STEM Related Workshops to Enhance

the HSHT/STEM Connection

CONNECTING HSHT and STEM

The Florida High School High Tech (HSHT) program recognizes today more than ever that youth with disabilities have the potential to meet the needs of our current industries and the employment needs of our emerging economy. While many of today’s youth are technology consumers (computer, cell phone, iPad, tablet, kindle, video games, social media, etc.); do they know that all of these are STEM (Science, Technology, Engineering, Math) related? Do they see the connection between STEM and a future career? The activities in this series are not STEM skill builders, but are designed to assist in making the connection between STEM and careers. The activities are not disability focused, but are designed to encourage all students to begin thinking about the different aspects of STEM and how it relates to their future jobs/careers. It is suggested that the activities be used in the order presented, but they are certainly effective if

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pulled out and used individually. Additional activities are being planned to address STEM and students with disabilities as well as accommodations, etc. It is very important that High School High Tech and all students be reminded: “Your present circumstances don't determine where you can go; they merely determine where you start." -- Nido Qubein,

Today, “high-tech” employment accounts for over 20 percent (20%) of total employment. Employment in this category includes the following areas: the traditional computer and data processing services; as well as motor vehicles and equipment manufacturing; management and public relations services; engineering and architectural services; and electronic components and accessories manufacturing. In today’s world, technology related preparatory experiences have become increasingly important for all youth but, for youth with disabilities, such efforts are critically important to help improve their educational and post-school outcomes.

Why STEM?

A stimulating STEM education is essential for developing the basic analytical, problem-solving and critical thinking skills central to academic achievement and workforce readiness in the 21st century. Recent statistics shed light on the urgency to encourage all high school students to anticipate the educational skills and requirements needed for academic and career success while in high school, with an emphasis on STEM.

THE FACTS:

STEM occupations are quickly becoming the careers of the future STEM occupations are projected to grow by seventeen percent (17%) from 2008-2018,

compared to nine and eight tenths percent (9.8%) growth for their non-STEM counterparts Yet while teens understand STEM careers offer the best chance at a future job, they are not

achieving in the subjects that matter most to get those jobs Of high school graduates who took the ACT, only forty- six percent (46%) achieved College

Readiness Benchmark in math and 31% in science Even those who are doing well in related subjects are not pursuing STEM Seventy-five percent (75%) of qualified high school students don’t enter STEM majors in

college Eighteen percent (18%) of students don’t pursue the subjects because they don’t know

enough about the career fields; while sixteen percent (16%) say they don’t feel prepared for the rigors of science and math in college

There is a lack of STEM role models One-third (1/3) of teachers never include STEM career discussions in the classroom Two-thirds (2/3) of teens felt discouraged from pursuing STEM because they didn’t know

anyone in these fields or didn’t understand their career options

Why Emphasize Technology Careers?

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The evolution of computers in the workplace has helped to level the playing field for people with disabilities. Technology which was once uncommon is now commonplace, giving a boost to the productivity of all employees and further allowing individuals with disabilities to readily integrate into the workforce. Technology has also become an aspect of almost every job in today’s economy .Like any future member of the workforce, students with disabilities can benefit greatly from being well versed in basic science, math, and technology.

Due to a collective history marked by low expectations, limited exposure to pre-requisite courses, and limited access to individualized supports, youth with disabilities are not generally viewed as good candidates for the STEM careers, despite the fact that many can and have succeeded in such careers. While it may be true there are limitations or differences in methods and scope of learning for students with disabilities, they should be given the exposure to STEM related careers. Many students with disabilities are aware Tim Tebow, Whoopi Goldberg, Richard Branson, Cher, Steven Spielberg and Jim Carrey have openly discussed having learning disabilities, ADHD and/or dyslexia, but are they aware that Isaac Newton, Stephen Hawking, John Nash, Alexander Graham Bell, and Johannes Kepler also had various disabilities throughout their scientific careers.

Helping high school students explore their options and plan for their future is a challenging business. Often, students do not know how to plan for what will happen today, let alone after high school or college. Using a variety of progressive activities throughout the year designed to promote personal growth and development, self-determination, self-advocacy skills, and informed decision-making, HSHT creatively exposes youth with disabilities to the world of work with a focus on opportunities found within the STEM careers. Such exposure will assist these students to better prepare for their futures and to compete in a technology-driven society.

The following is an excerpt from Florida STEM Strategic Plan developed in 2013:

We know Florida will need to fill 411,000 STEM-related jobs by 2018 (Alliance for Science & Technology Research in America), and while the number of degrees awarded annually by Florida’s University System in STEM fields is increasing, today’s current pace will not generate the graduates with the STEM skills needed to fill those jobs. With 267,500 employees in high tech fields (requiring college degrees, associates/technical degrees, certificates, on-the-job-training) , Florida ranks 4th in the nation (TechAmerica Foundation) yet over the past ten years, the number of students graduating in Florida with job-ready technology skills has fallen by 50% (Florida Board of Governors University data). The demand for a skilled workforce proficient in STEM disciplines is necessarily increasing as Florida transitions to an innovation economy yet only 35% of Florida’s 8th graders scored at or above proficient in Math and 23% did so in Science (NAEP).

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The Student focus areas being addressed in this plan are:

Increase the percentage of students successful at each level (PK-12 and postsecondary, including career and technical, undergraduate and graduate) to ensure our diverse population is:

Capable of conducting real-world STEM projects and inquiry; Capable of authentic and collaborative problem solving; Proficient in applying multidisciplinary knowledge and skills through STEM; Proficient in English and other languages in order to succeed on a global scale; Knowledgeable about and interested in STEM careers; Disseminate information and resources to parents about how to support their youth’s

STEM education and choice of STEM careers.

WORKSHOPS

The following Workshops have been compiled to assist in offering innovative hands-on information. They should be very interactive. The goal of these activities is to bring STEM alive for youth, engage and motivate the students, show different STEM related careers and produce positive outcomes such as:

1. Enhanced interest and improved attitudes toward STEM fields and careers

2. Encourage interest and enrollment in STEM-related courses in school

3. Gains in knowledge about STEM careers (with an emphasis on those in Florida)

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4. Higher likelihood of graduation and pursuing a STEM related career

The Workshops are:

1. STEM Interest (pre) survey P. 8

2. What is STEM and how does STEM connect with HSHT? P. 10

3. What is the difference in a job and a career? P. 11

4. Is there a STEM related career that matches my interests? P. 12

5. STEM careers - How many do you know? P. 14

6. What are the top ten fastest growing careers in Florida? P. 16

7. Meet and Greet with STEM professionals (on-line/in person) P. 18

8. What is Best for ME: 2 year/4 year Degree, Certificate, Apprenticeship, OJT? P. 20

9. What are the Four C’s of 21st century skills? P. 25

10. How do I consider and prepare for a STEM related summer internship? P. 26

11. How do I apply/use STEM in my everyday life? P. 27

12. STEM Interest (post) survey P. 28

STEM as it Relates to Careers

S - Science

Science workers study the physical and natural world through observation and experimentation. “Science is a lens to interpret the world,” says Julie Herrick, a volcanologist at the Smithsonian Institution National Museum of Natural History in Washington, DC. “My job is to expand knowledge.” Science workers can also inform public policy, such as by providing data to support limits on the use of toxic chemicals.

The work of scientists often involves research, writing proposals and academic papers, and presenting findings. Science technicians collect samples, conduct experiments, and do other tasks to assist scientists in those efforts.

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Workers rely on the scientific method to objectively test hypotheses and theories. The scientific method requires repeatable experiments which produce predictable and observable data. When the data matches a theory’s pre- dictions, the experiment supports that theory. Theories with the most supportive evidence are adopted but may continue to evolve, based on new evidence.

Disciplines in science are categorized based on the part of the universe they study: space sciences, earth sciences, life sciences, chemistry, and physics. For example, the life sciences study the living world, such as plants or the human body; disciplines include ecology, genetics, neuroscience, pathology, and nutrition.

T - Technology

Technology workers use science and engineering to create and troubleshoot computer and information systems. For example, some tech workers develop software applications and build and maintain computer networks and databases.

Technology work connects people, making all forms of communication - including business transactions, video sharing, and mobile browsing -faster and less expensive. The work often involves designing, testing, maintaining, and improving computer soft- ware, hardware, systems, and networks. “The goal is not only to solve a problem, but also to make that problem easier to solve in the future,” says Dan Parsons, an IT manager in Portland, Oregon.

STEM technology refers to disciplines in computer and information sciences, including those related to operating systems, artificial intelligence, programming, cryptography, and mobile computing.

E - Engineering

Engineers and engineering technicians use math, science, and technology to solve real-world problems. The work often involves developing systems, structures, products, or materials. For example, a civil engineer might design a new train station to accommodate more passengers, and an environmental engineering technician might help create an environmental remediation device.

“Engineering makes things better and cheaper for everyone,” says Patrick Holm, a project civil engineer in Olympia, Washing- ton. “Without it, we couldn’t live in the kind of society we know with bridges, clean water, and cars.”

Disciplines in engineering are often categorized by industry, such as aerospace, petroleum, or textiles. Major disciplines include civil, mechanical, industrial, electrical, and materials engineering.

M - Mathematics

Math workers use numerical, spatial, and logical relationships to study and solve problems. For example, an operations research analyst helps organizations identify practices that improve efficiency, and a mathematical technician applies standard formulas to techno-logical problems in engineering and physical sciences.

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Mathematics is the technical foundation for science, engineering, and technology. The work often involves finding patterns in data or abstract logic. These patterns can be used to draw general conclusions about data, to test mathematical relationships, and to model the real world.

Disciplines in math include algebra, statistics, calculus, game theory, and geometry.

WORKSHOP #1

Informal STEM Interest Survey

AT-A-GLANCE - One of the goals of HSHT is to increase the students’ interest in STEM. There are many educational initiatives with this goal to increase the nation’s number of high school graduates who are interested in and capable of success in STEM related careers. The ultimate result is increasing the United States’ competitive edge in the 21st century technology-oriented world. Countries maintaining a competitive edge and prospering will be those who are most effective in developing their human capital and in nurturing individuals with the capabilities of developing new ideas and innovations.

ACTIVITY- Without any prior discussion, ask students to carefully read each question and complete the survey (provide 10-15 minutes). Let students know there are no right or wrong answers - this is their opinion on each question.

DISCUSSION - Review the surveys with the students and discuss their responses. Share with the students that there will be a series of STEM based activities over the next few months and at

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the end they will take the same (post) survey and as a group will compare their answers with the first (pre) survey.

STEM Pre- Survey

Name: _________________________ Date: _________ Grade: _____ Gender: M or F

Circle all that apply…

1. Who uses science in their work?Nurse Crime scene laboratory Weather reporter None of them All of them

2. Who uses technology in their work?Veterinarian technician Teacher Cable technician None of them All of them

3. Who uses engineering in their work?Bridge designer Astronaut Building inspector None of them All of them

4. Who uses math in their work?Banker Chef Game programmer None of them All of them

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5. Science is.. Fun and easy Hard Not interesting

6. Technology is.. Fun and easy Hard Not interesting

7. Engineering is.. Fun and easy Hard Not interesting

8. Math is.. Fun and easy Hard Not interesting

After high school, I plan to go to:

Four-year college / Two-year college / Trade school (beauty, mechanical, culinary, etc.)

Full-time job Military/ Undecided / Other: ___________________________________________

Finish the sentence: When I am 25 years old, I would like to be working as a ____________because ___________________________________________________________ _____________________________________________________________________________.

Yes or No – I know someone who has this job.Yes or No – It is a high paying job.Yes or No – I will need more education or training for this job.

Resource: STEM RAYShttp://umassk12.net/stemrays/

WORKSHOP #2

What is STEM and how does STEM connect with HSHT?

AT-A-GLANCE - The term STEM was coined at the National Science Foundation (NSF) as a way to encompass a new "meta-discipline" that combined science, technology, engineering, and mathematics subject areas. This new discipline was meant to transform traditional classrooms from teacher-centered instruction into inquiry-based, problem solving, discovery zones where students engage with content to find solutions to problems. It is a way of looking at and solving a problem in a holistic way, seeing how the components of STEM interact with each other. Put simply, it is the intersection of science, technology, engineering, and mathematics. It is problem based; student-centered and is the applied convergence of these disciplines used to solve a problem. Science, Engineering and Mathematics are fairly easy to explain. However Technology is a little vague. It permeates every level of our ever changing advancing society. Top growth careers in today’s world all rely on some degree of math, science and technological skills. And, it is no secret that workplace skill levels with a focus on technology are on the rise significantly as American industry advances in today’s global economy!

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What do we mean by “Technology”? Many HSHT programs across the country have adopted the following formal definition of technology from the National Committee on Technological Literacy: “The tangible objects of the human designed world (e.g., bridges, automobiles, computers, satellites, medical imaging, devices, drugs, genetically engineered plants) and the systems of which these objects are a part (e.g., transportation, communications, healthcare, food production), as well as the people, infrastructure, and processes required to design, manufacture, operate, and repair the objects. This comprehensive definition is intended as a guide for HSHT sites as they provide exposure to careers and assist students in acquiring a wide range of internship and job shadowing.

ACTIVITY - You will need a blackboard, whiteboard, or flip-chart. Ask one or two students to be the recorders as the students respond. 1. Ask the students to list 3 activities they have done with HSHT (this year or in the past) 2. After everyone has responded - ask the students which activities are STEM related in any way. Note this response next to the activity.3. Then ask which specific area of STEM (Science, Technology, Engineering or Mathematics is connected to each activity.4. Count and record the number of activities related to each area of STEM5. How could you categorize those that are not STEM related? Arts, Music, Recreation, etc.

DISCUSSION - Discuss the results of this. Were there any surprises?

Resource: http://www.ncwd-youth.info/hsht/program-guide

WORKSHOP #3

What is the difference in a job and a career?

AT-A-GLANCE - Though people often use the terms 'career' and 'job' interchangeably, they aren't the same.

ACTIVITY - In this lesson, we'll look at the difference between a career and a job, and how you should approach them differently. View the video below:

http://education-portal.com/academy/lesson/career-vs-job-whats-the-difference.html#lesson

DISCUSSION - Guide students in a discussion of the video. Had they ever thought about the difference in a career or a job? Have they had a job, internship, job shadowing experience (paid or unpaid) that may lead to a career?

Ask if any of the students know about these STEM related careers? Can you think of any jobs that would lead to a career in the following fields?

Crime Scene Investigation:

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Forensic engineers who investigate explosions

Crime scene laboratory technician

Extreme Weather:

Meteorologist

Tornado/storm chaser

Video games:

Game development

Game programming

Computer animation

Working with animals

Wildlife rehabilitator

Animal trainer

Veterinary technician

WORKSHOP #4

Is there a STEM related career that matches my interests?

AT-A-GLANCE - Are you interested in a career where STEM (science, technology, engineering, or mathematics) is a factor?

ACTIVITY - Who is the first person that comes to mind when you think about someone who uses math and science every day? A doctor? A chemist? Certainly someone in a white lab coat. Perhaps an engineer performing calculations on a computer or working on complex machines?

Sure, these professions are the most closely associated with the science, technology, engineering and math (STEM) fields, but what about plumbers, pipefitters, manufacturing workers, auto mechanics, game designers, computer repair, accountants, cosmetologists, massage therapists, chefs , policemen, veterinary techs, people who work with digital art, graphic design and hundreds more? Did you know that these are all STEM related? Choose one of these careers and explain “How STEM is involved?”

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With the expansion of advanced technologies and processes into more and more fields, the STEM economy is much bigger than many imagine and the barriers to entry are also lower than most think. Many STEM occupations require a high school diploma plus technical training or industry specific certification to start. In fact, high school and community college graduates, along with those who don’t have a four-year university diploma, hold half of these positions.

DISCUSSION - Are you more interested in a career where STEM (science, technology, engineering, or mathematics) is a factor? Why?

STEM Work Sheet

S – Science T - Technology E – Engineering M – Mathematics

Circle the 1 word that interests you the most out of each group of 4.

Pick only 1 word in rows 1 -5.

A B C D

1.Chemistry Computer Programming Building Circuits Multiplication

2.Biology Writing Software Physics Estimating

3.Botany (plants) Electricity Building Algebra

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4.Geology (rocks) Building Computers Creating Models Geometry

5. Astronomy (planets)Computer Games Taking Things Apart Making Maps

Add the number of circles in A _____

Add the number of circles in B _____

Add the number of circles in C _____

Add the number of circles in D _____

If you have the most in A - You are S - Science

If you have the most in B - You are T - Technology

If you have the most in C - You are E -Engineering

If you have the most in D - You are M - Mathematics

If you have equal numbers, you are a combination STEM. Are you surprised by the Results?

Resource: Engineering the Future by Design

WORKSHOP #5

STEM Careers- How many do you know?

AT-A-GLANCE - Reviewing the students’ knowledge of STEM related careers.

ACTIVITY - Are you interested in a career where STEM (science, technology, engineering, or mathematics) is a factor? How many STEM related careers can you think of?

Have students complete this activity before discussing more career options. Students have 3 minutes ONLY to come up with as many STEM careers as they can. Remember STEM stands for Science, Technology, Engineering, and Mathematics.

1. _________________________________________________________________

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2. _________________________________________________________________

3. _________________________________________________________________

4. _________________________________________________________________

5. _________________________________________________________________

6. _________________________________________________________________

7. _________________________________________________________________

8. _________________________________________________________________

9. _________________________________________________________________

10. _________________________________________________________________

DISCUSSION: Discuss the careers the students listed. For more about STEM related careers: http://stemcareer.com/students/

There are great resources available from everything to figuring out what to do with your life, to getting scholarships to pay to make your dreams come true in college.

Review the web site: http://www.onetonline.org/find/stem/?t=7&g=Go

You will find S-Science (222 jobs); T- Technology (277 jobs); Engineering (347 jobs); Math (85 jobs)

Discuss each of these web sites with students. Are you surprised at the numbers and types of STEM jobs? Can you select 3 which interest you? Why do they interest you? Would you like to have a summer internship in one of these or a related field?

If so what?

Can you think of future STEM related careers for some that have been identified:

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CHECK out:

http://www.getdegrees.com/careers/tips/top-60-jobs-that-will-rock-the-future

Can you think of more futuristic careers???

WORKSHOP #6

What are the top ten fastest growing careers for Florida?

AT-A-GLANCE - Review the following chart with the students.

ACTIVITY - Note the different level of education/training required for each. Seven of the ten require an Associate’s Degree or OJT.

Stress that all require high school graduation - a goal of HSHT in FL

The following are the top ten fastest growing careers for Florida and the education/training required:

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Profession Projected Need for Employees 2008 - 2018 Percentage Growth

1. Registered nurses (RNs) 36,280 18%-26%

2. Food preparation & service workers 23,830 9%-17%

3. Customer service representatives 21,700 9%-17%

4. Nursing aides, orderlies and attendants 18,230 18%-26%

5. Home health aides 17,380 over 27%

6. Postsecondary teachers 14,590 18%-26%

7. Retail salespeople 14,170 0%-8%

8. Elementary school teachers 12,260 9%-17%

9. Stock clerks & order fillers 11,970 0%-8%

10. Accountants & auditors 11,280 9%-17%

Profession

Registered nurses (RNs)

Education /Training Requirement

Associate's degree

Annual Salary

$67,720

Food preparation & service workers On the job $21,240

Customer service representatives On the job $32,780

Nursing aides, orderlies and attendants Certification or licensing $25,140

Home health aides On the job $21,760

Postsecondary teachers Bachelor's or graduate degree $64,370

Retail salespeople On the job $25,000

Elementary school teachers Bachelor's or graduate degree $54,330

Stock clerks & order fillers On the job $23,790

Accountants & auditors Bachelor's or graduate degree $68,960

DISCUSSION - All of these careers require some degree of STEM related skills. Do you know anyone in any of these careers? Are any of these careers of interest to you? How is STEM used in those selected? Are there other careers related to these top 10 that may interest you?

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Resource:

the Bureau of Labor Statistics, www.bls.gov.

WORKSHOP #7

Meet and Greet with STEM professionals

AT-A-GLANCE - It is important for students to have the opportunity to hear and learn from professionals in STEM careers.

ACTIVITY- Plan a site visit or ask a STEM professional to visit your site. Ask a STEM professional(s) to prepare an approximately 15 - 30 minute presentation about their career, the questions/problems they are working on currently and the challenges facing the future of their field. Ask the presenter to be as interactive as possible. For example, bring tools (if possible) that they use, show pictures of their workplace, share their career journey, allow for student discussion, do a brief demo of an age‐appropriate STEM concept relating to their job or industry, or engage the class in a hands‐on, inquiry-based activity. The goal of this activity is to get

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students excited about the career being discussed and to emphasize (if applicable) how this work can potentially affect the future of our world. Also to help students see how the STEM concepts they are learning in school are applied in the real world.

DISCUSSION - Some questions students might ask:

• How did you become interested in your field?

• What specific experiences helped you decide on this career?

• What about your personality and interests makes you a good fit for the job you have?

• When you were the students’ age, what did you think about science/math? Did you like it? Dislike it?

• How did you prepare for your career? What kinds of skills did you acquire and how did you learn them?

• What do you like most/least about your job?

• What tools do you use on the job?

• How can I best prepare to work in your field?

Am I interested in any of the careers discussed by the STEM professionals?

Speaker’s name: _______________________________________________________________

Speaker’s profession: ___________________________________________________________

Do you know anyone personally who has the same profession? __________________________

If not, how can you meet someone who does? ________________________________________

What do you like about what they do? ______________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What do you not like about what they do? ___________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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_____________________________________________________________________________

What additional questions do you have for the speaker? ________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

WORKSHOP #8

What Is Best for ME?

Certificate, 2 year/4 year Degree, Apprenticeship, On the Job Training (OJT)?

AT-A-GLANCE - Explaining the differences in a Certificate Program, 2 year/4 year Degree, Apprenticeship, and On the Job Training (OJT)? (May be divided into several sessions)

ACTIVITY- It is important to note that most careers require employees to have achieved a certain degree or certification. The requirements vary according to the industry you are working in or want to work in, so it is important to research the industry first. An associate’s degree and/or certification can open up new opportunities for you and your career. It is important to understand the differences between a certificate program and an associate’s degree in order to determine which is right for you.

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What is a Certificate?

Certification Programs - Certification programs are typically specialized in one specific skill or area, which you’ll study and learn in one or two courses. Getting a certification usually means that you completed a specialized form of training. Also, it can mean you have the technical knowledge of a specific field. Generally it is faster to complete when compared to getting a degree, as most certification programs take less than a year to complete. It is valuable when it comes to advancing your career and enhancing your knowledge. Often, they do not require an extensive theory or education background though this is not always the case. Certifications can also augment the credentials of someone who has a degree.

How is an Associate's Degree Different?

An associate's degree is a stepping stone toward achieving a higher level academic degree such as a bachelor’s degree (certification is not). If you are looking to continue on working toward achieving a bachelor’s degree or other higher level degree, you should work toward your associate’s degree rather than participate in a certificate program. If this is not of concern to you, and you wish to complete the program more quickly, a certificate program is a better option.

If you are focused on achieving long term educational goals it is probably better to get a degree. From an associate degree to a bachelor’s degree up to getting advanced graduate level degrees, having a degree gives you a head start towards these (versus certification). Getting a degree implies you have learned from a broader knowledge base (including theory) and have the accomplishment of a college degree.

But what’s the difference between the two, and how do you know which is right for you? While there is a fair amount of overlap between certificate and diploma programs, and with some schools appearing to use the names interchangeably, it can be confusing to differentiate between the two. In general, though, there are a few main differences between certificates and diplomas.

Quick Summary

1. Certifications usually do not require a broad knowledge base as compared to degrees.2. Certifications are faster to get than degrees ordinarily requiring two to four years for

completion. Certification programs are made up of multiple classes, not just a one-time exam, but can usually be completed in less than one year.

https://www.onlinecommunitycolleges.org/index.php/degrees-vs-certificates

What is an Apprenticeship?

An apprenticeship is two different things: It’s a job, but it’s also like a school.

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Mostly, though, it’s a great opportunity! An apprenticeship is a good way to prepare for the future with on-the-job training in a highly skilled career.

An apprenticeship is a paid job. Someone who is new to the field (the apprentice) learns the skills needed for the job. Apprentices are trained by master craftsmen, who are experts in their field. They share their skills and knowledge to help the apprentice become an expert too.

An apprenticeship is also a school. Apprenticeships include classroom lessons to make sure the apprentice masters all aspects of the job.

There are apprenticeships for nearly any job you can imagine: from high-tech manufacturing to health care. Would you like to learn more about different fields where apprenticeships are offered? Here are five career areas that offer many apprenticeship opportunities:

Health Care. Are you a people person? Would you like a career caring for other people? You can learn to be an optician, a physical therapy aide, or pursue many other opportunities in health-related careers.

Manufacturing. Do you like to work with your hands? Would you like to learn how to use the latest computer technology to work with wood, metal, or electronics? There are apprenticeships available for machinists, shop electricians, and many other manufacturing careers.

Food preparation and serving. Do you love good food? Would you like a career preparing or serving food? Apprenticeships in the culinary arts field give you many opportunities to learn to be a top-notch cook or server.

Public Safety. Do you want to protect others and keep our homeland safe? There are many apprenticeship opportunities in public safety, including firefighter, fire medic, and police officer.

Construction and Building Trades. Have you always wanted to build things? Would you like a career in the construction industry? You can apprentice to learn to be a plumber,

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pipefitter, carpenter, electrician, or many other careers. You can find an apprentice in nearly any field. But all apprenticeships share some common characteristics:

Apprenticeships are only offered for jobs clearly recognized and valued throughout an industry. This means your apprenticeship experience will be valid for a job in your field anywhere in the country.

Apprenticeships are for highly skilled occupations, those requiring extra help to master.

Apprenticeships may include at least 2,000 hours of on-the-job experience with a skilled craftsman.

Apprenticeships also provide classroom instruction to ensure new workers know everything they need to succeed.

Most apprenticeships take about 4 years to complete. Nationwide, there are apprenticeship programs for over 1,000 different

occupations.

Apprenticeship Programs

Registered apprenticeship programs enable employers to develop and apply industry standards to training programs for registered apprentices that can increase productivity and improve the quality of the workforce. Apprentices who complete registered apprenticeship programs are accepted by the industry as journeymen. By providing on-the-job training, related classroom instruction, and guaranteed wage structures, employers who sponsor apprentices provide incentives to attract and retain more highly qualified employees and improve productivity. Certifications earned through registered apprenticeship programs are recognized nationwide.

http://www.doleta.gov/OA/apprentices_new.cfm - information on apprenticeships nationally

In FL - FL DOE - Ken Olsen, Apprenticeship Program Director,325 W. Gaines Street, Room 754 Tallahassee, Florida 32399-0400 Ken.Olsen@fldoe.org

What is OJT? On-the- job training is a training method where experienced employees take new employees under their wing, instructing and coaching them on how to perform their job, giving them the benefit of years of experience.

On-the-job training is teaching the skills, knowledge, and competencies needed to perform a specific job within the workplace and work environment. On-the-job training uses the regular or existing workplace tools, machines, documents, equipment, knowledge and skills necessary for an employee to learn to effectively perform his or her job. On-the-job training is most frequently supplied by another employee who can competently perform the job that he or she is teaching.

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While the goal of OJT is often to teach basic workplace skills, it also instills aspects of the workplace culture and performance expectations in the new employee.

On-the-job training is normally the most effective approach to training employees. Here are your 12 best opportunities and methods for providing on-the-job training to employees

http://humanresources.about.com/od/educationgeneral/g/on-the-job-training.htm

Here is an example of the difference education/training makes in one field?

Robotics:

Career opportunities in Robotics - Two common professions in this discipline are robotics technicians and robotics engineers. The differences between the two begin primarily with education level. Robotics technicians typically hold 2-year associate degrees in robot technology or a similar field, while engineers need at least a bachelor's degree; aspiring engineers often move on to graduate studies and professional engineering certification. Technicians generally participate in apprenticeship programs that provide on-the-job training along with classroom instruction.

Both engineers and technicians have several specialties to choose from within the field of robotics. Some of these include machine automation, medical robotics, cybernetics, quantum mechanical systems, air traffic management and a variety of other areas utilizing robots to make work processes easier for humans. Types of businesses that hire professionals for robotics positions comprise electronics, automotive, agricultural and manufacturing companies, among many others. Most robotics professionals work primarily in a collaborative team setting, with technicians assisting and supporting engineers.

Job DutiesBecause robots are used in so many ways, a professional's duties in this field can vary greatly depending upon the function and application of robotics in his or her work. For example, some robotics engineers design artificial limbs, while others develop automated manufacturing systems for food-packing plants. However, all robotics engineers are responsible for designing, creating, testing and troubleshooting problems with their robots. This involves extensive research in various mechanical and robotic technologies and the use of assorted design software as well as electrical and mechanical equipment.

Some other duties of both engineers and technicians include the following:

Welding Installing safety systems Programming and reprogramming robots Reading and interpreting schematics Robot maintenance and repair

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Using hydraulic test equipment Failure analysis testing Robot installation and removal

DISCUSSION: All of these options provide an increased level of competency for a particular field? Do you know anyone in any of these educational programs? Which seems most interesting to you? Why?

Resource:

http://myfootpath.com/degrees-and-programs/certificate-diploma-programs/the-difference-between-certificate-diploma-programs/#sthash.nQ6zwXlI.dpuf

https://www.onlinecommunitycolleges.org/index.php/degrees-vs-certificates

WORKSHOP #9

What are the Four C’s of the 21st century skills?

AT-A-GLANCE - Discuss the four “C’s” of the 21st century skills.

Creativity - Using your imagination to develop original ideas or thoughts. Providing opportunities for students to become “creators as well as consumers of published information” (Apple, 2008)

Critical thinking - Using knowledge and understanding to create new ways of thinking in order to find solutions to new problems and to create new products and services.

Collaboration - Working with others respectfully and effectively to create, use and share knowledge, solutions and innovations.

Communication - Sharing thoughts, ideas, etc. in a wide variety of forms and contexts for a wide range of purposes and using multiple media and technologies.

ACTIVITY- You will need a blackboard, whiteboard, or flip-chart. Ask one or two students to be the recorders as the students respond.

Ask students (individually or they may work in groups) to identify an issue/problem in their community that they are interested in solving. Is there a creative/ innovative solution? What issues are involved in solving the issue/problem? What would solving this issue/problem accomplish?

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DISCUSSION - Ask for volunteers to share (have someone record) several of the issues identified, solutions, etc. Was STEM used in any way in identifying and solving this problem? This is a basic hands-on exercise in using the 4 C’s (creativity, critical thinking, collaboration and communication).

Resource:

(http://www.yinghuaacademy.org/wp-content/uploads/2014/10/21st_century_skills.pdf)

Workshop #10

How do I consider and prepare for a STEM related summer internship?

AT-A-GLANCE - An internship is a situation in which a student works for an employer for a specific period of time to learn about a particular industry or occupation. Activities undertaken by interns may include special projects, a sample of tasks from different jobs, or tasks from one specific job. Internships provide opportunities for youth to obtain direct exposure to different careers in a structured paid or unpaid work setting. Through internships, students see a variety of applications of what they are learning. They discover more about their talents and their skills. Although internships are intended to provide a structured work experience for youth in a career field of interest to them, participation in an internship may help a young person discover they are really not interested in a particular type of work. Such experiences can be extremely valuable in formulating initial career choices. Although internships are usually short-term, typically lasting for a few weeks to a few months, youth benefit by developing an understanding of what is required to be a successful employee as they are introduced to the performance expectations of the “real world.”

ACTIVITY- You will need a blackboard, whiteboard, or flip-chart. Ask one or two students to be the recorders as the students respond. Refer to Activity #4 where students were asked to identify STEM or STEM related careers of interest. Record some of the careers. Are internships possible in your area related to these in any way? What tasks would be involved? What skills would be learned? Would an internship like this be a (job) step forward to obtaining your career goal? Refer to Activity # 3.

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DISCUSSION - Discus the results of the Activity and use this as a step toward Summer Internship planning.

Resource:

HS/HT Program Guide 2007

http://www.abletrust.org/hsht/resources/_doc/HSHT-Job-Shadowing-Internship-Toolkit-FY15.doc

WORKSHOP #11

How Do I Apply/Use STEM in My Everyday Life?

AT-A-GLANCE - Whether we recognize it or not, STEM is an important part of our lives every day. STEM is more than just math problems or scientific formulas, it’s about figuring out how things work, asking good questions and finding answers to them, and exploring our world.

ACTIVITY- You will need a blackboard, whiteboard, or flip-chart. Ask one or two students to be the recorders as the students respond.

1. Ask students to list 3 things they did this morning before their first class at school today:

a. using STEM/technology in some way.

b. not using STEM/technology in some way.

DISCUSSION - After everyone has responded. Discuss which STEM area was used in the “a” responses. Is there a way to add a STEM component to any of those listed in “b”? Would this improve the activity?

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Resource:

http://click2sciencepd.org/

WORKSHOP #12

Informal STEM Interest Survey (Post)

AT-A-GLANCE - As noted in the beginning one of the goals of HSHT is to increase the students’ knowledge and interest in STEM. Hopefully these activities have been a step forward in meeting this goal.

ACTIVITY- Without any prior discussion, ask students to carefully read each question and complete the survey (provide 10-15 minutes). Let students know there are no right or wrong answers - this is their opinion on each question.

DISCUSSION - Review the surveys with the students and discuss their responses. The goal is to help them feel more knowledgeable re: STEM and STEM related careers than before these activities.

1. Has their understanding of STEM increased?

2. Has their interest in STEM increased?

3. Do they see the STEM and HSHT connection?

4. Do they see how STEM plays an important part in their lives now and in the future?

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STEM Post- Survey

Name: _________________________ Date: _________ Grade: _____ Gender: M or F

Circle all that apply…

1. Who uses science in their work?Nurse Crime scene laboratory Weather reporter None of them All of them

2. Who uses technology in their work?Veterinarian technician Teacher Cable technician None of them All of them

3. Who uses engineering in their work?Bridge designer Astronaut Building inspector None of them All of them

4. Who uses math in their work?Banker Chef Game programmer None of them All of them

5. Science is.. Fun and easy Hard Not interesting

6. Technology is.. Fun and easy Hard Not interesting

7. Engineering is.. Fun and easy Hard Not interesting

8. Math is.. Fun and easy Hard Not interesting

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After high school, I plan to go to:

Four-year college / Two-year college / Trade school (beauty, mechanical, culinary, etc.)

Full-time job Military/ Undecided / Other: ___________________________________________

Finish the sentence: When I am 25 years old, I would like to be working as a ____________because ___________________________________________________________ _____________________________________________________________________________.

Yes or No – I know someone who has this job.Yes or No – It is a high paying job.Yes or No – I will need more education or training for this job.

Resource: STEM RAYShttp://umassk12.net/stemrays/

Additional Resources:

1. http://www.stemconnector.org/ - ( provides excellent information that will interest students –

Learning to use this would be a great workshop)

Each year, the United States invests billions in STEM (Science, Technology, Engineering and Math) education and workforce development. Over 70% of jobs will require core STEM skills. STEMconnector® is THE information and convening force on resources and best practices. Founded in 2011, STEMconnector®* convenes top leaders in the field through initiatives that rapidly connect and leverage the world of STEM and help our supporters in their investments to build a STEM pipeline and workforce.

WHAT IS IT?

STEMconnector® is a consortium of companies, nonprofit associations and professional societies, STEM-related research & policy organizations, government entities, universities and academic institutions concerned with STEM education and the future of human capital in the United States. STEMconnector® is both a resource and a service, designed to link "all things STEM" through a comprehensive website that connects national, state and local STEM entities. The STEMconnector® website contains profiles of more than 20 categories of STEM-related entities and details ‘Who is Doing What’ on over 6000 STEM-related organizations all 50 states.

WHAT DOES STEMCONNECTOR Do?

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As a free service to the country, The STEMdaily® newsletter provides nearly 10,000 diverse thought leaders in STEM education with a daily newsletter that increases connectivity across the nation and reaches over a million through social media. STEMconnector® convenes its members and stakeholders through both physical and virtual events through STEM Councils and virtual STEM Town Halls and Google Hangouts that regularly reach over 500 thought leaders. Finally, STEMconnector® recognizes leadership through its annual "100 STEM Leaders" series. This year, STEMconnector® recognized 100 CEO Leaders in STEM at the US News STEM Solutions Conference in Austin, TX. STEMconnector® focuses on the STEM workforce and jobs, with a particular emphasis on diversity and women. Our work spans the entire pipeline (K-J Kindergarten — Jobs) and how STEM Education experiences translate into careers. Products also include EdTech Weekly, briefings and events, research reports, data mapping, events, special products and counseling on how to maximize STEM resources. The STEMconnector® team advises and counsels our members and partners to ensure the best STEM practices and scalable investments. STEMconnector® helps other organizations determine programs whose outcomes meet their desired objectives and needs.

Sample article:How to Become a   Meteorologist by Philip Perry July 14, 2015 at 9:00 am

Some people watch the weatherman or woman on the nightly news and dream about how much fun it would be to be up there with the maps and graphs, outlining the forecast in a snazzy outfit, having a little fun and raking in the dough. Others are fascinated by extreme weather events such as tornadoes, hurricanes, blizzards and droughts. They watch videos of tornado chasers on YouTube with their heart pounding in their chest. Some extreme weather events do more than get our heart racing. They reveal the sheer magnitude of nature’s power and the fragility of human existence, things we often forget in our humdrum day-to-day lives. We are reminded of the aftermath of the Indian Ocean Tsunami of 2004, of Super Storm Sandy in 2012 and of the India-Pakistan floods of 2014. Those stories not only give us a glimpse at nature’s power, but made us feel the bitter sting of sympathy, our hearts going out to the victims whose lives and communities were devastated by these tragic events.

It may look easy to forecast the weather on television, or even to follow the track of a dangerous storm. But meteorology is a complex subject with lots of nuances and variables to take into account. It isn’t easy or for the thin-skinned should you botch the five-day forecast.  Luckily, today we have Doppler radar and weather satellites. Still it still isn’t easy. Anyone will tell you that the weatherman or woman on their favorite station often gets it wrong. Even with all that training and modern technology at our disposal, Mother Nature still has her secrets to keep.

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There are many more occupations that can be had with a degree in meteorology or atmospheric sciences than your nightly broadcaster (http://www.weatherwizkids.com/career-becoming-meteorologist.htm). You can become a consulting meteorologist, lecturer, professor, a climatologist, a forecaster or a researcher (http://www.wmo.int/pages/prog/dra/etrp/become_meteorologist.php). There is even something called a forensic meteorologist. This is a weather expert who gives testimony in court cases. So how do you become a meteorologist? It all begins in high school with advanced math and science classes. Calculus, physics, and chemistry are all integral to understanding our weather and climate.  A solid grasp of computers is also helpful. Some knowledge of earth sciences may be required as well.

Your next step is to get a bachelor’s degree in science (B.S.). Often you can get it in meteorology or atmospheric sciences, though some in the field have undergraduate degrees in engineering, math or physical science. In fact, some of the top schools who offer graduate degrees in meteorology often prefer a candidate who has their B.S. in engineering or math (http://www.infoplease.com/cig/weather/how-do-become-meteorologist.html). If you want to teach, work in management or do research, an advanced degree is essential, either a master’s degree or a PhD. If you think it will be an easy ride to the top, think again. Realize that a degree in meteorology is as challenging as an engineering program.

Yes, you will be challenged. But if weather is your thing, you will also be inspired. As a meteorology student you will get to learn the fascinating inner workings of nature. You will see how the oceans, the atmosphere and other aspects of the physical world work and interact with one another. Meteorology may look easy on television. But behind the scenes it is a demanding career. You should be able to analyze data in an efficient and effective manner. You will also need superb communication skills as you will have to put very technical information into laymen’s terms, so that your viewers, coworkers, clients or students can understand it. For TV broadcasters, presence and presentation are crucial to success. You don’t want to be boring. Otherwise, viewers will change the channel. It isn’t just the delivery of information at this point. It’s a performance. If you want to be a broadcaster, journalism courses may be necessary.  One has to be able to meet deadlines particularly in the face of a serious weather event. On the job, you may have to work nights or weekends, sometimes both. Take note next time you watch the weather forecast. There is more behind that smile and maps than meets the eye. But for those fascinated by the weather, a career in meteorology is indeed fulfilling.

2. http://www.onetcenter.org/tools.html

The O*NETTM team has designed a set of self-directed career exploration/assessment tools to help workers consider and plan career options, preparation, and transitions more effectively.

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They also are designed for use by students who are exploring the school-to-work transition. The assessment instruments, which are based on a "whole-person" concept, include:

•O*NET Ability Profiler/ •O*NET Interest Profiler/•O*NET Computerized Interest Profiler

•O*NET Interest Profiler Short Form/•O*NET Work Importance Locator

•O*NET Work Importance Profiler

These instruments will help individuals identify their work-related interests, what they consider important on the job, and their abilities in order to explore those occupations that relate most closely to those attributes. Users of the tools may link to the more than 800 occupations described by the O*NET database, as well as to occupational information in CareerOneStop. This allows individuals to make a seamless transition from assessing their interests, work values, and abilities to matching their job skills with the requirements of occupations in their local labor market.

3. http://www.careeronestop.org/StudentsandCareerAdvisors/StudentsandCareerAdvisors.aspx

Students, parents and career advisors can follow the links to explore career and education options.

4. http://www.fldoe.org/core/fileparse.php/8904/urlt/1415_DetailedCompList.pdf

A complete listing of Industry Certifications (STEM and others) with certification requirements for Florida.

5. http://www.mastersindatascience.org/blog/the-ultimate-stem-guide-for-kids-239-cool-sites-about-science-technology-engineering-and-math/#STEM_Fun_for_High_School_Kids

Disability focused STEM resources:

6. http://www.ncwd-youth.info/ilp/how-to-guide/section-1/career-exploration

Sample ILP Activities Below are lesson plans and other activities that are ready to be used or adapted:

What's in a Name?

Thinking Ahead: Preparing for a Green Economy

Considering a STEM Career

Considering Labor Market Information in Your Career Choice

Exploring Customer Service Jobs in Your Own Community

Getting Up Close and Personal with STEM

Generations at Work

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Purposely Planned or Luck of the Draw

One Stop Career Centers

Planning a Visit to a College Career Center

Connecting Education to Our Career

No One Does It on Their Own

7. http://www.washington.edu/doit/

The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center is dedicated to empowering people with disabilities through technology and education. It promotes awareness and accessibility - in both the classroom and the workplace - to maximize the potential of individuals with disabilities and make our communities more vibrant, diverse, and inclusive.

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