AESHM 3110 Seminar on Careers & Internships

QM standards that may be met on this page include: (Select each plus sign to view more)

SRS 1.1: Instructions make clear how to get started and where to find various course components.

Provide students with clear guidance on how to begin the course and navigate its structure. This includes a clear and concise explanation of the initial steps learners should take, such as reviewing the syllabus or completing an introductory activity. A recorded course tour can be especially helpful, offering a visual walkthrough of the learning management system and highlighting where to find key materials, such as assignments, discussion boards, and grades. Instructors may also incorporate interactive elements, such as a syllabus quiz or a scavenger hunt, to encourage students to actively explore the course.
SRS 1.2: Learners are introduced to the purpose and structure of the course.

Clearly communicate both the purpose and the organizational framework of the course. This begins with a statement that explains how the course fits within the broader curriculum, major, or discipline, helping learners understand its academic relevance. Instructors should also describe how the course contributes to students’ educational goals and how its content connects to real-world applications beyond the classroom. The course's purpose can be found on the homepage in the welcome message or in the syllabus under the course description. To clarify the course structure, instructors can provide a course outline, alignment map, or a calendar that details key dates and topics. A course tour that illustrates the weekly flow or a typical topic schedule can further reinforce students’ understanding of how the course is organized and what to expect.
SRS 1.8: The self-introduction by the instructor is welcoming and is available in the course site.

Provide a self-introduction that is warm, personable, and accessible within the course site. This introduction helps establish instructor presence and fosters a sense of connection with learners. It may include the instructor’s name, professional background, teaching philosophy, interests, and enthusiasm for the subject. A welcoming tone encourages student engagement and helps create a supportive learning environment. The self-introduction can be presented in written form, as a video, or through other media that reflect the instructor’s personality and approach to teaching.

Editor Only Checklists are NOT visible to your students. To remove, click Remove in the Open Action Items menu in the lower right-hand corner.

Welcome, [Current User Short Name] !

[Add a welcoming message. Also be sure to state the purpose of the course]

Getting Started

Begin by using the module list or course navigation menu to review key content:

Start Here Module: Begin by reviewing essential course details, expectations, and helpful resources.
- Syllabus: Found within the Start Here module. Learn about the course structure, policies, assignments, and grading criteria.
- Schedule: Also located in the Start Here module. View the course timeline, including important dates and deadlines.
Additional Modules: Access weekly content, including readings, discussions, and assignments, to stay on track throughout the course.

Semester/Year

Fall 2026

Credit Hours

1 Credit

Course Format

Online

Student (Office) Hours

In-Person: WF 9:30-11:30

Online: TR 1-3 via Microsoft Teams [linked]

Prerequisite(s)

AESHM 111/AESHM 111L, sophomore classification

Module List

Iowa State University