Consumer Science 250: Retail Leadership Symposium


Name: Danielle Croegaert
SCID: School of Human Ecology
Department: Consumer Science
Course Name: Consumer Science 250: Retail Leadership SymposiumCourse Objectives:

  • CO1: Discuss the seven Career Readiness Competencies: critical thinking/problem solving, oral/written communication, teamwork/collaboration, information technology application, leadership, professionalism/work ethic, and career management.
  • CO2: Describe the various components of the retailing industry.
  • CO3: Identify occupations within the retailing industry and the skill sets necessary for success.
  • CO4: Explain the impact the retailing industry has on individuals and families in society.

Course Units:

  • CU1: Intro to retailing industry and related career paths
  • CU2: Career Readiness competencies overview
  • CU3: Critical thinking/problem solving
  • CU4: Oral/written communication
  • CU5: Teamwork/collaboration
  • CU6: Information technology application
  • CU7: Leadership
  • CU8: Professionalism/work ethic
  • CU9: Career management

Unit Objectives:

UNIT TITLE: Career Management

  • UO1: Articulate skills and strengths relevant to careers in the retailing industry.
  • UO2: Outline steps necessary to pursue opportunities in the retailing industry.
  • UO3: Identify resources on and off campus to guide the career management process.

Activity One

Description:Students will read online module that presents on and off campus resources to guide the career management process. They will then do an online knowledge check in the form of a student scenario (Marcy).Modality: Canvas
Activity Sequence: Pre-class
Objectives Supported: UO3
Horton Type: Absorb
Bloom’s Level: Knowledge/Remember
Evidence: Knowledge check assessment
Time on Task:
Required Knowledge: N/A
Pedagogical Role: Develop activity that addresses course/unit objectives
Social Role: N/A
Managerial Role: Communicating clear/consistent expectations of assignment
Technical Role: Canvas support
Technical Role:

Activity Two

Description:Break students into groups. Assign each group a retail career path (buying/merchandising, product development, store management, marketing, etc). Using O*Net and class presentation knowledge, come up with a list of skills and strengths necessary for this career path. Report to class. Modality: Face-to-face (group work)
Activity Sequence: In-class
Objectives Supported: UO1
Horton Type: Connect
Bloom’s Level: Understand/Explain
Evidence: Report to the class (rubric to assess)
Time on Task:
Required Knowledge: Information from industry presenters
Pedagogical Role: Foster interactions, assessment strategy
Social Role: Set expectations for group participation
Managerial Role: Manage time for activity, develop rubric
Technical Role: Provide tutorial on online tool O*Net
Technical Role:

Activity Three

Description:Students will pick a retail career path they find interesting and outline the steps necessary (while they’re in college) to pursue the opportunity, as well as the resources (on and off campus) that can help in this process. This will be in the form of a reflection paper. Modality: Online- Canvas
Activity Sequence: Post-class
Objectives Supported: UO2, UO3
Horton Type: Do, Connect
Bloom’s Level: Apply
Evidence: Instructor feedback and and assignment grade
Time on Task:
Required Knowledge: Industry presentations and class reports on the different career paths
Pedagogical Role: Develop activity to support course goals
Social Role:
Managerial Role: Communicate clear and consistent expectations for reflection assignment.
Technical Role: Canvas support
Technical Role:

Activity Four

Description:Students will complete a minute paper relating to on and off campus resources to guide career management. Report to large group. Modality: Individual reflection, Face-to-face (large group reporting)
Activity Sequence: In-class
Objectives Supported: UO3
Horton Type: Do
Bloom’s Level: Understand/explain
Evidence: Minute paper and class discussion
Time on Task: 5 minutes
Required Knowledge: Pre-class activity on resources
Pedagogical Role: Develop questions (for minute paper) that support unit objective
Social Role: Cultivate student participation in large group reporting activity
Managerial Role: Determine rhythm for activity sequence
Technical Role: N/A
Technical Role:

Activity Five

Activity Sequence:
Objectives Supported:
Horton Type:
Bloom’s Level:
Time on Task:
Required Knowledge:
Pedagogical Role:
Social Role:
Managerial Role:
Technical Role:
Technical Role:

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