Preparing for College and Career


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For high school junior girls to prepare them on what to expect when entering college and how to explore careers

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  • Time Management: learning how to manage your time, and keeping track of what you have to get done Planning/Prioritizing: What are your goals? Does school come first, or a social life? How are you going to make sure everything you need to get done gets done?Study Skills: What do you currently do to study? You may have less directed work in college, so you may have to adjust your strategies- talk with professors about how to best study for their class. Class Attendance: though you alone are accountable for this… it is extremely important- not only have your paid for each class ($1 per minute), but the professor may go over information not in the textbook, or may put his/her own spin on the information.
  • Think about your leadership activities so far, have you gained any of these skills from those activities?What other ways can you get these skills?- Don’t just join clubs, actively participate, do something or start something!
  • Preparing for College and Career

    1. 1. 2014 Women’s Leadership Conference Color Your World Preparing for College & Career
    2. 2. Today’s Agenda • High School vs. College: The same? big • High School vs. College: Some • Making the Most Out of College • Acquiring Knowledge about YOU • Acquiring Knowledge about Careers • Sharpening Leadership Skills • What's Next? • Sample 4 Year Plan differences
    3. 3. What’s the Same? High School
    4. 4. What’s the Same? College
    5. 5. The Differences: Classes School-directed schedule and back to back Students must manage their own schedules. General education classes dictated by district Course topics based on field of study Classes last a full school year (36 weeks) Classes are usually a semester long (15 weeks) Attendance is mandatory and monitored Attendance policies vary with each instructor. Classes have around 30-35 students. Classes may have 100 or more students. Textbooks are provided at little or no expense. Textbooks can be expensive. Guidance is provided so that students are aware of graduation requirements. Graduation requirements are complex and vary.
    6. 6. The Differences: Instructors Grade and check completed homework. Assume homework is completed and students are able to perform on a test. Remind students of incomplete assignments. May not remind students of incomplete or missed assignments May know students’ needs and approach students when they need assistance. Are usually open and helpful, but expect students to initiate contact for assistance Have been trained in teaching methods. Have content knowledge but not necessarily formal training in teaching methods. Present material to help students understand what is in the textbook. May not follow the textbook. Lectures enhance the topic area. Often write out information for note-taking May lecture nonstop. Often take time to remind students of assignment and test dates. Expect students to read, save, and refer back to the course syllabus.
    7. 7. The Differences: Studying Study time outside of class may be as little as 1-3 hours per week per class Generally need to study at least 2-3 hours outside of class for each hour in class. Instructors may review class notes and text material regularly for classes. Review class notes and text material regularly. Expected to read short assignments that are discussed and retaught. Substantial amounts of assigned reading and writing may not be directly addressed in class.
    8. 8. The Differences: Testing Frequent, covering small amounts of material. Usually infrequent (2-3 times a semester). Maybe cumulative and cover large amounts of material. Make-up tests are often available. Make-up tests are seldom an option and may have to be requested. Test dates can be arranged to avoid conflicts with other events. Usually, scheduled tests are without regard to other demands. Frequently conducts review sessions emphasizing important concepts prior to tests. Faculty rarely offer review sessions; if so students are expected to be prepared and to be active participants
    9. 9. The Differences: Grades Given for most assigned work. May not be provided for all assigned work. Good homework grades may assist in raising over grade when test grades are lower. Tests and major papers provide the majority of the grade. Extra credit options are often available. Generally speaking, extra-credit options are not used to raise a grade. Initial test grades, especially when low, may not have adverse effect on grade. First tests are often “wake up” calls to let you know what is expected. Graduation requirements may be met with a grade of D or higher. Requirements may be met only if the student’s average meets the departmental standards. (Hint: Generally a 2.0 or higher.)
    10. 10. …Discussion… What challenges do you expect to face? What can you can do to overcome them? Don’t let this be you!
    11. 11. Making The Most of College Making the Most Out of College Job-Shadowing Study Abroad Career Counseling Part-time on campus jobs Self Assessments Get to know your professors Campus Organizations Service Projects Informational Interviews Volunteering Athletics Attending on-campus events Research Experience Making new friends Part-time off campus jobs Internships Networking w/ classmates Taking a variety of courses
    12. 12. Acquiring Knowledge about YOU photography, math, computers, working with children, history, writing, fashion, reading, sports, science, crafts, nutrition, designing, talking to people, working out, art tutoring others, working with animals, handling an emergency situation, showing compassion to others, organizing a messy space, proofreading an essay, winning an argument, researching information empathetic, argumentative, type-A, adventurous, creative, practical, conservative, open-minded, resourceful, independent, reflective, extraverted, confident, go-getter perfectionist, shy variety, power, time by myself, job security, helping others creativity, prestige, adventure, financial security, associating with people that I like, autonomy, having a set routine, challenge, leisure time,
    13. 13. Acquiring Knowledge About Careers What do you want to know? How can you find out?
    14. 14. Acquiring Knowledge About Careers OOH | O*Net |
    15. 15. Acquiring Knowledge About Careers Top 10 Skills Employers Are Looking For: • Communication ( L / V / W ) • Analytic & Research • Computer & Technical Literacy • Flexibility, Adaptability, & Multiple Priorities • Interpersonal Abilities • Multicultural Sensitivity & Awareness • Teamwork • Leadership & Management • Problem Solving, Reasoning, & Creativity •Planning & Organization
    16. 16. Sharpening Your Leadership Skills 1. Foster a reputation for being helpful and resourceful 2. Encourage others through positivity 3. Lead collaboratively, not cutthroat 4. Mentor someone newer 5. Get on the radar by networking 6. Gain your colleagues trust 7. Be a self starter
    17. 17. So What’s Next?
    18. 18. 4 Year Plan  Meet with a career counselor for career counseling  Begin to research careers that interest you  Take a personalized assessment  Take a variety of academic classes and stay open-minded about a major  Get acquainted with professors, academic advisors, and counselors  Identify your interests, skills, and values & learn how they relate to majors  Join a campus organization  Establish effective study habits  Meet with an advisor to discuss study habits, time management, or learning style Summer After Freshman Year  Get a job or internship that relates to your college major or career interest  Gain work experience and start developing a strong business and work ethic
    19. 19. 4 Year Plan  Meet with an advisor for help choosing a major  Research careers of interest  Develop a resume to apply for internships and summer jobs  Establish a LinkedIn account and start networking with current students and alums  Complete and informational interview  Take a leadership role in an organization on campus  Declare a major and a minor  Research and consider study abroad options Summer After Sophomore Year  Study abroad or get a summer job relating to your field and to develop your skills  Strengthen your resume by developing references and a good reputation
    20. 20. 4 Year Plan  Secure an internship in your interest or major  Learn how to relate your major to job market  Update your resume, develop a cover letter, and have them reviewed by a career counselor  Get involved in a professional organization related to your career field to expand network  Get information about graduate schools & take appropriate entrance exams  Seek to deepen conversation and relationships with professors, advisors, and staff, especially in major coursework, research projects, seminars, and student organizations Summer After Junior Year  Excel in your summer internship  Further develop job-related skills  Compile an inventory of interests and qualifications and how they relate to your objective
    21. 21. 4 Year Plan  Check out Career Center Events  Update and refine resume  Begin browsing job posting sites, particularly the one associated with your college  Map out your job search strategies: target and contact and follow up with potential employers  Attend career fairs and networking events  If planning to attend graduate school, follow up on applications and keep a record of each  Review your graduation audit to determine that you will meet degree requirements and complete your application for diploma  Meet with a career counselor  Continue to be an active member or leader in a professional organization  Evaluate job offers
    22. 22. Questions? Jennifer Stout: