Engineering and Design Academy 11th Grade Mentorship Program

Transcription

Student
Handbook
Engineering and Design Academy
11th Grade Mentorship Program
Dublin High School
2015—2016
Student Name: ___________________
Mentor Name: ____________________
Dublin Engineering & Design Academy 2015-2016
Poems of Berton Braley
The Will to Win
If you want a thing bad enough
To go out and fight for it,
Work day and night for it,
Give up your time and your peace and your
sleep for it
That’s Success!
If only desire of it
Makes you quite mad enough
Never to tire of it,
Makes you hold all other things tawdry and
cheap for it
It's doing your job the best you can
If life seems all empty and useless without it
And all that you scheme and you dream is
about it,
It's figuring how and learning why
If gladly you'll sweat for it,
Fret for it,
Plan for it,
Lose all your terror of God or man for it,
It's keeping always in closest touch
If you'll simply go after that thing that you
want.
With all your capacity,
Strength and sagacity,
Faith, hope and confidence, stern pertinacity,
If neither cold poverty, famished and gaunt,
Nor sickness nor pain
Of body or brain
Can turn you away from the thing that you
want,
If dogged and grim you besiege and beset it,
You'll get it!
And being just to your fellow man;
It's making money - but holding friends
And being true to your aims and ends;
And looking forward and thinking high
And dreaming a little and doing much.
With what is finest in word and deed;
It's being thorough, yet making speed;
It's daring blithely the field of chance
While making labor a brave romance;
It's going onward despite defeat
And fighting staunchly, but keeping sweet;
It's being clean and it's playing fair;
It's laughing lightly at Dame Despair;
It's looking up at the stars above
And drinking deeply of life and love.
It's struggling on with the will to win
But taking loss with a cheerful grin;
It's sharing sorrow and work and mirth
And making better this good old earth
It's serving, striving through strain and stress;
It's doing your noblest - that's success!
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Student Handbook
Table of Contents
GENERAL MATERIALS
Contact Information
4
MENTOR ORIENTATION MATERIALS
Mentor Program Orientation Agenda
5
Overview & Objectives of Mentoring Program
6
What is a Mentor?
6-7
What is a Mentee?
8-9
What is E-Mentoring?
10-12
Mentee Guidelines & Expectations
13-15
Student & Parent Participation Agreement
16
MENTOR MEETING MATERIALS
Scheduled Check-ins & Meetings Overview
17-19
Meeting 1 Agenda & Materials (Meet Your Mentor & Ice Breaker—October)
20
Meeting 2 Agenda & Materials (Success & Goal Setting —November)
21-26
Meeting 3 Agenda & Materials (Resume & Portfolio Review—December)
27-33
Meeting 4 Agenda & Materials (Mentors College Forum—January)
34-35
Meeting 5 Agenda & Materials (Mock Interview—February)
36-40
Meeting 6 Agenda (Mentors Career Round Robin—March)
41-43
Meeting 7 Agenda & Materials (College & Career Planning—April)
44-47
Meeting 8 Agenda (Program Reflection—May)
48-49
Meeting 9 Agenda & Materials (Closing & Luncheon—June)
50-51
The concept and material for this program have been adapted from the Academy of Business & Technology Mentor Program at Clairemont High
School in San Diego. Information about their program can be found at http://aobt.net/for-industry-partners/internships.
Student Handbook
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DUBLIN HIGH SCHOOL INFORMATION
DHS Office Hours: 7:30 am – 4:00 pm
Mailing Address: 8151 Village Parkway, Dublin CA 94568
DHS Main Phone Line: 925-833-3300
DHS Website: http://w w w .du blinu sd.or g/Dom ain/132
DUBLIN HIGH BELL SCHEDULE
Regular Day
Collaboration Day
[1] 8:00—8:51
[1] 8:00—8:42
[2] 8:56—9:51
[2] 8:47—9:33
[3] 9:56—10:47
[3] 9:38—10:20
[4] 10:52—11:43
[4] 10:25—11:07
[Lunch] 11:43—12:39
[Lunch] 11:07—12:03
[5] 12:44—1:35
[5] 12:08—12:50
[6] 1:40—2:31
[6] 12:55—1:37
[7] 2:36—3:27
[7] 1:42—2:24
MENTOR PROGRAM COORDINATOR CONTACT INFORMATION
Coordinator: Eugene Chou Email: [email protected] Cell Phone: 510-468-9063
MENTOR & MENTEE CONTACT INFORMATION (fill in at first meeting)
Mentor
Student 2
Name:
Birthdate:
Email:
Phone:
Address:
(optional)
Other
Info:
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Student Handbook
DEDA Student & Parent Orientation
Tuesday September 29, 2015
Thursday October 1, 2015
6:00 pm-7:30 pm
Agenda
Welcome
Sign-in
Students & Parents
Mentor Program Information
Overview & Objectives
What is a Mentor?
What is a Mentee?
What is E-Mentoring?
Mentee Guidelines and Expectations
Ms. Chou
Student & Parent Contract
Review & Sign
Students & Parents
Closing
Questions?
Preparing for the First Meeting
Student Handbook
Ms. Chou
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OVERVIEW & OBJECTIVES OF MENTORSHIP PROGRAM
PROGRAM OVERVIEW:
Juniors in the Dublin Engineering & Design Academy will participate in the mentoring program
this year. The DEDA tries to carefully match each student to a mentor who has a similar personality type, interests, and career interest. This is not always possible, but either way, students can benefit immensely from learning about a career in the “real world,” even if it is one they will not pursue.
The Mentorship Program is a one-year experience with monthly scheduled meetings which cover
topics such as goal setting, academic progress, career exploration, and resume-building. Most of
these are one hour meetings that take place in the DHS Library. The agendas provided later in this
handbook give detailed information about each meeting.
PURPOSE AND OBJECTIVES OF THE DEDA MENTORING PROGRAM:
U.S. Supreme Court Justice Thurgood Marshall once said, “None of us has gotten where we are
solely by pulling ourselves up from our bootstraps. We got here because somebody...bent down
and helped us.” Everybody who has been successful in life can point to at least one mentor who
helped guide them through some stage of their life. This Mentoring Program is one way for students to meet successful, professional role models who can help encourage them and guide them in
their future career path.
WHAT IS A MENTOR?
In a nutshell, a mentor is a business or community person who is giving of his or
her time to talk with a student. They are all volunteers and receive no compensation for being involved.
WHO ARE THE MENTORS? WHERE DID THEY COME FROM?
The volunteers in the DEDA Mentoring Program come from all different walks of lives, backgrounds, ethnicities, and neighborhoods of our local community. Some are older and have
reached the pinnacle of their career field. Others are younger and are just beginning their careers, like you will be soon.
The mentors all heard about our program in different ways. Some of them had volunteered
with DHS and DEDA in another format. Other volunteers have been DHS alumni, friends
and family of DHS teachers, or relatives of a DHS student. Still others have just heard about
our program by word of mouth in their office or through an e-mail or newsletter at their
company.
However, all of these community partners had to meet several criteria to become a mentor this year:
 They had to volunteer and initiate contact with us by expressing interest in being a mentor.
 They had to commit to the monthly meetings, knowing they had to get time off work sometimes without pay.
 They had to fill out an extensive online application.
 They had to attend an orientation training about DEDA and the mentor program.
 They had to sign a commitment contract.
 They had to clear a background check by DUSD.
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Student Handbook
WHAT ROLE SHOULD I EXPECT MY MENTOR TO PLAY IN MY LIFE?
A mentor is:
 a responsible adult
 a trusted guide
 a good listener
 a reliable role model
 a professional advisor
 an active sponsor
 a “real-world” trainer
 a teacher of life
 an advocate for students
 an opener of doors
 a friend
A mentor is not:
 an evaluator
 a disciplinarian
 a savior
 a therapist
 a counselor
 a social worker
 a parent
 a peer
WHAT EXACTLY DOES A MENTOR DO?
A mentor is a guide. Your mentor will listen, answer questions or help find the answers, and share
all of those things that they wish somebody had told them when they were in high school. Mentors
want to make sure that students are able to reach the goals students want to reach. They want to
make sure that in your futures, you spend your time doing what makes you happy. They can help
you. These are caring, giving people. They have wisdom to offer.
Throughout the mentoring process, you can expect the following from your mentor:
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Your mentor will meet with you once per month in the library for about an hour during 4th
period.
Your mentor will always notify you in advance if they have to reschedule a meeting.
Your mentor will lead the meeting activities.
Your mentor will talk to you about your goals, grades, and career interests.
Your mentor will correspond with you through e-mail throughout the year.
Your mentor will call you to extend meeting discussions as needed.
Your mentor will ask you lots of questions and will want to get to know you!
HOW DID MY MENTOR GET MATCHED WITH ME?
Your mentor volunteered for this program knowing that the DEDA teachers would be making the
final decisions for student-mentor pairing. The teachers know the students far better than the mentors do, and the teachers also know a lot of the mentors personally. Both mentors and students
filled out a lengthy questionnaire about their career interests, beliefs, hobbies, etc. The mentors
were allowed to make requests about student matching, but the teachers always make the final decision.
We try to match students with a mentor who works in a field that they may have shown interest,
but this is not always possible. Regardless, the teachers take great care to see that the mentor and
student have something in common. The bottom line is, whether your mentor is just like you or
has different interests, they have a lot to offer, if you will let them.
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WHAT IS A
?
Put simply, a mentee is an individual on the receiving end of a mentoring relationship…in this case, you, the student, are the mentee!
WHAT ARE MY RESPONSIBILITIES AS A MENTEE?
Come prepared. Always plan ahead for your meeting with your mentor. Dress to impress.
Make sure the meeting dates are on your calendar and that you attend school on those days.
Send an email confirmation to your mentor a few days before each meeting. Be sure to bring
your Student Handbook and a pen to every meeting. Was there anything you were supposed to
fill out, research, or finish from your last meeting? Do it! Did you and your mentor agree that you
were going to talk to a teacher or follow up on something after the meeting? Don’t let them
down! Be committed and follow through on everything you and your mentor have discussed.
Be polite. Always use common courtesies when meeting with your mentor. Turn off your cell
phone. Put away your iPod. Shake your mentor’s hand. Say please and thank you. Offer to get
the door, or their chair. Make eye contact when speaking with them. Sit up, nod, and look engaged in your conversation. They are taking unpaid time away from their workplace, so being
polite is the least you can do.
Make your mentor feel at home. Talk to them! Include them! Remember that they are busy
people who are here JUST FOR YOU. Some mentors do not have experience working with teenagers and may need your help getting used to the world of a teenager. Don’t chuckle if they don’t
understand slang words that you use. If they use words that you don’t understand, ask them to
explain it.
Be Responsible & Reliable. When you get an email or call from your mentor, return it immediately. When you arrange to meet your mentor, be there, on time, and ready to go. If something
comes up (you are sick, family emergency) always notify your mentor and Ms. Chou. Don’t leave
them hanging! You are making a connection with an individual who can help you get ahead in
life. Treat them with that level of respect. You are also representing DHS and DEDA. Never let
your mentor down, no matter what.
Be Yourself. No matter what, let who you are SHINE. Your mentor is here because they
want to get to know YOU. So don't just say what you think your mentor wants to hear. Instead, be honest. If you disagree with your mentor, do so respectfully—explain your reasoning
but be open to their ideas. Say what you feel. Reveal who you are. Just be you, and they'll enjoy
you.
Be interested. No matter what the mentor talks to you about or exposes you to, ENJOY IT.
Take advantage of the fact that you are being shown new things. Make eye contact. Ask lots of
questions. Don't be afraid that your mentor will think you're ignorant if you don't know something. Each and every mentor is there to help! They WANT you to ask them things.
Thank your mentor. Thank them for everything. Let them know how much you appreciate
their time, help, and interest in you. Send them an email, leave them a voicemail, or, if you really
want to make an impact, write them a handwritten card or note and mail it to their office.
Communicate with your teachers. If there is anything at all that concerns you about your
mentor experience, be sure to talk to your teachers so that they can help you problem-solve
what to do. If you are struggling with any of your classes, talk to your teacher and Ms. Chou
first. Don’t wait until a grade report comes out to get the help that you need. Don’t ignore the
issue and let it ruin your mentoring relationship.
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Student Handbook
HELPFUL TIPS FOR STUDENTS FOR A POSITIVE MENTORING EXPERIENCE
Don't be shy. Are you a little nervous about meeting your mentor? Believe it or not, the mentors
were REALLY nervous about interacting with teenagers. Many of them were afraid that their students wouldn't like them! You can make them feel at ease by being at ease yourself. Just talk to
them like you would to any one of your friends. No big deal. You don't have to sell them on being a
mentor - they've already decided to! THEY ARE HERE BECAUSE THEY WANT TO WORK WITH
YOU. Remember that.
Talk to your mentor. Want to know how to keep your mentor happy? It's easy. They want to
talk to you, get to know you, and help you. LET THEM. In your meetings, open up and share with
them. If they ask you questions, don’t reply with one word answers. Give details and, make it easy
for them to have a conversation with you. Also, don’t forget that the relationship is two-sided. Be
sure to ask them questions, and initiate conversations yourself. They will love that you want to get
to know them, too!
Keep it appropriate. Y o u r mentor wants to get to know you as much as they can, but there
are also boundaries. They only have a short time with you each month, so take care not to spend
your time complaining or getting too personal about relationships, fights with parents or friends,
break-ups, love interests, etc. Stay focused on the meeting topics. Also, always be sure to always
use respectful language around your mentor. No cursing and inappropriate slang words.
Go the extra mile. Is there anything you want to show your mentor to help them get to know
you? Your classwork? A good grade on an assignment? Pictures of you or your family? An award or
something you are proud of? Bring it to your meeting. They will be so touched that you took the
time to think of them. You could even invite your mentors to your extracurricular activities. They
may not have time to come, but you never know, and it will go a long way that you thought to invite
them. It never hurts to ask.
Impress them. Your mentor will love to know about your progress. Really try to meet the goals
you talked about in your meetings. Try to improve in your classes and tell them about your success. Share with them about good things that happen or about how you used a bit of advice they
gave you. They will be so proud of you!
Give thoughtful surprises. It is always wonderful to do little things for your mentor that shows
appreciation or caring. Here are a just a few suggestions of creative things you could do, but you
should feel free to think of some on your own!
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Was your mentor recently sick? Send them a get-well e-card!
Does your mentor have a sweet tooth? Bring them a little home-cooked treat.
Does your mentor have a hobby? E-mail or bring them an article, picture, magazine,
etc. on something you know they are interested in!
Was it recently your mentor’s birthday, anniversary, or some other celebration? Send
them a card, give a small present, bring flowers, or present them with a hand-made
gift.
Does your mentor celebrate holidays? E-mail or call them to wish them a Merry Christmas, Happy Valentine’s Day, etc.
Do you have a special talent such as drawing, singing, dancing, playing a sport, etc?
Give your mentor something that shows off your talent or a picture of you doing what
you love!
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WHAT IS -
G?
E-mentoring is a term we use for extending the mentoring relationship between
meetings by e- mailing back and forth.
WHEN WILL I E-MAIL MY MENTOR?
Every one to two weeks you should be writing emails just to let your mentor know how you are doing. Your mentor will love this! You will also make sure to email your mentor a few days before each
monthly meeting (to confirm your meetings), and after each monthly meeting (as a thank you and
follow up.)
You may also receive an email from your mentor about a meeting change or they might just check
in with you. Always communicate with your mentor in a timely manner. RESPOND within 24
hours. It is considered very rude in the working world to not reply to an email or phone call. Don’t
leave them hanging! This means you should be checking your email at least once per day, especially
if you are expecting to hear from your mentor.
WHAT WILL I TALK ABOUT IN MY E-MAILS TO MY MENTOR?
When you email your mentor, you can talk about anything that is going on with you and/ or anything that might be a helpful update to your mentor about your progress. It would be especially useful for you to talk about items that follow up on subjects you touched on in your last meeting. Here
are some suggestions:
Write a few lines to your mentor to update them on any of the following.
Tell your mentor …
1. Something you did this week that was fun (and appropriate)
2. What you did academically that was interesting / difficult / or an accomplishment
3. Your progress on one of your academic or personal goals
4. Something you were proud of this week
5. Something that was challenging for you this week
6. About a class you improved in
7. Your thoughts on something that has happened in the news recently
8. About clubs / sports / extra-curricular activities you are involved in
Always start with your statement about a topic first. Tell them what you did this
week before you ask them what they did.
Ask your mentor …
1. What they did today / this week in their job
2. What they’ve done recently for recreation
3. For quick advice on a problem (appropriate) – tell them what actions you’ve thought of
taking and ask what they think
4. What their favorite sport / team is
5. About their family, children or pets
6. If they’ve read any good books / seen any good movies
7. Their thoughts on something that has happened in the news recently
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Student Handbook
EMAIL ETIQUETTE: WHY IS IT IMPORTANT?
It is very important to follow some guidelines about proper workplace e-mail manners. Read the below article by Dawn Rosenberg McKay from About.com, and you will
know all the rules!
Of all Internet activities, e-mail is the most popular. Almost 88 percent of all Internet users in the
U.S. use email. This information comes from a survey conducted by the UCLA Center for Communication Policy. According to the same survey, approximately 99 percent of those who use the Internet
at work, use it to access business email.
There are two reasons I decided to write an article about email etiquette. The first one is the sheer
number of people using email, especially those using it for business communications. Since you are
reading this article which appears on the Web, there's a good chance you use email to communicate
with others, including your boss, colleagues, clients, or prospective employers.
So, what's the second reason? Well, as the Career Planning Guide here on About.com, I receive a lot
of email. A lot of it is well written. A lot of it isn't. Some messages go on and on and on, until finally
the question is asked. Sometimes the length is necessary -- other times the writer could be more
concise.
Some messages get right to the point ... a little too quickly. The writer wastes no time asking for
what he or she needs without bothering to be polite. Some of my younger readers (I assume) use
what I can only describe as some sort of shorthand slang, i.e. "Can U plz send info on careers?" This
may be appropriate for communicating with your buddies through instant or text messaging, but
not for writing to someone you've never met or someone who requires a formal relationship.
Sometimes there are glaring errors in emails, such as misspellings and very poor grammar. While
this annoys me some, I can only imagine what a prospective employer would think when receiving a
poorly written message. Because your correspondence says a lot about you, you should be aware of
some basic email etiquette, sometimes known as “netiquette.”
Subject Field: The SUBJECT field is the window into your e-mail and can many times determine
even if your e-mail will be opened. If this is an initial contact with a person, be sure to have a short
SUBJECT: that indicates clearly what the topic of the email is. Typos, all caps or all small case can
lend to the impression you may be spammer. Always put something in the subject line.
Mind Your Manners: What three words have a total of only 14 letters yet carry a great deal of
meaning? People may not notice these words when they're there, but if you forget to use them, you'll
come across looking disrespectful and ungrateful. Give Up? These very powerful words are “Please”
and “Thank You.” Please take my advice. You'll thank me later.
This next one isn't something that especially bothers me, but there are others who are very sensitive
to being addressed by their first names. When in doubt, use Mr., Mrs., or Dr. (if appropriate). When
you are replying to an email and the sender of the original message has used his or her first name
only, then you could safely assume it's okay to use that person's first name as well.
Student Handbook
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Don't Use that Tone With Me: Tone is a difficult thing to explain. Remember when your parents would say "Don't use that tone of voice with me, young lady (or young man)?" Your feelings
come across by the way you say something. It is easy to change your tone when you're speaking.
When you're writing it's very hard to do. Whenever I write an email, I read my message over several
times before I hit send. I want to make sure I come across as respectful, friendly, and approachable.
I don't want to sound curt or demanding. Sometimes just rearranging your paragraphs will help.
If you're writing to someone you've communicated with before, you might want to begin by saying
"I hope you are well." Email writers often use emoticons to convey a certain tone. Use good judgment here. If you write to someone frequently and you have a less formal relationship, then emoticons are okay. If, however, you're writing to a prospective employer, stick to words only.
Avoid writing your message using all upper case letters. It looks like you're shouting. Don't use all
lower case letters either. Some people say it will make it seem like you're uneducated or like you
are mumbling. In general, also be careful how you use bold font and exclamation points; sometimes you can come off sounding angry or overly excited when you don’t mean to.
And Your Point Would Be...? When possible, be brief. Get to your point as quickly as you can.
However, please don't leave out necessary details. If providing a lot of background information will
help the recipient answer your query, by all means, include it. You may even want to apologize for
being so wordy at the beginning of the message.
Plz Don't Abbrvt: My teenage nieces send me email using all sorts of abbreviations -- U instead
of you, 2 instead of to or too, plz instead of please, and thanx instead of thanks. It's fine for personal email. Business email should be more formal. Of course, frequently used abbreviations such
as Mr. and Mrs., FYI (for your information), inc., and etc. are fine.
Spelling Counts... Grammar Too: Use your spell checker. That's what it's for. Don't rely entirely on the spell checker though. If you're using the wrong spelling for a particular use of a
word, i.e. two vs. to vs. too, the spell checker won't pick it up. Don't try to guess the spelling of a
word. Look it up. Personally I use Merriam-Webster Online.
Good grammar is important. As you can see, I believe in using a conversational tone when
writing. It sounds friendlier. Contractions are okay. Slang is not. Under no circumstances
should you use offensive language.
Don't Get Too “Attached”: Attachments -- the bane of my existence. I don't open them unless I
know the sender. And even then, I hesitate. As one of my colleagues said recently, "I don't open attachments unless they're from my own mother." To which another colleague responded: "I don't
open attachments especially if they're from my mother." Attachments often carry viruses. The sender may not even know they're sending you a virus. As a matter of fact, they may not even know
they're sending you an email. There are many viruses that cause your email program to send everyone in your address book an infected file. You can contact the recipient first to ask if it's okay to
send an attachment. Then that person will know to expect it.
Make a Good First Impression: I love email. It's much less intrusive than a phone call and
faster than a letter. It may be your introduction to someone you never met before. Take your time
putting together a well-written message. Once you hit the send button you won't have another
chance.
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Student Handbook
MENTEE GUIDELINES & EXPECTATIONS
STUDENT SECURITY PROTOCOLS
To ensure your safety when working with an adult both you and your mentor must abide by the following protocols.
 Only meet with your mentor during the scheduled mentor-student meetings. Do
not plan activities or excursions outside of school hours in which you may be alone with your
mentor. You are encouraged to invite your mentor to sporting events or school-related activities, but do not pull yourself away or allow yourself to be pulled away from the sight of others.
 Copy (CC:) Ms. Chou ([email protected]) on all email correspondences
with your mentor. Mentor s w ill be instr u cted to do the sa m e, so if you r eceive an
email that is not copied to Ms. Chou, please forward it immediately to her. Copy Ms. Chou in
the reply and include a reminder about it to your mentor.
 Follow-up any phone conversations or event attendance with an email summary
within 24 hours. Y o u shou ld alw ays star t by thanking you r m entor for their tim e
or attendance. If you are summarizing your phone conversation, let them know that you are
following-up to ensure that you remember what you discussed. Condense your conversation to
include the main points that were discussed and end by soliciting them for anything that you
might have missed. If you are confirming their attendance to one of your events, you can reference a specific moment that highlights your event or give some general thoughts about how
your performance was. Here are some examples.
 Our autonomous program worked perfectly throughout the competition.
 Did you see that shot I made at the end of the 3rd quarter?
 I thought I played well even though we loss the game.
 How did you enjoy the performance of our band?
ACADEMIC & BEHAVIORAL PERFORMANCE
Very few students have been given this opportunity to work with a mentor. This experience can
prove to be invaluable for your personal, academic, and career development. It is our goal to have
each student complete the program while staying successful in all coursework. Ms. Chou will keep
in contact with you, your teachers, and parents to help support you, but the responsibility rests on
your shoulders to do the work that will keep you successful.
To continue participation in the program throughout the year, you must maintain at least a C average in each of your courses and incur no disciplinary actions (referrals) against you. Your grades
will be reviewed at each progress and grading term. If you earn a D or F in any course, you will be
placed on probation for one term (5 weeks). During this time, you must commit to working with
your teachers and mentor to improve your performance in the class. If you are unable to improve
your grade during this time, you may be removed from the program. In addition, any of your
teachers may recommend your removal from the program because of poor academic performance
or behavior at any time.
Remember that participation in this program is a privilege. Respect yourself enough to earn the
grades that represent your ability and drive. Don’t be afraid to ask for help. If you find yourself
slipping, communicate with your teacher and work to get back on track before any action needs to
be taken.
STUDENT CHECK-INS
To ensure that you are prepared for monthly mentor meetings and practice additional skills, you
will be required to attend check-ins with Ms. Chou 1-2 times per month. During these student
check-ins you will be asked to email your mentor, prepare & print any materials needed for the
meeting, and get additional assistance on topics. Failure to show for student check-ins may result
in your ban from mentor meetings., so please set reminders to remember to attend.
Student Handbook
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STUDENT CHECK-IN DAYS
All Student Check-ins will be held during your 4th period Gael Period in room K201 on Thursdays prior
to your mentor meetings. A full list of these check-in days is listed in the program overview starting on
page 17. These check-ins are designed to give you time to prepare for meetings as well as learn more
information that cannot be covered exclusively at the mentor meetings. Attendance on check-in days is
mandatory and will replace your normal check-in for Gael Period.
Before each student check-in, remember to do the following:
 Review the meeting agenda and materials. Read thr ou gh all the m eeting docu m ents.
Note any questions that you might have. Prepare any materials/documents that need to be brought
to the meeting or shared with your mentor beforehand.
At check-ins prior to your mentor meeting, you will be sending updates and reminders to your mentor
in addition to preparing the needed material.
 Send a reminder email to your mentor. Most people appr eciate a shor t r em inder of
upcoming meetings. In your email, remind your mentor of your meeting date and time. Let him/
her know that you look forward to your meeting. Add any updates about progress you want to discuss or interesting events that have happened this past week. Remember to CC: Ms. Chou on your
email message and check for grammar, punctuation, and spelling before sending. Below is a sample email.
Hi [Mentor Name],
I hope you have been well! I just wanted to send a quick reminder that our next studentmentor meeting is coming up on Thursday [Month, Date] at 10:52am. I am looking forward to
seeing you and sharing my progress on [topics]. If something has come up and you cannot
make this meeting, please let me and Ms. Chou know as soon as possible so that we can reschedule.
Thanks so much for your time! See you soon!
Sincerely,
[Your Name]
At check-ins following your mentor meetings, you will be sending a thank you email to your mentor to
follow-up and summary what you discussed or learned that week.
 Send your mentor a thank you email. It is alw ays nice to follo w -up meetings with a thank
you and summary. In your email express your appreciation for their time. Summarize key points
that you discussed and note future actions. Remember to CC: Ms. Chou on your email message and
check for grammar, punctuation, and spelling before sending. Below is a sample email.
Hi [Mentor Name],
Thank you for a great meeting last Thursday! I enjoyed when we discussed [topics]. I learned
a lot about [topics]. As we discussed, I really need to [topics]. I will continue to work on
[topics] until we talk on [Date] or until we meet on [Date].
Thanks so much for your time!
Best regards,
[Your Name]
14
Student Handbook
STUDENT-MENTOR MEETING DAYS
A couple days before each meeting, remember to do the following:
 Review your meeting materials. Gather and pr int item s if needed. Pick ou t you r ou tfit so you are ready to go that morning. Set a reminder to report to the Library right after 3rd period so that you maximize your time with your mentor.
On the day of your meeting, remember to do the following:
 Dress to impress! Dr ess in pr ofessional attir e. Ties and jackets ar e not necessar y, bu t
no jeans and t-shirts. Remember that clothing should fit appropriately and not be too revealing.
You should always try to present yourself appropriately to your mentor.
 Bring your Student Handbook with you to school. Rem em ber to br ing any additional
materials required for the meeting as well.
 Come to the Library directly after 3rd period. Y ou only have 51 m inu tes to w or k w ith
your mentor so use that time well. If you anticipate needing more time to catch up, email your
mentor about extending your meeting into lunch.
After each meeting, remember to do the following:
 Start working on your goals and actions! K eep you r goals in the back of you r m ind
each day and try to make active progress on reaching your goals in the time specified. Impress your
mentor by how quickly you can start making your goals a reality!
 Look ahead to the next student check-in. Com pose you r thank you em ail ahead of
time to follow-up with your mentor that week. Do you have a phone call schedule? Put a reminder
in your calendar so you remember to call.
15
Student Handbook
DEDA Mentor Program 2015-2016
Student & Parent Participation Agreement
IN ORDER FOR STUDENTS TO PARTICIPATE IN THE DEDA MENTORSHIP PROGRAM, ALL STUDENTS AND
PARENTS MUST AGREE TO THE GUIDELINES OUTLINED BELOW. PLEASE READ THIS CONTRACT CAREFULLY BEFORE INITIALING NEXT TO EACH LINE ITEM. AT THE BOTTOM, PLEASE SIGN AND DATE.
Student Mentee Name:
Grade:
Parent or Guardian Name:
Section 1. Student Agreement - Student, please read and initial this section.
I agree to attend every scheduled mentor-student meeting and student check-in for this school year. I understand that if I have to be absent on the day of a scheduled mentor meeting, I will notify my mentor and the
DEDA Coordinator ahead of time. I further agree not to meet with my mentor alone at any time or place that has
not first been approved by the DEDA and my parent.
_I agree to be respectful at all times while meeting and corresponding with my mentor. I agree to use suitable language (free of profanity and slang), dress professionally (in accordance with the DHS dress code), and
refrain from discussing topics that are not school-appropriate.
_I agree to respond in an appropriate and timely manner to all of my mentor’s e-mails and phone calls.
This means I will only contact my mentor by using methods they have approved, and I will respond to correspondences within 24 hours of being contacted by him or her. I further agree to use professional language
(free of slang or grammatical errors) in my e-mails to my mentor.
Section 2. Parent Agreement - Parent, please read and initial this section.
I give my student permission to participate in the DEDA Mentorship Program for this academic school year.
I understand that all mentor meetings take place on campus at Dublin High School under the supervision of the
DEDA staff.
I understand that, as a parent, I have the right to review the profile form of my student’s mentor and to
contact my student’s mentor if I have any questions. I agree to contact the DEDA Coordinator first, should I have
any concerns about the mentor program, or the conduct of my student’s mentor. I understand that the DEDA Coordinator will then set up a conference with me, the mentor and/or necessary school personnel.
Student Signature:
Parent Signature:
16
Date:
Date:
________
Student Handbook
Mentor Program Meeting Overview
*PLEASE NOTE: Mentor meetings are scheduled (with minor exceptions) on the second Thursday of each month. All mentor-students meetings will take place in the DHS Library from
10:52am – 11:43am (except for the final meeting noted below). It is very important that mentors and students attend each and every meeting. If there is a conflict with one of the dates below, mentors and students must reschedule the missed meeting on an alternate day during the
same month as the original meeting date; this reschedule should be arranged prior to the
missed meeting.
Date/Time
Location
Topic
Description
09/29/15,
10/01/15
6:00-7:30pm
K201
Student & Parent Orientation
Orientation is mandatory for all students and
parents. Please choose one date to attend.
October 10/08/15
10:52-11:43am
DHS Library
Mentor-Student Group Meeting 1:
Introductions: Meet Your Mentor,
Ice Breakers
At the first meeting, mentors will meet their
student group, answer questions about his or
herself, and do ice breaker activities.
November 11/12/15
10:52-11:43am
DHS Library
Success & Goal Setting
Mentors & students will discuss what makes
people successful. Students will set personal
& academic goals for the program. Mentors
will follow-up individually with each student
to clarify goals.
December 12/10/15
10:52-11:43am
DHS Library
Resume & Portfolio Review
Mentors will discuss key components of good
resumes. Students will share resumes with
each other and mentors will give individual
feedback to students about their portfolio.
January 01/07/16
10:52-11:43am
DHS Library
Mentors College Forum
All mentors will sit on a panel to answer
questions about college experiences and career paths. Students get a chance to meet
and learn from many of the mentors.
February 02/11/16
10:52-11:43am
DHS Library
Interview Techniques & Mock Interview
Mentors will review some interview techniques with their students. Students will participate in a mock interview and then receive
feedback from their mentors. Mentors will
also discuss informational interviews.
March 03/10/16
10:52-11:43am
DHS Library
Mentors Career Round Robin
Mentors will be placed in small groups based
on career path and experience. Students will
rotate through groups to ask questions and
learn about different careers, while practicing informational interview skills.
April 04/14/16
10:52-11:43am
DHS Library
College & Career Planning
Mentors will guide students through a
“Future Plan” template to promote discussion of student plans for summer, grade 12,
college, and beyond.
May 05/12/16
10:52-11:43am
DHS Library
Program Reflection
Mentors will guide their student group to
reflect on their year, consider how to prepare
for their next year, and determine goals &
actions for the summer.
June 06/02/16
10:52am12:30pm*
Dublin District
Office
Networking, Closing & Luncheon
*PLEASE NOTE: Meeting time &
location different.
At this closing meeting for the year, mentors
and students will enjoy a networking event,
receive certificates, and have a nice lunch
together!
Student Handbook
17
Mentor Program Student Check-ins Overview
*PLEASE NOTE: Mentor meetings are scheduled (with minor exceptions*) on 1-2 Thursdays
of each month. All student check-ins will take place in K105 from 10:52am – 11:43am
(except for the practice interviews). Students will report directly to K105 instead of the normal Gael period scan. It is mandatory that students attend each and every meeting. If there is
a conflict with one of the dates below, students must reschedule the missed check-in on an
alternate day during the same week as the original check-in date.
Date
Duration
Description/Check-offs
*10/21/2015 10:52a-11:20a
Review instructions for How I Spend My Time Worksheet.
Check-off – Email mentor thank you and follow-up to first meeting.
11/05/2015
10:52a-11:10a
Check-off – Email mentor meeting reminder and update. Completion of How
I Spend My Time Worksheet. Print progress grade report.
11/19/2015
10:52a-11:43a
Resume and portfolio work day.
Check-off – Email mentor thank you and follow-up to last meeting. Complete
peer-evaluation.
12/03/2015
10:52a-11:43a
Check-off – Email mentor meeting reminder and portfolio link. Printed resume.
12/17/2015
10:52a-11:43a
Brainstorm mentor forum questions.
Check-off – Email mentor thank you and follow-up to last meeting. Completed college forum question list. Print progress grade report.
01/14/2016
10:52a-11:43a
Review interview basics. Schedule mini-interview.
Check-off – Email mentor thank you and follow-up to last meeting.
01/25/2016- Various 15 mi- Interview practice.
02/03/2016 nute time slots
02/04/2016
10:52a-11:10a
Check-off – Email mentor meeting reminder and update.
02/18/2016
10:52a-11:43a
Review informational interview basics.
Check-off – Email mentor thank you and follow-up to last meeting. Complete
career interest survey form.
03/03/2016
10:52a-11:10a
Pick-up round robin sequence.
Check-off – Email mentor meeting reminder and update. Completion of career round robin questions. Print progress grade report.
03/17/2016
10:52a-11:43a
Start summer opportunities research – programs, internships, etc.
Check-off – Email mentor thank you and follow-up to last meeting.
03/31/2016
10:52a-11:10a
Check-off – Email mentor meeting reminder and update. Completion of summer opportunities research.
04/28/2016
10:52a-11:10a
Check-off – Email mentor thank you, update, and reminder for next meeting.
Print progress grade report.
05/19/2016
10:52a-11:43a
Start thank you letter to mentor.
Check-off – Email mentor thank you and follow up to last meeting. Complete
online feedback form.
05/26/2016
10:52a-11:43a
Finish and proofread thank you letter.
Check-off – Email mentor last meeting reminder. Print thank you letter.
18
Student Handbook
Mentor Program Student Check-ins & Meetings Calendar
Below is a calendar with all the dates for our program highlighted. Students are encouraged
to keep this page flagged and use this to set-up reminders to attend all program check-ins
and meetings. Full details about each meeting and check-in can be found on the pages prior.
Student Handbook
19
DEDA Mentor Program: Mentor-Student Group Meeting Agenda
Meeting 1 Topic: Meet Your Mentor & Ice Breaker
Date: October 8, 2015—10:52am-11:43am
Purpose: To m atch u p w ith you r m entor and team , intr odu ce you r self to them
and build the foundations of the mentoring relationship by giving all members of the group
an opportunity to get to know each other.
Preparation/Materials: Before meeting: Brainstorm some questions that you will ask your
mentor when you meet him/her. Be sure to preview the agenda for this session as well. Bring to
meeting: Be sure to bring your Student Handbook and a pen. *Please note: You will be taking a
photo with your student group at this meeting so dress to impress!
1. Match-Up Activity (10 m inu tes)
Student Directions: As you come in for the first meeting, you will be given a sticker to wear on
your back. This will be used as an activity to match you to your mentor. Your sticker will have a
word on it that you will have to determine by asking other students or mentors only yes or no
questions. Your word will match the theme your mentor’s back. For example, a mentor sticker
might read “Banana” and the two students who have been matched with that mentor will have individual stickers that match the theme like “Apple” and “Watermelon.” Once all mentors and students have figured out what is written on their back, they may group up and find a table to continue their meeting.
2. Student Two-Minute Introductions (5-6 minutes or two minutes per student)
Student Directions: Spend two minutes introducing yourself. You can touch on any of the following: where you grew up, family, where you attended elementary and middle school, why you
joined DEDA, what classes you are taking, what extra-curricular activities you participate in,
your interests, and your goals after high school.
3. Meet Your Mentor (5-10 minutes)
Student Directions: You now have 10 minutes to “grill” your mentor by asking anything you want to
know about him/her! Remember, we are all making first impressions here, so let’s have fun but be
respectful and considerate! Keep questions appropriate and don’t be offended if your mentor
doesn’t feel comfortable answering your question today.
4. Getting to Know You (30 m inu tes)
Student Directions: You will now do a fun activity to learn more about your mentor and share
about yourself. Your mentor will give you instructions for the activity. The goal of this activity is
for mentor and students to really break the ice, feel comfortable with each other, and build a
trusting relationship, so remember to be open and non-judgmental.
20
Student Handbook
Meeting 2 Topic: Success & Goal-Setting
Date: November 12, 2015—10:52am-11:43am
Purpose: For students to understand the relationship between success, attitude, and goals.
Mentors will help students understand how much a positive attitude can inspire success and will
help students set personal and academic goals. *Your mentor will follow-up the meeting with and
individual phone call to help you set your individual goals.
Student Check-ins, Room K105
Wednesday 10/21
 Review How I Spend My Time Worksheet
 Email mentor thank you and summary of first meeting
Thursday 11/05
 Completed How I Spend My Time Worksheet
 Print recent grade report
 Email mentor reminder & update
For Meeting: Dress to impress. Bring your Student Handbook, up to three pictures of yourself
(baby, elementary school, junior high), and a pen.
1. Ice-Breaker: “My Pictures” (10 minutes) Student Directions: To begin today, you are all
going to take a minute to share about the pictures you brought. This is for fun and to get to know
each other a little better. Your mentor will start, and then you will each go around and have one
or two minutes to show and share.
2. What’s Success? Activity (15 minutes) Student Directions: Now you are going to do an activity
to help you define success. Everyone should participate equally. Record your lists on the following
note page.
3. Attributes of Success Improvement Sheet (15 minutes) Student Directions: Now you are
going to follow up on your discussion by doing an activity where everyone will get to choose one attribute of success to work on personally. You will all be helping each other brainstorm ways to
achieve it. You can take a few minutes to reflect on the discussion and your How I Spend My Time
Worksheet and then share. Use the directions on the Attribute of Success Improvement Activity
Sheet. You will each fill out a sheet for yourself.
4. Goal-Setting Tips & Academic Goal Setting (5 minutes) Student Directions: Review the
included reading called Goal-Setting Tips with your group and discuss what techniques go into effective goal-setting. Then, use the Student Academic Goal Sheet and How I Spend My Time Worksheet to list out three goals. These goals should be specific things you can accomplish by the end of
this school year. Your mentor will follow-up with you next week by phone to discuss your goals and
how you will achieve them. You should begin filling in your Student Academic Goal Sheet before
your scheduled phone call.
5. Schedule Individual Check-In Call (5 minutes) Mentors will now be scheduling a phone call
with your for next week to discuss your Student Academic Goal Sheet. The phone call should be approximately 15 minutes in length and your mentor should help you complete and review your academic goals. Remember to follow-up your phone conversation with a summary email. Record the
date and time for the phone call below (you may want to put it in to your calendar or agenda as
well.)
Date
Student Handbook
Time
21
22
Other:
(What else do you spend a lot of time
doing before/ after school?)
Homework / Studying
(daily assignments, project research,
paper-writing, reading, studying )
Chores
(Cleaning, dishes, babysitting, yard
work, etc.)
Time With Friends
(hanging out, talking face-to-face,
activities together, etc.)
Time with Family
(at home or an outing)
Eating/ Snacking
(also include time cooking)
Extra-curricular Activities
(non-aerobic activities like clubs,
youth group, instruments, work, etc)
Exercise
(sports teams, games, competitions,
individual work-outs, etc)
Napping or Lounging
(do not include sleeping at night)
Watching TV
(shows or movies at home, on
internet, Netflix, DVR, etc)
Internet/ Social Networking
(websurfing, video games, Facebook,
blogging, etc.)
Electronic Communication
(Talking on the phone, texting, e- mailing, video chatting)
Hours:
Min:
Hours:
Min:
Hours:
Min:
Hours:
Min:
Hours:
Hours:
Min
Hours:
Min
Hours:
Min:
Hours:
Min:
Hours:
Min:
Min:
Min
Min:
Hours:
Hours:
Hours:
Min:
Min
Hours:
Hours:
Hours:
Min:
Min:
Min
Min:
Hours:
Hours:
Hours:
Min:
Min:
Hours:
Hours:
Hours:
Min:
Min
Min:
Min:
Hours:
TUES.
Hours:
MON.
Min:
Hours:
Min:
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Min:
Hours:
Min:
Hours:
Min:
Hours:
Min:
Hours:
Min:
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Min:
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Min:
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Min:
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Min:
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WED.
Min:
Hours:
Min:
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Min:
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Min:
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Min:
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Min:
Hours:
Min:
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Min:
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Min:
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Min:
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Min:
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Min:
Hours:
THUR.
Min:
Hours:
Min:
Hours:
Min:
Hours:
Min:
Hours:
Min:
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Min:
Hours:
Min:
Hours:
Min:
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Min:
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Min:
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Min:
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Min:
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FRI.
How Do I Spend My Time Table Worksheet
Min:
Hours:
Min:
Hours:
Min:
Hours:
Min:
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Min:
Hours:
Min:
Hours:
Min:
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Min:
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Min:
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Min:
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SAT.
Min:
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SUN.
Min:
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Min:
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Hours:
TOTALS
Student Handbook
DEDA Mentor Program: Mentor-Student Group Meeting
What’s Success? Note Page
Benchmarks of Success
Student Handbook
Attributes of Success
23
Attribute of Success Improvement Sheet
Student Directions: Review your How I Spend My Time Worksheet and the words discussed in
the last activity. Identify the most important Benchmarks and Attributes of Success to you. Does
your time reflect good traits or bad, and in what ways? Is there balance in your life between school
work and relaxation or family time? Use the discussion from the What’s Success? Activity to help
you pick one attribute you want to personally work on. Then, discuss as group the steps you can
take to improve in this area and pitfalls you should avoid.
Attribute of Success
Why I want to improve myself in this area:
Specific steps I can take to get better at this attribute:





Things I should try to avoid in order to get better at this attribute:





24
Student Handbook
Goal-Setting T
The following broad guidelines and suggestions will help students and mentors set effective
goals for the student following Meeting 2.
· State each goal as a positive statement: Expr ess your goals positively – 'Execute this
technique well' is a much better goal than 'Don't make this stupid mistake.'
· Set realistic goals: It is important to set goals that you can achieve. All sorts of people
(employers, parents, teachers, media, society) can set unrealistic goals for you. They will often do
this in ignorance of your own desires and ambitions. Alternatively, you may set goals that are too
high, because you may not appreciate either the obstacles in the way or understand quite how
much skill you need to develop to achieve a particular level of performance.
· Be precise: Set a precise goal, putting in dates, times, and amounts so that you can measure
achievement. If you do this, you will know exactly when you have achieved the goal, and can take
complete satisfaction from having achieved it.
· Set priorities: When you have several goals, give each a priority. This helps you to avoid feeling overwhelmed by too many goals, and helps to direct your attention to the most important
ones.
· Write goals down: This crystallizes them and gives them more force.
· Keep steps small: Keep the steps you are taking towards the overall goal small and achievable.
If a step is too large, then it can seem that you are not making progress towards it. Keeping steps
small and incremental gives more opportunities for reward.
· Set performance goals, not outcome goals: You should take care to set goals over which
you have as much control as possible. There is nothing more disheartening than failing to achieve
a personal goal for reasons beyond your control. In sports, for example, one might set a goal like
“winning all games this season.” However, that is unrealistic because reasons for failure could include poor judging, bad weather, injury, or just plain bad luck, all over which the goal-setter has
no control. It is better to base your goals on personal performance, rather than outcomes, because then you can keep control over the achievement of your goals and draw satisfaction from
them.
SMART Goals:
A useful way of making goals more powerful is to use the SMART mnemonic. While there are
plenty of variants, SMART usually stands for:
· S Specific
· M Measurable
· A Attainable
· R Relevant
· T Time-bound
For example, instead of having “to sail around the world” as a goal, it is more powerful to say “To
have completed my trip around the world by December 31, 2016.” Obviously, this will only be attainable if a lot of preparation has been completed beforehand!
Student Handbook
25
Student Academic Goals Sheet
_________________________________
Student Directions: Use this form during your phone conversation after Meeting 2 to record
your goals and actions. Review the Benchmarks for Success and How I Spend My Time Worksheet
to help you set some specific, realistic goals for this school year. Be sure to outline steps toward
meeting each goal. You may want to refer back to the Goal Setting Tips Sheet. Of the 3 goals, try to
make one academic, one personal, and one specifically pertaining to the goals of this program. Be
sure to outline steps toward meeting each goal. You may want to refer back to the Goal Setting Tips
Sheet for guidance.
Example Goals: “I will prioritize my homework so that I will finish my homework one hour
earlier each day.” “I will spend 1 hour each week reading a non-academic book of my choice.” “I
will research and find at least 3 summer opportunities for me by December.” “I will carve out 30
minutes each day for leisurely physical activity.” “I will reduce my TV time by 30 minutes a day.
Student Goal #1: _________________________________________________
Steps student will take to reach goal:



Student Goal #2: ________________________________________________



Student Goal #3: ________________________________________________



Remember to summarize your phone conversation in an email to your mentor (& copied to the coordinator).
26
Student Handbook
Meeting 3 Topic: Resume & Portfolio Review
Date: December 10, 2015—10:52am-11:43am
Purpose: To review important features of a resume and working portfolio. Provide students with
guidance as to how to revise students’ resume and portfolio.
Thursday 11/19
 Complete peer-evaluation
 Update resume & portfolio—come prepared to update with current work
 Email mentor thank you and summary of last meeting
Thursday 12/03
 Email mentor reminder & update—share portfolio link
 Print resume
For Meeting: Dress to impress. Bring your laptop, Student Handbook, resume, and a pen.
1. Catch-Up & Updates (5 minutes)
Student Directions: Spend just a few quick minutes catching up. How was your spring break?
Any goals/actions from your future plans been completed? Progress made on your goals?
2. Resume Review & Revision (20 minutes)
Student Directions: Your mentors should have a sample of their own resume to show and discuss
with you. Take notes about key items discussed or questions that you have on the provided Note
Page. You should have brought a copy of your resume as well. Review your own resume as your
mentor discussed the Resume Checklist with you. Look over all resumes together and discuss
how to strengthen them. You are encouraged to mark up your resume with comments, suggestions, corrections, and advice. Attention should be given to correcting any errors, adding information that helps market your skills, and discussing how to make the formatting unique and professional. You should also refer to the Great Action Words page (included in this handbook) to
make sure your resume is presentable and stands out.
3. Group Portfolio Review (25 minutes)
Student Directions: Open to your online portfolio. You will use this opportunity to get feedback
from your mentor and team. You will spend approximately 7-8 minutes reviewing your site with
your team. Use the included Online Portfolio Guidelines and Online Portfolio Rubric to self-score
your portfolio as your mentor and team give you feedback. While others are presenting, give compliments and suggestions about layout, appearance, content.
4. Schedule Individual Portfolio Review (5 min)
Student Directions: Arrange a phone call with your mentor for next week to discuss more specific
and personalized suggestions. Each phone call should be approximately 15 minutes and be followed
with a summary email copied to Ms. Chou. Schedule a time for the phone call before you leave.
Date
Student Handbook
Time
27
Note Page for Meeting 3
28
Student Handbook
Resume Checklist
Use this checklist during Meeting 3 as a resource to make sure you have paid attention to detail in
your working resume.
Appearance
A resume’s appearance should be professional, appealing to the eye, and easy-to-read.
Check:
 My resume fits onto one page only (tip: play with margins, font size, etc. to get it right).
 My resume fills the entire page (tip: if not, it makes you look under-qualified; add more detail
to each topic, change font, use of bullets, etc. to help fill page with your information)
 My bullet points match, line up, and my font is the same with minor variations throughout
 All of my indented information lines up vertically
 All of my information is spaced in an easy-to-read manner; categories are clearly divided
 My resume formatting is original and creative (Stands out! Doesn’t look like all the others!)
Organization and Content
A resume should have specific information that is grouped neatly by category.
Check:
 In my “Education” section, I have listed several courses, especially including electives applicable to the job you are applying for, like Principles of Engineering.
 In my “Work Experience” section, I have put my present or most recent job first.
 In my “Work Experience” section, I have given the date, location, company name, job position
title,
 and duties. I have made sure to give detailed descriptions of skills or duties I used while working.
 In my “Skills” section, I have listed items that are good descriptors of my personality; I have
used powerful adjectives and action words and included examples of each.
 In my “Skills” section, I have made sure to include information about skills that are useful in
any workplace such as: knowledge of computer programs, typing speed, bilingual ability, etc.
Mechanics and Word-Choice
A resume should be completely free of errors in punctuation, capitalization and
spelling.
Check:
 My address and phone number are punctuated correctly.
 All of my titles and proper nouns (names of school, club, workplace, etc) are capitalized.
 All of my dates include the full year (not ’13, but 2013).
 I have used formal language in my resume, not slang terms or unexplained abbreviations.
 I have used strong, vocabulary that is original and not repetitive
 I have not used “I” or “me” anywhere in my resume.
 I have avoided broad, overused terms like: “good worker,” “nice.”
 I have spell-checked and proofread my resume at least 3 times.
Student Handbook
29
Great Action Words for Resumes
RESEARCH
TEACH
HELP
CREATE
collected
consulted
evaluated
examined
experimented
identified
inspected
interpreted
interviewed
investigated
obtained
organized
reviewed
searched
summarized
surveyed
advised
clarified
coached
communicated
coordinated
corrected
developed
enabled
encouraged
evaluated
explained
guided
informed
initiated
instructed
persuaded
set goals
trained
assisted
clarified
coached
counseled
demonstrated
educated
guided
motivated
referred
supported
acted
conceived
created
customized
designed
developed
established
fashioned
illustrated
improved
initiated
innovated
introduced
invented
originated
performed
planned
redesigned
revitalized
shaped
MANAGE
COMMUNICATE
TECHNICAL
CLERICAL
accomplished
analyzed
attained
conducted
consolidated
contacted
coordinated
developed
directed
established
evaluated
exceeded
headed
improved
increased
initiated
organized
oversaw
planned
prioritized
produced
scheduled
strengthened
trimmed
addressed
arranged
convinced
corresponded
developed
directed
drafted
edited
enlisted
influenced
interpreted
negotiated
participated
persuaded
presented
promoted
proposed
related
secured
sold
spoke
translated
wrote
assembled
built
calculated
computed
configured
designed
determined
devised
eliminated
enhanced
fabricated
installed
maintained
operated
overhauled
programmed
reduced
refined
remodeled
repaired
retrieved
solved
trained
upgraded
approved
arranged
catalogued
classified
collected
compared
compiled
completed
distributed
enlarged
implemented
inspected
monitored
operated
organized
prepared
processed
recorded
retrieved
screened
specified
sorted
tabulated
validated
30
Student Handbook
Dublin Engineering & Design Academy Online Portfolio
Having an online portfolio will be an easy way to communicate with potential employers or mentors
the type and level of your experience. It will be very important to present your work in an organized
and concise way. While creating your site, keep first and foremost in your mind the usability of your
targeted visitor. Text, design, and images should be high quality, clear, and focused. Misspellings,
sentence fragments, and misuse of punctuation may seem insignificant, but these small things could
cost you a job.
Your portfolio should be created using a non-restricted user account so that you can make revisions
and continue its use beyond high school.
Please visit http://www.opresume.com/examples/1/1/Engineering/ for some examples of engineering portfolios.
Required Sections
 About Me
 short version of contact information & skills
 narrative describing interests related to engineering, current coursework, future
plans, highlights from engineering related experiences
 convey your specific goals and passion
 image of yourself or your work
 Resume/Work Experience
 related coursework
 work experience
 specific skills/certification
 Projects
 choose projects in which you had an integral role and/or you demonstrated growth/
learning that highlight each of the following
 technical/professional writing
 design creativity
 at least two specific skills learned that pertain to your area of interest (for example - programming samples for computer sciences, machines for mechanical, etc.)
 for each project provide the following
 name of project, name of course if done for a class
 date(s) of project
 brief paragraph describing the project objective, your specific role in the project, what you learned, challenges your overcame, highlight teamwork/
leadership skills exemplified
 include images that highlight your work and links to full project documentation and
blank scoring rubric if available
 Contact Me
 include your location – city and state only
 give your email address
 add a phone number later (once you turn 18)
Student Handbook
31
Online Portfolio Scoring Rubric—Page 1
Overall Site
Elements
Weight
4 Points
3 Points
2 Points
1 Points
Site Set-up
x1
All required section pages
created with links in the
proper order. Each page
link is usable and correct.
Rights settings are correct
and site name is appropriate.
All required section pages
created. Each page link is
usable and correct. Rights
settings are correct and
site name is appropriate.
Most required section
pages created. Each page
link is usable. Site name
is appropriate.
Most required section
pages missing. Many
page links are not usable.
Site name is inappropriate.
Readability x 1
& Navigation
The portfolio is easy to
read and navigate. Font &
size choice for heading,
sub-headings, and text
are consistent and appropriate.
The portfolio is generally
easy to read and navigate.
Font & size choice for
heading, sub-headings,
and text are appropriate.
The portfolio is often
difficult to read due to
inappropriate use of fonts
& size for headings, subheadings, and text. Inconsistent use of font styles
(italic, bold, underline)
that decrease the readers'
accessibility to the content.
The portfolio is difficult
to read due to inappropriate use of fonts & type
size for headings, subheadings and text. Font
styles (italic, bold, underline) and formatting
make the content in accessible to the reader.
Color,
Background, &
Design
Color, background, and
design elements used
consistently and enhance
the readability throughout the portfolio. Design
is appealing and professional.
Color, background, and
design elements used
consistently and enhance
the readability throughout the portfolio.
Color of background,
fonts, and design element
decreases the readability
of the text and is used
inconsistently throughout
the portfolio.
Color of background,
fonts, and design elements decrease the readability of the text, is distracting, and used inconsistently throughout the
portfolio.
4 Points
3 Points
2 Points
1 Points
x1
About Me Page
Elements
Weight
Content
x2
Narrative describes clearly goals and passion for
the area of interest. Narrative includes highlights
of coursework and experience. Short version of
contact information given. Skills and technical
competencies listed clearly.
Narrative describes goals
and passion for the area
of interest. Narrative
includes highlights of
coursework and experience. Short version of
contact information given. Skills and technical
competencies listed.
Narrative describes goals
for the area of interest.
Narrative includes
coursework and experience. Short version of
contact information given.
Narrative describes the
area of interest, but does
not include coursework
and experience.
Image
x1
Photo or high quality
image included and appropriate for the content
of the page. Size and
placement on page is
image included. Size and
appropriate.
image included. Size and
inappropriate.
image not included or
highly inappropriate.
Layout
x1
Columns/tables are used
appropriately to separate
text for readability and
proper organization. Horizontal and vertical white
space alignment creates
clear sections.
text for proper organization. Horizontal and vertical white space alignment creates sections.
Columns/tables are not
used appropriately to
separate text for proper
organization. Horizontal
and vertical white space
does not align.
Horizontal and vertical
white space alignment is
used inappropriately, and
the content appears disorganized and cluttered.
Quality of
Writing &
Proofreading
x2
The writing is free of
grammatical, spelling or
punctuation errors. The
writing communicates
clearly and no editing is
required.
The writing is largely free
of grammatical, spelling
or punctuation errors.
The writing is mostly
clear and minor editing is
required.
The writing includes include some grammatical,
spelling or punctuation
errors that distract the
reader and requires some
editing and revision.
There are numerous
style of writing does not
facilitate effective communication and requires
major editing and revision.
32
Student Handbook
Online Portfolio Scoring Rubric—Page 2
Resume Page
Elements
Weight 4 Points
Content
x2
3 Points
2 Points
1 Points
Includes all required sections. Each section is organized well with relevant
entries. Entries contain
dates and details.
Includes most required
sections.
Includes some required
sections. Some sections
contain entries.
Missing most required
sections.
Each section contains
entries.
Layout
x1
text for readability and
proper organization. Horizontal and vertical white
space alignment creates
clear sections.
text for proper organization. Horizontal and vertical white space alignment
creates sections.
Columns/tables are not
used appropriately to
separate text for proper
organization. Horizontal
and vertical white space
does not align.
Horizontal and vertical
white space alignment is
used inappropriately, and
the content appears disorganized and cluttered.
Quality of
Writing &
Proofreading
x2
The writing is free of
writing communicates
clearly and no editing is
required.
The writing is largely free
of grammatical, spelling
or punctuation errors. The
writing is mostly clear and
minor editing is required.
There are numerous
style of writing does not
facilitate effective communication and requires
major editing and revision.
3 Points
2 Points
1 Points
Projects Page
Elements
Weight 4 Points
Project Description
x2
Project description is concise and clearly describes
the project objective, your
responsibilities, what you
learned, and skills exemplified. Project name, course,
and dates included.
Project description is describes the project objective, your responsibilities,
what you learned, and skills
exemplified. Project name,
course, and dates included.
Project description describes the project objective, your responsibilities,
and what you learned. Project name, course, and dates
included.
Project description describes the project objective
and your responsibilities.
Project name, course, and
dates missing.
Project Description
x2
Project description is concise and clearly describes
the project objective, your
responsibilities, what you
learned, and skills exemplified. Project name, course,
and dates included.
Project description is describes the project objective, your responsibilities,
what you learned, and skills
exemplified. Project name,
course, and dates included.
Project description describes the project objective, your responsibilities,
and what you learned. Project name, course, and dates
included.
Project description describes the project objective
and your responsibilities.
Project name, course, and
dates missing.
Image
x1
Photo or high quality image
included and appropriate
for the project. Size and
placement in section is
appealing and organized.
included. Size and placement in section is appropriate.
included. Size and placement in section is inappropriate.
not included or highly inappropriate.
Layout
x1
Columns/tables are used appropriately to separate text for
readability and proper organization. Horizontal and vertical
white space alignment creates
clear sections.
Columns/tables are used appropriately to separate text for
proper organization. Horizontal and vertical white space
alignment creates sections.
Columns/tables are not used
appropriately to separate text
for proper organization. Horizontal and vertical white space
does not align.
Horizontal and vertical white
space alignment is used inappropriately, and the content
appears disorganized and
cluttered.
Quality of
Writing &
Proofreading
x2
The writing is free of grammatical, spelling or punctuation errors. The writing
communicates clearly and
no editing is required.
The writing is largely free of
writing is mostly clear and
minor editing is required.
There are numerous grammatical, spelling or punctuation errors. The style of
writing does not facilitate
effective communication
and requires major editing
and revision.
Student Handbook
33
Meeting 4 Topic: Mentors College Forum
Date: January 7, 2016—10:52am-11:43am
Purpose: To encourage students to start thinking about college now and to answer some of the
questions they might have about what college is like, the application process, majors, culture, etc.
Thursday 12/17
 Brainstorm mentor forum questions
 Print progress grade report
For Meeting: Wear a college shirt if you have one. Bring your Student Handbook and a pen.
1. College Forum (50 minutes)
Directions: This meeting will begin with all mentors seated as a panel, poised to answer questions
from the audience (students). The students will take turns asking the “panel” about their college
experiences. Mentors and students should return shortly to their respective groups and arrange a
follow-up phone call in the next week to discuss any further questions.
Date
Time
**Optional Extended Meeting: As our meetings will end at lunch time on campus, students and
mentors have the option to extend this meeting to continue discussion instead of planning a phone
conversation for later in the week. If mentors and students are able to stay, please work it out with
mentees ahead of time so that everyone can plan accordingly.
2. Phone Call Follow-up: Discussion of Post-Secondary Academics (20 minutes)
Student Directions: Take some time to catch up. What did you do over winter break? Ask your
mentor about anything you did not touch on during the panel time regarding their college experiences.
Now, share about what you are considering doing after graduating. Is college in the plan? Why or
why not? Does a two-year or four-year appeal to you? Would you like to stay in California? What
are you looking for in a school (ranking, location, culture, prestige)? If there are any questions that
cannot be answered in this meeting, agree to do some research later and correspond via e-mail.
Start doing your own research on great websites like CollegeBoard.com or CSUMentor.edu. What
steps should you betaking right now or over the summer to begin preparing for college—college visits, interviews, research?
34
Student Handbook
Mentors College Forum Note Page
List colleges of interest.
Brainstorm at least 5 questions that you would like to ask the mentors.
Student Handbook
35
Meeting 5 Topic: Interview Techniques & Mock Interview
Date: February 11, 2016—10:52am-11:43am
Purpose: To discuss interview techniques and have students participate in a mock group interview. To give students feedback about their interview skills.
Thursday 01/14
 Review interview basics & sample questions
 Schedule mini-interview
Mini-Interview Time:__________________________________________
 Practice handshake & introduction
 Prepare sample answers
Thursday 02/04
For Meeting: Dress to impress. Bring your Student Handbook, updated resume, and a pen.
1. Updates on Future Plans (5 minutes)
Student Directions: Spend just a few quick minutes catching up about the future plans that
were discussed in meeting 6. What progress has been made on securing plans for the summer?
How are you doing in your classes? How are you preparing for the end of the school year?
What help can your mentor help you as the end of the program approaches?
2. Interviewing Techniques (10 minutes)
Student Directions: Listen, take notes, and ask questions as your mentor discusses the Interview
Techniques with your group. Ask for specific examples or anything you want to know about the
interview process. Express your concerns and fears. Work together to find solutions. When
ready, your mentor will conduct a mock group interview.
3. Mock Interview (25 minutes)
Student Directions: Be sure you have reviewed the Sample Interview Questions ahead of time. Remember to introduce yourself and give a firm handshake as if you’ve just met. Your mentor will ask
questions and take notes about your performance.
4. Interview Debrief (10 m in)
Student Directions: Your mentor will provide each student with positive and constructive feedback
about their interview. Record any feedback on your Note Page and follow-up with emails if you run
out of time or have more questions.
36
Student Handbook
Note Page for Meeting 5
Student Handbook
37
Interview Guidelines & Techniques
Appearance & Poise
 Be punctual – arrive at least 10 minutes early, on-time is late
 Give a firm handshake – avoid giving someone a limp hand, squeeze firmly but not bonecrushing, maintain good eye contact
 Be properly dressed – wear professional, appropriate clothing; be sure clothing fits well,
not too tight or revealing
 Maintain good posture – stand and sit up straight, don’t slouch when standing, don’t lean
back or down in your chair
 Maintain good eye-contact and attention – look at the interviewer, listen and pay attention
to details
Skill Presentation
 Be prepared – research the company and position, list key attributes of the desired job, review sample interview questions
 Practice answering questions – create answers to sample questions focused on details that
demonstrate your work experience and skills, rehearse your answers with several detailed
examples/stories
 Sell your skills – focus on what you do best and what makes you stand out, reference items
on your resume
 Be straightforward and honest – sell yourself without seeming insincere
Delivery & Body Language
 Use proper language – avoid slang and urban language, use complete sentences
 Avoid nervous mannerisms and phrases – “ums,” tapping, hair twirling, etc.
 Speak clearly – enunciate word properly, change voice tone and volume to avoid monotone, robotic
 Be engaged – listen intently, smile, be enthusiastic about the position and opportunity
38
Student Handbook
Sample Interview Questions
In Meeting 5, your mentor will conduct a mock group interview with you and your team. Take
some time to review these questions and make notes with ideas about appropriate answers for
each.
1. Tell us about yourself.
2. Why do you want to work for this company and what skills will you bring to the job?
3. Give an example of a goal you had to set and tell me about your progress in reaching
that goal.
4. What are your strengths as a person?
5. What is one of your greatest weaknesses and how are you trying to overcome it?
6. Tell about a time when you had to use your spoken/verbal communication skills in order to get
a point across that was important to you.
7. How do you keep yourself energized and positive?
8. Have you ever had a conflict with a boss, coworker, professor, or teacher? How was it resolved?
9. Give an example of a time when you had to contribute toward a team environment. Be specific.
10. Describe one of your biggest accomplishments.
11. Explain a time you failed in a situation; what did you learn from it?
12. Describe a problem situation and how you solved it.
13. Describe your experience with computers, technology, and/or software.
14. Give an example of where you have applied your technical knowledge in a practical way.
15. What elements are necessary for a successful team and why?
16. Tell me about the project you are most proud of, and what your contribution was.
17. Describe a time when you were able to improve upon the design that was originally suggested.
Student Handbook
39
Appearance & Poise
Item
Interview Scorecard
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Interviewee greeted you properly with a firm handshake and good eye contact.
Interviewee was dressed professionally with clean and well-fit clothing.
Interviewee was well-groomed, hair & make-up were neat & appropriate.
Interviewee appeared confident with good posture throughout the interview.
Interviewee appeared friendly and enthusiastic, maintaining good eye contact and
focus throughout the interview.
Additional comments in this section:
Skill Presentation
Item
Interviewee seemed prepared for the interview, answering questions with ease
and demonstrating forethought.
Interviewee addressed his/her skills well, focusing on skills highlighted within
resume.
Interviewee seemed honest about his/her abilities, confident but not arrogant.
Interviewee used specific examples to relate questions to his/her personal experiences.
Interviewee was able to discuss his/her challenges or shortcomings in a positive
and productive manner.
Delivery & Body Language
Item
Interviewee used proper language throughout the interview, keeping a professional tone.
Interviewee spoke in complete sentences, focusing on clear statements with direct
focus on the question at hand.
Interviewee spoke confidently with very few “ums” and long pauses while enunciating words clearly.
Interviewee avoided nervous mannerisms like tapping pens, bouncing legs, twirling hair or clothing, etc.
Interviewee kept speech varied, adjusting tone and volume to keep listener(s) engaged.
Interviewee maintained good body language throughout the interview to express
interest and intent.
Overall comments & impression:
Total Score: ___________/80
40
Student Handbook
Meeting 6 Topic: Mentors Career Round Robin
Date: March 10, 2016—10:52am-11:43am
Purpose: To encourage students to start exploring career choices beyond what they may have previously envisioned. To give students an understanding about workplace culture and environment
differences based on career choice or type of company.
Thursday 02/18
 Review informational interview information
 Complete career interest survey
Thursday 03/03
 Completed career round robin questions
 Pick up round robin sequence
 Print most recent grade report
For Meeting: Dress to impress. Bring your Student Handbook and a pen.
1. Mentors Career Round Robin (50 minutes)
Student Directions: Mentors will come in and sit at their area assigned, grouped by career discipline/type designated by signs. Follow the round robin schedule given you by the coordinator.
Each mentor-student group will have 15 minutes for questions. Be sure you ask the questions you
prepared and allow any mentor to respond. Mentors and students should return shortly to their respective groups and arrange a follow-up phone call in the next week to discuss any further questions.
Date
Time
**Optional Extended Meeting: As our meetings will end at lunch time on campus, students and
mentors have the option to extend this meeting to continue discussion instead of planning a phone
conversation for later in the week. If mentors and students are able to stay, please work it out with
mentees ahead of time so that everyone can plan accordingly.
2. Phone Call Follow-up: Discussion of Careers:(15 minutes)
Student Directions: Take a few moments to share about what you learned.
Do you have more unanswered questions? Try to identify where you might find some more answers.
Are there ways to increase your level of experience or exposure to a certain career? Find some resources about known internships or summer opportunities.
At the next meeting, you will be developing a plan for their college & career exploration. Start researching now and bring what you find to the next meeting.
Student Handbook
41
What is an Informational Interview?
Often the most current information about a career field, especially in a specific geographic location, may not be available
online or in books. The best information comes from people who are actually working in that career field. An informational interview is an in for m al co nver satio n w ith som eon e w or k ing in an ar ea that in ter ests you w ho
will give you information and advice. It is an effective research tool in addition to reading books, exploring the Internet
and examining job descriptions. It is not a job interview, and the objective is not to find job openings. You may feel awkward making arrangements to talk with people you don't know about their work. However, most people actually enjoy
taking a few moments out of their day to reflect on their professional life and to give advice to someone with an interest
in their field.
Benefits of Informational Interviewing
 Get firsthand, relevant information about the realities of working within a particular field, industry or position. This kind of information is not always available online or in print.
 Find out about career paths you did not know existed.
 Discover what others with your same interests are doing in their careers.
 Get tips about how to prepare for and enter a given career.
 Improve your communication skills and confidence speaking with professionals.
 Learn what it’s like to work at a specific organization.
 Gain knowledge that can help you in writing your resume, interviewing for jobs in the field, and your other
job search activities.
 Initiate a professional relationship and expand your network of contacts in a specific career field; meet people who may forward job leads to you in the future.
The Informational Interview Process
1. Begin by researching career fields that interest you. Think about specific job titles or roles, departments, and
companies that you want to learn more about.
2. Identify the people that you would like to interview and make contact. This can include reaching out to people
you already know, contacting organizations or professionals directly by email or phone, or finding people via
social media. Be sure to take a few moments to introduce yourself and explain the purpose of your contact.
3. Prepare for your interview by developing a set of questions to ask. Try to keep questions open-ended and broad
enough to help guide conversation instead of halt it.
4. During the interview, be sure to come dressed appropriately and on time. Begin by introducing yourself and be
prepared to direct the interview. Listen well and show interest in what they are telling you. End by thanking the
person and request a way to make contact in the future if possible.
5. Follow-up with a letter or email thanking the person for their time and expertise.
Sample Questions: Use some of the following questions or make up your own.
 What are your main responsibilities as a...?
 What is a typical day (or week) like for you?
 What do you like most about your work? What do you like least about your work?
 How does your job affect your general lifestyle?
 What current issues and trends in the field should I know about/be aware of?
 What are some common career paths in this field?
 What related fields do you think I should consider looking into?
 How did you become interested in this field? How did you begin your career?
 How do most people get into this field? What are common entry-level jobs?
 What steps would you recommend I take to prepare to enter this field?
 How relevant to your work is your undergraduate major?
 What kind of education, training, or background does your job require?
 What skills, abilities, and personal attributes are essential to success in your job/this field?
 What is the profile of the person most recently hired at my level?
 What are the most effective strategies for seeking a position in this field?
 What advice would you give someone who is considering this type of job (or field)?
 Can you suggest anyone else I could contact for additional information?
This information was adapted from the Berkeley Career Center website. For more information, please visit:
https://career.berkeley.edu/Info/InfoInterview.
42
Student Handbook
Mentors Career Round Robin Note Page
List your careers of interest.
Brainstorm at least 5 questions that you would like to ask the mentors.
Student Handbook
43
Meeting 7 Topic: College & Career Plans
Date: April 14, 2016—10:52am-11:43am
Purpose: To encourage students to look ahead, think about college, plan meaningful activities for the summer, and set goals for next year that will prepare him or her for life after
graduation.
Thursday 03/17
 Research summer opportunities
Thursday 03/31
 Completed summer research
For Meeting: Dress to impress. Bring your Student Handbook and a pen. Preview the Future
Planning Worksheet.
1. Catching Up (10 minutes)
Student Directions: Spend some time catching up with your mentor. How was your spring break?
Tell your mentor about any of the steps you have taken towards your goals that were set after Meeting 2. Have any of the goals been accomplished? What progress are you making on others? Refer
back to your Student Academic Goal Sheets for reference. Check off any steps that have been completed. What else needs to be done to reach the goals that are left? Discuss any adjustments or suggestions necessary to continuing pursuing the goals that were set.
2. Future Plans (35 minutes)
Student Directions: This summer and next year will be a critical transitional time as you are preparing for college, work, graduation and the “real world.” Using the Future Planning Worksheet (two
pages) as a discussion guide, talk about and answer each question with your mentor. Let your mentor help you put some careful thought into how you can effectively use your time and resources over
the next year in order to prepare for the major life changes to come!
3. Letters of Reference (5 minutes)
Student Directions: Ask your mentor to consider writing you a letter of reference that they can
bring to your last meeting. Remind them that there is a template for a reference letter included
in their Mentor Handbook. Give them any details they ask for and continue to follow-up via email.
44
Student Handbook
Future Plans Research
Find at least 2 summer opportunities that you can participate in that will help you further you career
exploration. For each opportunity, list the following.
 Name of the opportunity
 Describe the opportunity (work experience, internship, education, location, topics, etc.)
 Is there an application process? If so, when does it start and when is the deadline? What might
you need to complete this (letters of recommendation, essays, interview)?
Student Handbook
45
Future Planning Worksheet, page 1
Student Worksheet for Meeting 7
Directions: Use this w or ksheet to gu ide you r pr epar ations for the su m m er and next
year. Both mentors and students should record answers to the questions below.
1. How are you planning to spend your time this summer? How are your building in time to rest and
time toward productivity?
2. What additional or enriching activities could you participate in to help prepare for senior year,
college, or the “real world”? Brainstorm. (Example activities: do community service, get an internship, work a job, visit colleges, take a summer course, study for the SAT, do a summer program,
etc). List ideas here:
3. What steps should you take immediately (before summer begins) and later (during the summer) to
successfully follow through and complete the activities listed above in question 2?
46
Student Handbook
Future Planning Worksheet, page 2
Student Worksheet for Meeting 7
4. What career choices were most appealing from the round robin? What would be the best way to
obtain this career? 4-year college? 2-year transfer program? Military? Majors? What are some deciding factors in these decisions?
5. What resources are available to help you make these choices? How can you take advantage of
these resources? How to ask for help? How to get information?
6. What specific goals (academic or personal) can you set for yourself to ensure you meet these post
graduation goals? How can these be related to their more immediate plans for the spring and summer?
Student Handbook
47
Meeting 8 Topic: Program Reflection
Date: May 12, 2016—10:52am-11:43am
Purpose: To encourage students to reflect on their academics this semester in order to identify areas of weakness and ways to prepare for upcoming semester finals.
Thursday 04/28
 Print most recent progress grade
 Email mentor thank you, summary of last meeting, and reminder of next meeting
For Meeting: Dress to impress. Bring your Student Handbook and a pen.
1. Skittles Conversations (5-10 minutes)
Student Directions: You are now going to do a reflection activity involving skittles. You will choose
two colors from your bag of Skittles and put on the table in front of you. (Your mentor should also
do this). You will now each answer two qu estio ns about your year based on the colors you have
chosen. Your mentor will ask the questions.
2. Program Reflection: Finals Preparations & Achievement of Goals (30-40 minutes)
Student Directions: Now, you will be spending the rest of today focusing on reflection. Your mentor will share about their own personal academic experiences in high school.
Now, each student will share about their own general strengths and weaknesses this year. (You
should have an academic progress report in front of you.) Students may choose to share their academic grades, but do not have to. You could say something like, “My weakest area this semester
is...” Allow the group to discuss and “problem-solve” areas in which you are weak. Use the following
questions to help guide your discussion. Take notes on the following Notes Page.
 As of today, what would you predict would be your grade in each class at the end of the semester? How do you feel about these?
 What has been challenging this semester? What have you done about it?
 What has been easy or rewarding this semester?
 Have you met any of the individual academic goals set earlier this year?
 Have you met your personal goals this year?
 What specific steps do you need to follow over the next weeks in order get the highest permanent
grades possible on your semester report card?
 How do you plan to study for your end-of-semester exams? What resources can you take advantage of at DHS?
 Looking back, is there anything you would have done differently this semester? Is there anything you want to change in your habits or efforts for next semester?
 How well have you balanced academic and personal life? Are their habits that you will carry through to next year?
 What were the best and most useful parts of this program? How will you utilize what you
have learned this year?
48
Student Handbook
Notes Page for Meeting 8
Student Handbook
49
Meeting 9 Topic: Luncheon & Closing
Date: June 2, 2016—10:55am-12:30pm
Purpose: To recognize mentor and student, provide time to network with other mentors, and say
goodbye!
**Note: This meeting will be held off campus, so students will require additional time to head over
and leave. The address and a map will be emailed prior to the meeting. Students should leave no later than 12:30p to get back to campus on time for 5th period.
Thursday 05/19
 Complete online evaluation of Mentor Program
 Begin work on Thank You Letter
Thursday 05/26
 Finished Thank You Letter
 Print letter
 Email mentor reminder and update
For Meeting: Dress to impress. Bring your Student Handbook, thank you letter and a pen. If
you have anything else personal you want to present your mentor, such as a gift, please bring it
to this final meeting.
1. Thank-You Luncheon & Networking Opportunity (45 m in)
This final meeting will begin with a thank you luncheon; students and mentors will have the chance
to eat together as they meet (formally) for the last time. Students and mentors should sit with other
groups and share their experiences from the year.
2. Mentor and Student Recognition (20 minutes)
Mentors and students will be recognized by the DHS staff and awarded certificates for completing
the mentor program.
3. Closing & Future Contact (20 minutes)
Student Directions: Discuss your participation in the mentorship program. How have each of you
benefited from knowing each other? How might you stay in contact in the future (keeping in mind
that the official mentorship has ended). Can you contact the mentor in the future if you need a lead
finding a job or internship? Exchange: gifts, thank you letters, business cards, etc.
50
Student Handbook
Thank-you Letter Template For Mentees to Mentors
Directions: Write a formal letter to your mentor thanking them for their time with you this year.
Your letter should be between 1-2 pages single-spaced. This formal letter should be sincere, detailed, written with correct grammar, and carefully proofread! Absolutely no typos!!! You may use
the paragraph starters below if you like, but you do not need to.
Dear [insert your mentor’s name]:
Paragraph 1: “I would like to thank you for volunteering to be my mentor during this 2015-16
school year.” [Continue with a few sentences by discussing generally/overall how the experience was for you, what you think you had in common, what attributes you like about them,
etc.]
Paragraph 2: “One specific thing I learned from you this year was…” [continue by writing a
few sentences about something specific that your mentor taught you, helped you with, or did
for you that might help you in the future. Be specific.]
Paragraph 3: “Another lesson/ meaningful experience you gave me was…” continue by writing a few sentences about something else specific that your mentor taught you, helped you
with, or did for you that might help you in the future. Be specific.]
Paragraph 4: “Some of my best memories from this year were…” [continue by writing a few
sentences that express good experiences you had with your mentor that stand out and why/
how they have impacted you.]
Paragraph 5: “I know that I learned a lot from this experience. I hope that in the future, I might
be able to stay in contact with you…” [end by discussing how you may want to contact them in the
future for advice, help finding an internship, a job reference, etc. Thank them one last time.]
Sincerely,
Your Signature (in pen)
[Type your full name]
Student Handbook
51

Engineering and Design Academy 11th Grade Mentorship Program

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