Module Overview

A1: Company Research

Learning Event	Activity	Timing
Set Goals	Discuss why it is important to research a company before applying to a job. The group comes up with a list of information to find out in research.	5 min
Connect to Prior Knowledge	Facilitator asks learners to discuss how they would go about finding this information about a company, why the information is important, and what they would do if they couldn’t find the information.	5 min
Present and Organize Content Information	Facilitator presents a checklist of information to find out about a company and describes approaches for conducting research using web platforms and informational interviews.	10 min
Take Action and Monitor Progress	Each learner selects a company to research and references the checklist as they search for the relevant information. The facilitator walks around to support learners as needed.	20 min
Synthesize and Evaluate	Each person in the group shares what they learned about the company and the names of someone they would contact to 1) find out more information about the position and 2) follow up with after they apply to the position.	10 min
Extend and Transfer	In A3 and A4, learners will extend and transfer their research through writing their cover letter and in a mock interview.

A2: Create a Resume

Learning Event	Activity	Timing
Set Goals	The group discusses what they think are important qualities in a resume and what questions they have.	5 min
Connect to Prior Knowledge	The facilitator screenshares two resumes (one effective and one ineffective) and asks the group to discuss what they think is effective or ineffective about the resumes.    The facilitator asks, what are keywords in these resumes? As a group, learners discuss the importance of including keywords in resumes and discuss how they might go about determining keywords.	15 min
Present and Organize Content Information	Facilitator explains KSA (Knowledge, Skills, Abilities) documents. Learners create KSA documents that indicate what they want to get across in their resumes.    Watch a video about best practices for creating resumes and review the resume checklist. Discuss specify, quantify, qualify.     The group discusses what is new to them from the video and the resume checklist, and any questions.	15 min 10 min 5 min
Take Action and Monitor Progress	Learners select templates from MS Word or Google Docs and create their resumes, and they email them to the facilitator. They reference the resume checklist to make sure they account for best practices.	10min; complete independently, during the week
Synthesize and Evaluate	The facilitator screenshares and as a group, the learners give feedback on the strengths and weaknesses of each other’s resumes.	20 min
Extend and Transfer	Learners update their resumes based on feedback and make an appointment with the Georgia Tech career center for additional feedback.	Independently, during the week

A3: Write a Cover Letter

This activity will assume a flipped format compared to the resume workshop. Learners perform research in pairs on cover letter writing and to critique cover letters, then come together to discuss their findings. 

Learning Event	Activity	Timing
Set Goals	The group discusses the role of a cover letter.	5 min
Connect to Prior Knowledge	The group compares their experiences with writing cover letters – when did they write one before, what do they think is important information to include, and what are some questions they have about cover letters? What are some skills we’ve already discussed that might help with writing cover letters?	5 min
Present and Organize Content Information	Learners are divided into pairs and given two cover letters. During the week, they perform independent research on how to write cover letters and best practices. Each pair prepares a critique of the two cover letters to share in the next meeting, and they should suggest changes to the cover letters based on their research. Groups should share the resources they referenced in the Teams channel.	20min; Independently, during the week
Take Action and Monitor Progress	As a group, discuss the strengths and weaknesses of the two cover letters.	20min (2nd weekly session)
Synthesize and Evaluate	Facilitator references a checklist of strengths and weaknesses that should have been pointed out and fills in any missing pieces during the discussion.	10min (2nd weekly session)
Extend and Transfer	Learners create a first draft of their own cover letters and make an appointment with the career center for further review.  How to Write A Cover Letter – “The key to writing effective cover letters is to succinctly communicate how your professional	Independently, during the week

A4: Peer Review

Each Data Fellow is given the resumes and cover letters of another person. They will review and provide feedback on the resume and cover letter according to a checklist. During a 1-hour session, learners bring their completed resumes and cover letters. While referencing resume and cover letter checklists, as a group, we look at each person’s resume/cover letter and give feedback. This activity is intended to bring together content from all prior activities.

Learning Event	Activity	Timing
Set Goals	Each Data Fellow is given the resumes and cover letters of another person to review during the week while they reference a checklist.	10 min
Connect to Prior Knowledge	Learners go through the resume and cover letter with reference to the checklist, and note any areas that are not accounted for, and any areas that are particularly strong.	20min; Independently, during the week
Present and Organize Content Information	Learners get into a group with the people who reviewed their materials to hear feedback. Each person shares what they found according to the checklists.	10 min
Take Action and Monitor Progress	As a group, we discuss what if there were strengths and weaknesses that other people caught that we missed, and any new understanding that emerged based on the exercise.	20min
Synthesize and Evaluate	Each learner applies feedback to their resume and cover letter to ensure it accounts for each element in the checklist.	Independently, during the week
Extend and Transfer	Learners select a specific job post and perform content updates to their resumes and cover letters.	Independently, during the week