your position, many of you would benefit from searching for career options and then practicing the conventions of a cover letter. Do your best to find a way to make this useful to where you are at.
These letters require an evidence-based argument about why you are a good fit for the opportunity. Make evidence-based arguments about what you are interested in and capable of doing. What is an evidence-based argument? These are clear statements about your capacities/skills/abilities/knowledge that become linked to examples or artifacts. For example, you would not just say, “I am a skilled contributor to and leader in teamwork situations.” Instead you would say, “My work in ____ shows I have these skills because ___.”
Searching strategies
For all of these, you might use LinkedIn to learn more about the people connected to an organization or industry.
For all of these, make sure to locate the physical mailing address and the full name of the person to whom you address your letter. You might say you do not need this information. However, you do because you are writing a formal cover letter for this assignment (even if you apply via an online form). The Career workshop pointed you to strategies for getting the contact name AND the mailing information.
Write a career letter
Follow the conventions of the Full Time Position Cover Letter (Links to an external site.) sample (uwb.edu/careers/job-search-tools/coverletters). This example is for a traditional job application. If you choose a different kind of letter to write, modify it to align with whatever opportunity you want to speak to. No matter your choice, make sure to keep the letter to one page. This is to practice the convention of most cover letters for positions available to recent graduates.
The link for the job I want to apply
https://www.indeed.com/jobs?q=Counseling+Psychologist&l=Washington+State&vjk=628e75db0d6803f6&advn=6469071002239959
Part 2: IAS learning goals (up to 25 of 40 points)
Instructions: Review the following materials related to interdisciplinary arts and science. Reflect on the ideas. Search out additional materials that relate to the prompts. Finally, create a written document with 5–8 sentences for each of the five learning objectives.
Review the following materials with the five core IAS learning objectives (Links to an external site.) in mind.
https://www.uwb.edu/ias/undergraduate/learning-objectives
Reflect on the ideas from the materials. If you want more materials, take time to search out additional materials that relate to the prompts.
Review the video about identifying, critiquing, and making arguments.
Write one 5- to 8-sentence paragraph per learning objective. Each of the five paragraphs responds to three prompts.
Collaboration and Shared Leadership
Define each term. What is collaboration? What is shared leadership? What are these together? In your definition, integrate one of the materials above (or an different material that you searched out). Attribute the material you used so it is clear to the reader what are your ideas and what are the ideas of a different author.
Make a one-sentence argument about your skills, abilities, capacities, or knowledge related to this learning objective.
Identify one of your artifacts that would support that argument.
Critical and Creative Thinking
Define each term. What is critical thinking? What is creative thinking? What are these together? In your definition, integrate one of the materials above (or an different material that you searched out). Attribute the material you used so it is clear to the reader what are your ideas and what are the ideas of a different author.
Make a one-sentence argument about your skills, abilities, capacities, or knowledge related to this learning objective.
Identify one of your artifacts that would support that argument.
Diversity and Equity
Define each term. What is diversity? What is equity? What are these together? In your definition, integrate one of the materials above (or an different material that you searched out). Attribute the material you used so it is clear to the reader what are your ideas and what are the ideas of a different author.
Make a one-sentence argument about your skills, abilities, capacities, or knowledge related to this learning objective.
Identify one of your artifacts that would support that argument.
Interdisciplinary Research and Inquiry
Define each term. What is interdisciplinary research? What is interdisciplinary inquiry? What are these together? (Some students find it helpful to define what is interdisciplinarity as well.) In your definition, integrate one of the materials above (or an different material that you searched out). Attribute the material you used so it is clear to the reader what are your ideas and what are the ideas of a different author.
Make a one-sentence argument about your skills, abilities, capacities, or knowledge related to this learning objective.
Identify one of your artifacts that would support that argument.
Writing and Communication
Define each term. What is writing? What is communication? What are these together? (Some students find it helpful to think of these terms broadly within their disciplinary contexts.) In your definition, integrate one of the materials above (or an different material that you searched out). Attribute the material you used so it is clear to the reader what are your ideas and what are the ideas of a different author.
Make a one-sentence argument about your skills, abilities, capacities, or knowledge related to this learning objective.
Identify one of your artifacts that would support that argument.
Refine and proofread your written work. Choose correct and accurate language. Employ good organization.
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