|Step||Description||Expected Student Results|
Student Task: The student will write an introductory letter to his or her mentor describing student's interests and activities. Student will include a description of his or her area of primary career interest, citing specific reasons this career is of interest, including information from Holland Personality Inventory and Work Values Survey. The student will also write a letter committing to the terms of the telementor process.
Mentor Role: The mentor will write a letter introducing himself to the student and reply to the student letter by asking probing questions about student interests and offering his/her own insight.
|PORTFOLIO ENTRY ONE:
1. Introductory letter from student to mentor.
2. Holland Personality Inventory; Work Values Inventory
3. Committment Letter
Student Task: The student will create a resume of high school activites in preparation for college entrance applications and scholarship applications.
Mentor Role: The mentor will share his professional resume with the student. After receiving the student's resume, the mentor will discuss the differences and similarities of the two and reasons for the differences.
|PORTFOLIO ENTRY THREE:
1. Typed resume including the following:
GPA and Class Rank
School activities by grade
Honors and Distinctions by grade
Honors, AP, and College classes completed
Community service including project,specific activity, and hours participated.
Personal hardships/obstacles overcome
2. Request letters of recommendation from adults that know and respect your interests, abilities, and work performance.
|3||Information Seeking Strategies – Exploring Universities and Colleges that Specialize in Career Interest
Mentor Task: Assist students as they research specific information for three of their top choice colleges/universities. Help students research to compare/contrast schools and ensure that the schools have strong programs in their academic/career areas of interest. Suggest keywords/websites student can use to locate information on universities and colleges on the internet.
Student Task: The student will use the Internet to research at least three universities/colleges of interest that have respected programs in their chosen career field.
Students will research admissions requirements and cost of attendance information and prepare an entry detailing that information for each institution. In addition to expenses set by the university (tuition, room, board, and fees), students will include estimated expenses associated with college attendance (books, personal supplies, transportation costs, and other expenses)and will include them in their overall estimated cost.
Students will research TOPS requirements and will include the amount of money they expect to receive from the TOPS program for college using LOFSA estimates for the coming year. They may deduct that amount from their estimated expenses if they plan to attend a Louisiana public college and have the required GPA and ACT/SAT scores for the TOPS award.
|PORTFOLIO ENTRY FOUR:
The fourth portfolio entry will be a spreadsheet including detailed information on three universities that students are interested in attending after high school graduation.
Portfolio 4 will include the following information about three colleges/universities of interest:
Location of the college/university and website address
Distance from home
Application deadlines for the current year
Scholarship application deadlines for current year
College/University Admissions requirements, including:
1. Minimum ACT or SAT scores
2. Grade point average
3. Any possible portfolios, community service, or any other requirements for admission to their particular department of interest. (Example: students entering certain art/graphic design programs at some schools are required to submit a portfolio of their work for evaluation before being accepted to that department as an undergraduate.)
Cost of attendance information entries should be organized by university and will include the following information:
Tuition costs based on either quarters (LA Tech) or semesters (most other schools)
Room and board (housing and food --consider whether living on campus or off when calculating cost. Also, find out what requirements the university has for students to live off-campus.)
Estimate expenses for books, personal supplies, transportation costs, eating out, and other expenses to include in overall estimated cost.
List TOPS requirements and include the amount of money you expect to receive from the TOPS program for college using LOFSA estimates for the coming year. Deduct that amount from your estimated expenses if you plan to attend a Louisiana public college and have the required GPA and ACT/SAT scores for the TOPS award.
Conclude with an estimated cost of attendance quarter per semester (or quarter) and per year for each university of interest. This will assist you in budgeting and in determining how much money you will need to obtain through scholarships/loans/grants/etc in order to attend each university if you choose to do so next year.
Student Task: The student will use the internet to research his or her career field of interest using suggested keywords, questions, and websites from the mentor and sources they discover through their own research.
Students who are undecided about what specific job they are interested in may choose to explore a career cluster category (medical, legal, business, etc) to learn about specific career options within that field instead of focusing on one exact job title(such as pediatrician, heart surgeon, etc) during this research section. The student will e-mail the mentor with interesting findings and compose a research report using guidelines provided by teacher. After writing the report, students will upload it for mentors for feedback.
Mentor Role: The mentor will describe his or her own job position and explain how he/she prepared for that career. Mentors will describe for students the importance of considering benefits offered by employers (insurance, vacation, etc)and of considering the future outlook for growth when considering a career field.
Mentors will provide feedback to students relating to their career research and will give suggestions about other resources that might help students find valuable information relating to preparation for their career.
|PORTFOLIO ENTRY TWO:
1. Create a document that includes information about the student's chosen career or career cluster area.
The document must include the following:
Name/job description (or career cluster category and description of several jobs of interest for those who are undecided about a specific career at this time)
Related career fields
Educational requirements (What type of degree/training is required for an entry job?)
Describe the skills necessary to enter this career field
Daily duties and responsibilities
Compensation and benefits
List potential employers (Local/state; national/international)
Occupational outlook for future growth in this field
Students will cite four sources within the text of their papers and will include a Works Cited.
|5||Information Seeking from University Contacts-
Mentor Task: The mentor will assist the students in creating information-seeking questions for key personnel at their three top universities of interest. They will help students identify and make contact with an admissions staff representative and with an advisor in their student's academic major department of interest during this step.
Student Task: Students will create meaningful, information-seeking questions to ask college admissions counselors and advisors in their college major departments.
Students will identify and list key personnel in the admissions office and in their college major department of interest at their three top universities. Students will make an e-mail or phone contact to obtain specific information about what each college/university offers to assist them in making the best decision about where to attend.
During this step, students may also begin the application process to selected universities and will seek help from parents, teacher, and mentors throughout that process.
|PORTFOLIO ENTRY FIVE:
Students will collaborate with mentors to develop a list of at least five information-seeking questions to ask the admissions department and five questions to aks an academic advisor in their department of interest at their three top colleges/universities.
Students will create an e-mail or phone contact list of key university personnel in the admissions department and in their academic major department at their three chosen colleges.
Portfolio 5 will include:
1. List of questions student and mentor created for student to ask college admissions office and another list to ask an academic advisor in their college department of interest. Each list must include a minimum of five questions that will aid the student in making decisions about what university and major would be best for them.
2. Contact list for each of three chosen colleges/universities of interest, including:
1.Admissions office mailing address, e-mail, and phone number and name of specific individual or individuals that are main contacts in the admissions department
2. Name/contact information for an academic advisor in the student's academic major of interest.
|6||Analyzing Information from College and University Contacts:
Mentor Task: The mentor will assist students as they analyze information obtained from college/university contacts in step four and help students consider options for the best college opportunities for them. This step will begin in October and end November 20 to allow students to work over a long period of time with mentor help during the process.
Mentors will assist students by helping them search for scholarship opportunities, reading application and/or scholarship essays if needed, and providing feedback as students consider opportunities.
Student Task: The students will share information obtained from e-mail, phone, and/or personal campus contacts with mentor and begin college application process.
|PORTFOLIO ENTRY SIX:
Students will analyze information learned in e-mail, phone, and/or personal visits to their universities of choice and reflect on what they learned. They will discuss strengths and weaknesses of various university programs with their mentors and will ask additional questions of the university admissions counselors and academic advisors as needed during this step.
Students will begin college/university applications online and will e-mail mentors with questions. Students should apply to a minimum of three colleges/universities of interest if at all possible.
Students will research college scholarship opportunities and begin folders in class for each scholarship application they are working on. They will update mentors with progress on college and scholarship applications.
Portfolio 6 will include:
1. A list of university contacts that they have made and what they learned through those interactions.
2. A list of college application and primary scholarship deadlines for the year for their schools of interest.
3. A list of applications and updates about status of their progress in completing college applications.
4. A list of scholarship applications they are working on, including the due dates and reflection on their qualifications for the awards.
|7||Information Seeking Strategies – Developing and submitting interview questions
Mentor Task: Ask the student what questions they think would be important in an interview. Discuss with the student differences in an oral interview and in an e-mail interview. Stress to the student the importance of correct grammar and punctuation in an interview. Review and help students revise interview questions.
Assist student by identifying and contacting potential individuals currently working in the student's field of interest or personnel working in the university the student is researching, locating e-mail addresses for contacts, and send student questions to the interview subjects once they are completed.
Student Task: The student will work with the mentor to develop questions for the e-mail interviews. They will also write a note explaining their career interest and purpose of their research.
|PORTFOLIO ENTRY SEVEN:
Will be a short note written to a professional person explaining your career interest and the purpose of your research and containing a typed list of ten questions for an e-mail interview that have been generated and revised through student/mentor communication.
After submitting the interview questions, the student will compose a written entry to reflect on what he or she hopes/expects to learn from the interview experience prior to receiving responses from interview subjects.
Possible Sample Questions –
How did you become interested in your field?
What education did you need to join this profession?
What kinds of grades would you say I need in high school/college to enter this field?
What classes/internships/jobs would help me prepare for a career in this field?
Why and how did you choose the university/college you attended and do you think it helped prepare you for your profession?
What university/college you believe has the best educational program for my area of interest?
What other jobs have you held in the past?
Where do you currently work?
What kinds of tasks do you do on a typical day at work?
Knowing what you now know, if you could pick any other field to work in, what would it be?
What are the best and worst parts of your job?
What advice would you give to someone interested in doing the job that you currently do?
|8||Conducting and Analyzing Interviews
Mentor Task: The mentor will send and receive the student's interview questions to three professionals working in the career field of student interest. When answers are received from the professionals, mentors will forward the messages to students through the telementor site.
Student Task: Students will read and analyze information provided by the professionals. They will record contact information for each professional and write a portfolio entry detailing information from each professional interview. In addition to including the information provided by the professionals, students will include any new insights they learned about their career of interest.
Student Task: Preparing Letter of Thanks:
The student will create a letter of thanks specifically tailored for each of their interview subjects. Each of the professionals who were contacted for interviews about the area of interest should receive a personalized letter of thanks. The information in the letter should refer to the student's skill and interest as evidenced by the interview. The individuals' contact information will be a part of the action plan and letters of reference will be maintained in the student's portfolio.
Mentor's Task: Mentors will read student's letter of thanks and will write suggestions for improvement in content, grammar, or punctuation and send them to the student. Student will make modifications and send letter back to mentor for final approval.
|PORTFOLIO ENTRY EIGHT:
Portfolio Entry Eight will be a typed paragraph including the names of three professionals working in the student's field of interest and contact information. Students will write an entry summarizing the advice/information about the career using information provided by the professional who responded to their interview questions and will upload their paragraph to mentor for suggestions and evaluation.
Students will read and analyze information provided by the professionals and write a portfolio entry detailing information from each professional interview. In addition to including the information provided by the professionals, students will include any new insights they learned about their career of interest.
The student will reflect on the interviews and the process by recording his/her thoughts about the success of the interview and any new insights about the career interest.
Student will upload this page for the mentor to review.
Student Task: Preparing Letter of Thanks:
As each interview is received from the professionals who were contacted by the student and mentor, the student will create a letter of thanks specifically tailored for each of their interview subjects. Each of the professionals who were contacted for interviews about the area of interest should receive a personalized letter of thanks.
The information in the letter should refer to the student's skill and interest as evidenced by the interview. The individuals' contact information will be a part of the action plan and letters of reference will be maintained in the student's portfolio.
The student will send the letters to their mentor for feedback and make the changes/additions suggested by their mentor before sending.
The student will print a copy of his/her formal letter of thanks. In addition, the student will type a list of names of each professional who was contacted and the date thank you notes were sent. Students will turn this information into teacher by a specific deadline.
|9||College Schedule and Plan of Action
While waiting for interviews to come back from professionals, the mentor will guide student as he/she researches specific course requirements for their chosen major fields of study. Mentors will advise students as they create schedules. They will remind them to consider and explore CLEP test opportunities (College Level Examination Program) that allow students to receive credit for some college courses through testing if they have prior content mastery) and AP tests.
Mentors will also access college websites to look at course requirements at their student's chosen school and major and help them as they develop a schedule based on the course recommendations on their college site.
The student will research and record course requirements for chosen major field (number of credits, names of required classes, etc) Include the total number of credit hours required for graduation in your portfolio entry.
Create a schedule for your freshman-senior years based on the major you have chosen. Many universities have this already listed by specific major in their catalog or online.
|PORTFOLIO NUMBER NINE:
1. Schedule for your freshman-senior years based on the major you have chosen. Many universities have this already listed by specific major in their catalog or online. Print the four year schedule for your curriculum from your college of choice.
The following steps should be considered when creating the four-year academic class schedule:
2. List of dual and/or college credit courses taken during high school. Check the Articulation System of the Louisiana Board of Regents to determine whether your university of choice will accept credits from BPCC, LSUS, or wherever you took classes during high school. The website is: www.regents.state.la.us/Academic/articulation_2009-2010.htm
3. Identify and list any prerequisites (required courses or ACT scores) that you will need before taking the required courses listed for freshmen. What could you do between now and then to become more fully prepared?
4. Determine and list undergraduate prerequisite courses necessary for acceptance into a graduate or professional program in your career area upon the completion of an undergraduate degree. (Examples of graduate or professional programs include graduate school, medical school, law school, pharmacy school, and veterinary school.)
|10||Preparing to Share the Plan and Sharing the Plan
Student Task: The student will organize their written portfolio to include research and written documents created during this project. The student will create a cover sheet for their portfolio, review his/her career portfolio and action plan, print the entire portfolio, put it in an appropriate binder, and turn it in for teacher evaluation and viewing by peers and others.
Students will organize and prepare for their oral presentation to present the information gathered during this project to an appropriate audience.
Mentor Role: The mentor will review and critique student work and give suggestions for oral presentations.
|PORTFOLIO ENTRY ELEVEN
The student will create a written portfolio and an oral presentation including information gathered during this project.
The presentation will include the following major sections of the project relating to their chosen career that was gathered during the mentor/student research through this program.
Presentation must include:
Student's name, mentor's name and mentor's company, name of career researched.
Specific colleges researched and basic educational requirements for a career in chosen field
Names of top professionals/university personnel student researched along with contact information
Specific contact information for important individuals at the student's university of choice.
A draft of student's four or five year college course plan (schedule) for pursuing his/her major of choice
Specific information or “Top Ten Facts” that student learned about your field from research
Summarized results of interviews with three professionals.
Student will print entire portfolio, 3-hole punch pages, and place it in a 3-ring binder. Students will turn portfolio in for teacher evaluation and grading at the end of their presentation.
|11||Mentor and Student Tasks:
The Mentor and Student will reflect on the project's strengths and weaknesses and express appreciation for the work they have done.
Complete and share with mentor, teacher, and parents what they have learned from the project including the factors included in the "Integrated Model of Student Success.
The mentor and student will complete the ITP survey on the ITP website to close project
|The student will reflect on what he/she has done this semester and write a letter/thank you note telling the mentor what they have learned through collaboration with them and how they feel their collaboration throughout the project will help them in the future.
The mentor and student will complete the ITP survey on the ITP website to close project