discovering yourself, discovering your future

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Discovering Yourself, Discovering Your Future. A Career Exploration Unit focusing on Higher Education for High School Students. Developed by: Kristin Wilkin. Applied Career Development Summer 2008 University of Central Florida. Project Description. - PowerPoint PPT Presentation

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  • Discovering Yourself, Discovering Your FutureA Career Exploration Unit focusing on Higher Education for High School Students

    Developed by: Kristin WilkinApplied Career DevelopmentSummer 2008University of Central Florida

  • Project DescriptionThis project was designed to help high school students discover how their interests can connect to a future career and the higher education needed to get there. Through this unit students are able to explore a career that is of interest to them and then thoroughly research a program of interest at a post-secondary institution. At the end they create a portfolio to demonstrate their learning and as a tool they may use in the future.

  • Project NeedCareer development is vitally important for todays youth, who are more than ever motivated but directionless (Schneider & Stevenson, 1999 as cited in Hughes & Karp, 2004).

    Career development activities:Draw connections between academic work in high school and a students future. Make academics more interesting and relevant for students. Provide students with the necessary tools to set career goals, and give them an understanding of the education and skills they need to meet their goals.

  • Research to Support ProgramHigh school students who took a career-decision making course had less career related indecision at the end of the course than did a comparison group (Savickas,1990). Participants also improved their long-term perspective as compared to the comparison group, meaning that the career course helped them understand the relationship between the present and the future, and to plan for and be motivated to achieve long-term goals (Hughes & Karp, 2004).A study of a career exploration class for high school seniors found that participants increased their scores on an inventory of career orientation, indicating that they engaged in increased career planning and career exploration (OHara, 2000,).Participants in a high school career course saw increases in both their career decision-making and vocational skills self-efficacy, indicating that they felt better able to make career-related decisions and perform career-related tasks than a comparison group, and these gains were maintained over time (McWhirter, Rasheed, & Crothers, 2000 as cited in Hughes & Karp, 2004).

  • Target PopulationThere are several target populations for which this program might be useful for. In marketing the program to administration, I will offer these options as target populations to consider.11th Grade at risk students through regular English classes Incorporate into current Advancement via Individual Determination (AVID) programs. AVID targets students in the academic middle B, C, and even D students who have the desire to go to college and the willingness to work hard. As a standalone Career Development Class approved by the FLDOE available by counselor recommendation for at risk students (Career Research and Decision Making, Course # 1700380) http://data.fldoe.org/crsCode/912/Research%20and%20Critical%20Thinking/pdf/1700380.pdf

  • Objectives of Program

    After successfully completing this course/unit, the student will:Identify and demonstrate use of the steps of systematic goal-setting and decision-making processes.Demonstrate use of techniques for self-assessment to determine personal career interests and capabilities.Demonstrate use of career resources to identify preferred occupational fields, career opportunities within each field, employment prospects, and education or training requirements.Demonstrate appropriate writing, listening, viewing, and speaking skills needed to successfully apply for postsecondary education or work (e.g., writing a rsum, or essay; compiling a portfolio).Demonstrate knowledge of varied types and sources of financial aid to obtain assistance for postsecondary education.Develop a personal education and career plan.Demonstrate use of strategies for identifying personal strengths and weaknesses and making improvements.****These are the objectives for the Career Research and Decision Making Course approved by the Florida Department of Education

  • ASCA National Standards for Career DevelopmentStandard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. C:A1: Develop Career AwarenessC:A2: Development Employment ReadinessStandard B: Students will employ strategies to achieve future career goals with success and satisfaction.C:B1: Acquire Career InformationC:B2: Identify Career GoalsStandard C: Students will understand the relationship between personal qualitieis, education, training, and the world of work.C:C1: Acquire Knowledge to Achieve Career GoalsC:C2: Apply Skills to Achieve Career Goals

  • Budget- Based on Average Class of 25

    ***Costs may be offset by having students provide their own supplies and paying for their own printing.

    SuppliesCost Per ItemNumber per studentTotalPaper Portfolio $0.10 1$0.10 Sheet Protectors$0.10 Approximately 20$2.00Writable CD$1.001$1.00Paper & Ink$0.15Approximately 50$7.50Totals$10.60 per student x. 25 students$265.00 per class

    In-Kind CostsUse of computer labUse of PrinterSoftwareChoices PlannerOverhead/Proxima

  • TimelineAugust,-present project overview at Curriculum Leaders MeetingSeptember- Follow up meeting to discuss implementation planOctober- Pitch program to potential teachersNovember-December- Work in teams to train and to further develop program to meet needsJanuary- Implement ProgramLessons are provided for 40 days, not including additional time for editing; Teachers may modify plans to fit into time allowanceJune- Meet with teachers for feedback

  • Features of ProgramContains complete lesson plans including all materialsIs completely available through the internetAligned to Sunshine State Standards for Language Arts and National Standards for TechnologyAligned to ASCA standards for School Counselors

  • Features of Website http://teacher.ocps.net/kristin.wilkin/Home%20Page.htmHome page features an overview of the programAll lesson plans are on the internet and available in a printable documentAll lesson materials are available through linksStudent work samples are linked into the pageMany lessons include grading rubricsAdditional Ideas to extend the lesson are offered

  • Project ComponentsIcebreaker: I Am.... PoemThe Importance of Higher EducationInterest InventoriesMy Life in 10 Years Map and EssayChoices Planner Job ReportHigher Education Research: Create a BrochureCollege Admissions: Writing the EssayCreating a ResumeScholarship and Financial Aid ResearchReflecting on Growth: Change PoemPutting it all Together: Final PortfolioProject Evaluation

  • Icebreaker: I am.PoemDescription:An icebreaker allows you to get to know the students and for them to know each other. To increase awareness and encourage self-development, it is crucial to engage participants in activities which call for introspection and self-reflection. The I AmPoem provides a way for students to reflect on who they are before beginning the project.Assignment:Students create an autobiographical I am Poem and share it with the class.

  • The Importance of Higher EducationDescription: In this lesson, students will learn about the importance of higher education and its relationship to future earnings and nonmonetary benefits. They will look at average earnings based on level of education. Data will also be disseminated various demographic data. Assignment: Students examine graphs related to the importance of higher education, then in groups create posters to explain it to the class.

  • Interest InventoryDescription:Before you can choose a major or a career you need to know yourself; your values, interests, personality and skills. Students take the interest inventory on Choices Planner and learn about Hollands codes.Assignment:Students complete the interest inventory on Choices Planner

  • Life in 10 Years Map and EssayDescription: Students imagine their life as they wish to see it in 10 years. They are asked to think beyond material possessions and think about what they value, who they would like to be, and the roles they will play in life.Assignments:Students access their values through a game.Students create a circle map describing their life.Students develop the details from their map into an essay describing their life in 10 years.

  • Choices Planner Job ReportDescription:Students often choose career interests without knowing many details about the chosen profession. This assignment gives students the opportunity to explore a career of interest.Assignment:Students fill in a worksheet related to their career of interest.

  • Higher Education ResearchDescription: Students have the opportunity to explore a post-secondary program at any school desired, including technical or specialty school, community college, private college, or university. The emphasis is on meeting the students goals and interests. Through this assignment they will learn:Entrance RequirementsApplication DeadlinesCourses Required for your programTuition informationFinancial Aid AvailabilityContact Information for the School and Academic Area Assignment:After completing research, students create a brochure about a major at a chosen school

  • College Admissions: Writing the EssayDescription: This lesson begins with an overview of the admissions process with a focus on the admission essay. Students have the opportunity to analyze actual admission essay before creating their own.Assignment:Students write and revise an admission essay based on a common topic

  • Creating a ResumeDescription: For students to be prepared to enter the world