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KIDS TO COLLEGE
Curriculum Guide
Table of Contents
Part I – Introduction to K2C Page
Introducing Kids to College 5
Why Sixth Graders 5
Curriculum Overview 5
How to Prepare 6
Part II – Curriculum 7
Session I – Introduction to College Life 8-9
“Picture me in College” 10
“Words You May Hear in College” 11
“Word Search Puzzle” 12
Session II – Career Speaker 13 “Questions for Career Speakers” 14
Session III – Business Cards 15
“Twenty Five Great Jobs” 16-19
Session IV – Career Day 20
“Future Fantasy” 21
Session V – Planning for College Starts Now 22
Session VI – Preparing for the College Visit 23
The Day on Campus 24-25
Part III – Roles and Responsibilities 26
Local Coordinator’s Responsibilities 27
Campus Liaison’s Responsibilities 28
Classroom Teacher’s Responsibilities 29
Timeline 30
Talking To (not at) Sixth Graders 31-32
Page
Part IV – Appendix 33
Massachusetts Think College Early ()
MassMentor Postcard (massmentor.edu)
Massachusetts State College and University New Minimum Admissions Standards
KIDS TO COLLEGE
Curriculum Guide
Part I
Introduction to K2C
INTRODUCTING KIDS TO COLLEGE
This winter, thanks to a grant from Sallie Mae (the Student Loan Marketing Association in Washington, D.C.), 3,000 sixth graders will take part in a program that introduces them to college life. Kids to College began in 1992 as a pilot program in Boston, Cambridge, and Chelsea. The program has now expanded to include sixth graders from the Lowell, Springfield, and Worcester areas. In each of these cities, sixth grade classes have been paired with a local college or university. Students will participate in a special six-session curriculum that combines hands-on activities with information on careers, college life, and how to choose courses that give them the greatest range of options for education beyond high school. The program culminates in April with a visit to the partner college for both students and their parents or guardians.
WHY SIXTH GRADERS?
While many college and universities already have educational awareness programs in place, Kids to College is unique in its outreach to sixth graders. The sooner students and their families learn about all of their educational options, the sooner they can begin to prepare for them. Sixth grade is a particularly critical point to begin making decisions that affect a child’s future education, a time when many students begin to question the value of a high school diploma. In addition, sixth graders are young enough to consider a campus visit a big deal and are more willing than older students to have their parents accompany them on campus.
CURRICULUM OVERVIEW
The Kids to College curriculum emphasizes interactive, hands-on activities that reinforce the program’s premise: higher education is something you can achieve if you plan ahead. A staff member and current student from the partner college visits the sixth graders at the beginning and end of the program to talk about what college life is like, explain the campus visit, and answer students’ questions. In between, students learn about different careers, create business cards and engage in creative role playing.
At the outset of the curriculum, students are given Kids to College notebooks which they will use whenever a Kids to College activity takes place. They will keep them as a reminder of the possibilities that college offers. The curriculum has been divided equally between teacher- and campus liaison- generated activities.
HOW TO PREPARE
Kids to College partnerships are formed in the fall. Before the program begins for students, college representatives and classroom teachers will meet each other at an in-service training. At that time, the Kids to College curriculum is thoroughly reviewed and participants are able to ask questions about the program.
Campus liaisons are encouraged to form a steering committee consisting of members from admissions, financial aid, student affairs, continuing education, faculty, AHANA student organizations, and other interested parties who can help make the day on campus a success. They also need to stay in contact with the classroom teacher of their partner class throughout the duration of the program.
At the end of the program, the college and school participate in an evaluation of the program to suggest ways of improving and continuing it.
For further information on Kids to College, please contact Rose Seale, the central coordinator,
TERI College Access at (617) 535-6822.
KIDS TO COLLEGE
Curriculum Guide
Part II
Curriculum
K2C Curriculum
SESSION I
Title of Session: Introduction to College Life
Presenter: College liaison and college students
Time Required: One class period
Overview:
This is the college liaison’s first visit to the classroom. The liaison will present an overview of the program while the college students talk about life at college and answer the sixth graders’ questions.
Objectives:
▪ To let students know that college is a possibility.
▪ To introduce sixth graders to college students who share a background similar to theirs.
▪ Students will learn college-related vocabulary words such as campus, dormitory, and major.
▪ They will also complete the Picture Me in College worksheet, the first insert for their K2C notebooks.
Materials Needed:
▪ Polaroid camera, borrowed from college or school.
▪ Polaroid film, provided.
▪ Picture Me in College worksheets, master copy provided.
▪ Words you may hear in College worksheets, master copy provided.
▪ Word search puzzle, master copy provided.
▪ Glue sticks, provided.
Preparation:
The College liaison will:
▪ Make copies of worksheets
▪ Bring all supplies
▪ Locate a Polaroid camera
Sequence of Activities
▪ The teacher will introduce college liaison and college students.
▪ The liaison will describe the college and his or her role at the college.
▪ The college students will talk about their experiences:
▪ Did they know as sixth graders that they would eventually go to college?
▪ What is college like?
▪ What would they have done differently to prepare for college when they were middle and high school students?
(See the roles and responsibilities section for more information)
▪ The snapshots should be taken while students fill out the Picture Me in College worksheets
▪ The teacher or liaison should review the Words You May Hear in College worksheet.
▪ The word search puzzle should be left for students to do on their own.
Other Options:
▪ If possible, the liaison or teacher should bring in a graduation gown; students can be photographed wearing these for the Picture Me in College photos.
▪ Teacher can have students make a list of questions to ask the college students.
▪ Students can research the liaison’s college.
▪ If possible, the liaison can give each student a copy of his or her business card.
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My name is ________________________
and I live in _______________________.
I am in the sixth grade at the
_________________________________ School.
This year I am taking:
________________________________________________________________________________________________________________________________________________________________
And I am involved in school activities such as
_______________________________________.
My favorite subject is ________________________________________________ and my least favorite is ___________________________________. I also enjoy __________________________________. Three words that describe me are __________________________________ , ___________________________________, and ____________________________________________.
The person I most admire is ______________________________________________________ because ___________________________________________________________________________________.
If I could be anything I wanted to be, I would become a ______________________________________.
When I got to college I will study ________________________________________________________.
▪ Education beyond high school is called higher education.
▪ The amount of money you make in your job is your salary.
▪ Electives are non-required courses that you are free to select.
▪ After you graduate from college, you are awarded a bachelor’s
(four-year college) degree.
▪ Financial aid is available to help students pay for college.
▪ The land and buildings of a university are called a campus.
▪ College Preparatory courses are high school courses, such as
geometry or algebra, that help prepare you for college.
▪ Many students live on campus in a building called a dormitory.
Students often eat and study there, too.
▪ The subject you take most of your courses in, such as English, art, or engineering, is your major.
▪ After high school, you can go to a small college or a larger university.
▪ After college, you make a living in your chosen job or career.
▪ Your schedule lists the different courses you are taking as well as where they meet.
▪ When you finish high school or college, you receive a certificate, or diploma, saying you have successfully completed school.
▪ The ceremony you attend to receive your high school or college
diploma is called a graduation.
▪ The place where college students meet to relax, have fun and find out what’s happening at school is called the student union.
BACHELORS
CAMPUS
CAREERS
COLLEGE PREP
DEGREE
DIPLOMA
DORMITORY
ELECTIVES
FINANCIAL AID
GRADUATION
HIGHER EDUCATION
MAJOR
SALARY
SCHEDULE
UNION
UNIVERSITY
SESSION II
Title of Session: Career speaker
Presenter: Liaison and guest speaker
Time Required: One class period
Overview:
The campus liaison will arrange for a career speaker to talk with students about his or her occupation and the role higher education has played in his or her life. Students will interview the speaker using the handout Questions for Career Speakers.
Objectives:
▪ The students will meet a professional, preferably someone who shares a background similar to the student population.
▪ The students will understand the important part education plays in reaching one’s career goals.
▪ The students will be motivated to work harder in school to achieve their own goals.
▪ The students will learn that a bachelor’s degree has now become a minimum requirement for most jobs.
Materials Needed:
▪ Questions for Career Speakers handout; the master copy has been provided.
Preparation:
College Liaison
▪ The liaison will make arrangements for a speaker to visit the class. The speaker should make the presentation as interactive as possible and, when possible, should demonstrate what he or she does at work.
▪ It would be best to read the guidelines set forth in “How to Speak To (not at) Sixth Graders” in the “Roles and Responsibilities” section of this booklet.
Sequence of Activities
▪ The teacher or liaison will introduce the speaker.
▪ The speaker will talk for 15-20 minutes about his or her background, education, career, dreams or interests. He should describe clearly or demonstrate what he does for a living and how that fits within his lifestyle.
▪ The students will ask the speaker questions about his or her career.
Other Options:
▪ If possible, the speaker can give each student a business card.
▪ In addition to the questions on the handout, students should be encouraged to make up their own questions.
QUESTIONS FOR CAREER SPEAKERS
SESSION III
Title of Session: Business cards
Presenter: Teacher
Time Required: One class period
Overview: Students will use card stock to design over-sized business cards for their chosen careers. The cards will state the degree required for the career and students will creatively depict that career on the business card.
Objectives:
▪ The students will think about possible careers
▪ The students will research the education required for their dream careers
▪ The students will creatively express various aspects of a career
Materials Needed:
▪ Twenty Great Jobs handout; the master copy is provided.
▪ Provided card stock
▪ Provided colored pencils and markers
▪ Provided construction paper
▪ Provided glue sticks
Preparation:
▪ The liaison will make copies of the handouts.
▪ The teacher may choose to divide this into two sessions: first the students will research a career using additional resources, and make the business cards during a different class period.
Sequence of Activities
▪ The teacher reviews sessions I and II to stress the importance of education and planning for career goals.
▪ The students will select and research a career in which they are interested, either from the list provided or from other resources.
▪ The students will create an over-sized business card to express their impressions of that career, the education required, and other information from their research.
▪ The students will write about the specialized training or education required for their chosen career on the back of the business card.
Other Options:
▪ The teacher can collect and distribute real business cards for the students to keep and use as models.
▪ The teacher and students can collect magazines for pictures that can be added to business cards or posters. The students can make posters instead of business cards and cut out pictures from magazines that demonstrate their chosen careers.
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Aircraft Pilot
I fly a plane for an airline. I am able to travel to many different places. I am in charge of the safety of many passengers during every flight that I take. I was specially trained to fly an airplane. I must be in very good health with excellent eyesight. Most airlines require pilots to have at least two years of college and prefer them to have four years. Average salary: $136,930.
Architect
I draw plans for many different types of buildings. I must know a lot of math. I design the outside and the inside of buildings. Four years of college plus one year of architecture school is required. Average salary: $61,200, but it can be much higher if the architect owns his/her own business.
Computer Programmer
I design computer programs. Computer programs are written in code. I tell the computers what to do with the code I write. Programming requires good concentration and good math skills. At least a two-year program in data processing is required; four years of college is preferred. Average salary: $70,150.
Cartoonist
I create comics strips for newspapers, comic books, television, the internet and films. I use pens crayons, paints, as well as computer programs to create images. I like to draw, sketch or paint with different material, and I’m very creative. My work is humorous and tells stories or explain ideas.
Two to three years in art school is required as well as experience. Average salary $33,500
Elementary School Teacher
I teach students math, language arts, social studies, and science. I make lesson plans for every school day. I assign homework and give tests to make sure students learn. I make learning fun. I want my students to do well in class. At least four years of college are required. Average salary: $49,030.
Journalist
Have you seen a newspaper? Did you know that people write every story? That’s what I do for a living. I write stories to inform people about important events. Journalists have to be good writers. Four years of college are required. Average salary: $48,300.
Lawyer
I work in an office. Sometimes I work in the courts. I help people write agreements when they are buying or selling something to one another. These types of agreements are known as contracts. A contract is a written description of what people are buying or selling. Lawyers work in many different areas of law. Four years of college and three years of law school are required. Average salary: $109,200
Medical Doctor
I have to know everything about the human body. I need to be able to tell you why you are sick. I treat people for cuts and for very serious illnesses. It is important that I am very careful, and that I do not make mistakes. I can give you medicine to make you feel better. Sometimes I need to send patients to special doctors and to the hospital. Four years of college, four years of medical school and at least one year of additional medical education in a hospital setting are required. Average salary: $114,660.
Musician
Do you like music? Musicians play musical instruments to create the music you hear. As a musician, I have to learn to play perfectly. I practice every day. I get paid to play music; however, most musicians don’t make much money. Four years of college are highly recommended. Average salary: $38,920. (Can be much higher depending on level of fame)
Occupational Therapist
I organize medically-oriented occupational programs in hospitals or similar institutions to rehabilitate patients. Four years of school are required. Average salary: $51,000.
Pharmacist
I work in a drugstore. I give you the medicine that a doctor prescribes. I make sure that you receive the right medicine so you can get well. I have to be sure that the medicine does not make you feel worse. I have to be very careful that I don’t make mistakes with the medicine I provide to customers. At least five to six years of study beyond high school at a college of pharmacy are required. Average salary: $67,040.
Physical Therapist
I care for patients with disabilities, injuries or pain. Doctors refer patients to me who have lower back pain, arthritis, or broken bones. I examine patients and create a treatment plan that includes exercise to strengthen muscles or give deep tissue massages. I also teach families to help with exercises and follow up treatment at home. Average salary: $45,480. A bachelor’s degree is required.
Police Officer
My main responsibility is to protect you. I am trained in self-defense and how to use a firearm. I work a beat, which is an assigned area for me to patrol. Police officers can work for the state, the country, and the city. My job is to enforce the law and to educate people about safety issues. A four year college education is preferred. Average salary: $45,870.
Public Relations Specialist
My job is to inform the public about my company. I must make sure the company keeps a positive image. I write brochures and other publications about the company to give to the public. Four years of college are required. Average salary: $44,870.
Registered Nurse
I work in a hospital. Hospitals are open 24 hours a day. Sometimes I must work during the night. I am responsible for the care of many patients. I give shots and medicine to patients. I also check their blood pressure, pulses, and temperature. I must also know how to handle emergencies. Sometimes I draw blood or give patients stitches. I enjoy making people feel better. Minimum two years of college are required, four years are preferred. Average salary: $49,970
Scientist (Medical)
I conduct research to find causes of and treatments for diseases. For example I study viruses, bacteria and cancer cells. I also study ways to make the human body better able to fight disease.
Sometimes my research helps in the development of new drugs and treatments to prevent disease or improve the lives of people who have diseases like diabetes or cancer. Masters degree in biology is the requirement for research positions but most employers prefer Ph.D. Average salary: $57,000.
Travel Agent
I plan travel routes and compute ticket costs for clients. I also plan lodging, car rentals, tours, and make seat assignments. Two years of school or training are required. Average salary: $30,000.
Veterinarian
I am a doctor that helps animals. I had to go to school to learn about many different animals. One of my main responsibilities is to help people care for their pets. I do check-ups for animals just like a doctor would for humans. I give shots and medicine to animals, and sometimes must perform surgery. I enjoy animals and want them to be very healthy. Four years of college plus six years of veterinarian school are required. Average salary: $66,920.
Videographer
I record and broadcast radio and television programs using cameras, sound equipment and computers. When I broadcast programs I’m responsible for choosing which cameras and microphones we will use. I sometimes sit in a big van outside when we are on the scene of a breaking news story. Average salary: $40,000. Minimum requirement is a 2yr degree.
Web Designer or Internet Site Builder
I create a graphic and textual identity for people or companies on the internet. Four years of school and experience are required. Average salary: $60,000.
Source: Massachusetts Career Information System, copyright © 2004
SESSION: IV
Title of session: Career Day
Presenter: Teacher
Time Required: 1-2 class periods
Overview:
Students will have a career day during which they will engage in creative role playing by imagining themselves at age 25. Students will be encouraged to dress up to represent a career of their choosing. They will complete the future fantasy worksheet and then make presentations to the class about their future selves. Parents are invited to observe the presentations.
Objectives:
▪ Students will further understand what their working environment may be like.
▪ Student will sharpen their research and presentation skills.
▪ Parents will be involved in planning for their child’s future.
Materials Needed:
▪ Future fantasy worksheets (master copy provided)
▪ Business cards or posters from session III
Preparation:
▪ The teacher will help the students plan their presentations and attire.
Sequence of Activities
▪ The students will review their dream careers and answer the questions on the future fantasy worksheets.
▪ The students will plan their attire for the presentations.
▪ The students will present their careers to the class.
▪ Parents who attend will be acknowledged.
Other Options:
▪ The students can make actual-sized business cards on a computer program to distribute to each other. The software is not provided.
▪ Invitations can be sent to parents, college liaisons and school administrators.
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SESSION: V
Title of session: Planning for College Starts Now
Presenter: Teacher
Time Required: One class period
Overview:
The teacher will give a presentation about the importance of college and how to prepare – by taking college preparatory courses, for example.
Objectives:
▪ Students will make the connection between their college and career goals and academic preparation.
▪ Students will understand the courses they need to take to gain admission to college.
▪ Parents will understand how they can help their children prepare
▪ Students will make a list of at least ten things that will contribute to academic success.
Materials Needed:
▪ High school planning chart
▪ Requirements for Massachusetts four-year public colleges. The teacher’s copy is included in the curriculum guide.
▪ Think College Early Massachusetts
Preparation:
▪ The teacher will review the requirements for Massachusetts four-year public colleges.
Sequence of Activities
▪ The teacher will share with the students the courses most colleges will require for admission and the importance of planning for college, working hard in high school and getting involved in extra-curricular activities.
▪ The students will break into small groups for two activities. The students will first come up with a list of at lest ten behaviors associated with success in school. The teacher will suggest a few, such as attending school regularly, before they break into groups. In their groups the students will also create their own version of the high school planning chart using a large sheet of paper. After 15 minutes, the class will reconvene. Since some suggestions will be more important than others, the teacher will make an A list and a B list of the behaviors. Each group will then present their chart to their classmates.
▪ The teacher will copy the high school planning chart onto the chalkboard. The students will be called upon to help complete the chart with the correct names of high school courses.
SESSION: VI
Title of Session: Preparing for the College Visit
Presenter: College liaison and college students
Time Required: One class period
Overview:
The campus liaison and college students will return to talk about the upcoming day on campus, answer students’ questions and, if available, show slides of the campus to pique the students’ interest.
Objectives:
▪ Students will become reacquainted with the college liaison and college students
▪ Students will share what they learned in the previous sessions with the liaison. They will be able to ask questions about college based on their new goals.
Materials Needed:
▪ Video or slides of campus, if available
▪ College viewbooks or catalogs
Preparation:
▪ Students can make a list of questions they would like to ask.
Sequence of Activities
▪ The teacher and the students will share with the liaison what they have done in the previous sessions
▪ The liaison will explain to the students what to expect on their campus visit.
Other Options:
▪ The students can write about what they think they will see and do on their campus visit.
THE DAY ON CAMPUS
The day on campus should last about four hours, approximately 8:30 a.m. to 12:30 p.m. Most sixth graders have never been on a college campus before, so their concepts of college life will vary greatly. A traditional college tour is therefore not the most effective way to reach these students. Instead, the visit should focus on a hands-on activity that demonstrates how college can be challenging yet fun. An hour-long project such as a basic science experiment or making something in the art studio can pique students’ interest while drawing attention to some unique aspect of the partner college. For example, students made slime at a Wellesley College biology lab, created a live radio broadcast at Northeastern University, and critiqued some elementary school-level software programs at Lesley College. On their way to the activity site, students can break into smaller groups of 5-6 students for a brief tour of interesting places on campus such as a research library, art studio, gym, or dormitory.
Sample day on campus schedule:
|9:00 |Students and parents arrive at the college. A college representative and college students greet the sixth |
| |graders as they arrive on campus. K2C tee-shirts are distributed. |
|9:15 |Brief welcome by campus liaison |
|9:30 |Students and parents break into separate groups, if there is a large group of parents. |
| | | | | |
| |Students | | |Parents |
|9:30 |Students break into smaller groups for | |9:30 |Meet with various campus representatives including |
| |a scavenger hunt on their way to the | | |financial aid, admissions, continuing education. |
| |activity site. | | | |
|10:00 |Hands-on activity | |10:15 |Campus tour |
|11:00 |Students and parents meet up for lunch in the cafeteria (this is the time that students normally eat at |
| |school) with members of the college community including staff, faculty, and current students. |
|11:30 |Students receive Kids to College certificates and college souvenirs, such as pencils and key chains. |
|11:45 |Wrap-up |
|11:55 |Students and parents board the bus |
Optional follow-up classroom visit
The liaison can return to the school to talk with the students about their day on campus. Students can write about what they saw and did then compare this with their perceptions of what it would be like from week six’s activity.
If the liaison does not return to the classroom, students can write thank-you notes to the college and include information about their campus visit. This information can also be compared with the week six writing activity.
REACHING PARENTS
Parents can be involved in a number of ways. Some of the options are listed below:
▪ Invite parents to all K2C activities, including the campus visit
▪ Send initiations to parents for the career day to see their child’s presentation of his or her dream career.
▪ Provide early awareness packets at parent open house programs.
▪ Give presentations to parents on early awareness at another school-sponsored activity.
▪ Hold a special program for parents on a college campus on a Saturday morning or in the evening.
KIDS TO COLLEGE
Curriculum Guide
Part III
Roles and Responsibilities
KIDS TO COLLEGE
Local Coordinator’s Responsibilities
The local coordinator oversees the implementation of this early educational awareness program for sixth grade students. The program fosters long-term partnerships between middle schools and local colleges and universities through an interactive curriculum that introduces students to college life.
Responsibilities:
Work with the central coordinator to update and improve program materials.
Attend planning meetings in the fall and spring.
Identify local colleges and middle schools to participate in the program.
Establish and maintain contact with campus liaisons and classroom teachers.
Organize and conduct in-service training for teachers and liaisons.
Distribute classroom materials.
Act as a liaison between participating colleges and middle schools.
Prepare two interim reports and a final evaluation of the program.
KIDS TO COLLEGE
Campus Liaison’s Responsibilities
The campus liaison acts as the participating college or university’s Kids to College representative by assuming responsibility for its implementation. The liaison works closely with the classroom teacher at the partner middle school and the local coordinator.
Responsibilities:
Establish a working relationship with the local coordinator, whose job it is to assist in the planning and implementation of Kids to College.
Identify at least one college student to participate in the program, preferably someone from a similar economic and cultural background as the majority of the sixth grade students.
Attend a Kids to College in-service training.
Make two classroom presentations on college life to the sixth graders in sessions I and VI. Make copies of handouts and distribute all of the supplies to school. If there is a problem with this,] please contact the local coordinator.
Arrange for the career speaker for session II.
Work with other faculty, staff, and students to arrange a 3-4 hour campus visit for the sixth graders. This campus visit should include a tour, an age-appropriate hands-on activity, and lunch.
Arrange for bus participation for the campus visit.
Participate in a follow-up evaluation questionnaire.
KIDS TO COLLEGE
Classroom Teacher’s Responsibilities
The teacher acts as the participating school’s representative. He or she will work closely with the campus liaison and the local coordinator.
Responsibilities:
Maintain contact with the campus liaison.
Schedule dates of sessions and campus visits with the liaison.
Conduct pre and post-tests.
Distribute and collect permission slips for the program participation, follow-up and campus visit.
Conduct sessions III, IV, and V.
Remain in the classroom during all sessions.
KIDS TO COLLEGE
Timeline
Fall: the local coordinator will call contact liaisons and classroom teachers to confirm participation.
Oct/Nov: The teacher and liaison will attend in-service training.
The teacher and liaison will set program dates.
The liaison will schedule the career speaker.
The liaison will make copies of the handouts.
The teacher will send a letter and permission slip to parents.
Invitations should be sent to parents to participate in activities, if desired.
Nov/Dec: Kids to College begins
Teachers administers the pre-survey
March Campus visit with liaison
Teacher administers the post-survey
May: Teacher and liaison evaluations are due
KIDS TO COLLEGE
Talking to (not at) sixth graders
Suggestions for presenters
General guidelines:
Before you talk to sixth graders, consider not only the message you want to get across to them but also how you can get that message across most effectively. Remember, these students are no more interested in being lectured to than you were at their age.
So as a first step, try to remember what it was like being in the sixth grade.
What were you most interested in?
Where were your priorities?
Who were your closest friends?
Who influenced you the most?
Who did you go to for advice?
What did you think about school?
What were your favorite subjects?
Did you know what high school would be like?
Did you try your hardest or take the easiest courses you could?
Were you thinking about college?
Did you have any idea what career you would choose?
Suggestions for college students:
Below are some suggestions of topics you can address in your presentation. Please use them as a guideline and incorporate some of them into your presentation. Be creative, and bear in mind that a format where you read the question and then answer it is not effective.
Is there anything about your high school years that you would change if you could?
Is there some advice you would like to share with students so they will not make the same mistakes?
What is college really like?
How did you decide that this was the college you wanted to attend? Who helped you?
How much fun is college?
Do they take attendance in the classroom?
What is your major and what type of courses are you taking?
Who chooses the courses?
What is a typical day like?
Suggestions for Career Speakers
In addition to the suggestions for the college students, you will want to bear in mind the following:
▪ Keep in mind the age and interests of the students.
▪ Don’t use professional jargon with the students.
▪ Please feel free to discuss your personal experiences including academic and career choices.
▪ Be honest in describing your career.
▪ Give factual information about the positive and negative aspects of your career.
▪ Feel free to bring any equipment or information pertaining to your job.
▪ Discuss your work experiences.
▪ Include information that helps students see the importance of a college education. For example, a college degree was once an asset, but is now a minimum requirement for employment.
▪ Also discuss entry-level jobs or anything else in your life that helped you make your career decisions.
▪ What are some other careers that someone with your interests and skills might pursue?
▪ Stress job satisfaction as an important consideration in your choice of career.
▪ Don’t overload your talk with detailed facts and figures.
▪ Don’t oversell your career.
▪ Don’t recruit.
KIDS TO COLLEGE
Curriculum guide
Part IV
Appendix
-----------------------
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Kids to College
A Curriculum Guide for Classroom Teachers and Campus Liaisons
Prepared by the
TERI College Access
31 St. James Avenue, 4th floor
Boston, MA 02116
(617) 535-6822
seale@
Kids to College is a collaborate effort of:
Association of Independent College and Universities in Massachusetts
TERI College Access
Massachusetts Board of Higher Education
Massachusetts Board of Education
Funding for Kids to College has been provided by
The Sallie Mae Trust for Education
Picture me in College!
WORDS YOU HEAR IN COLLEGE
See if you can find these words in the word search puzzle. Hint: the words may be spelled horizontally, vertically, diagonally or even backwards!
S R E E R A C M O B L A P L H M Y N E H Z
D I A L A I C N A N I F M I Q T T O L A J
C P W D F F H L S J T L G O I O V I E U U
Q I E Y O E N C R W O H R S L Q S T C S N
T D Z R E R H V T X E R R W G P Z A T U I
B D N R P E M E V R E E N F T O I U I P O
D D G B D E O I E R V L U T X L Z D V M N
G E I U G F G D T I S A L A R Y R A E A B
D P L L D O U E N O B A C H E L O R S C Z
X E D P Y C F U L E R U O Q Z F X G C M M
D V K R A Y N H O L E Y N P X N J H D W O
O G G T N N X T Y U O V D G O O B K P E H
W B I M I X T N H B L C B W Z V O T L F H
F O O X S V F N E R C V T Q K Q K X I Y I
N W N M R E T J J D B D G D Z T P R Z H P
F I N F R D W O A K O B X V G E Y K P K A
1. What is the funniest thing that ever happened to you on the job?
2. What things do you like about your job?
3. What things do you dislike about your job?
4. What skills or educational background is necessary for the job?
5. How do you dress for your job?
6. Is it important to be able to work with other people?
7. Did other jobs prepare you for your future?
8. How much money does someone starting out make in this job?
9. What do you do during an average day at work?
10. What are the hours that you work?
11. What made you choose this career?
12. Do you have other questions for the speaker?
TWENTY
GREAT
JOBS!
FUTURE FANTASY
You are going to describe a typical day in your future life. Feel free to dream. Relax and enjoy yourself; this is what you want in your future.
What time do you get up on a work day?
What do you wear to work?
What does your home look like?
Are you living alone, with a roommate, or are you married? Do you have children?
How do you get to work?
What are the surroundings like on your way to work?
Now that you have gotten to work, what does it look like?
How many people are there, if any?
Are you supervising others? Are you being supervised?
Describe a typical day at work.
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