All MPC students are ultimately preparing for their next step. Whether it is transfer, obtaining a job, landing an internship, or exploring their next academic step, we are here to help. Embedding career readiness into all curriculum is the only way to expose every MPC student to career readiness and connect them to the WORK program.  This comprehensive guide will help you do that, offer you options, and allow for you to be part of your student’s career readiness journey. This is built based on the National Association of Colleges and Employers (NACE) career readiness model (2024) and adapted using the national research on career-embedded curriculum and faculty roles (2024).

As MPC Faculty what does being rich mean to you?

• Having time for loved ones? 

• Collecting and curating tons of stories about your life, travel, and experiences?

• Living close by to your family?

• Being able to afford food, shelter, transportation, and having the means to start a family?

• Living your life on your own terms, where you want to live, working when you want to work?

Let's help our students find their rich and write their own definition. 

Ensuring our students are able to obtain gainful employment is their path to defining what that means for them. 

Depending on the semester and/or your availability you can go back and forth between pathways.  You can have a department where one person chooses to Do it Themselves and another chooses Call an Expert and the end result is 100% of the department’s students are exposed to a career-embedded curriculum.

The first time will be the hardest, and it may not be the best, but it will get easier, you just have to take the leap.

You can use one or two of these 10 assignments to incorporate into your class. Using them will introduce your students to the WORK program at MPC. By using the assignment I provide, it will infuse your course with career readiness concepts and it will also allow for your students to learn about the WORK program and other career preparation concepts it provides. This positions your student one step closer to an internship, which we know from research will increase their earning power for life. 

• • • Assignment Folders: Each assignment title has a hyperlink to a folder that has the assignment documents in a fillable and  printable PDF form separate from this guide. 

    • Time Commitment: Each assignment has an instructor time commitment and a student time commitment.

    • Difficulty Rating: Each assignment indicates a level of difficulty for the student.

You can teach WORK 495 Beyond the Classroom yourself. This is a course that was designed by the WORK program for all programs at MPC that are typically transfer oriented and may not want to go over 60 units. It is a great kicker for any program, its strength comes from being taught by a career connected faculty that knows their industry.  Support can be provided by the MPC WORK program to design your course so it hits key critical components of career readiness. This is a short 1 unit kicker you can add on to your program as a non credit option. This is a great class to have a new part-time faculty member support and warm-up to teach a full class. 

You can outsource this by adding a WORK course to your program. Some programs at the college have already gone this route. The WORK 96 / 496 Professional and Essential Skills course launches Fall 2024 and at the same time it will appear in all Computer Science (CSIS) Certificates and some Hospitality (HOSP) Certificates. Hospitality requires it, CSIS has optioned it. A student who needs more support and preparation can opt for the WORK 96 / 496 Professional and Essential Skills course, if they are feeling prepared they can choose the practical route and we can place them right into an internship and enroll them in traditional Work Experience courses. New courses have arrived and there are credit and noncredit options.  These include: 

• • • WORK 97 Service Learning Work Experience,

    • WORK 98 Exploratory Work Experience 

    • WORK 99 Career-related Work Experience 

    • WORK 499 Noncredit Career-related Work Experience

Instructor Preparation Time: 30 minutes  Student Time: 30 - 60 minutes  Difficulty:  Low  Technology Needed:  In-person: None  Online: Computer, Internet Access, Canvas

• Assignment: Use this worksheet in your class, it is designed to help students reflect on what career competencies they currently possess and how to articulate their skills and competencies when seeking employment.

• Discussion: After you have your students complete the worksheet you will then facilitate a discussion online with a discussion board or in person during your class around the career competencies they possess, wish to develop, or need to learn more about.  Use the popcorn method, get the students to talk amongst themselves, you want to talk 5% of the time, you want them talking to each other.

• Don’t have time in your course? Refer students to WORK  96/496. 

Instructor Preparation Time: 30 minutes  Student Time:  60 -120  minutes  Difficulty:  Moderate  Technology Needed: Computer, Google Drive Through Lobo Apps, Internet Access, Canvas

• Research assignments are a great way to introduce students to careers and industries associated with the course you teach.  You can help students get on the path to achieving their career goals. MPC Student Services does offer some tools that students can explore. Students can request a code for Eureka from our Transfer Resource Center. This will help students research careers they may be interested in. Students can also log in to MPC Career Links and they can use Career Explorer (faculty access link) Career Explorer (student access link). 

• Syllabus: You will need to take care to include any technology, transportation, phone access, computer access, or resource access students will need in your syllabus for the course so students are able to complete the assignment and be aware of what they will need to prepare for.

• Assignment: You can choose from a discussion, presentation, research paper, whatever works best for your students.

Instructor Preparation Time: 30 minutes  Student Time:  60 -120  minutes  Difficulty:  Challenging  Technology Needed: Computer, Google Drive Through Lobo Apps, Camera, Internet Access, Canvas, Phone

• There is no better way to learn about a career than talking to someone who works in the industry. Learning from professionals in the field of interest is a powerful way to develop students' career readiness skills and help guide their academic choices through practical learning.

• An informational interview is a chance to interview an industry professional about their job, company, or industry.  

• Assign an informational interview to help students take advantage of insights only an industry professional can provide. 

• Students may experience anxiety about having to talk to a stranger, you will need to be aware, supportive, and ready to work with them throughout the assignment.

• Assignment: You can choose from a discussion, presentation, report, or whatever works best for your students. I have it setup as a discussion in the assignment I provide you. The folder contains a guide for them to get started and the assignment. 

• When this was presented at the Innovative Curriculum Retreat (2024) there was a suggestion to have the student record a reflection on the interview or record the interview live and share it with the class. You could ask for permission from the student to share it with your future classes.

Instructor Preparation Time: 20 minutes  Student Time:  60  minutes  Difficulty:  Moderate  Technology Needed: Computer, Google Drive Through Lobo Apps, Camera, Internet Access, Canvas

• Connecting with other professionals through LinkedIn is a first step for students to take and enter into their career, start networking, and seek jobs/internships. 

• Have your students create a LinkedIn profile. Have the students peer review their profiles through a discussion in-class or in an online discussion. 

• You can also refer this to our internship coordinator and job center. 

• Students who do not want to create social media profiles can be alternatively supported.

Instructor Preparation Time: 30 minutes  Student Time:  120 minutes  Difficulty:  Challenging  Technology Needed: Computer, Google Drive Through Lobo Apps, Internet Access, Canvas

• Have students craft a resume that communicates their skills and experiences gained during college. 

• This is probably one of the most important assignments you could assign. In Career Technical Education we have advisory boards where we meet with employers and there are two things that come up often: students communication skills and their resumes.

• If this doesn't fit into your class or seems like too heavy of a lift, consider making the assignment smaller. Have your students write three measurable objectives they will exit your class with and encourage them to add them to their resume. You can use the learning objective guide from the WORK program if you would like.

Instructor Preparation Time: 15 minutes  Student Time:  30 - 45  minutes  Difficulty:  Moderate  Technology Needed: In-person: None, Online:  Canvas, Internet Access

• The ability to effectively communicate career interests, experience, and competencies gained through a job interview is a skillset that can be developed and improved upon.  The key is practice, practice, practice. 

• Assignment: Consider having an in-class discussion that encourages students to break off into pairs with their interview questions, asking them to choose someone they have not connected with before. Practice asking each other the questions and model healthy ways to provide feedback. For online you can use Zoom or Canvas Studio in a discussion board, you want them to make live personal connections. You can also have students practice with a family member or friend.

Instructor Preparation Time: 20 - 30 minutes  Student Time:  30 minutes  Difficulty:  Low  Technology Needed: Computer, Internet Access, Canvas

• If you are an instructor of a  super heavy class that you can’t possibly find any room to add anything else make your career-embedded curriculum assignment a review of the WORK program.  The work has already been done for you, there is a Canvas page built that can be shared with you. Want to add a little sprinkle of your industry to this assignment? Add a professional organization review to it, pick one that is a renowned and respected national organization for your industry. For example our accounting instructor kicks their week 1 class discussion off with a review of CalCPA, it is a great time because there are scholarships available, students may still be working on getting their book, and it achieves the career-embedded curriculum goal right from the beginning of the class. 

• Assignment: You can choose from a discussion, presentation, report, or whatever works best for your students. I have it setup as a discussion in the assignment I provide you. The folder contains a guide for them to get started and the assignment.

• WORK Canvas Page: Fill out this form and I can share the Canvas page with you directly, you can then add it to your course for students to review. 

Instructor Preparation Time: 60 minutes  Student Time:  60 -120  minutes  Difficulty: Moderate  Technology Needed: Computer, Google Drive Through Lobo Apps, Camera, Internet Access, Canvas

• A digital portfolio is a great way to showcase projects, experience, art, cuisine, and more.

• There are three elements to a Digital Portfolio: 

  • Storage: Students can use their Digital Portfolio space as digital storage, where they create and collect artifacts.

  • Workspace: In the workspace, students can plan, set goals, organize learning experiences chronologically, collaborate with peers and reflect on their own learning process and on the work of their peers.

  • Showcase: The showcase element of a Digital Portfolio can demonstrate a student’s competences, achievements, projects, internships and products.

• Remind students to credit people they collaborated with, not share proprietary information from an internship / workplace (get permission to share it before you share it).

• Assignment: I have it setup as a Google Site in the assignment I provide you. The folder contains a guide for students to get started on the assignment.

Instructor Preparation Time: 15 minutes   Student Time:  30 - 60  minutes   Difficulty: Low Technology Needed: Computer, Lobo Apps, Internet Access, Canvas

• MPC Career Links is the college’s comprehensive job board. This includes part-time jobs, on-campus jobs, research opportunities, internships, and full-time positions. 

• All students have access to Career Links with their MPC single sign-on. You can access Career Links through MPC Lobo Apps.

• A request is in to MPC Student Services to create a 1-page student friendly walkthrough or a video walkthrough to sign-up and use the platform. The folder will be updated when it is received from MPC Student Services.

• Direct Career Links (faculty access link) Career Links (student access link). 

• Assignment: Require students to activate and complete their Career Links profile. Have students find three jobs of interest and analyze what parts about the position or organization appeal to them. Create the assignment in Canvas as a textbox response where they can tell you they completed the Career Links profile and type the reviews of the jobs into the textbox.

Instructor Preparation Time: 30 - 45 minutes   Student Time:  30 - 60  minutes   Difficulty: Low Technology Needed: Computer, Lobo Apps, Internet Access, Canvas

• Guest speakers support learning through a structured career readiness activity. Students are able to listen to a presentation and learn more about the speaker’s career, business, or organization. They are introduced to their target industry and it is a safe opportunity to create a successful networking connection.  You will want to enrich this experience with a lead up to the speaker, a bio, background information, ask the students to research the company / speaker, and prepare relevant questions to ask the speaker in follow-up after the presentation. 

• The instructor will need to contact a guest speaker, coordinate a class time when the guest speaker can come, provide a parking pass from security, a map of the campus so they know where to go, and prepare the guest speaker with a timeline for the presentation: ex. 

  • 5 min. Introductions 

  • 20 min. Presentation

  • 15 minute Break-out Session

  • 15 minute Question and Answer

• A sample letter to the speaker can be found here.

• Assignment: Prepare the students ahead of time by creating a discussion board 

Make sure you check in on the MPC faculty handbook on the intranet to review the guest speaker policy.

Instructor Preparation Time: 5 minutes and a few clicks  Student Time:  10 minute read   Difficulty: Low  Technology Needed: Computer, Google Drive Through  Lobo Apps, Internet Access, Canvas

WORK Canvas Page: Fill out this form and I can share the Canvas page with you directly, you can then add it to your course for students to review. A short video can be found here on how to find it, add it, share it with your students in your courses, and faculty in your department.

WORK 96 Professional and Essential Skills (1 unit)  Letter Grade (LG) Only • Total hours: 17 hours lecture; 17 hours lab  This course equips students with the vital abilities and competencies required to thrive in today's dynamic workplace. It is designed for students seeking to enhance their employability and excel in their careers, and focuses on developing the critical skills demanded by employers across diverse industries. Through interactive exercises, role-playing, and real-world applications, students actively develop these essential skills. Students will learn how to self-manage their careers, adapt to organizational culture, master the art of networking, and learn how to build social capital with managers and mentors. Students exit the course better prepared to meet the demands of their chosen careers, making a positive impact in their workplaces and advancing their professional journeys with confidence. Portions of instruction may be offered online; may also be offered fully online.  Advisory: Completion of or concurrent enrollment in ENGL 1A or ENGL 1AE  

WORK 496 -  Professional and Essential Skills  (0 units)  

Pass/No Pass (P/NP) Only •  Total hours: 17 hours lecture; 17 hours lab  

This course equips students with the vital abilities and competencies required to thrive in today's dynamic workplace. It is designed for students seeking to enhance their employability and excel in their careers, and focuses on developing the critical skills demanded by employers across diverse industries. Through interactive exercises, role-playing, and real-world applications, students actively develop these essential skills. Students will learn how to self-manage their careers, adapt to organizational culture, master the art of networking, and learn how to build social capital with managers and mentors. Students exit the course better prepared to meet the demands of their chosen careers, making a positive impact in their workplaces and advancing their professional journeys with confidence. Portions of instruction may be offered online. Portions of instruction may be offered online; may also be offered fully online.  

Repeatable: Noncredit  

WORK 97 Service Learning Work Experience (.5 - 4 units)  Letter Grade (LG) Only • Total hours: 24 - 216 hours lab  In this dynamic educational course students learn through action that combines classroom insights with hands-on community service. It offers a unique opportunity to enact real change within your community while simultaneously developing valuable skills and knowledge that will elevate your personal and professional growth. Students may collaborate directly with local non-profit organizations, community groups, or social enterprises to tackle genuine issues and contribute to impactful projects. They will harness the skills required to solve real-world challenges, nurture a sense of social responsibility, and cultivate a profound commitment to civic engagement. An internship or volunteer position, consisting of 51 hours unpaid work experience per each unit, is required. Advisory: Completion of or concurrent enrollment in ENGL 1A or ENGL 1AE Enrollment limitation(s): Current employment or internship placement and instructor approval required to participate. Repeatable: Repetition is allowed for occupational work experience up to a total of 16 units (Title 5, Section 55253)  Credit transferable: Transfers to CSU 

WORK 98 Exploratory Work Experience (.5 - 4 units)  Letter Grade (LG) Only • Total hours: 24 - 216 hours lab  This is an immersive course that empowers students to venture into the real world, gain hands-on experience, and uncover passions and career interests. This is the student's opportunity to step out of the classroom and into the real world, gaining valuable insights to fuel career aspirations. Students will develop practical skills and make informed decisions about their future academic path, using this journey of exploration and self-discovery as a guide. A job, internship, or volunteer position, consisting of 51 hours paid or unpaid work experience per each unit, is required.  Advisory: Completion of or concurrent enrollment in ENGL 1A or ENGL 1AE Enrollment limitation(s): Current employment or internship placement and instructor approval required to participate. Repeatable: Repetition is allowed for occupational work experience up to a total of 16 units (Title 5, Section 55253)  Credit transferable: Transfers to CSU

WORK 99 / 499 Career-Focused Work Experience (.5 - 4 units)  Letter Grade (LG) Only • Total hours: 24 - 216 hours lab  This course is designed to bridge academic learning and real-world application, providing students with a valuable opportunity to gain practical experience in their chosen field of study. This dynamic and immersive experience is tailored to help students enhance their employability. Students will actively engage with industry professionals, apply theoretical knowledge to real-world scenarios, and cultivate the essential skills needed for a successful career. By actively participating in their professional journeys, students are poised to make a seamless transition from academia to the workforce, well-prepared and confident in their abilities. A job, internship, or volunteer position, consisting of 51 hours paid or unpaid work experience per each unit, is required.  Advisory: Completion of or concurrent enrollment in ENGL 1A or ENGL 1AE Enrollment limitation(s): Current employment or internship placement and instructor approval required to participate. Repeatable: Repetition is allowed for occupational work experience up to a total of 16 units (Title 5, Section 55253)  Credit transferable: Transfers to CSU 

• Assignment: Students in WORK 96/496 are given a free access code to Student Clifton Strengths Finder. Students are able to learn more about who they are, how they work best, and what their strengths are. Students will be able to reflect on their interests, values, and personality as it relates to career decision making. Even if you did this in an early counseling class when you began college, you may find that as you finish your degree you have grown and changed as a person.

• Discussion: After students complete their assessment the instructor receives the report. They can use the student reports to pair students together in groups based on their coordinating and complementary strengths. 

I have played so many different roles with students over the years in these courses. I have been their instructor, supervisor, interned beside them building computers and using skills from my early career in computer science, I have gone out and worked in a recycling center, prepared taxes at our VITA site at Monterey and Marina Campus beside our students, and more. If you want to go out and work with the students you can, you can have fun and be their supervisor through the chosen organization. Learn more on the faculty page regarding how you would do this.

• MPC Career Services offers workshops throughout the year depending on their availability and their allocated support. You can learn more on the MPC Career Services website. Career Services is housed under MPC Student Services. 

• If you want to support these programs and encourage more of them they need attendance from students. Having Career Services provide the workshops takes a load off of you. However, the workshops historically are poorly attended unless faculty are supportive partners in marketing them to students for robust attendance. Faculty are the conduit to the students.

• Consider requiring attendance (if one is scheduled during class hours, recorded, or it is appropriate) consider giving extra credit to students who attend a job fair, career workshop, networking event, employer mixer, career panel, or any other career-related event. Students can meet alumni, employers, and industry professionals. You can have an in-class or online reflection assignment and ask students to describe their experience and share what they learned, provide contact information for professionals they met at the event, or share job openings or internships they learned about. Make sure you list it in your syllabus for equity and consider the modality of your class when offering this type of extra credit. If students can't attend an event because of work, family obligations, etc. consider offering them a chance at extra credit by engaging with the students reporting back on the events and reflecting on what they learned from the students who attended.

Send your students, employer connections, counselors, and faculty friends to the WORK page so they can connect in a meaningful way with us and learn more about what we do.

• Partnering with Career-related Work Experience and adding it to your program comes with a reward. A personalized experience for your student. See how these programs have benefited from a partnership. 

  • Nutrition Handbook - customized for Dietary Manager Certification preceptor

    • The hour tracker was adapted to track the complex preceptor requirements. This made it easier for students to participate in their WORK course and complete their certification.

  • STEM Handbook - customized for the unique needs of STEM

    • STEM is supported through presenting research and preparing a STEM poster to gear up for transfer to a 4-year. Safety support is also included and pathways to get safety equipment. 

  • WORK Handbook - this is a one size fits all, learn the power of reflection

    • Reflection is where the learning happens, this model leans into that, it also offers students alternative options for reflection depending on their learning  needs (video, slideshow, poster, presentation, or paper). It provides students with federal guidelines to make sure they are able to advocate for themselves with the help of their WORK instructor. 

References 

• Georgetown Center on Education and the Workforce The College Payoff: More Education Doesn’t Always Mean More Earnings Report

• Hechinger Report Training programs are welcome, but let’s not overlook the benefits of a bachelor’s degree Link

• NACE Faculty Attitudes and Behaviors: The Integration of Career Readiness Into the Curriculum Link and Report

• NACE Helping Faculty Understand the Impact of the NACE Career Readiness Competencies Link and Worksheet

• NYU Steinhardt School of Culture, Education, and Human Development Cooperative Work Experience Education at a Hispanic Serving Institution: Program Improvement with a Latinx Student Focus 2021 Study

• Working to Learn: Disrupting the Divide Between College and Career Pathways for Young People 1st ed. 2020 Edition Link

• Working for a Future: Equity and Access in Work-based Learning for Young People 2024 Edition Link

Illustrations

• Canva, Visual Suite for Everyone

• Jun Han Chin, Communicate visually and connect emotionally