Enhance the Student Experience and Career Readiness with Course and Major Maps

Plan and Prepare

In this first phase, the tools below will aid your institution in:

• Making initial planning decisions and crafting templates
• Identifying core roles and responsibilities
• Announcing the initiative to faculty and staff
• Posting a student assistant role with a sample job description

Need an overview of the full implementation process? Access a copy of EAB’s recommended timeline, from project kick-off to completion.

Tool 1: Experiential Major Map Workplan Template

This first tool is an interactive worksheet to document tasks, owners, time frames, and status updates relevant to initial plans, departmental feedback, major map design, and a distribution plan. Download the workplan template to fill out the details relevant to your institution.

Start the Workplan

Tool 2: Experiental Major Map Roles and Responsibilities

The second tool details the core roles and responsibilities in the major map development process. Download the interactive worksheet to assign names of campus owners or contacts and review suggested responsibilities of each owner.

Assign Roles

Tool 3: Provost Communication Template

It is vital that you receive approvals, and support, from faculty and staff. This email template can serve as the initial announcement email to introduce the major map initiative and identify project leaders. Download the template below or start an email draft by clicking here.

Access the Template

Tool 4: Sample Position Description for Student Assistant

The student worker position supports and augments the creation and implementation of experiential major maps. This sample position description for a major maps student assistant can be used to recruit on campus. Download the sample description and modify to suit your needs.

View the Description

Design and Build

In this second phase, the tools below will aid your institution in:

• Creating a major map template
• Determining what information to include in maps for academic and non-academic units
• Establishing questions for student focus groups
• Soliciting feedback from partner organizations

Tool 5: Experiential Major Map Template

Use this template to draft and collect information for experiential major maps. Delete instructions and example text in the downloadable version and replace them with institution-specific information. Many implementation teams choose to send the filled template to a program chair or other departmental key contact for review.

Information to Include in the Major Map Template

• Student experience categories: Identify 3-4 pillars of the student experience to use as categories for major map activities. Each category should be distinct, action oriented, and aligned with institutional goals (e.g., connect with the community, broaden your perspective, think globally, explore leadership opportunities).
• First year: Outline first-year course requirements for students and early opportunities to explore majors and careers. Encourage students to interact with multiple offices and services at an institution (e.g., meet with an advisor, attend the student organization fair, work with a writing tutor).
• Middle years: Highlight academic milestones in the second and third years. Encourage students to pursue leadership roles and resume-building activities (e.g., declare a major, consider a term of study abroad, complete an internship or co-op, apply for a scholarship, serve on the board of a student group).
• Fourth year: List activities that help students in their fourth or final year complete a degree on time and prepare for a first job or graduate program (e.g., apply for graduation, take qualifying exams for graduate school, visit career services for a resume review and practice interview).
• Academic success and career development checklists: Alongside the year-by-year plan, note steps that student can complete at any time to prepare for academic and career success.

Develop Your Template

Tool 6: Experiential Major Map Inclusion Guidelines

Start developing guided questions and information to include in the major maps. Share this guide with academic and non-academic unit representatives to help them review drafted experiential major maps and decide on information to include.

Learn considerations for what information to include for:

• Academic Content
• Co-Curricular Content
• Career Development Content
• Global Experience Content

Review the Guidelines

Tool 7: Student Focus Group Discussion Guide

Student focus groups provide feedback on the look and feel of maps from a student perspective. Include a diverse group of students in focus groups to ensure maps resonate with a wide variety of students.

In this tool, you will discover numerous questions designed to elicit actionable feedback and inquiries that focus on specific angles to collect robust input. Download the full list of questions with the discussion guide to start collecting student feedback.

Start the Discussion

Tool 8: Employer Feedback Guide

Organizations that employ students and alumni can be a valuable source of feedback on experiential major map content. Use these questions, and share draft maps from relevant academic fields, to guide meetings with employers. Review the questions below or download the feedback guide.

Majors and careers

• What are some examples of entry level job titles that your company might look to fill with recent college graduates?
• What are the most common college majors of recent grads who work at your organization?
• How important is a student’s major when you decide to hire them?
• Are hiring managers or recruiters given any guidance on which college majors or minors to look for on resumes?
• Are there any majors you’d like to hire from, but you don’t think graduates know to apply with your organization?
• Does your company only hire entry level employees with master’s or other graduate degrees?

Hands-on experience

• When hiring managers and recruiters review resumes, how many years of internship or volunteer experience during college are you looking for?
• Should students start interning/volunteering their first year in college? If so, is this a need to have or nice to have qualification?
• Are there particular types of job experience that candidates must have in order to qualify for an entry level position? What advice would you give to students on when and how to find those types of experience?
• We encourage students to take courses that have project based or applied components, where they work in teams with a local business or nonprofit to help solve a problem. Should graduates list this type of experience on their resume when they apply for a job with your organization?
• What types of extracurricular experiences are recruiters or hiring managers looking for on resumes? Should students focus on trying to take on a leadership role?

Skills and knowledge

• What skills do graduates need to be successful in entry level positions at your organization?
• What are the skills that entry level employees are most often missing?
• How should they be developing these skills before they apply for a job? Or, should applicants know that they can get on the job training in these areas?
• What types of skills, knowledge, or experiences would make an entry level candidate really stand out?
• Are there types of classes students should be taking in college if they want to be prepared for a job with your organization?
• Are there additional certifications or training that entry level employees need to have? When should students start to think about getting these qualifications?
• Many of our students come from nontraditional backgrounds they may be military veterans or have started college after age 24. What kinds of nontraditional life experiences are you looking for that might demonstrate the same skills as a college internship?

Opportunities with this organization

• Do you host student internships? What year in college is the best time to intern?
• How do most students who intern at your organization first hear about you?
• Are there qualifications students need for these internships?
• Do you have opportunities for job shadow, informational interviews, or other networking that students should know about as they are exploring majors and careers?
• When and how should they get in contact with you regarding these opportunities?

Feedback on specific maps

• Is this map in line with the qualifications someone would need to get an entry level job with your organization after graduation?
• Is there anything you would add or remove?
• Are there any items you would move earlier or later?

Get the Guide

Implement and Evaluate

In this third phase, the tools below will aid your institution in:

• Finalizing communications
• Distributing major maps
• Evaluating and updating maps on an annual basis

Tool 9: Provost Communication Template (Rollout)

Use this email template to communicate to faculty and staff the experiential major map completion and rollout. You can open up a drafted email by clicking here or you can download the template below.

Open the Template

Tool 10: Annual Review Form

After implementing major maps on your campus, it is important to assess their effectiveness each year. Use this form, available for download below, to ask for any experiential major map content that should be added, removed, or revised.

Download the Form

Plan and Prepare

In this first phase, the tools below will aid your institution in:

• Making initial planning decisions and crafting templates
• Identifying core roles and responsibilities
• Announcing the initiative to academic and professional services staff
• Posting a student assistant role with a sample job description

Need an overview of the full implementation process? Access a copy of EAB’s recommended timeline, from project kick-off to completion.

Design and Build

In this second phase, the tools below will aid your institution in:

• Creating a course map template
• Determining what information to include in maps for academic and non-academic units
• Establishing questions for student focus groups
• Soliciting feedback from partner organisations

Tool 5: Experiential Course Map Template

Use this template to draft and collect information for experiential course maps. Delete instructions and example text in the downloadable version and replace them with institution-specific information. Many implementation teams choose to send the filled template to a programme chair or other departmental key contact for review.

Information to Include in the Course Map Template

• Student experience categories: Identify 3-4 pillars of the student experience to use as categories for course map activities. Each category should be distinct, action oriented, and aligned with institutional goals (e.g., connect with the community, broaden your perspective, think globally, explore leadership opportunities).
• First year: Outline first-year module requirements for students and early opportunities to explore careers. Encourage students to interact with multiple offices and services at an institution (e.g., meet with a pastoral tutor, attend the student organisation fair, work with a writing tutor).
• Middle year(s): Highlight academic milestones in the second year. Encourage students to pursue leadership roles and resume-building activities (e.g., consider a study abroad opportunity, complete an internship, apply for a fellowship, serve on the board of a student organisation).
• Final year: List activities that help students in their final year complete a degree on time and prepare for a first job or postgraduate study (e.g., take qualifying exams for a graduate programme, visit career services for a resume review and interview practice, connect with alumni in your field of interest).
• Academic success and career development checklists: Alongside the year-by-year plan, note steps that student can complete at any time to prepare for academic and career success.

Develop Your Template

Tool 6: Experiential Course Map Inclusion Guidelines

Start developing guided questions and information to include in the course maps. Share this guide with academic and non-academic unit representatives to help them review drafted experiential course maps and decide on information to include.

Learn considerations for what information to include for:

• Academic Content
• Co-Curricular Content
• Career Development Content
• Global Experience Content

Review the Guidelines

Tool 7: Student Focus Group Discussion Guide

Student focus groups provide feedback on the look and feel of maps from a student perspective. Include a diverse group of students in focus groups to ensure maps resonate with a wide variety of students.

In this tool, you will discover numerous questions designed to elicit actionable feedback and inquiries that focus on specific angles to collect robust input. Download the full list of questions with the discussion guide to start collecting student feedback.

Start the Discussion

Tool 8: Employer Feedback Guide

Organisations that employ students and alumni can be a valuable source of feedback on experiential course map content. Use these questions, and share draft maps from relevant academic fields, to guide meetings with employers. Review the questions below or download the feedback guide.

Programmes and careers

• What are some examples of entry level job titles that your company might look to fill with recent university graduates?
• What are the most common academic programmes of recent grads who work at your organisation?
• How important is a student’s academic programme when you decide to hire them?
• Are hiring managers or recruiters given any guidance on which university programmes to look for on resumes?
• Are there any programmes you’d like to hire from, but you don’t think graduates know to apply with your organisation?
• Does your company only hire entry level employees with postgraduate qualifications?

Hands-on experience

• When hiring managers and recruiters review resumes, how many years of internship or volunteer experience during university are you looking for?
• Should students start interning/volunteering their first year in university? If so, is this a need-to-have or nice-to-have qualification?
• Are there particular types of job experience that candidates must have in order to qualify for an entry level position? What advice would you give to students on when and how to find those types of experience?
• We encourage students to take modules that have project-based or applied components, where they work in teams with a local business or nonprofit to help solve a problem. Should graduates list this type of experience on their resume when they apply for a job with your organisation?
• What types of extracurricular experiences are recruiters or hiring managers looking for on resumes? Should students focus on trying to take on a leadership role?

Skills and knowledge

• What skills do graduates need to be successful in entry level positions at your organisation?
• What are the skills that entry level employees are most often missing?
• How should they be developing these skills before they apply for a job? Or, should applicants know that they can get on the job training in these areas?
• What types of skills, knowledge, or experiences would make an entry-level candidate really stand out?
• Are there types of classes students should be taking in university if they want to be prepared for a job with your organisation?
• Are there additional certifications or training that entry-level employees need to have? When should students start to think about getting these qualifications?
• Many of our students come from nontraditional backgrounds-they may be mature learners or the first in their family to attend university. What kinds of nontraditional life experiences are you looking for that might demonstrate the same skills as an internship?

Opportunities with this organisation

• Do you host student internships? What year in university is the best time to intern?
• How do most students who intern at your organisation first hear about you?
• Are there qualifications students need for these internships?
• Do you have opportunities for job shadow, informational interviews, or other networking that students should know about as they are exploring careers?
• When and how should they get in contact with you regarding these opportunities?

Feedback on specific maps

• Is this map in line with the qualifications someone would need to get an entry-level job with your organisation after graduation?
• Is there anything you would add or remove?
• Are there any items you would move earlier or later?

Get the Guide

Implement and Evaluate

In this third phase, the tools below will aid your institution in:

• Finalising communications
• Distributing course maps
• Evaluating and updating maps on an annual basis

Tool 9: Senior Sponsor Communication Template (Rollout)

Use this email template to communicate to academic and professional services staff the experiential course map completion and rollout. You can open up a drafted email by clicking here or you can download the template below.

Open the Template

Tool 10: Annual Review Form

After implementing course maps on your campus, it is important to assess their effectiveness each year. Use this form, available for download below, to ask for any experiential course map content that should be added, removed, or revised.

Download the Form

• Fisk University
• North Dakota State University
• Southwest Baptist University
• St. Ambrose University
• University of California, Berkeley
• University of Texas, El Paso
• University of Toronto, Mississauga
• University of Utah
• University of Windsor
• Virginia Commonwealth University
• West Virginia University
• Wilfrid Laurier University