EPIC staff can lead workshops for your organization on the topics identified in the book chapters. Please visit the EPIC Workshop and Professional Development Page) to learn more about the services offered and to contact an EPIC representative for further information or scheduling.
Do teachers in your school know about student interests and aspirations? If so, how do they know? What systematic data are collected on student aspirations, particularly as they move across grade levels in high school?
What percentage of students in your school do not aspire to a postsecondary education? Are any data collected on why they don’t?
Consider informal or self-made surveys or more formal means, such as CampusReady in the appendix, to gather more information on student aspirations.
Develop assignments that require students to do research on their interests and on postsecondary programs. For example, students could be required to do a research paper each year on college options and the cost of pursuing an option of interest to them. Online sites such as Naviance (naviance.com) and Big Future (https://bigfuture.collegeboard.org) provide many free resources to help students complete such assignments.
Construct a research project where students collect information on three different jobs to report on the necessary qualifications (e.g., training, education, skills), job market outlook and salary predictions, and the day-to-day experience using O*net data on www.mynextmove.org.
Create an activity for students using Venn diagrams to explore how student interests and skills overlap with different career types. Brainstorm in small groups the types of jobs that would be fitting for team members.
Host a “career jumping” event, where students conduct two- to five-minute interviews with professionals from a variety of fields. Have the professionals talk about challenge and how they overcame obstacles.
Informally rate the readiness of graduating seniors. Approximately what percentage are at each level of readiness? Develop three interventions to move more students from job and work ready to career pathway and postsecondary ready.
Discuss Dr. Conley’s definition of college and career ready. What are the implications of thinking about readiness as sufficient knowledge and skills for students to pursue their aspirations? What are the drawbacks of this definition?
Have students orally present on their interests in relation to different career or educational pathways (http://www.whodouwant2b.com/student/pathways).
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