Publication: AI-Based Career Guidance Modules
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Authors
Boicu, Mihai
Rytikova, Ioulia
Vidya, Garimella Sri
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Abstract
In addition to teaching the students theory and skills related to the subject matter of a course, it is essential to also present the utility of these for their future career thus generating motivation and facilitating engagement. We developed 5 micro-modules in Canvas (Role Models, LinkedIn profile, CV, Job Search, Occupational Identity) having a similar structure that are adaptable to various courses and allow the introduction of career relevant elements utilizing AI-based techniques. The structure of the modules includes learning materials, mini quizzes, discussion board, AI-based search activity teaching prompt engineering (e.g., ChatGPT, Groq), and integration of extra-curricular activities. These resources contain materials to present these modules, specify how you can get access to them, guide how you can adapt them for your course and how you can get help and support during such a process.
Description
Integrating career guidance into a college course in relation to the skills and knowledge presented become essential for preparing students for the workforce, increasing their employability, and generating motivation by aligning their education with personal and professional goals. As the proposed micro-modules are intended to be adaptable to a large variety of courses, the reflection below is a general and not specific to a single course. The intent is to bridge the gap between academic learning and the relevance in practical application as students often struggle to translate theoretical knowledge into workplace skills. According to Gati and Asher (2001), career decision-making is a complex process that benefits from early intervention and guidance, enabling students to make informed choices about their future. Embedding career guidance in curricula helps students identify how their coursework relates to potential career paths, fostering a sense of purpose and
direction. A study by Bridgstock (2009) emphasizes that employability skills are critical for students entering competitive job markets. Moreover, this aligns with employers' expectations, as noted in Harvey (2000), who argues that graduates need more than disciplinary expertise to succeed. Moreover, career guidance supports equity and inclusivity helping students from underrepresented or disadvantaged backgrounds access to informal career networks or resources. Kuh et al. (2006) highlight that structured guidance within courses can level the playing field, o`ering all students opportunities to explore career options and build professional confidence.
References:
Bridgstock, R. (2009). The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), 31-44. https://doi.org/10.1080/07294360802444347
Gati, I., & Asher, I. (2001). Prescreening, in-depth exploration, and choice: From decision theory to career counseling practice. The Career Development Quarterly, 50(2), 140-157. https://doi.org/10.1002/j.2161-0045.2001.tb00979.x
Harvey, L. (2000). New realities: The relationship between higher education and employment. Tertiary Education and Management, 6(1), 3-17. https://doi.org/10.1080/13583883.2000.9967007
Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature. National Postsecondary Education Cooperative.