Math and Science: Keys to Cool Careers (Technology Forum version)

Activity	Math and Science: Keys to Cool Careers
Overview	Participants meet three technology students who have varying degrees of comfort and experience with math and science. Participants learn about math and science courses and support systems that are integral to your technology program.
Time	10-20 minutes
Materials	Keys to Cool Careers PowerPoint presentation Computer Projector Viewing screen Copies of promotional materials (see Set Up) (OPTIONAL) Math and Science: Keys to Cool Careers video vignette

Customize for Your College:

Set Up:

1. Set up a computer and projector. Test the presentation to make sure it runs smoothly.
   
   
2. Obtain copies of any of your college's promotional materials that address math and science courses and support systems, such as tutoring, for each participant. Consider distributing course listings and program requirement booklets.
   
   
3. (OPTIONAL) Test the Math and Science: Keys to Cool Careers video vignette to make sure it runs smoothly.
   
   

Procedure:

1. (OPTIONAL) Show the Math and Science: Keys to Cool Careers video vignette, which describes how technology courses, with math and science at the foundation, lead students to rewarding technology careers.
   
   
2. Slide 1: Show opening slide.
   
   
3. Slide 2: Introduce the three technology students and explain that they all feel differently about math and science.
   
   
4. Slide 3: Introduce Penelope; then read her quote on the slide out loud.
   
   
   Penelope is a former waitress, enrolled in a Marine Science program. She has always struggled with math.
   
   
5. Slide 4: Introduce Trevor; then read his quote on the slide out loud.
   
   
   Trevor is a 38-year-old single father who is already applying his newly acquired knowledge of GPS, or global positioning systems, in his job as an abalone farmer. He has not taken courses in math or science in quite some time.
   
   
6. Slide 5: Introduce Daphnee; then read her quote on the slide out loud.
   
   
   Daphnee is a 15-year-old high school sophomore who is exploring her love for science through afterschool biotechnology classes at a community college.
   
   
7. Slide 6: Explain that despite their varying degrees of comfort with math and science, these technology students are all using both subjects to pursue cool technology careers.
   
   
   Penelope: Penelope overcame her fear of math by taking advantage of her college's MathLab and tutoring. She knows that if she wants to use her advance technological education to get a job aboard a marine research vessel, she needs to master calculus, and she is willing to do what it takes.
   
   Trevor: Once Trevor became accustomed to being back in the classroom, he began to excel in all his classes, including math and science, with the help of his professors. He is graduating soon, and the abalone farming company he works for recently voted him in as a partner.
   
   Daphnee: Because of her experience in biotechnology classes, Daphnee plans on enrolling in a biotechnology program at a community college after graduating from high school. She is considering a career as a biotechnician.
   
   
8. Slide 7: Talk about math and science classes and the support systems your college offers. Here are some things you may want to talk about:
   • Explain how content learned in math and science courses is applied in technology programs.
   • For prospective students still in high school, discuss the math and science classes they should take before graduating.
   • For prospective students who are out of school, discuss the remedial math and science classes you offer.
   • Talk about the support systems you offer, such as tutoring and math and science centers.
     
   
   
9. Lead a discussion on the information you have just presented. If your participants are guidance counselors, ask:
   • What obstacles do you face when encouraging students to consider advanced technological education programs at a community college?
   • How can you overcome them?
   • How can you prepare students so that they are ready for technology classes?
   
   If your participants are prospective students, ask:
   • What is your reaction to the information just presented?
   • Would you consider a technology career?
   • Would you consider enrolling in a two-year technology program?
   • What other questions do you have about math, science, and technology programs?
     
   
   
10. Conclude by distributing copies of the promotional materials.