Career search for high school students,chicago it jobs,linkedin careers chicago,engineering jobs in california - Test Out

30.10.2014
LinkedIn is widely regarded as a social network for grownups, connecting 259 million people worldwide who put their resumes on display.
Such information is a gold mine for high-school juniors and seniors, says Purvi Modi, a college advisor in Cupertino, California, since most high-school students have only a hazy idea of what careers are out there. That high valuation also puts pressure on LinkedIn’s team of 68 data scientists to build new tools to extract value from all those petabytes.
Creating the right tool for college hunters turned out to be surprisingly tricky, says LinkedIn’s lead data scientist on the project, Gloria Lau.
So far, LinkedIn isn’t charging either student users or campuses for any of University Pages’ features. Most students have goals beyond high school, but some students find it more difficult than others to reach their goals.
The number of students with disabilities pursuing postsecondary education continues to increase. Most challenging careers, including high-tech fields in science, engineering, and computing, require a bachelor's degree or higher. DO-IT has created several video presentations and complementary publications that highlight challenges faced by students with disabilities in science and mathematics fields and tell how teachers, mentors, parents, and service providers can promote their success. Success stories of individuals with disabilities in science, technology, engineering, and other challenging fields demonstrate that barriers can be overcome and that supports can contribute to specific positive postsecondary and career outcomes. America's Promise–The Alliance for Youth has identified five "promises" that positively correlate to young people doing better physically, psychologically, socially, educationally, and in civic engagement.
The Search Institute reports twenty external developmental assets that have the power during critical adolescent years to influence choices young people make and help them become caring, responsible, successful adults.
DO-IT applies research findings from many fields of study in its Scholars program to prepare young people with disabilities for college, careers, and other adult-life experiences. On the next page you will find a model of critical junctures and interventions for supporting individuals through stages of postsecondary academic and career development. The development of self-determination skills is related to positive post-school and adult outcomes for students with disabilities.
DO-IT Scholars are given many opportunities to learn and practice self-determination skills. In DO-IT's video series Taking Charge: Stories of Success and Self-Determination and the accompanying handout, students with disabilities share key aspects of leading a self-determined life. DO-IT Scholars are provided with computer equipment, assistive technology (AT), and Internet access in their homes. The following five video presentations, along with publications with the same titles, demonstrate computer technology for students with disabilities. Group discussions in an e-mentoring community can occur via email, a bulletin board, a blog, or other forms of online communication. The program administrator can view all group conversations and thereby more easily manage the mentoring forum.
Participation in college preparation programs can help students complete an application, prepare for entrance exams, explore majors, obtain disability-related accommodations, and secure financial aid. DO-IT helps students explore challenging fields of study and prepares them for transitions from high school to postsecondary environments. Students who participate in college preparation activities through DO-IT perceive meaningful changes in their level of preparation and skills in these areas (Kim-Rupnow & Burgstahler, 2004). Additionally, DO-IT participants are supported in applying for and participating in internships.
DO-IT Scholars and parents report that participation in DO-IT programs has had a positive impact on academic and career outcomes.
DO-IT applies evidence-based practices to increase the number of people successful in challenging college and career fields such as science, technology, engineering, and mathematics. It might be helpful for you to have electronic copies of forms and other content for modification and application in your setting.


The remaining sections of this book describe how DO-IT's evidence-based program components and comprehensive strategies are applied to the DO-IT Scholars program.
By using LinkedIn’s tool, students interested in specialties such as solar energy, screenwriting, or making medical devices can pinpoint schools with the best track records of sending graduates into those fields. Recruiters pay as much as $8,500 a year for enhanced access to job candidates, while members can buy various premium services that make it easier to navigate the site. By playing with various filters, students who start with broad interests in an area such as engineering can discover subdisciplines and employers that they mightn’t have known about at first. Students with disabilities, in particular, face unique challenges as they transition from high school to postsecondary academic and employment settings. However, individuals with disabilities are still less likely to enroll and succeed in postsecondary education, and they experience far less career success than their peers without disabilities.
Few students with disabilities, however, pursue postsecondary academic studies in these areas, and the attrition rate of those who do is high (National Science Foundation, 2000).
Also available is a comprehensive set of materials titled Making Math, Science, and Technology Instruction Accessible to Students with Disabilities—A Resource for Teachers and Teacher Educators. Transition activities that develop and provide opportunities to practice social, academic, career, and self-determination skills can promote success for students with disabilities (National Council on Disability and Social Security Administration, 2000). In the following sections key interventions used in the DO-IT Scholars program are described. For example, DO-IT Scholars practice asking for accommodations by role-playing with volunteer faculty. For people with disabilities, technology can level the playing field with peers who do not have disabilities and can facilitate full participation in school and work. Scholars are loaned this equipment and software for as long as they are active participants in the program.
Involvement in such activities is associated with a higher likelihood of college enrollment for students with diverse characteristics and backgrounds (Cunningham, Redmond, & Merisotis, 2003).
DO-IT Scholars attend Summer Study for two consecutive summers at the University of Washington. Scholars report developing social, academic, and self-determination skills that lead to success in academics, employment, and adult life. Year-round, online communication enhances the value of Summer Study activities and helps students stay in contact with peers, mentors, and staff.
The likelihood of future employment is higher for students with disabilities who are involved in some kind of work experience while in high school than it is for those who are not (Stodden & Dowrick, 2000).
Students have opportunities to develop resume writing, problem-solving, and interviewing skills as well as apply academic, vocational, interpersonal, and computer skills to work situations. After completing two years of DO-IT's Summer Study, Scholars have the option to return to Summer Study as interns. While parents may enjoy posting multidecade work histories, it’s harder to get high-school-age babysitters and burger flippers excited about documenting part-time jobs.
Teens might not have much to contribute to LinkedIn’s 20-petabyte trove of career information, but they could become some of its most avid data consumers. Modi, who advises about 300 students a year, says about 40 percent of them now cruise through this part of LinkedIn’s database, known as University Pages, to get insights. Investors think LinkedIn could be creating a near-monopoly in the global market for talent. One teen might end up being interested in mechanical engineering careers at Tesla or Lockheed Martin, while another might learn that the local college is likely to lead to jobs in petroleum engineering at Halliburton.
The Search Institute identifies important roles that families, schools, neighborhoods, and other organizations can play in promoting healthy development. It also requires knowing if, when, and how to disclose a disability in school, work, and social situations (National Collaborative on Workforce and Disability, 2006). With the assistance of a technology specialist, Scholars are provided with technology that addresses their specific needs.


DO-IT Scholars use electronic communications to connect with peers and adult mentors, most of whom have disabilities themselves. The publication and video DO-IT Pals: An Internet Community shares the student perspective regarding peer and mentor support. They also become more aware of the challenges other students face as the Scholars work with peers who have a wide variety of disabilities, including sensory impairments, mobility impairments, learning disabilities, health impairments, and psychiatric impairments. As soon as Scholars return home from Summer Study, they log on to the Internet to continue their friendships and receive support from DO-IT staff and mentors.
Students also practice disclosing their disabilities in mock interviews, as well as negotiating and testing the effectiveness of specific accommodations in job settings. Data provide evidence that DO-IT's Summer Study, work-based learning opportunities, and year-round peer and mentor support improve the social, academic, and career skills of students with disabilities (Kim-Rupnow & Burgstahler).
Specifically, LinkedIn could build a way for them to see where alumni of specific colleges end up working—giving teens a kind of analytics dashboard to lay odds on their futures. By letting users shape their own requests, LinkedIn also avoids playing favorites or issuing unflattering reports about specific schools. LinkedIn’s membership is growing by 38 percent a year, with the fastest expansion in the student and recent-graduate segment. This chapter summarizes research findings on school and employment outcomes for students with disabilities and practices that support successful transitions.
The skills and attitudes necessary for self-determination should be developed throughout a young person's life.
However, people with disabilities face a myriad of challenges in gaining access to technology (Kaye, 2000, National Center for Education Statistics, 2000; National Council on Disability, 2000).
For example, students who are blind or have disabilities that affect their reading ability may receive speech output systems. DO-IT staff and mentors pose discussion questions to the online community via electronic mail and share information about schools, internships, and resources.
For example, in a science lab, it is not unusual to find a student with a visual impairment working with someone without functional use of his hands to perform bypass "surgery" on a sheep heart. Opportunities to participate in paid internships on college campuses, in government agencies, and in high-tech companies are also available through DO-IT.
They have a positive impact on postsecondary academic and career outcomes for people with disabilities. Please note that inclusion of content or forms in this book does not mean endorsement for use in other programs.
Particular attention should be given to this area during high school as part of the transition process. They also learn how their roles and responsibilities change as they move from high school to postsecondary institutions to employment settings (Kim-Rupnow & Burgstahler, 2004).
Speech input and alternative keyboards are provided for people who do not have full use of their hands. Smaller electronic groups focus on access issues and challenges for specific types of disabilities.
Administrators should research federal, state, and local laws and policies, as well as policies and procedures at their sponsoring institutions, as they develop appropriate procedures for their programs.
These internal assets help young people make thoughtful and positive choices and be better prepared for a wide variety of situations they may encounter now and in the future. From mentors, students learn about career options, how to be more independent and advocate for themselves, and to persevere. An increased awareness of diversity and the abilities, challenges, and accommodation needs of others prepares participants for leadership roles in adult life.



Jobs in social work delhi
Electrician jobs
How to work at home for free and make money

Comments to «Career search for high school students»

  1. superman writes:
    Widespread errors on social media that may maintain job seekers from established of their settings constantly.
  2. Anastasia writes:
    College of Social Work online monitor the resumes you.
  3. Dr_Alban writes:
    Not be as likely to be advertised, so networking is particularly vital for the older professional labored on farms rated.
  4. OSCAR_DELA_HOYA writes:
    Behind-the-scenes efforts to burnish the image of their snacks and pleasure in social media.
  5. M3ayp writes:
    Many who dwell in costly cities like New York subscribe.