2003 Award Winners
Andrew High School
9001 West 171st Street
Tinley Park, Illinois 60477
Abstract
The Teaching Internship program in the family and consumer
sciences department at Andrew High School is a one semester, one credit course
for seniors who are interested in teaching or working in an educational
environment. In its sixth year of
existence, this program gives students a “hands on” opportunity to explore a
career in education. During a
four-week orientation on educational theories/philosophies and issues in
education, students explore issues related to discipline, instructional
methodology, school law, confidentiality, and characteristics of the school aged
child. Following this orientation,
students are placed with a cooperating teacher in a grade school, middle school,
or junior high for two hours a day, four days a week.
One day a week they meet back at the high school to discuss their
experiences, share insights, and solve ongoing problems with other interns.
During this period of unprecedented teacher shortages, the
program provides students with the opportunity to experience the many benefits
and rewards of a career in education and helps them make career decisions for
their future. At the conclusion of
the program, many interns reflect upon the experience as one of their most
memorable learning opportunities in school.
They now look forward to college so they can meet their goals and see
their dream to become a teacher come true.
This program has been duplicated in a number of surrounding school
districts with a high level of success. (Back
to Index)
Barrington Middle School
40 East Dundee Road
Barrington, Illinois 60010
Abstract
The comprehensive Prairie Campus Education-to-Careers
Program at Barrington Middle School is designed to expose students in the 6th,
7th and 8th grades during their regularly scheduled
advisory periods. The program is
also designed to build on learning achieved during previous years in the program
– providing a comprehensive examination of a multitude of career options.
During the 6th grade, an information and
assessment-based curriculum is used to expose students to general career
concepts. While completing this
curriculum, students complete a simple career survey and begin writing personal
histories and self-profile reports. Subsequently,
the assessment and research-based 7th grade curriculum builds on
understandings gained during the career experiences of the previous year.
During the 7th grade year, students continue to add to their
career profiles, complete an interest and aptitude survey and conduct research
on two occupations using the on-line Occupational Outlook Handbook.
The 7th grade experience ends with the students summarizing
and sharing the results of their research with small advisory groups.
The Education-to-Careers program culminates with the 8th grade
curriculum. While participating in
this curriculum, the students complete a personal history inventory and learn
about personality traits, as well as multiple intelligences and SCANS
competencies. They also review
sample resumes and gather information for developing a personal resume.
Finally, the program prepares students for the transition to high school
by providing information about high school graduation requirements and elective
courses.
In addition to the curricula delivered at each grade level,
all students participate in six on-campus Career Guest Speaker Days.
Each of these career days highlights one of the six career clusters.
Some of the 8th grade students also participate in the local
Harper College Middle School Career Fair. This
fair is organized through our partnership with the Northwest Suburban
Education-to-Careers program. Eighth
grade students also experience an active, hands-on simulation called Real World.
This is an activity that gives them an opportunity to explore career
opportunities and make lifestyle and budget choices similar to those adults face
on a daily basis.
Upon graduation from middle school, each student has
prepared a career portfolio – which demonstrates three years of career
experiences and development. The
portfolio contains the following artifacts:
interest inventories, evidence of work history, reflections on their
research exploration, a record of personal grades and a list of their school
curricular and community activities. (Back
to Index)
Carlinville High School
829 West Main Street
Carlinville, Illinois 62626
Abstract
ThinkQuest USA is offered to teachers and students
interested in participating in a program to build educational websites.
The program promotes interest in computers and technology and personal
growth opportunities, as well as introducing the Internet style of learning.
The program begins with teachers and students forming design teams around
a common Internet project and results in an educational website.
The program encourages students to act as a member of a team to determine
the direction of their learning and interests.
During the program, students and teachers explore and add to a growing
number of educational information and resources on the Internet.
The teams are required to create an educational website that can be used
by students and teachers to increase learning and meet state standards and
goals.
While completing the ThinkQuest USA program at Carlinville
High School, two high school students, Antonio Ulloa and Peter Duncan, designed
an award-winning site that addressed the effects of World War II in the European
theatre. Called Mission Europe
Hostilities, the site provides content as well as graphics to explain the depth
of the war in Europe. Using a
“Mission Impossible” format, the students not only provided the necessary
information for the project but also developed a set of quizzes that allowed
students to test their understanding of the material.
Actual photographs provided by a U.S. soldier at the fall of Berlin
helped to illustrate the tragic devastation of the war.
Because this design team selected their own topic for the project, the
learning achieved vastly improved upon any traditional learning that might have
been achieved in a classroom. Recently,
this program has been expanded to include teachers and students from grades 3
through 12. (Back to Index)
Champaign Central Academy
610 West University
Champaign, Illinois 61820
Abstract
Teachers at Champaign Central Academy are constantly
working to develop projects and activities that integrate science, mathematics,
English and business/technology, while promoting problem-solving and teamwork
skills. The Come Sail With Us
project does exactly that. Designed
around a water theme related to Mississippi Solo, a required reading text in
sophomore English classes, this project combines chemistry, geometry, English
and business in a hands-on activity that made learning so much fun students
actually arrived early to work on the project.
Thirty-three students were divided into teams to three and
assigned to build boats from cardboard and duct tape. Boats had to be large enough to hold a person and a total
weight of 160 pounds. To accomplish
this, students had to know how to determine surface area and volume, use net
diagrams, understand buoyancy and density, use metric system conversions and the
Internet to find boat designs, and draw computer diagrams.
Students began the design process by creating 1/10 scale models on card
stock. After these designs were
approved, the students advanced to ½ scale paper models to work out the
problems and refine the design. The
final process was to build the boat. This
three-stage design process allowed ample opportunities for problem solving and
collaborative teamwork.
After all teams had completed their boats, a race day was
held at the local YMCA. Boats were
launched at one end of the pool and teams had to race against the clock to the
other end. Each team was provided
with one paddle – which they used to reach the other end of the pool without
sinking. Team members on-shore
quickly became “backseat drivers” for the person in the boat. The final component of the project required each team to
develop a diagram and step-by-step instructions necessary for someone else to
construct and operate the vessel. These
instruction sheets, along with a paper model, were given to the academy freshmen
to see if they could follow the written instructions.
What began as a substitute project for an actual trip to
sail on Clinton Lake (cancelled as a result of the September 11 tragedy)
exceeded all expectations and provided a successful learning experience for
everyone involved, including the teachers! (Back
to Index)
Chicago Police and Firefighter Training Academy
125 South Clark Street
Chicago, Illinois 60603
Abstract
The Chicago Police and Firefighter Training Academy
(CPFTA) provides training for students interested in careers in public safety.
The four-year program was developed jointly by the Chicago Public
Schools, the City Colleges of Chicago, the Chicago Police Department and the
Chicago Fire Department. The CPFTA
curriculum allows Chicago Public School’s junior- and senior-level students
the opportunity to progress seamlessly from high school directly into any of the
City colleges of Chicago to complete a two-year Public Safety Associate in
Applied Arts degree. While
participating in the program during high school, candidates receive high school
credit or one unit per year towards the completion of the Education-to-Careers
requirements. Upon graduation from
high school, those who have successfully completed the training program may
attend a City College free of charge.
In addition to the high school and college training,
students also participate in two paid summer internships at the Chicago Police
and Chicago Fire Academy. These
internships are designed to promote and reinforce a better understanding of all
aspects of careers in public safety. After
finishing the two-year Associates degree program, students will have met the
minimum requirements to take the Chicago Police and Fire Department examination
for entry into their respective academies.
All Chicago high school sophomores are eligible to apply for the program
at any local high school or at one of the CPFTA program selected sites.
Program entrance requirements include a GPA of “C” or better, a
minimum attendance record of 95 percent, a drug screening background check,
parental permission, a physical examination and other miscellaneous items. (Back
to Index)
East Aurora High School, SD #131
500 Tomcat Lane
Aurora, Illinois 60505
Abstract
Hard-Wiring New Teachers is a program developed at East
Aurora High School in response to the common effects of teacher attrition and
burnout. Research suggests that
many new teachers can quickly become overwhelmed by the day-to-day tasks of
teaching. The Hard-wiring New
Teachers program at East Aurora High School is designed to provide new teachers
with the tools and resources to deal with the culture shock often associated
with the first year of teaching. East
Aurora High School has a unique culture characterized by high student mobility
rate, low socio-economic status, and racial, ethnic and language diversity.
Hard-Wiring New Teachers acclimates new teachers to local realities such
as: a high gang presence in the
school, students employed full-time, a high number of single-parent students,
the high number of students who lack proper study skills/self-discipline, a high
student drop out rate and the teacher stress engendered by these factors.
The program begins with a three-day orientation including
navigating the maze of paperwork, discovering the shortest trails through the
375,000 square feet, three floors and 62 acres that are East Aurora High School,
as well as adapting to a highly diverse climate.
Following this orientation, new teachers attend monthly support meetings
designed to help the teachers adjust and flourish.
The support meetings offer new teachers a forum in which to share
concerns about student needs and to brainstorm strategies to meet these needs.
Additionally, on-going staff development programs offer new teachers
strategies to handle paperwork more efficiently and introduce them to the logic
of all the forms and reports.
Hard-Wiring New Teachers provides new teachers the gifts of
time, attention, and the opportunity to dialogue. As new teachers better understand the culture of students at
East Aurora High School, they grow in compassion and altruism.
This is only possible by hard-wiring new teachers into a culture of
success. (Back to Index)
Eisenhower High School
1200 South 16th Street
Decatur, Illinois 62521
Abstract
The Go Places, Seriously program at Eisenhower High School
in Decatur was designed to provide students the opportunity to learn how the
technology of GPS (Global Positioning Systems) is used in the world of business,
including uses by farmers, pilots, game wardens, surveyors, paramedics and
people in the fishing industry. Students
completing the program learn the connections between GPS and geometry.
They also complete activities that emphasize the need to critically read
and follow instructions on the use and interpretation of GPS information.
Participation in the program allows students the opportunity to analyze
data in a pictorial way and understand the practical nature of geometry and
other mathematics concepts. The
program also emphasizes the relationships between geometry, reading, geography,
science and trigonometry classes.
Guest speakers, activities like Frisbee golf, and a
scavenger hunt are just some of the teaching techniques used to deliver the
content of the GPS program. Additional
classroom activities include the use of TableTop software.
More advanced students also have the chance to complete complex analyses
using Geographical Information Systems (GIS) software that allows them to tap
into enormous databases on the Internet. (Back
to Index)
Fairview Elementary School
416 Fairview Street
Normal, Illinois 61761
Abstract
During the month of February, all sixth grade students at
Fairview Elementary School in Normal participated in the Dr. Seuss Career
Discovery program. To kickoff the
project, each teacher led a brainstorming session with students to identify
careers (real or implied) that could relate to one of the Dr. Seuss books.
After the brainstorming session, students created and displayed posters
that highlighted the identified careers. Students
then selected three career fields depicted on the posters to be represented by
speakers for a career day. Teachers
made an attempt to focus the students on non-traditional careers in the area of
fine arts.
School administrators designated the last week in February
as Dr. Seuss Week and planned a host of activities related to career
exploration. The hallways were
decorated with Dr. Seuss items to put students in the spirit of the activity.
Dr. Seuss trivia questions were read hourly over the intercom, while
students placed guesses as to the answers in a box for a chance to win prizes.
On Tuesday, Donna Kae Nelson, a children’s book illustrator, presented
four assemblies demonstrating how book illustrations are made.
Wednesday was career day, and three speakers were provided for each
class. On Thursday, students read
Dr. Seuss books with their book buddies (crossing grade levels).
The weeklong event culminated on Friday, with the entire school being
served green eggs and ham and orange drink.
While students ate the meal, the book “Green Eggs and Ham” was read
aloud. (Back to Index)
Illinois Central College
One College Drive
East Peoria, Illinois 61635
Abstract
Through the combined efforts of leaders from four Illinois
community colleges, an online career education program has been developed to
serve students at Illinois Central College, Elgin Community College, Kankakee
Community College, and Southwestern Illinois College. The Designing an Online Career Education Program was designed
to increase student enrollment in high-demand health career fields by attracting
students from a wide geographic area in Illinois.
To accomplish this mission, program developers had to develop a tool that
took into consideration the diverse timing and scheduling needs of learners in
the communities served. The
resulting curriculum served to standardize offerings delivered by numerous
faculty members at various locations.
Program directors from the four Illinois community colleges
collaborated to develop and place coursework online. The program is designed to allow each college to maintain its
own unique program and curricular sequence, admission criteria and student
enrollment while utilizing the common online curriculum.
Student labs and clinical rotations are provided by each of the four
participating community college programs. The
online curriculum is now available to any student by enrolling at one of the
four institutions. The online course utilizes a common organization:
course management system, curriculum format and design, and content
modules as well as course materials and resources. Each institution maintains
their own course calendar.
The online curriculum provides each of the community
colleges with the potential to reach many more students, while freeing faculty
members from the task of developing individual course materials and allowing
them additional time to recruit students to the program. The curriculum has also
improved the overall curricular content, while allowing for the sharing of
resources and instructional strategies among the participating colleges. (Back
to Index)
Illinois Central College
One College Drive
East Peoria, Illinois 61635
Abstract
The Web Designer Certificate Program was developed at
Illinois Central College to fulfill a perceived business need to train web
designers. The program is part of a
larger curriculum, including certificates in Web Development (programming) and
Web Server Administration. Illinois
Central College also offers an Associates Degree in Web Technology.
It is the second community college in the U.S. to do so. This program has
been reviewed and validated by business and industry representatives and
endorsed by the World Organization of Webmasters.
The Web Designer Certificate Program is available as either traditional
classes or Internet classes. In the
latter case, students do not need to be physically present on campus for the
course, lab exercises, projects, or quizzes.
Current technologies such as Flash MX, Dream Weaver MX and
related software are used throughout the program. Through the use of a virtual lab environment, students are
able to access necessary software remotely without having to purchase their own
copies. The program encompasses
courses ranging from Internet topologies through basic web page development to
business application of web technologies, web project management, web usability
and advanced web pages. Students
are encouraged to participate in projects dealing with actual not-for-profit
clients. This helps students become
better prepared when entering the work force.
Students are also encouraged to develop a portfolio of their work that
can be used to gain employment after completing the program.
The program has been very successful at preparing highly skilled students
to successfully enter the workforce as trained web designers. (Back
to Index)
Illinois School for the Deaf
125 Webster Road
Jacksonville, Illinois 62650
Abstract
Holocaust education is an important component of the middle
school curriculum. Illinois state
law requires students in the eighth grade to receive instruction in this area.
Teachers at the Illinois School for the Deaf in Jacksonville use a living
history teaching method called Journey of a Teenage Survivor to deliver the
content in a personal and living history. By
being immersed in a storyline that allows students to see a personal side of the
history of the Holocaust, students are exposed to a true reflection of Jewish
life during the Holocaust.
Journey of a Teenage Survivor is a story of a young Jewish
girl living in Poland who has just survived the Holocaust.
The story tells about her life pre-war, during the war and after
liberation. Although a fictional
account, the story is based on historical facts, diaries, survivor biographies
and testimony. The story is
presented as a one-person play. Using a multimedia presentation, actual photos from the time
period and sound effects accompany the story.
Following the presentation, students are allowed to ask questions about
the Holocaust or story. The
presentation was developed for both hearing and deaf audiences.
Depending on the needs of the audience, the presenter voices or signs the
story. This is particularly
important for deaf programs, as there are very few living history programs
accessible to the deaf.
The impact of this program on students at the Illinois
School for the Deaf has been significant. Students
become aware of personal trials and hardships during the Holocaust.
Their curiosity is piqued and they want to learn and understand more –
which is evident during the question and answer portion of the program.
This program presents information about the Holocaust in a meaningful and
understandable manner. (Back to Index)
Illinois State University
Campus Box 5100
Normal, Illinois 61790-5100
Abstract
Members of Illinois State University’s Technology
Education collegiate Association (TECA) and their faculty advisor used funding
from the Technical Foundation of America to host a Midwest Undergraduate
Research Symposium centering on technology education.
The two and one-half day symposium was the first of its kind in
technology education. Symposium
participants included undergraduate students from Ball State University, Eastern
Michigan University, Illinois State University, Purdue University, and St. Cloud
State University. The premise of
the symposium was based on the need for long-term, sustainable research in
technology education, starting at the pre-service teaching level.
The goals of the symposium were to introduce students to
research at an early stage in their academic careers and to provide students a
jump-start for post-baccalaureate education as it pertains to the study and
inference of technology education and student learning.
As part of the symposium, each university is conducting two action-based
research projects. The first
research project is a collaborative effort between universities focusing on the
perceptions of technology teachers with varying years of experience.
The second research project is independent of the needs at each
university. For example, the
Illinois State University TECA research group is focusing their research project
on determining how and why females in selected middle and high schools in
central Illinois choose or do not choose technology education classes and their
experiences in these classes. Both
research projects will be completed by March of this year and published in state
and international journals. The
findings will be presented at various 2003-2004 conferences in the Midwest,
including the 2004 International Technology Education Association Conference in
New Mexico. (Back to Index)
Indian Valley Vocational Center (IVVC)
600 Lions Road
Sandwich, Illinois 60548
Abstract
The Indian Valley Vocational Center Barn Project links five
vocational programs with local consulting engineers, architects and construction
companies for the purpose of renovating a 71-year-old dairy barn into a single
family residence. This two and
one-half year project is creating new partnerships between the property owners
and local professionals, as well as instructors and students at the vocational
center.
The project calls on the skills and work of students from
various programs at the vocational center.
The drafting and design students spent more than 500 hours taking precise
measurements, drawing and redrawing final floor plans, and building a scale
model of the barn. The building
trades students (both new construction and the remodeling classes) spent three
months adding footings to the existing foundation and removing the old concrete
flooring. Meanwhile, the welding
students prepared new support beams as per the exact specifications of the
structural engineer and building inspector.
Finally, the graphic arts students were responsible for keeping a photo
journal of all phases of this unique project.
For the next two years, these programs and their students
will continue to work on-site and in the end be responsible for a
$250,000-$300,000 project. Although
the physical results of the work will be evident in the completed home, other
less visible benefits include a unique exposure to structural engineers,
building inspectors and other professionals associated with the building
industry. (Back to Index)
Kennedy Middle School
4664 North Rockton Avenue
Rockford, Illinois 61103
Abstract
Created from two separate programs, Kennedy Middle
School’s Media Communications and Publications program is a first of its kind
in course offerings. Structured
from a school enrichment program and its yearbook publications class, students
come together to meet course objectives by gaining competencies in producing and
publishing school-related information.
Using existing technology, media communication students
produce a daily televised newscast informing students and staff of school
information. Students gain skills
in basic equipment set-up and operating techniques in video recording, video
editing, audio and video effects, and script preparations.
The daily newscast consists of national, local, and school related news;
as well as chrome-a-key weather and sports.
Students are responsible for updating and maintaining an interactive web
site, video recording, taking still pictures of classroom activities, and
developing multimedia presentations. School
administrators presenting morning announcements complement the daily program.
Yearbook publication students share the efforts of media communications
students by using pictures and other information gathered to produce its annual
yearbook. Creating the digital
technology yearbook allows students to enhance their comprehension of media
technology. A student newsletter is
also produced monthly. Interviews
with teachers and community members highlight each edition.
Students switch classes at mid term, thus allowing them the opportunity
to experience both programs. Student
ownership of classroom activities reaches a higher level of importance since
students know others outside the class will see their efforts.
To further complement the media communications program, a
low powered FM radio transmitter was installed. By using the transmitter, administration and students are
able to connect with parents through an additional media communications channel.
Pre-recorded and live programs are aired daily on the radio station.
Parents who bring and pickup students can listen twice daily on their car
radio for school information. (Back to
Index)
Lake County Education-to-Careers
800 Lancer Lane
Grayslake, Illinois 60030
The Youth Safari program at Lake County
Education-to-Careers Center in Grayslake is so much more than a job fair! Each spring, the Illinois Employment and Training Center
Partners host young adults from the ages of 15-21 seeking summer, part-time, or
full-time employment. Approximately
800 students and an impressive number of parents attend this annual event.
Prior to the event, teachers are encouraged to incorporate job seeking
skills such as resume writing and interviewing skills into their curriculum.
Promotional materials are circulated in the high schools, community
colleges and community organizations in January. On the day of the event, approximately 40-50 employers
recruit students for a variety of jobs. In
addition to the opportunity to talk to employers, students have access to a wide
range of information, such as how to dress for success or obtain a work permit,
bus pass, GED or checking account; what work restrictions are for 15-year-old
students; the pitfalls of credit cards; and much, much more!
Sixteen agencies or organizations and four training
providers promote their services. One
of the unique features of this event is the printing of business cards at the
door for students to present to prospective employers.
Another feature is the fashion police who award first impression tickets
to individuals in appropriate attire. Students
enter these tickets in a raffle for gift certificates at the local Target
Department Store. Jungle
decorations and safari attire for the staff add a special touch.
Feedback from employers, youth and parents indicate that this event is a
huge success! (Back
to Index)
Peoria Educational Region for Employment and Career
Training
2000 Pioneer Parkway, Suite 19C
Peoria, Illinois 61615
Abstract
The Tri-County Construction Labor-Management Council (TRICON)
and the Peoria Education Region for Employment and Career Training (PERFECT)
developed the Women in Construction Program in response to a projected shortage
of skilled construction workers and a limited number of women employed in
high-skill, high-wage careers. The
program consists of a series of in-school presentations and a day-long “Women
in Construction” event developed to increase awareness in high school females
about the variety of opportunities in the construction industry.
The first Peoria Area Women in Construction Day was held in
March 2002. Area female high school
students and educators began their non-traditional career adventure at the
Gateway Building in downtown Peoria. Presenters
included a female ironworker, electrician, architect, operating engineer, and
construction equipment safety expert. The
students also received career information from representatives of Illinois
Central College, TRICON, and the Workforce Network.
Following the presentations, the girls went on a guided tour of O’Brien
Field, Peoria’s new state-of-the-art baseball stadium.
The stadium was less than three months from completion and several
representatives from the construction trades were hard at work.
TRICON and PERFECT have also developed a list of successful
women currently working in the industry who are willing to speak at area
schools. Non-traditional
occupational information has also been incorporated into all the Construction
Industry Work-based Learning Program marketing presentations. The program has received recognition from the Peoria Journal
Star, the LABOR Paper, and the Peoria Woman magazine. (Back
to Index)
Prairieland Elementary School
1300 East Raab Road
Normal, Illinois 61761
Abstract
Prairieland Elementary School in Normal has initiated a
unique program designed to heighten awareness of careers related to working with
disabled citizens. Each year,
administrators at the school host a Disability Awareness Fair.
The fair is designed to provide students with information on careers
associated with working with disabled children and/or adults.
Individuals who work with disabled populations presented the information.
The fair schedule was organized in such a way as to allow
each elementary student the opportunity to visit 13 different stations during
the Fair. The stations included
activities that prepared the students to deal with common disabilities, as well
as information on the specific career areas involved. Some of the career areas represented included:
Pet Therapy, Asthma, Deaf/Hard of Hearing, ADD, ADHD, Occupation and
Physical Therapy, Physical Disabilities, Play Therapy, Autism, Visual
Impairments, Hippo Therapy, Assistive Technology and Music Therapy.
In addition, the students were scheduled to visit the Instructional
Materials Center to view newly purchased materials dealing with disabilities. (Back
to Index)
Prairieland Elementary School
1300 East Raab Road
Normal, Illinois 61761
Abstract
The newly formed Art Club is designed to expose students to
a variety of non-traditional careers in the field of art.
During the first year of operation, teacher sponsors for the club used a
different career theme for each monthly meeting.
For example, one monthly meeting was centered on careers in the graphic
arts, another focused on careers related to teaching art, and still another
explored careers related to sculpture. Students
in the club conducted research related to the various careers and completed
projects focusing on those career areas. This
concept was then tied into the fifth and sixth grade curriculum in art
education.
Although the project vastly increased the number of
students enrolling in the art club, the real surprise was the number of students
who exhibited genuine interest in the many career opportunities associated with
art in some way. Ultimately, the
students were exposed to a much wider variety of careers outside the classroom
than those commonly seen.(Back to Index)
Red Bud High School
815 Locust Street
Red Bud, Illinois 62278
Abstract
What started eight years ago as an off-hand remark about
bringing literature to life in the English classroom has blossomed into an
annual, day-long Learning Festival at which more than half the student
body exhibits or performs in the Red Bud High School gymnasium.
The remaining high school students, visiting grade school classes, and
members of the community make up the audience for the event.
Those involved represent academic, career and technical, special
education and gifted students. During
the past Learning Festivals, students have celebrated the Middle Ages and
Renaissance, as well as America’s Gilded Age, Progressive Era, Roaring
Twenties, Great Depression, and WWII.
Entrepreneurs have set up businesses to prepare, serve, and
sell everything from candied violets to homemade ice cream in homemade waffle
cones. Students have roasted a
whole pig on a spit outside through the night and shaped swan cream puffs for
200 feasters. Some have sketched,
thrown clay, and painted as famous period artists.
Others have performed “Who’s on first,” The Swing, and Scott Joplin
rags. Students have acted scenes
from Huckleberry Finn; written and performed reader’s theatre based on events
in WWII; illustrated children’s books; built castles and battlefield dioramas
from three U.S. wars; sewn costumes and accessories; and set up video Power
Point displays and WebQuests. They’ve
created exhibits on Lincoln’s assassination, Henry Ford’s assembly plant,
Babe Ruth, and the Manhattan Project. They
always include exhibits on local buildings, businesses, and farms for the
American history festivals. Each
year more students become costumed ambassadors from the past: Mark Twain, Al Capone, and Rosie the Riveter are among those
represented. Each
exhibitor/performer must also submit questions and answers for his/her project
so that visiting teachers may evaluate their students’ visit.
The learning festival is a way to connect students with
their classes and with the past in a concrete and personal way.
Their research comes from books, family albums, and interviews.
Their projects come from the heart. (Back
to Index)
Ridgeview High School
202 East Wood
Colfax, Illinois 61728
Abstract
The Cookie Making Kit Project at Ridgeview High School is
an interdisciplinary program that provides participating students with the
chance to conduct research and develop and market the cookie making kit.
The project involves students enrolled in accounting, agriculture, art,
pre-algebra, economics, family and consumer science, business and technology
education. Students enrolled in
accounting classes record and keep records of project spending; agriculture
students design and make the cookie cutters; business students design web pages
for advertising the product, conduct public surveys to gauge community interest
and create recipe cards; and family and consumer science students develop the
cookie recipes, calculate calories, and prepare the cookies.
Meanwhile, pre-algebra students calculate calories, and technology
education students make the lids for the jars.
Since the program was initiated, over 200 students have participated.
The project begins with a meeting with all students
involved in the project. During
this meeting, teachers explain the project, and two students from each class are
selected to serve on the Board. The
Board then develops a plan for implementing the project.
The economics class members develop a questionnaire and send it to all
parents of Ridgeview High students. The
survey results are used to determine the desires of the consuming public and to
develop a marketable product.
The Cookie Making Kit Project provides a unique learning
experience through which students are able to see the contributions of various
disciplines toward the successful operation of a small business.
The project has proven to be a very popular learning experience for
students and provides members of the community with a great product. (Back
to Index)
Rockland Elementary School
160 West Rockland
Libertyville, Illinois 60048
Abstract
The Stations in Life project was initiated at Rockland
Elementary School after two local teachers reading some research findings
concluded that if a child hasn’t been exposed to a particular career field by
the fifth grade, they are very unlikely to select a career in that field later
in life. After reflection on the
research findings (and some serious brainstorming), the two teachers created
“Stations in Life” to expose children to a variety of career choices.
Stations in Life is a year-long project consisting of four
components, including A Skill A Week, Bag A Career, Career Fair and The Play
Real Game. The A Skill A Week
component introduces students to the top ten life skills employers seek in job
applicants. These skills include:
self-confidence, flexibility, honesty, teamwork, initiative,
communication skills, enthusiasm, strong work ethic, getting along well with
others and punctuality. While being involved in this project, students have the
skills modeled for them through stories, and they also involve their parents in
active discussion about their use of the skills in their jobs.
The Bag A Career component allows students to learn what skills and
education are necessary for a particular career.
This involves students interviewing and photographing an individual at
his or her jobsite. Career Fair is an all-school project. Twenty-four different presenters provide 30-minute
discussions and hands-on activities about their career.
Students are assigned five career stations and encouraged to take notes
in their career journals. Meanwhile,
The Play Real Game is a ten-session simulation dealing with developing a real
town. Students are randomly
assigned a role profile that leads them to discover a career in the neighborhood
where they live. Students make
lifestyle choices and develop services and businesses within neighborhoods.
Through teamwork, these neighborhoods establish a town and made decisions
regarding the town’s future growth.
The project has accomplished its initial goal of exposing
students to as many careers as possible early in their education and has proven
to be a very popular and educational experience for all involved. (Back
to Index)
Sauk Valley Community College
173 Illinois Route 2
Dixon, Illinois 61021
Abstract
After determining that many students entering Tech Prep
programs at Sauk Valley Community College are well ahead of their classmates in
technical skills but are in need of remediation in academic areas, leaders
within the Tech Prep program initiated the Developing Career Pathways Program.
The program is designed to link curricula at area high schools, the area career
center and the community college.
By working with administrators and instructors at all
levels, leaders at the community college were able to develop career paths that
begin in the high school, continue to the area career center, and culminate in
an AAS degree at Sauk Valley Community College. Thus far, sixteen career matrixes have been developed and are
being used in cooperating programs at local high schools and the area career
center.
By developing these career paths, students are now able to
begin career planning at the 9th grade level and seem to be more
likely to understand the role each course or subject plays in preparing them for
their chosen career field. Early
indications suggest that the program is vastly improving the academic
preparedness of students entering community college programs and may be changing
the attitudes high school students hold toward academic classes taken at the
high school. (Back to Index)
Shedd Elementary School
200 East 99th Street
Chicago, Illinois 60628
Abstract
The interdisciplinary project entitled, “A Walk Down
Memory Lane,” was established at Shedd Elementary School to help intermediate
level students (Grades 4-6) to explore the changes that have occurred in their
neighborhood community in the last century.
Specifically, this unit of study deals with the exploration of the
Roseland/Rosemoor/Pullman community located on the far south side of Chicago,
but might be used to explore other communities in Chicago, the State of Illinois
or elsewhere in the United States. The
project places particular emphasis on the background history of the community,
the effects resulting from economic changes, and the influence these changes
have had on residents living and working within the boundaries of the community.
Elementary students begin the project each year with an
exploration of the history of the school. This
study was designed to motivate interest and establish appropriate procedural
methods for historical research. During
this activity, students work in cooperative learning groups to uncover factual
information about the school, design and present reports, and display the
results of research. Students are
encouraged to share information gathered and to present creative and imaginative
reports.
After completing the introductory unit on the history of
the school, students work in teams to explore the significant changes that have
occurred in their neighborhood or community over time.
Making inferences and drawing conclusions are an integral part of the
unit of study. Through the project,
students uncover information about the communities.
The project has proven to make a real difference in the students’
understanding of the communities within which they reside and the changes that
occur over time. (Back to Index)
Southeastern Illinois College
3575 College Road
Harrisburg, Illinois 62946
Abstract
Young students gain an understanding of the business world
and an appreciation for the free enterprise system while using Pete’s Pizza
Games created by the Students in Free Enterprise Team at Southeastern Illinois
College. While topics related to
the free enterprise system are often difficult to teach to junior high students,
leaders at the college have found that they are able to capture the imagination
of the participating students by using engaging and entertaining interactive
computer games. The junior high
school students are introduced to the concepts used in the business world
through pizza – a product to which they readily relate.
Junior high students begin the experience by using the
first game called Pete’s Pizza. While
playing the computer game, players help Pete make basic marketing decisions in
his business and learn that decisions made with a customer focus help a business
succeed in the marketplace. Specific
decisions facing the students include the four P’s of marketing.
Players help Pete make product, price, place, and promotional decisions.
When good decisions are made, Pete is rewarded with profits.
Tale of Two Pizzas, the second game in the series,
introduces the students to competition in the marketplace.
As Pete experiences success, a competitor enters the pizza marketplace.
Players help Pete make decisions to deal with the competition.
Players learn that competition brings benefits of lower prices and more
product choices to consumers. They
also learn that companies succeed when they respond to consumer needs and
demands. The final game, Ethics: A
Matter of Choice, places Pete in a variety of ethical dilemmas.
Players help him make choices and see him rewarded with long-term
business success when he makes sound ethical choices.
The three computer games are contained on one CD.
The games have been presented to a variety of student groups ranging from
elementary through high school with the target audience being junior high
students. Game creators received
positive feedback from teachers whose students have played the game and from
teachers attending a state conference where the games were presented. (Back
to Index)
Southwestern Illinois College
2500 Carlyle Avenue
Belleville, Illinois 62221
Abstract
America’s workforce has changed dramatically.
Sixty years ago when their husbands left for the war, many women put away
aprons and strapped on work boots. Rosie
the Riveter came to signify this group of women.
Rosie was merely a symbol: it
was the real women who welded, riveted, and soldered that made the change a
reality. The Strongest Link is a
trivia game developed at Southwestern Illinois College, which is designed to
encourage students to explore all of their options related to careers.
Through the trivia game and subsequent workshops, students are encouraged
to discover careers that are considered non-traditional based on the gender of
the person who typically works in such a career field.
Exploring non-traditional careers allows one to consider jobs that can be
creative and challenging. A
non-traditional career may also offer higher pay, a better job market, and a
rewarding future.
The trivia game and supporting career workshops were
developed in an effort to inform students of the benefits and paths for pursuing
a non-traditional career. This
trivia game was designed to enhance students’ knowledge of women’s issues
and to make individuals aware of women’s strengths and the powerful role they
have played throughout history. The
trivia game helps students look beyond the common expectations set by society
for both men and women and explore a wide range of career options in an
atmosphere free from stereotypes about gender and jobs.
The trivia game and the subsequent workshops present many different
non-traditional career strategies to increase student success, awareness and
connections to the learning community. (Back
to Index)
Spoon River Academy
23235 North County 22 Highway
Canton, Illinois 61520
Abstract
The Career Preparation for At-Risk Youth program at Spoon
River Academy focuses on three “R’s:” relevancy, retention, and rewards.
Recent research suggests that four modes (curriculum, instructional,
supportive, and articulation/communication) may be used to describe an effective
system for at-risk youth. Incorporating
many research-based instructional strategies, such as differentiated
instruction, multiple intelligences, critical thinking, and learning styles; the
program at Spoon River equips at-risk/alternative students with the necessary
information, skills, and experiences to succeed during and after having received
high school diplomas.
The curriculum and instruction for the program is designed
to pair four to six students’ work with an instructor through a nine-week
classroom session, which subscribes to a “best practice” philosophy.
The curriculum includes testing for basic skills, individual tutoring,
the completion of self-discovery profiles, computer searches for personality
profiles, aptitude testing, portfolio development and development of an
individualized degree and post-secondary plan.
Students in the program are immersed into the community
through job shadowing, volunteerism, experiences with interviewing, working in
part-time employment situations and by required attendance at workshops and
college nights. During the program,
the instructor networks with local community college personnel, CareerLink (a
division of the United Workforce Development Board), and Fulton Area Career
Systems personnel and programs to explore career and placement options for the
students.
Finally, students are “followed” for one year by the
instructor and provided with counseling services, resume updating, and
post-secondary options assistance. The
ultimate goal of the program is to fully prepare participating students to enter
full-time employment, enroll in college/technical school, enter the military, or
obtain a full apprenticeship. (Back to
Index)
Triton College
2000 Fifth Avenue
River Grove, Illinois 60171
Abstract
Triton College’s nursing programs, along with other
nursing programs in Illinois and across the country, have experienced a decrease
in the number of qualified student applicants.
Compounding the problem, many programs are experiencing difficulty with
low numbers of students passing the National Council Licensing Examination for
Registered Nurses. To offset the
possibility of low scores on the examination, new and higher admissions criteria
were established within the nursing program at Triton College.
The Pre-Nursing Learning Community program at Triton College was designed
to achieve the goal of increasing the number of qualified applicants to the
nursing program. The program
addresses recruitment, retention, academic achievement, skills development and
college transition of pre-nursing students.
The initial phase of the Pre-Nursing Learning Community
began in the fall of 2001. During
this phase, pre-nursing students were enrolled as a cohort in classes that had
been identified as pre-nursing learning community courses. The courses were marketed as a group, and students were urged
to take them as a group. Members of
the nursing faculty, in collaboration with the science faculty, had earlier
identified the skills needed by the students to maximize their potential for
success once admitted to the nursing program.
A kick-off ceremony was held by the Academic Success Center at the
beginning of the semester. During
this event, students took tours of the center and attended workshops designed to
fit the needs of the pre-nursing students.
Meanwhile, faculty members, who were selected to teach pre-nursing
courses, attended training workshops where they identified linkages between
courses, developed goals and objectives for the program, discussed assessment
instruments, decided on the roles of faculty and administrators regarding the
community component, and set up a calendar for the semester.
The program has already proven to be a huge success.
Students and faculty alike have reported increased levels of bonding
between students, faculty members and between students and faculty.
Faculty members have also reported increased levels of student
familiarity with the field of nursing, faculty participation in training
workshops, increases in student attendance at academic workshops and tutorial
sessions, and a 100% retention rate mid-way through the semester.
The Pre-Nursing Learning Community has bridged the gap between academic
programs and the nursing program. (Back
to Index)
Williamsfield CUSD 210
325 West Kentucky Avenue
Williamsfield, Illinois 62489
Abstract
Family and consumer science, media, art and 3rd
grade classes at Williamsfield CUST 210 combined efforts to develop a curriculum
that would integrate careers, reading development, and a multi-cultural
experience and encourage learning in a non-traditional setting.
The experiences brought the culture, language, food, and art of Mexico to
the rural school and engaged students in new experiences of cultural diversity.
The basic tenant of Habla Espanol is to encourage
understanding of a multi-cultural world and to encourage reading in the third
grade. The project involved the
efforts of students in various classes in the school district.
The family and consumer science students developed reading and Spanish
books, researched foods of Mexico and identified problems for the third grade
students. The art students learned
of the colorful and artistic customs and shared them with others.
Meanwhile, the combined efforts were documented and researched by
students in media classes. Participating
high school students learned the key components of reading and teaching Spanish
to the 3rd grade students, along with developing humorous skits and
learning more about the Mexican culture.
To prepare for the final feast and language experience, the
participating high school students conducted research to identify appropriate
foods and literature, as well as the language and customs of Mexico.
Third grade students contributed by constructing a piñata, assisting
with the food preparation and developing displays of the language and culture
that they had explored. The
students made invitations to bring in parents and members of the community to
the school to experience the Mexican culture.
With the community involvement, the students taught the parents simple
language, read to them, displayed resources they found, and shared dining of the
Mexican cuisine.
Everyone who participated in the program left with new
understandings. The 3rd
grade students explored the Mexican culture, the Spanish language, and developed
reading skills. High school
students, parents and community members explored careers, workplace skills,
integrated curriculum, and the learning standards while expanding upon the
community reading program started one year ago. (Back
to Index)
Workforce Opportunities Resource Consortium
730 Seventh Street
Charleston, Illinois 61920
Abstract
As the baby boomer generation ages, the need for health
care providers continues to grow exponentially.
Recently, occupations in the health care industry have expanded and a
large number of annual positions go unfilled.
The Sarah Bush Lincoln Health Care System and the Workforce Opportunities
Resource Consortium, in collaboration with teachers in the Charleston region,
developed a program entitled Health Careers:
What’s In It For Me. This
was developed in response to the critical shortage of health care workers in our
nation and a perceived lack of understanding among high school students
concerning the wide array of health care careers available to them after
graduation from high school.
To attract attention and interest to the plight of the
health care industry, leaders in Charleston developed a hands-on exploration
workshop designed to expose students to the wide variety of health care careers.
The workshop begins with a video presentation that illustrates various
health care careers in action, including professionals in non-traditional roles. Following the video, participating students witness a
multi-media presentation that illustrates the role and importance of health care
in America. After the presentation,
students have the opportunity to handle various tools, instruments and various
other items used daily in the health care field. The six health care occupations, most highly ranked in need
of qualified workers, are highlighted in a scenario activity presented by the
teacher and role-played by the classroom students using the tools and equipment.
Students depart the workshop with an occupational
information sheet that outlines specific information about the six primary
health care careers, as well as other ancillary health care careers.
Each information sheet contains a general summary, estimated compensation
rates and work schedules, schools in the region, required education and licenses
as well as employment opportunities. (Back
to Index)
|
