High School Career Development ProgramsErica Swallow
During my final quarter at the MIT Sloan School of Management, I conducted an independent study about social entrepreneurship in the education sector, primarily focused on current players and existing opportunities in the space. I collaborated with education non-profit Noble Impact to determine how the high school education system might be transformed by greater involvement from communities and businesses.
My research entailed three stages: Internet research, phone and in-person interviews with key players at non-profits and businesses, and creation of a final report, which you’ll find attached to this email.
My research was focused on four questions:
- How are high school students currently engaged in career development?
- Which businesses are most engaged in K-12 education? How and why?
- What scalable opportunities exist to solve the skills gap between the classroom and workforce?
- What should I do after MIT Sloan to have the greatest impact in education?
The final report covers my key findings for the first two questions – insights were pulled from interviews with recruiters, students, non-profit leaders, and corporate giving professionals. The report also covers potential opportunities that Noble Impact or other organizations could implement to improve career-oriented programming offered to high school students. Lastly, the report gives a very brief insight into where my head’s at for post-Sloan plans.
INSPIRATION FOR THIS PROJECT
I was inspired to conduct this project for two key reasons: Education has been a life-changer for me, and Noble Impact’s work inspired me to think harder about how I could contribute to improving education in America.
As a first-generation college (and graduate) student, I’ve observed and relished in the difference furthering my education has made in my life, as compared with the trajectories of my siblings, cousins, and elders. Education not only pulled me out of poverty, but it also opened my mind to the many ways in which I could l contribute to the world.
Last year, I was invited to judge Noble Impact’s Arkansas High School Startup Weekend, and I was amazed by what the students were capable of producing: Full product prototypes, pitch presentations, and compelling arguments for why their business ideas were important. At the time, I didn’t consider how I might contribute to their experience beyond my duty as a judge, but as my second year of Sloan began to wrap up, I reflected upon my two years in business school and realized that my time in Little Rock with those motivated, talented students was the most inspiring time of my MBA. After starting a dialogue with Noble Impact CEO Eric Wilson, I decided I couldn’t end my semester without a deep dive into the education world. And thus, this project was born.
Directors Meeting - Feb. 21, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Alisa Liggett, Student Conduct and Academic Integrity
Amber Fallucca, Center for Integrative and Experiential Learning
Scott Verzyl, Enrollment Management
Dennis Pruitt, VP for Student Affairs
High School Career Development ProgramsErica Swallow
During my final quarter at the MIT Sloan School of Management, I conducted an independent study about social entrepreneurship in the education sector, primarily focused on current players and existing opportunities in the space. I collaborated with education non-profit Noble Impact to determine how the high school education system might be transformed by greater involvement from communities and businesses.
My research entailed three stages: Internet research, phone and in-person interviews with key players at non-profits and businesses, and creation of a final report, which you’ll find attached to this email.
My research was focused on four questions:
- How are high school students currently engaged in career development?
- Which businesses are most engaged in K-12 education? How and why?
- What scalable opportunities exist to solve the skills gap between the classroom and workforce?
- What should I do after MIT Sloan to have the greatest impact in education?
The final report covers my key findings for the first two questions – insights were pulled from interviews with recruiters, students, non-profit leaders, and corporate giving professionals. The report also covers potential opportunities that Noble Impact or other organizations could implement to improve career-oriented programming offered to high school students. Lastly, the report gives a very brief insight into where my head’s at for post-Sloan plans.
INSPIRATION FOR THIS PROJECT
I was inspired to conduct this project for two key reasons: Education has been a life-changer for me, and Noble Impact’s work inspired me to think harder about how I could contribute to improving education in America.
As a first-generation college (and graduate) student, I’ve observed and relished in the difference furthering my education has made in my life, as compared with the trajectories of my siblings, cousins, and elders. Education not only pulled me out of poverty, but it also opened my mind to the many ways in which I could l contribute to the world.
Last year, I was invited to judge Noble Impact’s Arkansas High School Startup Weekend, and I was amazed by what the students were capable of producing: Full product prototypes, pitch presentations, and compelling arguments for why their business ideas were important. At the time, I didn’t consider how I might contribute to their experience beyond my duty as a judge, but as my second year of Sloan began to wrap up, I reflected upon my two years in business school and realized that my time in Little Rock with those motivated, talented students was the most inspiring time of my MBA. After starting a dialogue with Noble Impact CEO Eric Wilson, I decided I couldn’t end my semester without a deep dive into the education world. And thus, this project was born.
Directors Meeting - Feb. 21, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Alisa Liggett, Student Conduct and Academic Integrity
Amber Fallucca, Center for Integrative and Experiential Learning
Scott Verzyl, Enrollment Management
Dennis Pruitt, VP for Student Affairs
Changes currently witnessed across the entire field of education are impacting a far reaching population at both institutional and individual practitioner levels. The relentless evolution of new information and communication technologies and the emergence of freely accessible social software on the Web have in repurposing the manner in which pedagogy is conceived and delivered been instrumental in schools, colleges, and universities.
Service-learning Provides The Environment In Which Students Will Apply Ideas ...noblex1
Service-learning, the newest name for a teaching strategy that has been used successfully for many years, integrates community service into a traditional academic curriculum. Courses that have a service component can help students connect material learned in class and experiences acquired in their placements.
Source: https://ebookschoice.com/service-learning-provides-the-environment-in-which-students-will-apply-ideas-from-the-class-or-the-readings/
Career Guidance Resources from CalCRN - John Merris-CootsPaul Smith
Career Planning Resources: John Merris-Coots on CalCRN. Presented April 27th, 2011, at Hartnell College in the Distance Learning Room (L 113). Posted by by Paul F. Smith (http://neuronico.net).
Occupational Outlook: Post Secondary TeachersHub.Careers
Considering a career as a post secondary teacher? These professionals teach various academic, career and technical subjects beyond the high school level, as well as conduct research and publish scholarly papers and books. This guide provides all the necessary information and resources to get started. Find out everything you need to know about this occupation, including qualifications, pay and standard duties.
This Brochure will explain in detail how International Accreditation Organization can hep you achieve your career. It also explains how career services becomes the reason for students success..
We Must Have Even Higher Expectations For Teachersnoblex1
Setting high standards for student learning is important, but if we are to attain true excellence in our schools, we must have even higher expectations for teachers. Traditional preparation and certification programs are failing to provide sufficient quality and are deterring many talented candidates from entering the classroom. Source: https://ebookschoice.com/we-must-have-even-higher-expectations-for-teachers/
Changes currently witnessed across the entire field of education are impacting a far reaching population at both institutional and individual practitioner levels. The relentless evolution of new information and communication technologies and the emergence of freely accessible social software on the Web have in repurposing the manner in which pedagogy is conceived and delivered been instrumental in schools, colleges, and universities.
Service-learning Provides The Environment In Which Students Will Apply Ideas ...noblex1
Service-learning, the newest name for a teaching strategy that has been used successfully for many years, integrates community service into a traditional academic curriculum. Courses that have a service component can help students connect material learned in class and experiences acquired in their placements.
Source: https://ebookschoice.com/service-learning-provides-the-environment-in-which-students-will-apply-ideas-from-the-class-or-the-readings/
Career Guidance Resources from CalCRN - John Merris-CootsPaul Smith
Career Planning Resources: John Merris-Coots on CalCRN. Presented April 27th, 2011, at Hartnell College in the Distance Learning Room (L 113). Posted by by Paul F. Smith (http://neuronico.net).
Occupational Outlook: Post Secondary TeachersHub.Careers
Considering a career as a post secondary teacher? These professionals teach various academic, career and technical subjects beyond the high school level, as well as conduct research and publish scholarly papers and books. This guide provides all the necessary information and resources to get started. Find out everything you need to know about this occupation, including qualifications, pay and standard duties.
This Brochure will explain in detail how International Accreditation Organization can hep you achieve your career. It also explains how career services becomes the reason for students success..
We Must Have Even Higher Expectations For Teachersnoblex1
Setting high standards for student learning is important, but if we are to attain true excellence in our schools, we must have even higher expectations for teachers. Traditional preparation and certification programs are failing to provide sufficient quality and are deterring many talented candidates from entering the classroom. Source: https://ebookschoice.com/we-must-have-even-higher-expectations-for-teachers/
В октябре 2015 года школьный корпус № 3 Гимназии № 1797 «Богородская» (бывшие школы No 66, 1247, 1033, 1294) отметило свое 50-летие. Музей школьного отделения No 3 представил к юбилею образовательной организа- ции масштабный выставочный проект, ставший итогом многолетней работы по сбору и изучению реликвий школы.
Цель выставочного проекта – представить богатую историю школы, опи- раясь на разнообразные музейные экспонаты.
Задачи проекта:
1) Произвести отбор необходимых музейных экспонатов, отражающих раз- личные эпохи и аспекты деятельности школы;
2) Продумать экспозиционное пространство проекта;
3) Подготовить экскурсии и занятия для учащихся, педагогов и выпускников; 4) Издать материалы выставочного проекта (буклет);
5) Предоставить общественности информацию о мероприятии (сайт гимназии, телевидение гимназии, объявления).
A dynamic professional with 7+ year’s experience in Oil and Gas projects of Material Management, Procurement, Warehouse, Inventory management,Vendor Management, Master data management,Procurement/Purchasing Management.
Initial IdentificationWhen you hear the word college, you mighsamirapdcosden
Initial Identification
When you hear the word "college," you might picture students hanging out in their dorm rooms or packing into large lecture halls for their studies. However, when more and more learning methods are made possible by technology, that representation is dated more and more. Indeed, the popularity of online and distant learning among college students has consistently grown, but does that indicate it's a good fit for you? To help you respond to that question, spend some time contrasting traditional versus online schooling. Since both traditional and online learning have benefits and drawbacks, students should be prepared before entering the classroom (or logging in). This head-to-head comparison concentrated on three crucial components that affect a student's experience. We'll also examine the advantages of "mixed learning" in more detail.
The project encourages Macomb Community College to increase the number of classes it provides to students, both in the physical classrooms and online. College is a time for self-discovery, and there is no better way to figure out one's capabilities and areas of interest than by enrolling in a wide array of subjects during your time there. Macomb analyses data on student learning to pinpoint areas that could benefit from altered rules and procedures. In order to improve the college's Academic Mobility Policy, data on student success is used. This policy establishes a procedure for ensuring that students are enrolled in the proper classes. The set course prerequisites must be met by all students enrolling in English composition, mathematics, reading, and English for Academic Purposes (EAPP) courses. The college has a "mobility period" in place to make sure that students are adequately positioned for success in these foundational courses. Math and English are the subjects where mobility happens the most frequently. As a student, I have participated in a diverse range of classes, and I never stop being astonished by the extent to which the topics overlap.
The Center for Teaching and Learning used the assessment results to provide additional opportunities and resources to support faculty initiatives to integrate communication-based teaching methods into their lessons. On the Macomb Community College Portal, a page titled "Using Assessment Results" was made with resources highlighting communication strategies faculty members can use. Workshops highlighting methods for assisting students in becoming successful researchers, thinkers, and writers in the disciplines were available as professional development opportunities. A book discussion on John C. Bean's book Engaging Ideas - The Professor's Guide to Integrating Writing, Critical-Thinking, and Active Learning in the Classroom was also provided by the Center for Teaching and Learning (2011). The focus of the faculty discussion was developing stimulating writing and critical thinking exercises and approaches.
For instance, completing classes in hi ...
Have a look at a presentation from the Workshop in Nice which was organised within the TRIGGER project (project number: 2617309-EPP-1-2020-1-SK-EPPKA2-CBHE-JP). The aim of the project is to improve conditions at universities in Central Asia and to educate students in an innovative way so they acquire the skills needed for today's job market. In this presentation Côte d'Azur University will take you through planning, managing, and promotion of graduates employability in cooperation with employers and will introduce different services to support the students in this regard.
You will need to focus on developing your profile if you plan to continue your academic career overseas. When making any study abroad decision, this is the first and most important step. Perhaps you're wondering what profile building is and how to fulfill your study abroad goals by doing it. We will provide the exact solution to that query in this post to support you as you proceed with your academic endeavors.
You will need to focus on developing your profile if you plan to continue your academic career overseas. When making any study abroad decision, this is the first and most important step. Perhaps you're wondering what profile building is and how to fulfill your study abroad goals by doing it. We will provide the exact solution to that query in this post to support you as you proceed with your academic endeavors.
15 Benefits Of Providing Career Pathways In High School | Future Education Ma...Future Education Magazine
Here are 15 benefits of providing career pathways in high school: 1. Clarity in Career Goals 2. Relevance to Real-World Careers 3. Skill Development 4. Higher Graduation Rates 5. Improved Academic Performance
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Serving All Students: A Survey of Learner Mindsets from Age 16 to 65+accenture
Accenture research has identified six learner segments. Explore the segments and how colleges and universities can better serve them. https://accntu.re/3C8fiJT
WBL IN ACTION Event Slides Feb. 17, 2015innovatetk
Educators, work-based learning partners, superintendents, and those involved in Linked Learning get together to adopt and celebrate common definitions and effective practices along the College & Career Continuum for Tulare and King Counties. www.innovatetk.com/wbl-in-action
How to promote university and business cooperation, so that the students have better chances to get employed? Have a look at a presentation from the Workshop in Athens which was organised within the TRIGGER project (project number: 2617309-EPP-1-2020-1-SK-EPPKA2-CBHE-JP).
The aim of the project is to improve conditions at universities in Central Asia and to educate students in an innovative way so that they acquire the skills needed for today's job market. In this presentation IDEC will take you through the process of strategy preparation for an effective graduate employability enhancement scheme and much more.
2. T
oday’s high-tech, global economy is fast-paced and moving forward every day, and we have to
ensure that, above all else, we are preparing our students to be a part of it. That’s why there is
so much hype—and justifiably so—surrounding the expansion of applied learning opportunities
in college, including everything from clinical placements and cooperative education to service
learning, volunteerism, student research, international opportunities and field study.
SUNY sees its role in education from cradle to career. We don’t stop at graduating students—we go one
step further—ensuring that our graduates are prepared for the careers they want and New York needs. The
goal of The State University of New York’s (SUNY) Applied Learning Initiative is to ensure that every SUNY
student has the opportunity to take part in at least one Applied Learning experience before they graduate.
Applied Learning refers to a hands-on, real-world approach where students learn by doing. Although the
setting and context may vary for each applied learning opportunity, these traditionally include planning,
training, monitoring, reflection, and evaluation, and can be credit bearing or not, at home or abroad.
At SUNY, we believe in the power of learning by doing. That’s why we are working to ensure that every
SUNY student will have access to an applied learning opportunity, even those attending online. And through
innovative on-the-job training programs like apprenticeships, internships, and co-op programs across our
system, SUNY faculty are working side-by-side with the state’s employers to craft new, engaging curricula
that integrates classroom study and (often paid) work experience. So our graduates have a significant
advantage as they enter the workforce.
APPLIED LEARNING OPPORTUNITIES AT SUNY INCLUDE:
SUNY Works – clinical placements, in which more than 20,000 SUNY students
are already enrolled; internships, in which more than 21,000 students participate;
and cooperative education programs (“co-ops”), in which SUNY faculty and area
employers have jointly developed curricula that integrate classroom instruction and
on-the-job experience. Approximately 1,740 students are currently enrolled in co-ops
across SUNY.
SUNY Serves – service-learning, community service, civic engagement and
volunteerism. More than 30,000 SUNY students are currently engaged in formal
service-learning programs for which students earn college credit, while tens of
thousands more participate in community service and volunteer locally, nationally, and
around the globe.
SUNY Discovers – student research, entrepreneurial ventures, opportunities
abroad, and field study. While SUNY research has historically resulted in breakthrough
discoveries, inventions, and startups, increased focus on applied learning has led to
an unprecedented level of collaboration between SUNY students, faculty, and industry
experts to enable commercialization of the best ideas and innovations born on SUNY
campuses.
At SUNY, we also believe in the power of preparation and collaboration. The following contains information
about the SUNY Professional Skills Preparatory Course. This course is the result of a collaborative project
across multiple SUNY Institutions and its content is available for all SUNY institutions to use.
SUNY WORKS
SUNY SERVES
SUNY DISCOVERS
3. The professional skills preparatory course is a multi-campus collaboration between Binghamton
University, Cornell University, SUNY Oswego, and University at Buffalo. Initially, this course was
developed for engineering and technology students, but with additional funding support from
Carnegie Corporation of New York, additional content was developed to support all students in
obtaining employment and launching their careers.
The curriculum is designed to develop critical thinkers with theoretic and tactical skills,
communication and interpersonal skills, and work place ready interactive skills through self-paced
online instruction, assessment, assignments and evaluation.
The course was developed as an online course with distinct modules adaptable for delivery as a
hybrid, in class or fully online course:
• Career Readiness Fundamentals
• Self-assessment and Career Market Research
• Job Search Essentials: Cover Letters, Business Emails, Resumes, Thank You Notes,
Interviewing and Social Media
• Professionalism and Ethics in the Workplace
• Teamwork
• On the Job Career Launch
The engineering professional skills course, targeted to second semester freshmen and
sophomores, was initially offered online as a Beta Test to the students at Binghamton University,
Cornell University, SUNY Oswego, and University at Buffalo over Summer 2014. After the beta, the
course was offered at SUNY Oswego for additional assessment to refine the curriculum.
The SUNY Professional Skills Preparatory Course for Engineers and the SUNY Professional Skills
Preparatory Course are available for download at www.suny.edu/applied-learning and are free for
all SUNY campuses to adopt.
Campuses may choose to offer modules online or in hybrid mix between classroom presentation
and online curriculum. Modules or content from these courses may be offered through discipline-
based departments, career development offices, and general studies or capstone courses. The
content found in the following pages and online may be added to existing classes or trainings,
expanded upon, or changed as each campus sees fit.
Key learning outcomes include:
1. Pre-employment success- co-op/internship readiness
2. Field-related employability
3. Workplace value (ROI, ability to be current and relevant)
4. Professional success—workplace productivity and teamwork.
SUNY PROFESSIONAL SKILLS PREPARATORY COURSE
4. PROFESSIONAL SKILLS COURSE MODULES
The following is a list of the modules currently available, as they appear to students.
First Steps: Self Analysis & Market Research at a Glance
Self – assessment is the first and possibly most important step in the career-development process. Studies
have demonstrated that you will be most happy and fulfilled in your career if you choose a vocation that is
based on your interests, motivators, and skills in that order.
You will likely fall into one of three categories, all of which can benefit from self-assessment:
1. You have a clear idea of your goals
2. You have an idea about a few industries or job function you might consider
3. You are unsure where you best fit.
If you are in the first group and have a clear idea of your future plans, you will use self-assessment to help
you link you skills, motivators, and interests to the job that you are seeking.
If you are in one of the other two groups, self-assessment can help clarify one or more directions you could
take.
Learning Objectives:
• Explores personal interests, values, and abilities
• Develop awareness of how to utilize your strengths toward a successful career
• Assess personal strengths, talents, values and interests to appropriate jobs and careers to
maximize potential.
Market research is a component of your environmental scan. You are taking a careful look at employment
opportunities in your field. Are there job openings? Where is the type of job you want? Big city? Suburb?
In this section you will research companies, learn the average starting salary for positions, and investigate
the type of companies and jobs that exist in your field.
Learning objectives:
• Explore job markets, opportunities and trends
• Initiate the process of identification for self-placement
• Use a variety of research tools such as computer programs, books, industry torus, industry panel
discussions, internet, career fairs and alumni networks in the career exploration process.
Welcome to SUNY Professional Skills: Career Launch
These sections need to be personalized each semester to each individual campus and/or instructor:
• Welcome
• Contact Information
• Course Readings and Materials
• How you will be Evaluated (if you choose to change any of the assignments)
• Grading Rubrics (if you wish to change points, or assignments)
• Instructor presence
5. • Technical support
• Course schedule
• Next steps
Career Readiness: Fundamentals at a Glance
This module guides you to career success by laying the framework for job seeking skills. What steps do
you need to take during your college career to make you an ideal candidate, what is your decision making
process, what inherent skills do you have, and how can your college support you throughout this plan.
Learning Objectives:
• Explores personal interests, values, and abilities
• Decision making models and preferences for decision making
Pre-Employment Success
When you started college you began on your path to career success. This module will help you fill out your
plan to be a successful job candidate. Academic goals, applied learning, extracurricular activities, clubs,
athletics are all part of the pathway. You will explore your options and supports to help you succeed.
Learning Objectives:
• Connect the relationship of education and employment to develop knowledgeable workers
Job Readiness
What do you need to know to begin your professional journey? This module will help you identify your work
style with several self-assessment methods as you begin the process of developing your professional style.
It will also help you identify transferrable skills. Transferrable skills are the abilities that you gained at part
time jobs, co-ops, internships, service learning, study abroad, or other applied learning, co-curricular, or
extracurricular activities. This section helps you translate these skills into experience on your resume.
Learning Objectives:
• Develop awareness and identify transferrable skills to begin the job search process
• Identify the personal and professional skills and characteristics employers seek
• Relate and identify career interests and transferable skills necessary for opportunities in the
workforce (SCANS: Secretary’s commissions on Achieving New Skills).
Self-Analysis and Market Research
This module will help you with the first steps in your job process. Self-assessment will help you identify
your job interests, styles, and motivators. Market research is a component of your environmental scan that
helps you identify the type of organization you want to work at, and how your work style is best applied.
6. Executing the Job Search
In this section you will begin to set the path for career success. You will identify your network and take
the beginning steps to search for your ideal job. This section involves researching the job and employer
through informational interviews, as well as establishing your networking plan.
Learning Objectives:
• Demonstrate effective oral and written communication skills necessary for employment
• Demonstrate job search skills
• Develop skills, knowledge, attitudes and abilities in preparation of the workplace
Job Search Essentials
When you apply for a job you need a foundation to sell yourself into the interview seat. Your written
communication needs to demonstrate how your skillset fits the position. This module helps you establish
your writing foundation.
Learning Objectives:
• Develop methods of self-marketing through resume, cover letter, interview and follow-up
• Successfully write appropriate business letters and emails
• Create a resume that highlights professional and educational attributes
• Demonstrate effective use of grammar, punctuation and spelling
Get to Know your Career Center
Your Career Center has the tools to help you stand out. Make sure you register so you receive job postings,
meet with employers and alumni when they visit and are on the invitation list. This module will help you
navigate these resources.
Learning Objective:
• Have a clear understanding and awareness of all experiential learning opportunities on campus to
prepare and empower students for careers
Meet the Employer
In this module, your actions will put you in the interview seat. You will learn how to dress for the part, what
your social media says about you and interview fundamentals.
Learning Objectives:
• How to develop and create professional social media sites that represent you as a professional
with communication skills and an understanding of your field
• Identify and present the skills and professional characteristics the employer seeks
Success On the Job
This module will help you identify the culture of the workplace, make a great first impression, familiarize
yourself with typical onboarding paperwork and develop professional etiquette.
Learning Objectives:
• Understanding of interpersonal communications and how they function in the workplace
• Identify and discuss professional etiquette for the workplace and gain insight on the behaviors that
succeed in the workplace.
7. For more information please visit www.suny.edu/applied-learning
Professional Skills Course Project Collaborators:
Lorrie Clemo, Provost, Vice President for Academic Affairs, SUNY Oswego
Sheila Cooley, Associate Director Center Experiential Learning, SUNY Oswego
Denise DiRienzo, Director, Center Experiential Learning, SUNY Oswego
Denise Lorenzetti, Director, Watson Center and Alumni Connections, Binghamton University
Dean Millar, Assistant Dean, Engineering, University of Buffalo
Andrew Olewnik, Director of Experiential Learning Programs, University of Buffalo
Mark Savage, Director, Engineering Co-Op and Career Services, Cornell University
Support:
Geoffrey DeMarsh, Videographer at SUNY Oswego
Kristen Flint, Instructional Designer at SUNY Oswego
Lee Dixon, Graphic Designer, SUNY