| Step | Description | Expected Student Results |
| 1 | Topic Selection Student Task: The student will write an introductory letter to their mentor, including their interests and activities. They will include a description of their area of primary career interest, citing specific reasons why this career is of interest. They will submit their paragraph and will be matched with a mentor with interest and/or experience in that area. Mentor Task: The mentor will reply by asking questions about student interests and offering his/her own insight. Through the questioning, the mentor will try to help the student narrow the primary interest if necessary that he/she would like to explore further. |
THE FIRST PORTFOLIO ENTRY will be an introductory
letter from student to mentor that includes their school and
extracurricular interests and activities. The letter will include
a description of student's primary area of career interest and
will explain the specific reasons for their focus on that
career. After the mentor reviews and responds to the student's portfolio, the student will respond to mentor with a well-written, correctly punctuated letter thanking mentor for their interest and answering any questions raised by the mentor. |
| 2 | Career Research There are 17 ABET accredited degree programs that are identified by PLTW as Engineering Disciplines: 1. Aerospace 2. Agricultural 3. Biomedical 4. Chemical 5. Civil 6. Computer Hardware 7. Electrical 8. Electronics 9. Environmental 10. Health and Safety 11. Industrial 12. Marine and Ocean 13. Materials 14. Mechanical 15. Mining and Geological 16. Nuclear 17. Petroleum Mentor Task: After the student has identified two careers that are of the most interest to him/her, the mentor will send the student suggested research keywords and helpful websites to use during internet research on their two selected career areas of interest. In addition, the mentor should send the student some specific questions related to exploring the careers to help provoke thought and further study. Student Task: Students will research and record information about five careers of interest using websites such as www.collegeboard.com and any other reputable sources. Students will write a letter to their mentor to share which careers they researched and what information was most of interest to them during their research. Student Task: Students will rank-order their top career choices and will select two careers that are of the most interest to them out of all the ones they have researched through www.collegeboard.com and www.laeportal.com. Then, they will conduct further online research about those two top choice careers with the help of their mentors. Students will compose an informal, informational paragraph on each career of interest that includes material from at least three online or printed sources. The web address (html) or bibliographical information for each source must be listed in a bibliography after the research paragraph and each source must be cited within the document to indicate where the information came from. Students will submit paragraphs for mentor and teacher feedback. |
THE SECOND PORTFOLIO ENTRY will include
correspondence between student and mentor throughout
this step as it relates to the following tasks: 17 ABET accredited degree programs that are identified by PLTW as Engineering Disciplines: 1. Aerospace 2. Agricultural 3. Biomedical 4. Chemical 5. Civil 6. Computer Hardware 7. Electrical 8. Electronics 9. Environmental 10. Health and Safety 11. Industrial 12. Marine and Ocean 13. Materials 14. Mechanical 15. Mining and Geological 16. Nuclear 17. Petroleum Student Task: Students will research and record information about five careers of interest using www.collegeboard.com. They will access www.LAeportal.com and research careers of interest within the ABET accredited degree programs, and will watch a minimum of five career videos on www.LAe- portal.com and take notes on important information from each video. Students will write a letter to their mentor to share which careers they researched and what information was most of interest to them during their research. Student Task: Students will rank-order their top career choices and will select two careers that are of the most interest to them out of all the ones they have researched through www.collegeboard.com and www.laeportal.com. Then, they will conduct further online research about those two top choice careers with the help of their mentors. Students will compose an informal, informational paragraph on each career of interest that includes material from at least three online or printed sources. The web address (html) or bibliographical information for each source must be listed in a bibliography after the research paragraph and each source must be cited within the document to indicate where the information came from. Student Task: At the end of each of the two career paragraphs that you write, there must be a Conclusion Section. In the Conclusion Section, answer the following questions: 1. From what you have learned through your research, do you feel you are suited to this career? 2. Why or why not? 2. What do you need to do this week/month/and year to work towards a career in this goal? ALL information taken from sources other than the student's own experience must be paraphrased. Student Task: Students will copy and paste a copy of the original electronic source file and web address in their school work-group folder at school. (This is the article or information found on the internet that they paraphrased for their informational paragraph.) Each file should be identified by source title so teacher may easily access it electronically to check for paraphrasing after the informational paragraphs are turned in. Each Career Informational Paragraph should include this information along with other interesting information that the student and mentor discover about the career through their research together: 1. The name of the specific career 2. Education and skill preparation/requirements (In other words--what type of degree/training is required for an entry job in this field?) 3. Specific duties that someone in this career will perform 4. Possible challenges/difficulties that may be encountered in this job 5. Expected salary range for someone in this field (compensation) 6. Outlook for future job growth in this field 7. Describe what a student in high school can do to prepare for this job (include courses to take in high school, volunteer/summer jobs/etc would be helpful to a student wishing to enter this field) 8. Possible potential employers for someone working in this field (Hospitals? Schools? Companies? 9. What are some other career fields that are related to this field? |
| 3 | Mentor Task: The mentor will help the student identify two top professionals who are currently living and actively involved in student's career field of interest, and two professional organizations in the student's career field of interest. | The third portfolio entry will be a written summary of
student research into top professionals and professional
organizations. Step 1: The student will research and identify the names/biographies of two well-known individuals working in the career field the student is researching. They will write a paragraph about the accomplishments of each individual, specifically describing what accomplishments make those individuals top professionals in their fields. The individuals must be currently living and active in the student’s career field of interest. Step 2: The student will understand and analyze the importance of professional organizations and will identify and research two professional organizations that are designed to help professionals in their career areas of interest. Students will visit their websites and will create a document including the professional website web-address, membership information/requirements, and at least one benefit of joining each of the professional organizations. They will also include the graphic symbol of that professional organization in their document. Student will submit research to mentor for feedback. |
| 4 | 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. Mentor Task: Guide students as they write a brief introductory paragraph describing their project. This paragraph will be sent along with their interview questions. Stress to the student the importance of correct grammar and punctuation in an interview. Review and help students revise their introductory paragraph and interview questions. Mentor Task: The mentor will look at professional websites and search other sources to identify professionals who might be willing to answer student interview questions developed during Portfolio 4. Students may request contacts with specific individuals but do not have access to e-mail at school so mentors are asked to assist them to make the contacts for interviews. Mentors task: E-mail or call and ask at least three professional contacts if they are willing to help a student by answering e-mail interview questions, then let them know to expect the questions. Please assist the teacher and student by e-mailing the student's questions to the professionals and by posting the answers for their students on the ITP website. Professional organizations are good resources to secure contact with these individuals who are interested in education and in helping young people. If you don't hear back from a professional, please follow up with the individuals contacted to determine whether or not he/she will be able to answer the student's questions in a timely manner. Student Task: The student will work with the mentor to develop a short introductory paragraph and questions for the e-mail interviews. The introductory paragraph should be a note explaining their career interest and purpose of their research. They will respond appropriately and immediately with a thank you note (Step 6 of the process) when interview responses are received. After interview questions have been developed with their mentors, students may mark this step complete and proceed to step 5, where a thorough discussion of the research to be conducted on colleges and the response process for interviews appears. |
The fourth portfolio entry 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. Student Task: The student will work with the mentor to create/compose/develop a short introductory paragraph to a professional working in their field of interest. The introductory paragraph should be a note explaining their career interest and purpose of their research. Write a draft of your letter to a professional then save it and also upload it to your mentor for suggestions and approval. Example of a letter to a professional: Dear Professional, I am a _____ grade student in Missouri and am interested in the career field of chemical engineering (you fill in your selected career field). I am researching this field as part of a class project with the help of a professional mentor through the International Telementor Program this semester and have developed some interview questions to help me learn more about this field. If you are willing to answer my questions, I know it would help me to expand my understanding about what it takes to be a professional in this career field. Please send your answers to my mentor through his/her (you fill in which one it is and delete the other one) e-mail and he/she (select one and delete the other one) will send them to me. Thank you very much for your time and for considering this request. Sincerely, Your First Name After you have created your letter, develop a list of ten interview questions using the following guidelines. Student Task: The student will work with the mentor to create ten interview questions for the e-mail interviews. Students should consider the sample interview questions provided by their teacher and should brainstorm additional questions that they are most interested in finding out from professionals in their career field of interest. Students should write questions in such a way that they cannot be answered with one word or yes/no answers and so that each question will elicit a generous amount of information interesting to the student. DO NOT JUST COPY/PASTE THE SAMPLE QUESTIONS! Really think about what YOU want to know and revise them accordingly. Send the messages to your mentor for suggestions and editing. Incorporate their feedback into the final version of your interview questions and send back a final copy. TELL YOUR MENTOR WHEN YOU ARE DONE EDITING THE QUESTIONS AND WOULD LIKE THEM TO GO AHEAD AND SEND THEM TO PROFESSIONALS! SAMPLE INTERVIEW QUESTIONS (modify to fit your interests/career field and work with your mentor to make them the best they can be!) 1. Please describe your current job title and position and responsibilities including some of the daily tasks you perform. 2. What classes did you take in high school and college that you feel were the most helpful in preparing you for this career? 3. What type and level of education did you have in order to qualify for your current position and what university/college do you believe has the best educational program for my area of interest? 4. Please describe the physical work environment of your work place. 5. What type of other professionals do you work very closely with on a regular basis? 6. Do you consider your work to be interesting? Why or why not? 7. Please describe what you consider to be the most enjoyable and least enjoyable parts of your job and why you feel this way. 8. What are some of the biggest challenges a professional in your position deals with on a regular basis? 9. Knowing what you have experienced in your professional life and the future outlook for this career, would you still select this career for yourself and would you recommend it to someone my age? Why or why not? 10. Is there any additional advice you have for someone my age who is interested in this field? Thank you very much for answering my interview questions! I know your responses will help me in the future as I work towards my education and career goals. Sincerely, Your first name Wentzville, Missouri Student Question: What do I do after submitting my interview letter and questions to my mentor? Answer: After questions are submitted, the student will have to wait for responses. This sometimes takes several weeks. During this time, the student will continue to research and work on unfinished research and writing for other portfolios. Student Task: Students will receive interviews back at different times, depending on when professionals have the opportunity to respond. This process may take several weeks or even a month or more. STUDENTS WILL CONTINUE WORKING ON THEIR OTHER PORTFOLIO RESEARCH AND WRITING WHILE WAITING FOR INTERVIEWS TO BE RETURNED BUT SHOULD STOP IMMEDIATELY AND RESPOND TO EACH INTERVIEW AS IT IS RECEIVED! As each interview is posted for the student, they will stop whatever other research they are doing immediately and will write an appropriate thank you note back to the professional following the guidelines provided by the teacher. Thank you note guidelines have been provided by the teacher and students have been given a written copy of them to follow as well. Students should respond to the interview with a thank you note within two days after receiving the interview and then will work on a summary of the interview as well. THE THANK YOU NOTE ALWAYS COMES FIRST because it is extremely important that the professionals who respond know that their time and efforts are appreciated by the student! As soon as the thank you note is written, it should be uploaded to the mentor so that he/she can send it to the professional immediately. |
| 5 | Portfolio 5: Conducting College Research and Analyzing
Professional Interviews Mentor Task: During Step 4, the mentor contacted professional individuals via phone or e-mail asking them to answer student interview questions and submitted the questions to those individuals via e-mail. During step 5, the mentor will hopefully receive the student's interview questions via e- mail. When answers are received from the professionals, mentors will post the interview responses to students through the telementor site. Mentor Task: While waiting for interviews to be returned, the mentor will work with the student to help them explore college/university websites and learn information about the admissions requirements, degree/program offerings, cost, and other important topics as outlined in the student task section. Mentors should challenge students be sure that their chosen schools offer their major field of interest and challenge students to thoroughly research their chosen universities. Mentor Task: As interviews are received and students summarize and respond with a thank you note, mentors will help proofread and make suggestions for improvement on student thank you notes. After they are refined, mentors will forward student thank you notes to each professional. In addition, they will proofread and collaborate with students as they evaluate information received during interviews and will provide feedback to students as they summarize interview responses. This process carries over into Portfolio 6. Student Task for College Research while waiting for interviews: International Telementor Portfolio 5 Assignments: The students will use the Internet to research three universities/colleges of interest that have highly respected programs in their chosen career field. At least one university must be in Missouri. BEFORE a student selects a particular university as one of their three to research, students should search university degree offerings to be certain that their degree program of interest is offered at that particular school. Students will communicate with their mentor to ask their advice about university programs and will discuss their findings and collaborate with mentor for assistance and to expand their learning opportunities throughout this step. Students will use keywords/college websites/ and other information that the mentor suggests to locate other universities/colleges that offer programs in their field of interest and read about several before selecting three universities to research in- depth. Written entries should be organized by university and will include the following information. Students may organize the information for each of their three colleges in a separate spreadsheet, paragraph, or list format depending on what they prefer Here is the information that must be included in a separate written portfolio entry for each of the three college/universities chosen by the student: 1. The college/university name and web address 2. The city and state- location of the college/university 3. Distance from home (use Google maps or map quest to find distance) 4. Cost of attendance, including: a. Tuition (list by semester or quarter depending on the university and total for the year) b. Required fees c. Cost of dorm or apartment (room) for campus housing d. Cost of the meal ticket for on campus meals that you feel best meets your needs e. Admissions requirements including required ACT/SAT scores and grade point average if listed f. Admission application deadlines for the current year g. Scholarship primary application deadlines for current year h. Specific reasons why you chose to explore this college/university i. Other important information (sports, ROTC, music, debate, other scholarships you plan to apply for) |
Student Task: Students will work on college research as
outlined below while waiting for interviews. International Telementor Portfolio 5 Assignments: The students will use the Internet to research three universities/colleges of interest that have highly respected programs in their chosen career field. At least one university must be in Louisiana. BEFORE a student selects a particular university as one of their three to research, students should search university degree offerings to be certain that their degree program of interest is offered at that particular school. Students will communicate with their mentor to ask their advice about university programs and will discuss their findings and collaborate with mentor for assistance and to expand their learning opportunities throughout this step. Students will use keywords/college websites/ and other information that the mentor suggests to locate other universities/colleges that offer programs in their field of interest and read about several before selecting three universities to research in-depth. Written entries should be organized by university and will include the following information. Students may organize the information for each of their three colleges in a separate spreadsheet, paragraph, or list format depending on what they prefer Here is the information that must be included in a separate written portfolio entry for each of the three college/universities chosen by the student: 1. The college/university name and web address 2. The city and state- location of the college/university 3. Distance from home (use Google maps or map quest to find distance) 4. Cost of attendance, including: a. Tuition (list by semester or quarter depending on the university and total for the year) b. Required fees c. Cost of dorm or apartment (room) for campus housing d. Cost of the meal ticket for on campus meals that you feel best meets your needs e. Admissions requirements including required ACT/SAT scores and grade point average if listed f. Admission application deadlines for the current year g. Scholarship primary application deadlines for current year h. Specific reasons why you chose to explore this college/university i. Other important information (sports, ROTC, music, debate, other scholarships you plan to apply for) Student Task: Students will search college major requirements for their major of interest and will complete a 4 year schedule of classes for their college undergraduate degree program. Student Task for Analyzing Professional Interviews: As soon as each interview is received, students will read and analyze information provided by the professionals. They will record information about each professional and summarize/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. Students will upload their summary for mentor approval AND will immediately write a thank you note as outlined in Portfolio 6. The mentor will make suggestions for improvement and forward the student’s finalized thank you not to each professional who responds as soon as possible. |
| 6 | Preparing Letter of Thanks: Mentor Task: After each interview has been received, mentors should guide students through writing a thank you note. Then, mentors should let students know how to properly address their thank you notes to the professionals.(Dr., Captain, Mr., Mrs., Ms., etc). At no time should e-mail contacts be exchanged between student and professionals. After a thank you note has been written by the student and approved by the mentor, the mentor should forward the thank you note to the individual. Student task: 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 via e-mail. 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. Guidelines for student thank you notes: The student will create a letter of thanks specifically tailored for each of the professionals who answered their questions. Thank you letters may not be generic "thank you for helping me..." types of letters. Students should remember that these professionals have taken valuable time to write to them and share their advice so they should take the time to thoughtfully write a response. Each personalized letter of thanks should include references to specific pieces of information contained in the interview response that helped students or attracted their particular attention. Suggestions for students: Here are just a few possible examples of how to work specific pieces of valuable information from the interview back into your thank you note to show the professionals that you both READ carefully and TRULY do appreciate their help! Thank you for sharing the information about...with me. I thought it was particularly interesting when you said.... Your advice about ....will be of help in the future because... I appreciated when you mentioned ....because... I didn't know that ... Your emphasis on ...was very interesting to me because... Students will send a draft of each thank you note to their mentor for feedback. They will make suggested corrections and upload the note for final approval from the mentor. After thank you note has been approved, student will print a copy of their letter of thanks for their portfolio. Students 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 specified deadline. |
The sixth portfolio entry The student will create a letter of thanks specifically tailored for each of the professionals who answered their questions. Thank you letters may not be generic "thank you for helping me..." types of letters. Remember that these professionals have taken valuable time to write to you and share their advice with you, so you should take the time to thoughtfully write a response. Each personalized letter of thanks should include references to specific pieces of information contained in the interview response that helped students or attracted their particular attention. Here are just a few possible examples of how to work specific pieces of valuable information from the interview back into your thank you note to show the professionals that you both READ carefully and TRULY do appreciate their help! Thank you for sharing the information about...with me. I thought it was particularly interesting when you said.... Your advice about ....will be of help in the future because... I appreciated when you mentioned ....because... I didn't know that ... Your emphasis on ...was very interesting to me because... Students will send a draft of each thank you note to their mentor for feedback. They will make suggested corrections and upload the note for final approval from the mentor. After thank you note has been approved, student will print a copy of their letter of thanks for their portfolio. Each student and his/her mentor will decide whether to e-mail or to "snail mail" their thank you notes to the professionals who answered their interview questions. Mentors will provide mailing addresses for students if they want their students to mail the letters from school. Students who are to mail their letters will print, address an envelope, and mail their letters from school. Students 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 specified deadline. |
| 7 | Step Seven: Student Task: Student has a presentation on May 15th, they are required to show a 5 minute PowerPoint presentation and have a display board for a question and answer section. Mentor Tasks: Ask student to send current PowerPoint and display board document. Give student feed back and ask what they will accomplish by the end of the week. Identify their current status of engineering project and guide them on how to complete their presentation before May 15th. I would like the team to practice their presentation. |
Step Seven Outcomes: It is expected that students will: 1. Work as a group to complete their project presentation days before May 15th. 2. Have a well organize presentation PowerPoint and display board. 3. Organize and express thoughts and information in a clear and concise manner. |
| 8 | Creating a Personal Mission Statement and a Plan of
Action From all the information that has been gathered, the student will create a Plan of Action. The plan will outline in detail the steps that are needed for the student to be successful in his/her area of interest. It will include courses to take, jobs to have, contacts to make and any other information that the mentor and student decide is important for the particular area. Since it often takes several weeks for students to get interview responses back from professionals, students may jump ahead to this portfolio task and begin working on it with their mentors while they wait for interviews to be returned. It is helpful to students if mentors can share examples of mission statements and give suggestions for creating their plan of action while they are waiting for interviews to be returned to keep collaboration going and encourage them as they wait for their interview responses. As soon as interview responses are returned, students should promptly respond with a thank you note and summary reflecting on the professional interview response. Mentors can give valuable insight into how to respond and what they think is the most important advice contained in the interview and should correspond with the student about various aspects of the interview response and challenge students to really consider the information and not just read and forget it! Student Task: The student will create a plan of action through correspondence with their mentor and reflection on personal goals. |
The seventh portfolio entry will consist of two parts, the
plan of action and personal mission statement. Student Task: Students will create a Personal Mission Statement and a Plan of Action and using the following guidelines. They will consult with their teacher and mentor while developing their Mission Statement and Plan of Action. The mission statement should express their values, goals, and what they perceive as their life mission. Students should look online and discuss mission statement examples with their mentor. The students should also read examples of personal mission statements from the file their teacher has posted on the school workgroup. Students will proofread their statement and upload it for mentor approval. Developing a Personal Mission Statement—A Mission Statement describes your goals and values The mission statement should express your values, goals, and what you perceive as your life mission. Students should look online and discuss mission statement examples with their mentors. Personal Mission Statement Example: I value my family, my country, and my freedom. I believe in the value of hard work. I truly care about helping others learn and reach their potential. I strive to have a positive attitude, to be kind to others and to help where I am needed. I know I can succeed in my personal goals because I know what I believe in and have set positive goals for myself. I will ask for help from those around me who have my best interests in mind and will work hard and take advantage of learning opportunities. I know I can and will succeed because I am willing to work hard to make my dreams a reality. Read mission statements on student posters around the room and then develop your own using the template below. Template for creating a personal Mission Statement: Mission Statement I value________________________________ and ______________________________________ I believe in__________________________ and in _____________________________________ I truly care about_____________________________and __________________________________ I will keep__________________________________________ _____________________________ I will try to _____________________________________________ _________________________ I will strive for___________________________________________ __________________________ I will work towards_______________________________________ _____________________________ I plan to____________________________________________ ____________________________ I will dedicate myself to____________________________________________ ___________________ I know I can and will succeed because_______________________________________ ____________ Creating an updated Plan of Action From all the information that has been gathered, the student will create a Plan of Action. The plan will outline in detail the steps that are needed for the student to be successful in his/her area of interest. It will include the name of their area of interest, courses to take, jobs to have, contacts to make and any other information that the mentor and student decide is important for the particular area. They will send this entry to their mentor for feedback. Plan of Action Template (should be modified to meet individual student needs/actions/intent): My primary area of interest is the field of__________________. I plan to read ___________ to continue learning as much about my interest as possible and to develop positive habits. I plan on volunteering at ________ to learn more about my area of interest during the next _____________months/years. My current career goal is to (study, earn a degree in, become…) ___________. In order to reach this goal, I plan to apply to and attend_______________ university/college (you may list alternate universities too) and major in _________________. I will contact the _____________at my university of interest to request information and prepare for college entrance and success. The high school and/or college courses (primary curriculum areas) I am currently enrolled in that are most directly related to my interests include ___________________. In order to prepare for a successful start to my postsecondary education, this semester, I am currently addressing the following three educational, social, and/or personal goals (list three areas)___________________ ___________________ and __________________to try to improve my chances of future success. To meet my goal, I plan to develop a better understanding of the following area(s) of college/university interest (examples: schools with excellent programs in my field of interest, scholarships that I would qualify to receive, activities at school, admissions standards, and so on.)____________, _______________, ______________during the next month. In addition, I plan to ______________during the next two months to learn more about ____________. During my first year of college, I plan to ________. During the second year of college, I anticipate _______________. My third year of college, I will be ________________. My fourth year of college will be spent_____________________. Five years from now I plan to_____________________. I hope to live___________________ After that, I will go____________________ and do________________and be__________________. I anticipate success in my future college and career because I have prepared ___________________. I believe I can and will meet my goals because I am determined to _______________. The student will upload the plan of action to the mentor for approval and input. After interaction with mentor, student will print their plan of action and personal mission statement and put it in their portfolio |
| 9 | Preparing to share the project Mentor will share with student suggestions on ways to share their project with an appropriate audience. Student Task: Student will develop tools to help share their final project product plan with mentors online and will finalize and print their portfolio for others to view. They will prepare to present the information gathered during this project to an appropriate audience. Student Task: Student will prepare a PowerPoint presentation AND a PowerPoint template-generated poster (using guidelines provided by their teacher) including information gathered during this project and will prepare to share the presentation with an appropriate audience. Teacher will assist students by enlarging/printing project posters on computer generated template. Students will present their PowerPoint presentation and PowerPoint template generated posters as a visual aid along with their project portfolios when they present their work to an appropriate audience. PowerPoint presentation and Poster will include the following information IN ADDITION to any other information requested by the mentor: The PowerPoint presentation and poster 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. 1. Student's name, student's school, mentor's name and mentor's company, name of career researched. 2. Names of two top professionals and some of the reasons they are considered outstanding in their field 3. Names, graphic organization symbols, and information about each professional organization researched 4. Summary/Results of interviews with at least three professionals working in their field of interest Professional #1 Name, job description, and top advice Professional #2 Name, job description, and top advice Professional #3 Name, job description, and top advice 5. Personal Mission Statement 6. Personal Action Plan 7. Interesting information (fast-facts, etc) learned about the career 8. College choices and college graphic symbols 9. Closing Statement about the student's short and long-term educational and career goals and comments about what student learned from this project. |
Students will create a PowerPoint presentation and also a
PowerPoint template based project poster using a
computer generated template provided by teacher. PowerPoint presentation AND poster must include the following major sections of the project relating to their chosen career that was gathered during the mentor/student research through this program. The PowerPoint presentation and poster 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. 1. Student's name, student's school, mentor's name and mentor's company, name of career researched. 2. Names of two top professionals and some of the reasons they are considered outstanding in their field 3. Names, graphic organization symbols, and information about each professional organization researched 4. Summary/Results of interviews with at least three professionals working in their field of interest Professional #1 Name, job description, and top advice Professional #2 Name, job description, and top advice Professional #3 Name, job description, and top advice 5. Personal Mission Statement 6. Personal Action Plan 7. Interesting information (fast-facts, etc) learned about the career 8. College choices and college graphic symbols 9. Closing Statement about the student's short and long-term educational and career goals and comments about what student learned from this project. Student will present project to an appropriate audience and discuss career goals, information learned through the research, and share his/her mission statement and action plan with audience. We will print entire portfolio of correspondence between mentor and student and bind it for presentation and future reference. Students will turn portfolio in for teacher evaluation and grading at the end of their presentation. Student will write thank you letter to mentor detailing specific areas that have been especially beneficial during the project. |
| 10 | Sharing the Plan Mentor will encourage student as they prepare and present their project to an appropriate audience. They will discuss oral presentation skills and give advice and professional tips to help students present their work in an orderly, professional manner. Student Task: Student will share their final project product plan with an appropriate audience. |
Students will present their work to an appropriate audience
using visual aids, note cards, and applying presentation
tips/oral speaking skills practiced in class throughout the
semester. Students should dress appropriately and ensure that all materials are prepared. Student will write thank you letter to mentor detailing specific areas that have been especially beneficial during the project. Students will use proper grammar, punctuation, spelling, and businesslike format and will provide specific details about the many ways their mentor has helped them throughout this project. |
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