Advising Curriculum

The Center for Life Beyond Reed uses a curricular approach to support organizing, sequencing, and achieving learning outcomes for students outside the classroom. This approach is intended to provide consistent and comprehensive experiences for our students, improve wayfinding, and aims to reduce the incidence of over and reactive programming.

This curriculum was designed as a scaffolded and developmentally-appropriate learning approach. It is intended to provide a shared sense of purpose for staff, enabling everyone to use consistent language to communicate with each other, and students, about opportunities and goals.

Our Purpose

Purpose → Skills → Community → Opportunity → Reflection

Our goal is that students leave Reed with the confidence and connections to navigate the world beyond Reed successfully. Through your work with CLBR, you will clarify your purpose, hone your skills, develop your community, and gain experience through opportunities.

Learning Goals

Clarity of Purpose

Reed students and alumni have an understanding of how their needs and values inform their community of purpose.

Articulate Skills

Reed students and alumni are able to articulate their skills and strengths to themselves and others.

Use Resources

Reed students and alumni are able to seek out and use the tools and support systems available to them at CLBR, the Reed campus, and beyond.

Transitional Skills

Reed students and alumni have developed the necessary skills to navigate various professional and academic communities beyond Reed.

Rubric

	No Development	Low	Moderate	High
Clarity of Purpose	Does not understand the value of self-reflection in their professional development and cannot articulate their needs and values	Understands the value of self-reflection but has not yet applied it towards clarifying their needs and values	Through self-reflection, they have identified their needs and values and understand how this impacts their professional goals and aptitude to develop goals	Has used self reflection to understand their needs and values and has developed professional goals and the confidence to pursue them
Articulate Skills	Cannot articulate their values, skills and/or strengths, thus cannot identify befitting opportunities	Has the ability to articulate the value or their skills OR identify opportunities that fit their strengths	Can identify opportunities and is able to articulate their strengths but does not have the confidence to effectively do so	Has identified opportunities that fit their strengths and has the confidence to effectively articulate the value of their skills in various professional settings
Use Resources	Does not have an awareness of the value of Reed based resources and/or developing and using professional communities	Is aware of the value of Reed based resources and/or developing and using professional communities, but has not sought out support	Can articulate how on and off campus resources are valuable in reaching their personal and professional goals and has sought some support	Has the skills to seek out and use on-campus and external resources and communities that support their personal and professional goals
Transitional Skills	Does not have a concept of appropriate workplace behavior and/or skills	Can explain how certain behaviors may change in the workplace, and can identify beneficial workplace skills	Able to articulate their own workplace skills and behaviors	Has developed an understanding of workplace behavior and skills that are appropriate for their desired industry and career goals

Learning Outcomes

	Learning Goal	Learning Outcomes: Students and alumni...
Clarity of Purpose	Reed students and alumni have an understanding of how their needs and values inform their community of purpose	Are able to identify career opportunities that are an appropriate fit for their professional goals Are able to articulate their needs and values to find environments that will support their professional and academic success Are able to create detailed or step-by step plans to reach their professional and academic goals
Articulate Skills	Reed students and alumni are able to articulate their skills and strengths to themselves and others	Are able to effectively articulate their skills and strengths in writing and conversation Can identify and articulate experiences that exemplify their skills and strengths Are able to use their skills and strengths to identify future programs and opportunities
Use Resources	Reed students and alumni are able to seek out and use the tools and support systems available to them at CLBR, the Reed campus, and beyond	Pursue on-campus professional development opportunities through Student Work, SEEDS, and Reed sponsored events Know how to use CLBR advising services and events programming to support their goals Know how to find and apply to Reed-based and national funding opportunities Know how to seek out and create connections with off-campus resources (people, organizations, etc.) using the alumni network, LinkedIn, and more
Transitional Skills	Reed students and alumni develop the necessary skills to navigate various professional and academic communities beyond Reed	Are able to secure and retain jobs Are able to gain acceptance into and succeed in graduate school Are considered competitive applicants for professional and academic opportunities Feel prepared and confident navigating various professional and academic communities Understand how their identity and positionality impacts navigating various workplace and academic communities Have a working definition of professionalism that aligns with their values

(Adopted on May 9th, 2022, published on April 3rd, 2024)