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.
Soft Skills course FREE teacher resources and trial access to online course solution as well as a correlation to WI state standards (WCCTS). Resources available for:-Professionalism-Teamwork & Team Building-Problem Solving & Decision Making-Verbal Communication-Oral Communication
- Career and Technical Education
- Business and Information Technology
- Health Science
- Marketing, Management and Entrepreneurship
- Technology and Engineering
- Material Type:
- Case Study
- Curriculum Map
- Lecture Notes
- Lesson Plan
- Abigail Hess
- Date Added:
Job Shadowing is an important part of Academic and Career Planning. Job shadows typical take place in high school and/or the early years of college. In order for everyone involved in the job shadow experience, it is necessary to take the time to prepare our students prior to sending them out for a job shadow. Students need to research careers and companies. If students set up their own job shadows, they need to have instruction on how to make the phone call or how to make the request in email or in person. The ask should be modeled and role played to help students prepare. Students need to prepare and ask questions during the job shadow experience. Getting feedback from the job shadow mentor and students is helpful in making improvements for all involved as well as making lasting relationships for future shadows. And, don't forget the importance of a thank you card from the student as well as the school.
This guide includes information for high school students interested in getting an internship. It explains what the benefits of internships are, what work you’ll be doing, how to find a great internship for you, and how to get the most out of your internship experience.
Students will choose an engineering sub-discipline of their choice and present information about it to their peers in a presentation style of their choice. The presentation must include some type of multimedia format (Powerpoint, Prezi, Slides, Keynote, etc.)
Students will be able to
-Explain the elements of a successful LinkedIn profile and create one of their own
-Craft an elevator pitch that presents their key skills succinctly
-Determine productive strategies to use in an informational interview