This lesson is designed to follow the Intermediate SAEs:The Next Step. The objective is to continue to move students through the research and development of their Foundational Career SAE. The students will continue to work on their Foundational SAE project based on their career interest, but research topics at the advanced level. The teacher may choose to only use the Foundational SAE project or they can also include an immersion SAE project that students keep track of their time, income and expenses over the course of the class. The students will participate in weekly assignments for their Foundational SAE and if they are completing an immersion SAE they will keep track of their hours each week. Starting SAE projects in the classroom should be simple for the teacher and students. Minimum expectations that can still produce success for all students would be tracking 1-hour of SAE time per week, exploring one career topic per week, and recording one financial entry per month. A final report or project at the end of the class would also be a minimum expectation for all students.

Every Friday the students are presented with an etiquette lesson.  The students love learning about these skills that will help them in their future careers.  They learn how to tie a tie, shake a hand, how to do an elevator speech, table etiquette, writing thank you cards, and many more.  The students look forward to this each week!  

Taught in Spanish, for students interested in exploring a variety of careers and are:- dual language immersion learners- Spanish language learners who completed AP Spanish - New arrivals who speak Spanish- Heritage language learners Assessment: formative & summative assessments around the various modes of communication: Interpersonal, Presentational, and InterpretiveStudent centered, with lots of time built in for independent exploration, sharing with groups, guest speakers, and site visits in preparation for a career post graduation and pathway to accomplish their goals.Linked to Career or World Language Standards and overlap with business and IT standards. Students will be meeting many different objectives in their coursework. Additionally, participation in this class may help students understand the relevance of their other course preparations and how those subjects contribute to career readiness. 

Students will be able to explain and demonstrate how plastic parts are made and the chemistry involved in making different parts to meet different customer requirements. These resources fall into academic and the career domains.

Students will be able to explain and demonstrate how plastic parts are made and the chemistry involved in making different parts to meet different customer requirements. These resources fall into academic and the career domains.

Students will be able to explain and demonstrate how plastic parts are made and the chemistry involved in making different parts to meet different customer requirements. These resources fall into academic and the career domains.

This lesson is designed to help students move from their Foundational SAE to an Immersion SAE. The students will continue to work on their Foundational SAE project based on their career interest, but they will also be introduced to Immersion SAEs. The teacher may choose to only use the Foundational SAE project to get started, but they should work toward helping their students move their SAE project to include one or more Immersion SAE projects. The students will participate in weekly Immersion SAE record keeping. Starting SAE projects in the classroom should be simple for the teacher and students. Minimum expectations that can still produce success for all students would be tracking 1-hour of SAE time per week, exploring one career topic per week, and recording one financial entry per month. A final report or project at the end of the class would also be a minimum expectation for all students. Over time the students expectations for their Immersion SAE projects can be expanded to include more record keeping and financial entries.

This is a unit about the design and manufacturing of a chair consisting of three lessons. First, students will research the stylistic trends throughout history by exploring a slide show presentation and viewing the Art of Seating from the Museum of Contemporary Art in Jacksonville, Florida. Students will choose a chair from this collection to use as inspiration. They will analyze the style, elements and principles of the design and participate in a discussion on form vs. function. A one-page written paper will be due at the end of this lesson.

Next, students will be tasked with creating an original 2-dimensional design of a chair. Students will have the option of drawing or using Google Sketchup for the design process which will extend over 2 days. The students will continue to be led in discussions related to innovation, form vs. function and other vocabulary will be introduced. Once the designs have been completed, students will write an artist statement for their display.

Lastly, students will learn about the KI company in Bonduel Wisconsin and the process of Lean Manufacturing, particularly cost effectiveness, standard work instructions and quality checks/internal audit. Students will be assigned to work in groups; they will choose one chair design from a group member. Student groups will create a list of materials needed to create the chair and will come up with a list of instructions on how to assemble it. Students will assign a cost value to each material used in the chair design and how much of the material is used. They will figure out the amount of time and resources it would take to create the chair such as wage, manpower, and tools needed. Students will create a chart with this information as they discover what it takes to go from the process of creating design to the manufacturing of the product. Students will then fill out an “internal Audit/quality check” form as their self assessment and reflection of their work and participation in this unit.

In this weekly activity, students complete a self-assessment rubric and timesheets on a weekly basis and submit to the instructor. The teacher grades the timesheet and inserts their score into the rubric. The student then reflects on the instructor's score and makes necessary adjustments to their employability skills.

The self assessment rubric and timesheets are completed on a weekly basis and submitted to the instructor. The teacher grades the timesheet and inserts their score into the rubric. The student then reflects on the instructors store and makes necessary adjustments.

The Welding Fabrication & Robotics Associate Degree program prepares learners to program and operate CNC cutting and forming equipment, as well as robotic welders, and develops the skills needed to work in an advanced metal manufacturing environment. Learners also expand their print reading skills through fabrication layout, fixturing, and precision measurement. Welding metallurgy and machine shop principles are also studied. Critical thinking skills are built through problem-solving activities that foster teamwork, positive attitudes, and an understanding of global competition.

This article discusses the meaning of integrity and provides several examples of integrity in the workplace.

While at Verso Corporation, many discussions focused on what a hiring committee and manager/supervisor looks for in their employees. By investigating qualities that contribute to becoming a strong employee, students can understand what it takes to be a competitive employee in today’s workforce.

This lesson plan will identify what employability/essential skills the employers in the area are looking for in their employees. Students will interview human resource managers at local businesses and ask questions to identify these skills. After they have identified the desired skills, the students will create and deliver a presentation on one of the skills and describe what it means and what it looks like in industry.