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Designing a College Visit for High School Pathway Students

A Toolkit for High Schools, Community Colleges and their Partners Developed by the East Bay Career Pathways Consortium (a grantee of the California Career Pathways Trust) and the Career Ladders Project DRAFT March 2017

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SUMMARY High school students can gain awareness of and interest in college and career opportunities through an engaging, well-structured visit to a community college. Traditional tours provide a broad overview of a college and its offerings; however, for high school students enrolled in college and career pathways, high schools and community colleges can collaborate to design a high-quality college visit that:

1. Reinforces career pathway course content; 2. Simulates the college experience; 3. Builds confidence in a college student identity; and 4. Provides practical information (about matriculation, financial aid, programs of study,

prerequisites, career options, and other topics). A college visit can be informative for any young person; for students uncertain about college, potentially first-generation to attend college, or underprepared academically, positive early exposure to college can be profoundly life-changing. This Toolkit is particularly intended to expand college visit opportunities among students for whom education beyond high school is not a certainty.

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Checklist for Designing a College Visit for High School Pathway Students

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Checklist for Designing a College Visit for High School Pathway Students 6-12 months before the visit: Name the Target Date and Place

• Identify the high schools that will participate in the college visit. • Identify the college that will be visited. • Referencing academic calendars, course outlines, and schedules of work-based and

college-related activities, decide when to hold the college visit.

Our Target College Visit Date and Place Name the college you will visit, which schools will visit, and the projected date

4-6 months before the visit: Identify the Team

• Identify lead representative from each institution to help with coordination, communication, and delegation of responsibilities.

• Identify various specific individuals from each participating high school and college to participate in co-design of the college visit (including representatives of specific career pathways, academic departments, counseling, other student support services, work-based learning programs, etc.)

• Identify any high school or college student leaders, clubs or associations to participate in co-design of the college visit

• Identify any industry or community-based partners to participate in co-design of the college visit

• Set a schedule of collaborative co-design meeting leading up to the date of the college visit.

• Compile information from each team participant about their capacity to contribute cash and in-kind resources for the college visit.

• Identify possible gaps in funding and other resources among the participating members, to keep in mind as planning (and, possibly, fundraising) proceed.

Our Team

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List high school and college partners – and potentially student, community, and industry partners – who form the planning team for the college visit

Our Meeting Schedule Our Available Cash and In-Kind Resources, and Any Anticipated Gaps

3-4 months before the visit: Define Priority Student Groups and Shared Goals

• Define the target student groups who will participate in the college visit, i.e., specific career pathway programs, grade levels, known barriers to post-secondary access… (see Discussion Guide)

• Based upon available data and evidence, discuss and define these students’ need for the college visit. (see Discussion Guide)

• Define the goals of the college visit. (see Discussion Guide)

Our Target Students

Student Needs Cite any available data or anecdotal evidence to suggest these students’ needs for the college visit.

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Goals of the College Visit List goals that address the student needs above.

3-4 months before the visit: Outline the Event

• Choose the start and end times for the day of the visit. • Decide how many high school students can be accommodated at the visit. • Design a plan for student transportation to the college. • Decide what college programs and student services will be involved in the visit. • Identify the college facilities that will be needed to host the visit. • Decide if/how lunch will be provided. • Choosing from the Menu of Possible Activities for the college visit, decide on a basic

agenda outline.

Our Event Basics and Outline

2-3 months before the visit: Plan the Detailed Agenda and Budget

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• Choose the priority activities to be included in the college visit (see Menu of Possible

Activities) • Describe the structure for the day: how students will move from one activity to the next,

if all will participate in the same activities or if small groups will form, and if students will be free to browse and explore at any point

• Develop student and faculty/teacher/facilitator materials to communicate the agenda, activities, and logistics of the day (see Examples)

• Develop presentation materials, if appropriate for large-group or small-group activities (see Examples)

• Develop student hand-out information materials, if appropriate (see Examples) • Develop budget, including uses, sources, and any unmet funding needs. • Identify funding to cover all costs of the college visit.

Our College Visit Materials List the materials you develop for the visit (agenda, presentation, hand-outs, etc.) Our College Visit Budget List expenses and sources

2-3 months before the visit: Plan to Prepare Participants for the Visit

• Decide what preparation students will need prior to the visit, and design activities and materials for distribution to high school teachers/counselors.

• Decide what preparation high school teachers and other key people will need prior to the visit, and design guidance and action steps.

• Decide what preparation college faculty and other key people will need prior to the visit,

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and design guidance and action steps.

Our Student/Teacher/Faculty/Other Participant Preparation Materials List the materials for participant preparation that you develop (student reflection worksheets, teacher and faculty guidance, etc.)

1 month before the visit: Plan to Debrief, Evaluate, and Follow Up on the Visit

• Develop student survey to be completed at the visit, if appropriate • Develop classroom materials for teachers to use to debrief and evaluate the visit

(student feedback materials, college visit reflection activities) • Develop surveys to be completed by partners who participated in the visit (college

faculty, high school teachers and counselors, industry and community partners, student leaders)

• Define plans for follow-up activities, such as high school campus presentations, Career Fairs, college marketing activities

• Define plans to replicate the college visit with other high schools or colleges • Define plans to institutionalize the college visit and secure its place on high school,

college, and career pathway calendars.

Our Debrief, Evaluation, and Follow-up Materials List the materials that you develop for student, faculty, teacher, counselor and other partner debrief, evaluation and follow-up after the college visit.

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Leading Up to the Date of the Visit

• Orient teachers, counselors, faculty and administrators to the visit and their roles. • Orient student leaders and volunteers to the visit and their roles. • Orient industry and community partners to the visit and their roles. • Market the visit to students. • Secure all needed facilities. • Plan for lunch, if appropriate. • Secure transportation and parking. • Prepare signage. • Make copies of all printed materials. • Prepare name tags.

Within One Month Following the Visit

• Compile and analyze participant feedback (student, teacher, faculty, etc.) • Convene planning team to celebrate and reflect on the college visit, successes,

challenges, and lessons learned • Follow up on any planned next steps to document, replicate, or institutionalize the

college visit

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Facilitator’s Guide to Designing a College Visit (to be used alongside the Checklist for Designing a College Visit)

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Facilitator’s Guide to Designing a College Visit (to be used alongside the Checklist for Designing a College Visit) 6-12 months before the visit: Name the Target Date and Place As a component of a structured career pathway program, a college visit can be scheduled to align with high school curriculum and to complement a continuum of work-based and college-based learning activities. Collaboratively -- by sitting down together, with the high school and college academic calendars and course outlines in hand -- high school and college partners can design a visit that contributes to intended learning outcomes at the most appropriate time in the academic year. High school pathway students may benefit from visiting a community college at different times, depending on their programs of study: ➢ When pathway courses are introducing academic or content technical content that

relates to programs at the college ➢ When pathway courses are surveying career options ➢ When students are evaluating post-secondary options and considering enrollment ➢ Prior to or during a work-based learning opportunity in a targeted career

A community college can post a simple online survey link that invites high school pathway teachers to request a college visit date. This survey establishes contact and initiates the conversation that will be needed to design a high-quality visit. 4-6 months before the visit: Identify the Team The college visit is an opportunity to involve multiple partners in the design and delivery of a high-quality career pathway experience for students. Assembling the right partners at the outset will ensure that their knowledge and expertise inform the agenda and content of the day, and that the visit itself engages diverse individuals and institutions to educate and inspire the students. The college visit planning team will typically need to begin assembling several months prior to the targeted date of the visit, and multiple means of communication may be necessary to ensure key decisions get made along the way. Identifying a lead point person from each participating institution can ease this communication and the delegation of responsibilities, in addition to providing overall leadership to the planning effort. Partners to involve in designing and delivering a college visit may include: ➢ High school pathway teachers of Career Technical Education (CTE) and academic

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subjects ➢ Community college instructional faculty in CTE, first-year experience and other relevant

programs ➢ High school and community college counselors, including those specialized in

matriculation, financial aid, student support services, and career planning ➢ College students, including peer mentors and student ambassadors ➢ High school student leaders ➢ Community college clubs and student associations that foster the success of diverse

students ➢ Work-based learning coordinators at the high schools, colleges and community partners

(chamber of commerce, workforce development board, etc.) ➢ Industry representatives, especially from attractive employers that are likely generate

interest in the field ➢ Community-based organizations supporting college access and success for diverse

young adults High school student feedback shows that interactions with college students at the college visit are especially valuable. Involving college students in planning for the visit can ensure that their ideas are incorporated and their roles in the event are meaningful. College faculty (including instructors and counselors) will play an important role in presenting their programs in ways that engage high school students and should be involved in designing the event. In return for their participation, the college can provide faculty with stipends ($200-300) or enter them in a raffle for a more substantial prize. As institutions and individuals commit to participate in planning the college visit, each should be asked to evaluate their capacity to contribute not only staff time, but also in-kind and cash resources that will be necessary to the success of the visit. The lead point people from the participating high schools and colleges should compile information about resources available among the partners, and identify any unmet funding needs. As planning proceeds, the participating institutions should be prepared to identify funding sources, both internal and external to their organizations, to cover costs related to the visit. 3-4 months before the visit: Define Priority Student Groups and Shared Goals An initial step in the collaborative design of a college visit should be clarifying the target population; identifying this population’s need for the visit; and defining student-centered goals and outcomes for the event. Design team members will need to reflect on available student data, barriers to students’ college access and success, and core values that define their institutions’ priorities and strategies. A well-facilitated discussion will include the voices of all team members in these decisions that will lay the foundation for a high-quality college visit. This Toolkit includes two Discussion Guides: one for deciding on the target student group(s), the

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second for defining the need for and intended outcomes of the visit. 3-4 months before the visit: Outline the Event Another initial task of the collaborative design team should be to reach agreement on the basic outline of the college visit. Initial design questions may include: ➢ On what day will the visit take place? ➢ What time will the visit start? When will it end? ➢ How many high school students can be accommodated? ➢ How will transportation be arranged? ➢ Which college programs and student services will be involved? ➢ What facilities will be needed? ➢ Will lunch be provided? ➢ What is the appropriate mix of large group assembly, tour, classroom presentation,

hands-on activity, Q&A and other possible activities? ➢ What preparation will students need prior to the visit? ➢ What preparation will college faculty and other key people need prior to the visit?

When the design team has arrived at a basic concept for the day – one that addresses the needs, goals and outcomes that have been identified – then it is time to plan the activities that will be at the heart of the experience for students. 2-3 months before the visit: Plan the Detailed Agenda and Budget A typical college visit takes place within a single school day, when high school students are available and college activities are in full swing; or on a Saturday, if parents are to be encouraged to attend. A well-structured, five-hour visit can engage students in a variety of informative and interactive sessions. The design team will need to weigh the various possible uses of time to select those best aligned with the goals of the day. The “Menu of Possible Activities” included in this Toolkit lists several possible activities that have demonstrated success in past college visits. If several programs participate in the visit, then the agenda may allow time for students to visit and experience more than one. The organizers may assign students to visit specific classrooms or facilities at designated times, or the agenda may allow for them to browse and explore options in a less structured way. The design team will need to consider the logistics of students understanding the day’s agenda and moving from one activity to another. Participating adults will need to be well-informed and their roles clear. Bright signage and arrows will be helpful. College student “ambassadors” can wear clearly marked clothing or carry flags, and they can be assigned to lead small groups as

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they circulate among the activities. When the design team has decided upon activities and a plan for the day, it will be important to design a set of materials that communicate these to all participants, and that guide them through them in a smooth sequence. These materials may include the printed agenda, opening assembly presentation, student reflection worksheets, engaging lecture/lab content and hands-on activity materials, and possibly a “passport” of some sort to guide students through any less structured or open house visits to programs and services. Now that the design team has a clear picture of what the college visit will entail, it will be important to revisit the available resources and any unmet funding needs. Participating institutions may need to look internally at possible sources of cash or in-kind support for the event, or team members may need to solicit external funding. 2-3 months before the visit: Plan to Prepare Participants for the Visit High school teachers and counselors can prepare students to gain understanding from the college visit and to relate it to their career pathway coursework, their personal interests, and their college and career goals. This preparation can take the form of classroom discussion about the visit, career exploration lessons related to the career technical education programs at the college, class projects related to these careers, individual reflection on college and career goals, and other activities tailored to the high school pathway and the program offerings at the college. Students can be introduced in advance to the college and programs’ websites, videos, virtual tours and brochures if available. The high school may request that students submit a form indicating their interest in participating in the visit, goals for the day, specific college programs of interest, questions about the college and its programs, etc. Materials you may consider creating for students include “preparing for a college visit” worksheets, class discussion questions and reflection worksheets, CTE program marketing materials (including student-designed materials), checklists and worksheets for students to take with them on the visit to guide information-gathering, as well as any required student release forms. It will also be important to prepare each participating instructor, counselor, and industry representative to further the goals of the visit. This may require one-on-one conversations, detailed written materials, and/or a meeting to encourage a broader team to take ownership of the visit and contribute to its success. Tip sheets for college and industry participants can cover not just logistics, but also suggestions to engage high school students effectively and to build upon their experience in the high school career pathway.

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When college personnel have weighed in on what their sessions will offer the high school students, this information can be shared with the high school teachers and incorporated into materials and lessons used to prepare students for the visit. 1 month before the visit: Plan to Debrief, Evaluate, and Follow Up on the Visit On the day of the college visit, organizers should capture feedback from students about their experience of the visit and its impact on their interest, motivation, knowledge and future goals. This can take the form of an online or paper survey, a reflection session prior to departing from the college, or a debrief upon return to the high school classroom. The survey can also allow the student to indicate interest in follow-up by the college or by specific programs. The college visit planning team should prepare materials as appropriate, including survey instruments and guidance for teachers. Teachers, counselors and other participants in the college visit can also be asked for feedback on the event. They may be surveyed about the success of their own contributions or other elements of the day, and ways to improve future events. When a college visit is organized collaboratively by high school and community college partners who are committed to students’ career pathway progression, it can be one of numerous college-related and campus-based activities leading up to the transition to post-secondary education. The college visit’s design team should consider building upon the visit in ways that reinforce its benefit to participating students and carry forward its strengths to future classes. Possible activities for design teams to consider beyond the college visit include:

● Materials and activities for high school teachers to take with them, that can be used in follow-up lessons relevant to the mini-lecture/labs that were offered.

● Follow-up presentations at the high school campus about the CTE, degree and transfer programs and about college enrollment.

● A Career Fair at the high school campus, attended by CTE, degree and transfer program faculty and students.

● Marketing of free or affordable evening, weekend and summer classes for high school students that are appropriate for their pathway, give them a head start toward CTE, degree and transfer program requirements, and/or earn them college credit.

● Integration of the college visit into the career pathway program’s annual calendar. ● Replication of successful elements of the college visit with other high schools, with other

career pathways, or through broader community outreach. Leading up to the Date of the Visit As the date of the visit approaches, be sure that communication channels are strong among the point people at each institution. Make detailed checklists like the one included in this Toolkit; yours may have additional items specific to your partners and the design of your visit.

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Within One Month Following the Visit Following a college visit, take time as a team to celebrate the collaborative work that enabled students to have a meaningful experience beyond the classroom that could impact their college and career decisions. If student feedback was received, set aside time to review and reflect on this in particular, as it can be the best indicator of the college visit’s success at achieving its intended goals. If the planning team decided to follow the visit with any activities to reinforce its impact, or to replicate or institutionalize it, this follow-up meeting is a chance to map out these future plans.

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Discussion Guide: Deciding on the Target Student Group(s) for the College Visit

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Deciding on the Target Student Group(s) for the College Visit

• Will one high school or several high schools send students on the visit?

• What grade (12th, 11th, 10th…) will participate in the visit, or will multiple grades participate?

• Will only students in a specific career pathway program participate, or several career pathways, or a broader group of students?

• Will recruitment for the college visit make any special efforts to include students with known barriers to college access or success? Will recruitment target students who are:

o Enrolled in continuation high schools? o Undocumented? o English language learners? o Justice system-involved? o With disabilities?

• How will students in the target student group(s) find out about the college visit?

• Will any tailored outreach be necessary to ensure that target student groups with known barriers to college access or success are included? What will this need to look like?

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Discussion Guide: Identifying Needs & Deciding on the Intended Outcomes of the College Visit Step 1: Discuss the need for the college visit and the evidence describing this need

• Are students from our high school(s) enrolling in community college? • Are students completing financial aid applications and accessing financial aid? • Are students taking placement tests? Are they placing into college-level English and

math? • Are students curious about the educational requirements of various careers? • Are students questioning whether college is for them? • Have students demonstrated limited awareness about local post-secondary options, or

uncertainty about how to inform themselves? • Are students interested in interacting with professionals and college students in the

field? • Are students considering early college credit options, such as dual enrollment? • Would students benefit from interaction with role-models who have attended college? • Are students ready to contact the community college and enroll, or would they need

assistance? • How might a college visit further the goals of existing career pathway programs

Step 2: Define how the college visit will address the need, and what the desired student outcomes are (replicate grid as needed)

Identified Student Need How College Visit Will Address this Need (specific strategies and activities)

Desired Student Outcomes

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Menu of Possible Activities for a College Visit for High school Pathway Students

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Menu of Possible Activities for a College Visit for High School Pathway Students

Activity Description Key Individuals Involved

Level of Student Engagement

Opening Assembly

Help to set the tone of the event, make students feel welcome on campus, provide an overview of the day, and give a brief introduction to the college and its offerings, with a focus on targeted career pathways. Consider a few words from the college President or Dean, and from current college students. Limit the time in seats and keep presentations brief, so that students can be quickly engaged in the college experience.

College President, College Dean, current college students, institutional leads

Low

Mini Lecture/Labs

Centerpiece of the college visit. Faculty-designed “mini-lessons” that simulate the college classroom or lab experience, present content briefly, and then involve students in a hands-on activity. Lesson can include college students alongside their high school guests, interacting as peers in the classroom. Give high school students a chance to touch the equipment and get their hands wet. Can provide the high school student with the feeling of being in college, engaged in interesting and relevant learning that prepares for

Faculty, current college students

High

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a career. Include time for questions and answers, to encourage reflection on what was learned during the short session, how it relates to their high school courses, and possible applications in the workplace.

Campus Tour Provide a perspective on the range of programs and services available, especially for students who have not previously been on the college campus. To tailor to pathway students, place special focus on programs and services most relevant to particular career pathways. Also speak to students’ non-academic interests, such as sports and fitness, art, student clubs, health services and other resources. Offer a chance for physical activity. Can be led by student ambassadors, counselors, deans or others able to engage students and respond to their questions.

Student ambassadors, counselors, deans

Medium

Counseling Session

Provide students with key information about matriculation, financial aid, course selection, career planning and other issues important to their futures as college students. Respond to students’ questions and interests by allowing for small group interaction among counselors, high school students, and college students who have navigated these issues themselves. Consider also inviting a counselor or other representative from a four-year university to talk about transfer options.

Counselors (high school, community college, university), current college students

High

Student Showcase and Q&A

College student presentations of class or internship projects can inspire high school students and help them to imagine themselves in college and applying their learning in the

Current college students

Low - High

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workforce. Presentations should be by diverse students with backgrounds the high school students will relate to, and should allow for dialogue and questions. Prepare college students for the presentation by informing them about the high school pathway programs and the interests of the visiting students. Presentation can take place during a large-group session, mini lecture/lab, small break-out, college tour, lunch roundtable, or several of these throughout the day, and/or at tables where visitors can browse and interact informally.

Industry Interaction

Local industry representatives can share their “day in the life” stories of careers in the field (including lesser-known, often-overlooked careers), describe education and work experience requirements of key occupations, explain typical career paths and salaries offered, and demonstrate the relevance of the community college programs to students’ future careers. Provide employers with some background on the students’ pathway programs and career interests so that the interaction can be relevant and engaging. Invite employers to participate in a panel presentation to a large group; a small-group workshop; a lunch roundtable; or at prominently-located tables. If time allows, a college visit can also incorporate a visit to an industry location that is nearby the college.

Industry representatives

Low - High

Open House Some college visits are designed to allow time for student-directed exploration of participating college programs in an “open house” format.

Faculty, current college students

Low - High

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Can involve faculty and students welcoming high school students into the classrooms, answering questions, leading mini-tours of program facilities or equipment, and even engaging visitors in quick, hands-on activities. In the areas where students are circulating, set up tables with information about college programs and services. Provide a “passport” to the high school students to allow them to track their visits to various classrooms or stations. Use a prize or raffle to incentivize students to fill their passport by the end of the day.

Matriculation Session

For high school students in their junior or senior year, consider a counseling session on college matriculation. Can include an overview of the matriculation process and deadlines, online access to enrollment forms and course information, and assistance with the initial steps of the matriculation process. Can be co-designed and co-facilitated by high school and college counselors. Ideally should include enough counselors to provide individualized support and response to questions. Students preparing to enroll in the coming semester should leave this session with an online profile on CCCApply and a clear understanding of the next steps they must take to matriculate.

High school counselors, college counselors

High

Lunch Roundtable

If lunch is provided, use this time to encourage student interaction with college students, industry representatives, instructors and/or counselors. Assign students to tables or allow them to self-select seats at tables with assigned topics for

Current college students, industry representatives, instructional faculty, counselors

Medium

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discussion. Also, consider having lunch catered by the college’s Culinary department and introducing the student chefs.

Reflection Session

Invite high school students to reflect on what they have observed and experienced, at the end of the visit. Can be led by high school teachers or counselors, and may involve their college counterparts. Provide students with a few guiding questions or a worksheet for written reflection. Through group discussion, identify next steps for the individual student, the class, or the high school to support the transition to college.

High school teachers, high school counselors, instructional faculty, college counselors

Medium

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Example Materials: College

Visits for High School Pathway

Students

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Example Agenda: OUSD Continuation High School Health Pathway Visit to Merritt College

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High School Visiting: Dewey Academy

Grade Levels: 11th & 12th Graders

Focus: Dewey Health & Fitness Pathway connecting to Allied Health Programs

Purpose:

College & Career Awareness, Work-Based Learning, College Matriculation

9:30 am – 10:00 am Load Bus & Students Students leave high school by bus Travel Time can vary

Dewey Academy

10:00 am – 10:30 am Arrive to Merritt College Greeted by Dean of Workforce Development Assembly in S Building Overview of the Day - Dean of Student Support Services

S Building

10:30 am – 10:50 pm Mini-Lecture/Lab #1 EMT| Demond Simmons

S Building

11:00 am – 11:20 am Mini-Lecture/Lab #2 Radiology | Jennifer Yates

S Building

11:30 am – 11:50 am Mini-Lecture/Lab #3 Biosciences| Gisele Giorg

S Building

11:50 am – 12:10 pm Campus Tour Dean of Student Support Services

Campus wide

12:10 pm – 1:00 pm Lunch [Round Table Discussion | Student Support Services Q& A with College Students]

Student Lounge (R Building)

1:00 pm – 2:20 pm Reflection and Next Steps What are the steps to get to Merritt? What did they learn/see/do? What are the next steps for students? Students complete feedback forms and return to bus

R Building

2:30 pm – 3:00 pm Departure Students will be dropped back off at their school site

Front of campus

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Example Worksheet for the Day: Chabot College Health Careers Day

Chabot College Health Careers Day

April 29, 2016

My objective for the day:

Questions I have for the round table discussion with a health professional:

Questions I have for counselors:

You will be attending three of the following sessions. Prior to the Day: Please review the “Careers that Start Here” sheet for the three you will be attending and write down what type of health careers require education in that field as well as at least two questions you would want to ask the program’s presenter. During the Presentation: Please write down in the “notes” section at least two items that you learned during the session that you think was interesting. (You will be sharing these items later during your reflection time with your classmates.)

Chabot Program Session

Focuses of College Major/Department

Questions/Notes

Kinesiology and Athletic Training

Nutrition

Mental Health Counseling

Nursing

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Dental Hygiene

Emergency Medical Technician/Paramedic

Medical Assisting

Pre-Therapeutic and Biotechnology Preparation

Pre-Allied Health Preparation

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Example Agenda: Chabot College Health Careers Day

Chabot College Health Careers Day

April 29, 2016

Your Schedule for the Day – Group 1

9:00-9:30 Welcome, “From Chabot to Medical School” presentation by Rudolfo Macias

9:40-10:10 Program Presentation 1 - Kinesiology & Athletic Training – room 2901

10:20-10:50 Program Presentation 2 – Pre-Therapeutic and Biotechnology – room 2106 11:00-11:30 Program Presentation 3 – Nutrition – room 301

11:30-12:30 Lunch - Cafeteria

12:30-1:45 Counseling Session and Reflection ● Hayward – room 405

● Tennyson – room 455

● Royal Sunset – room 501

● San Leandro – room 502

● Castro Valley – room 503

● Arroyo – room 505

Chabot has nine different programs that can prepare you to either directly enter into a health

career or to apply for a transfer program:

● Dental Hygiene

● Emergency Medical Technician/Paramedic

● Human Services & Counseling

● Kinesiology & Athletic Training

● Pre-Allied Health Preparation (pre-nursing, pre-medical technicians, etc.)

● Pre-Therapeutic & Biotechnology Preparation (pre-med, pre-dental, etc.)

● Medical Assisting

● Nursing

● Nutrition

You will visit three of these programs, have lunch with a professional or a student who will give

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you more detail on their career, and will share with your classmates what you have learned.