Friday, December 31, 2010

Happy New Year

Hope the New Year brings you health, happiness and renewed energy to meet your goals!

Wednesday, December 29, 2010

Get Your Career Started - How to Get Started on Planning Your Career

Get Your Career Started - How to Get Started on Planning Your Career
Choose a Career

By Dawn Rosenberg McKay, Guide to Career Planning
The good thing about starting your career is that you have an endless number of choices in front of you. The bad thing about starting your career is that you have an endless number of choices in front of you. It's like being able to pick only one dish from a menu that is hundreds of pages long. Try not to be too overwhelmed. With a lot of careful planning, you can have a career you love. Use these resources to help you get your career off to a good start.

1. Choose a Career
2. Explore Occupations
3. Make a Plan
4. Get the Skills You Need

Choose a Career

To get started on your career you will first need to choose a career field in which you will eventually seek employment. Put a lot of thought into your choice of career field and you will be rewarded with a career that is both fulfilling and successful. Choosing a career field is not a simple process -- there are many steps you should take to insure the occupation you pick is the right one for you. It will be well worth it in the end.

* How to Make a Career Choice
* Self Assessment: Overview
* Identifying Your Work Values
* Personality Type and Career Choice

* Working With a Career Counselor or Other Career Development Professional
* Ten Myths About Choosing a Career
* What Do College Career Services Offices Do?

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Explore Occupations

While you may have heard about a great occupation from your friend, sister or aunt, don't take their word for it. Go out and gather your own information on any career field you are thinking about pursuing. This will involve doing lots of research as you explore a variety of different fields. Use what you learn from your research to narrow down your career choices.

* Career Exploration: Resources to Help You Explore Your Career Options
* Careers A to Z: Profiles, Quizzes, Stories and Related Occupations
* Career Quizzes: Is This the Right Career for You?
* Quiz: Should I Choose This Occupation?

Make a Plan

Once you've chosen an occupation, you have to figure out how to eventually reach your goal of working in that field. That may include taking some classes, getting a degree or finding an employer who will provide on-the-job training. Before you do anything, write a formal career action plan that includes both long-term and short-term goals.

* Career Action Plan: A Roadmap to Your Future
* How to Set Goals

Get the Skills You Need

Now it's time to move forward with your career action plan. You will need to obtain the skills and training required to work in your occupation of choice. Here are resources to help you achieve your goals.

* Graduate School or Not?
* Career Training Opportunities in the U.S. Armed Forces
* Should You Do an Internship?
* Give Yourself the Competitive Edge

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Tuesday, December 28, 2010

Think College | The Inclusive Current Enrollment Initiative

Think College | The Inclusive Current Enrollment Initiative

Top 10 Tips for College Students: Creating Goals & Objectives for a Brighter Future

Top 10 Tips for College Students: Creating Goals & Objectives for a Brighter Future

Top 10 Tips for College Students:

1. Create a List of Personal & Professional Goals & Objectives
Creating a list of goals will help you stay on target. Once you’ve established the top goals that you want to accomplish, be sure to write down three or four objectives on how you plan to meet those goals.

Example of Personal & Professional Goals & Objectives:

Goal #1 - Increase GPA to 3.4.

1. Stay after class to ask questions.
2. Spend more time studying.
3. Ensure that you eat healthy, exercise, and get enough sleep.

Goal #2– Gain relevant experience in a career field of interest


1. Begin to network and conduct informational interviews with several people working in a career of interest.
2. Draft a resume.
3. Find an internship for spring, summer, and/or fall.
4. Volunteer for a local organization.
5. Join a club at your college and take on a leadership role.

2. Seek to Understand Your Individual Personality, Values, Interests, and Skills in addition to Identifying Your Personal Strengths and Weaknesses.
Doing a thorough self-assessment is the first step to the career planning process. Speaking with a career counselor at your college can help you uncover some of your personal attributes and begin to understand yourself a little bit better. There are also a number of assessments you can take to help guide you in the right direction.

3. Research
Whether it is to actively research potential majors or career options, researching can help you further clarify your goals and assist you in the decision-making process. To gain relevant experience in the work force, you may begin by researching available job shadowing and internship opportunities.

4. Create a Resume & Cover Letter
Initially you may want to create a general resume listing all of your skills and accomplishments. As you get ready to apply for internships and/or jobs, you will want to read over the qualifications of the position you are applying for and make sure your resume and cover letter are targeted to the specific position and organization.

5. Develop a Professional Network
Reach out to people you know as well as alumni from your college for the purpose of discussing their individual career path, how they got to where they are today, and for recommendations on how you might break into the industry yourself.

6. Conduct Informational Interviews
Contact friends, family, previous employers, alumni from your college to set up a 20 or 30 informational interview session over the phone. If they are nearby, you may ask to meet them for coffee or do a face-to-face interview at their office or organization. Job shadowing is a great way to learn more about a career field of interest by spending time with someone curently working in the field.

7. Find an Internship
Professional networking and informational interviews are a great way to learn more about careers and potential career options. You may also be lucky and find internships available through your network.

Three Strategies for Finding an Internship:
* Networking
* Checking out online databases for potential internships in your area of interest and location.
* Prospecting for employers offering internships in your career field of interest.

8. Volunteer
There are numerous volunteer organizations available. You can find one either at your college or in your college community or when you are home during break or over the summer.

9. Participate in a Club and/or Sports Activity on Campus
There are usually numerous clubs that you can join on campus, find one and offer your services and take part in meetings that will help you to develop additional transferable skills that will make you a valuable asset in the job market. Taking on leadership roles on campus is something employers love to see on a resume.

10. Get to Know Your Faculty
Assisting faculty in class or participating in some collaborative research will help you develop professional working relationships with faculty members at your campus. Not only will you learn a whole lot about what they do, you will also create the potential of getting some strong recommendations for future jobs or graduate programs you may be applying to

Monday, December 27, 2010

Education Week: Experts Begin to Identify Nonacademic Skills Key to Success

Education Week: Experts Begin to Identify Nonacademic Skills Key to Success
Dispositions for Success

Across education and industry, research by Mr. Sackett; Neal Schmitt, a psychology professor at Michigan State University in East Lansing; and others shows the biggest predictor of success is a student’s conscientiousness, as measured by such traits as dependability, perseverance through tasks, and work ethic. Agreeableness, including teamwork, and emotional stability were the next-best predictors of college achievement, followed by variations on extroversion and openness to new experiences, Mr. Sackett found.
Click on the article's title to read the entire article.

Education Week: Experts Begin to Identify Nonacademic Skills Key to Success

Education Week: Experts Begin to Identify Nonacademic Skills Key to Success

Friday, December 24, 2010

ASCEND Group (Havertown, PA) - Meetup

ASCEND Group (Havertown, PA) - Meetup
Joining a group that can provide information and support can make the transition to college easier and less daunting. Click on the link below to join ASCEND.

Request to Join - ASCEND Group (Havertown, PA) - Meetup

Monday, December 20, 2010

Reminder : College Support Program-Speaker:Dr. Felicia Hurewitz

When Tuesday, December 21st-7PM
Where Barnes and Noble , Metroplex- Chemical RD. Plymouth Mtg.
Topic- Support for college students on the spectrum

Friday, December 17, 2010

A Vision of Students Today, as Told by Students | Faculty Focus

A Vision of Students Today, as Told by Students | Faculty Focus

College Support Program for students on the spectrum

You are invited to meet with Dr. Felicia Hurewitz of Drexel University on Tuesday, December 21st at 7PM- Barnes and Noble, Chemical Road , Ply. Mtg Metroplex.
Learn about a support program for college students on the spectrum. This program has already been implemented on several college campuses.

Come, learn, ask questions.

Please RSVP

Tuesday, December 14, 2010

Great Minds, Universities, and Asperger’s |

Great Minds, Universities, and Asperger’s |
Great Minds, Universities, and Asperger’s

I made many new friends recently at the November conference in Calgary. One, in particular inspired me to write this blog. Her remarkable brilliance shone like a beacon! Even as busy as it was, her drive to approach me was centered around her desire to see how she could help the cause of autism and advocate for others like herself. This was very unusual indeed, I thought, for a person with Asperger’s – to reach out and extend her own advocacy. It is usually the other way around. As many of us know, tenacity is quite a prominent trait for people with Asperger’s. Once they get an idea, they stay on it come rain, shine, hale, sleet, snow and even adversity – sometimes even at the expense of not being ‘cool’, like so many ‘normies’. As a result, not only do they accomplish their goal, but they also master it with excellence!

There she stood, patiently waiting until there was a spot to slip in and ask me how she could help out in her home town 7 hours away.

Her coy, shy demeanor was a giveaway. Knowing instantly that she was a person with Asperger’s, I was beyond elated to connect with her and talk about ideas. Through the course of the two days, I learned so much about her. Her passion for animals took her on a path to seek a career as a veterinarian.

So, there are her qualities – tenacity, brilliance, and mastery. Combine those with her ‘skill set’, compassion for animals, patience, love, empathy, math, intelligence and desire to accomplish something.

But even with the right recipe, many brilliant people get overlooked, out-numbered, neglected, rejected, or even ejected!
After 3 years actively into a university veterinary program, she was told to leave because the headmaster felt she wasn’t “normal enough” to be there. When she was told she wasn’t going to back out, she was forced out of the program.
Since then, she has started her University studies, aspiring for a science degree in immunology and microbiology. At this time, she is not certain she will pursue a career in veterinary medicine, but leaves the option open.

Devastation is not an option, even for this young lady. Her mother was quite disappointed about her not being accepted to the university, but has remained extremely supportive of her daughter and what she always chose to do. ‘Mom’ is always there to bat when she needs her, even through tough times. She admires her mother on several levels, and has a strong family support system in place as well. Without the love and support of her parents and brother, she would not be where she is today.

She is out there in full swing now, sharing her passions for those like her on a mission for advocacy to make changes. This type of rejection happens all too many times for this modern day and age. It’s time to turn the tables. I’m sure Dr. Temple Grandin would agree with her.

I hope and pray that some day, the colleges and universities will not only accept students with Asperger’s, but actually seek them out! I think you, the reader, might also agree. It’s time to turn off the walls and open the doors, folks! Let’s help the universities and workplaces realize what a wealth of minds they have right at their fingertips!

Thursday, December 9, 2010

Sending Children With Aspergers To College |

Sending Children With Aspergers To College |
Sending Children With Aspergers To College
02.12.2010 | Author: Ricky Colosimo | Posted in Health-and-Fitness

In 1990 the Americans with Disabilities Act (ADA) opened up the doors to college for a new set of students: Children and anybody with autism spectrum. Children are getting the education they require today and they are able to graduate and move on to the college campus. To assist, every college that is not run by a religious institution – though there are few religious colleges which comply – are needed to have an Office of Student Disabilities or an ADA Compliance Officer on staff. These two services are specially designed to assist children with Asperger’s get the college aid they require, like tutoring and counseling, to have a successful college career.

If you have a child who wishes to go to college, encourage them and do your homework. You want to help them find a school who’s Office of Student Disabilities or ADA Officer is serious in aiding students with learning curves. The college have to be willing to aid the student with each aspect of their college life, from classroom learning to participating in organizations to adapting to the social life of the college campus. If you find a school that has a good track record helping other students with Asperger’s, then you know your kid would do well.

A college with a good program in place to aid children will have in place a chain of command which could handle the special needs of the student. Every individual from the Dean to the dorm supervisors must understand what Asperger’s syndrome is all about and know the way to help the student adjust to their new surroundings. They’ll be able to interact with the child and his or her peers to assist everyone involved understand the syndrome and avoid misunderstandings and any possible isolation which can drive the student away.

However, the big factor in all of this is the kid themselves and how much they understand about the Asperger’s syndrome they are living with. Because no 2 children are the same, you must decide whether or not they are able to understand what they are living with. Few kids could handle the fact that they have Asperger’s syndrome and can live a normal life and attend college with help. Others are not able to handle this fact. How you handle their needs would help you both decide if college is right for them and whether their peers ought to be made aware of their one of a kind learning style.

If your kid decides he or she wishes to attend college and to let their peers know that they have been diagnosed with Asperger’s syndrome, ask the Office of Disabilities to assist you talk to the other students. In the right environment, your child will be embraced as a peer and not isolated as the ‘weird kid’.

To discover your best resource of parental information as it relates to raising kids with aspergers check out http://www.parentingaspergerscommu

Education Week: Elementary Students Encouraged to Set College Goals

Education Week: Elementary Students Encouraged to Set College Goals

Wednesday, December 8, 2010

Occupational Outlook Handbook Index: A-Z

Plan for your future. Research careers that interest you, find out : education, training, job outlook, salary. When is a good time to this? It's never too early (pre-school) and never too late.
Click on the link and start now.
Occupational Outlook Handbook Index: A-Z

2010CollegeOpenHouseListing.pdf (application/pdf Object)

Click on the link below, locate colleges that interest you and your student, check out the dates and contact numbers. It's never too early to explore your options!

2010CollegeOpenHouseListing.pdf (application/pdf Object)

Friday, December 3, 2010

8 Steps for Learning Disabled Students Who Want to Go to College - US News and World Report

8 Steps for Learning Disabled Students Who Want to Go to College - US News and World Report
of the 3 percent or so of teens who have been diagnosed with learning disabilities struggle so much in their high school classes that they give up on hopes of college, setting back their job and career prospects, according to statistics compiled by the National Center for Learning Disabilities.
Click here to find out more!

But there are new reasons for hope for anyone with attention deficit disorder, dyslexia, or other common learning challenges. A growing number of colleges, services, and technologies are helping students earn admission to, and diplomas from, college, counselors say.

[Learn about 8 big changes coming to college admissions in 2010 and 2011.]

College admissions officers and learning disability counselors from around the country say leaning disabled students interested in college should follow these 8 steps:

1. Start preparing early. Many students, parents, and high school officials think struggling students should be shifted to easier classes. But starting in freshman year, anyone hoping for college should try to stick with college prep classes, says Dianne Rogers, director of learning differences at Mercyhurst College in Erie, Pa. "Avoid the temptation to retreat to lower track classes," she says. College courses are hard. Students who have been waived from high school algebra and other tough courses probably don't have the knowledge or skills to be admitted to four-year colleges. Those who skip rigorous classes in high school could have to spend a couple of years in remedial courses in community college, she says. Besides, high school is the best time for students to develop time management, test-taking, and studying strategies that they'll need in college and beyond.

[Find out tips for transferring into a college.]

2. Experiment with technology. From simple spell check and calendar software programs to dictation software, screen readers, and new high-tech recording pens, there's a growing abundance of tools to help students retain information and finish homework on time, says Rogers.

3. Be creative. Students who just can't succeed in some required courses can look for substitutes. For example, those whose learning disability makes it difficult to keep up in foreign language classes can try switching to something like American Sign Language, says Nancy Singer, assistant director for admissions and recruitment for the Strategic Alternative Learning Techniques (SALT) Center at the University of Arizona.

[Check out U.S. News's Guide to Admissions.]

4. Put the student in charge. High schools develop special learning plans for students with documented disabilities. But colleges don't typically provide any special help unless students—not parents—know exactly what they need and know how to ask for it. "Students have to be ready to have an adult conversation about what they need" such as note takers or special software, says Jane Daigneault, coordinator of disability services at Clark University in Worcester, Ma. High school is a good time for parents to let students experience the repercussions of small failures so that, for example, they learn to follow their medication regime, she says.

5. Carefully research college options. Make sure the college fits the student's unique learning style. Singer recommends three books: The K & W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder, Preparing Students With Disabilities for College Success, and Peterson's Colleges With Programs for Students With Learning Disabilities or Attention Deficit Disorders. also includes information on each college's learning disability services in its Best Colleges premium service.

Tuesday, November 30, 2010

Plymouth Meeting college Aspies Meet Up (Norristown, PA) - Meetup

Plymouth Meeting college Aspies Meet Up (Norristown, PA) - Meetup
If you have a location to post our MeetUp Flyer please help spread the word by printing off the Tear-off Flyer-Cynthia Wirth.pdf ( click on the link at the top of the page) and posting it. Make sure you receive permission from the management of the location.
3 minutes ago | Delete
* Cynthia Wirth
Cynthia Wirth uploaded a new file.
Tear-off Flyer - Cynthia Wirth.pdf
19 hours ago | View Files

Surviving Fresman Year: Advice and resources-

At Risk Students

Resource Web links for at risk students
Overview of issues surrounding advising at risk students
o Advising Academically Underprepared Students
o Advising in the Face of Apathy
o Two authors consider the challenges of Foster Care Alumni on Campus
Read More About It! Annotated bibliography of resources dealing with this issue
* Frequently Asked Questions regarding this issue

Advising At Risk Students

Pat Walsh

Iowa State University

Students can be considered at-risk for achieving academic success in higher education for a variety of reasons. Martha Maxwell (1997, p. 2) states that this group of students' "skills, knowledge, motivation, and/or academic ability are significantly below those of the 'typical' student in the college or curriculum in which they are enrolled." In addition, Ender and Wilkie (2000, p. 134-135) state that these students are likely to display any number of other characteristics such as "low academic self-concept, unrealistic grade and career expectations, unfocused career objectives, extrinsic motivation, external locus of control, low self-efficacy, inadequate study skills for college success, a belief that learning is memorizing, and a history of passive learning."

At-risk students may be those who have made poor choices or decisions that impacted negatively on their academics, or they may be an adult student who returns to higher education after an extended absence, or students with academic or physical limitations not identified before enrolling in higher education. Advising services must be designed to effectively address the characteristics and academic needs of under-prepared and at-risk students.

Jones and Becker (2002) identified several academic advising services for this group of students. These include using peer advisors and providing a visual means to disseminate information to the students before they even see their advisor. They also suggest that advisors be aware that this group of students benefits from more personal attention from individual advising sessions that focus on the student's development of self-confidence and their ability to make sound decisions. Finally they suggest that advisors evaluate their delivery of academic services. Nutt (2003) suggests using an intrusive advising approach, insisting upon collaborative relationships with other campus resources, and encouraging advisors to invest in the student to help them gain a sense of belonging and that they matter.

Jones and Becker (2002) identify the need for programs that teach decision-making skills, promote self-advocacy, provide curriculum intensive advising, and provide services to support students during their first year. Ender and Wilkie (2000) include remedial courses for basic reading, writing, and math skills in their programming suggestions.

A variety of programs exist that provide assistance to under-prepared and at-risk students. Examples include:

* Advising At-Risk Students article in the College Student Journal
* Comprehensive and intensive orientation programs
Freshmen seminar courses
Mentoring programs that involve faculty and peers .
Early warning programs to alert students that they are potentially headed for academic difficulty
Intrusive advising programs
Early entry advising programs for conditionally admitted student, also known as "bridge" programs

University of Arizona
University of Central Florida bridge program
* Specially designed courses for high-risk students focusing on critical thinking skills, evaluation of academic goals and identification of realistic strategies to meet goals (ie: UNIV 101 at the U of Alabama, Birmingham )
Learning community programs that includes common courses and residence on campus.

SSSP (Federally funded Student Support Services Program) for students who are any one of the following: 1 st generation, have a verifiable disability, or have a Pell Grant in their financial aid package. The program includes tutoring; academic, personal, career advising; study skills and personal development workshops; financial aid and scholarship information; cultural enrichment activities and trips to student conferences. Program examples:

Iowa State University
Arizona State University
AnokaRamsey Community College

It's a tall order for advisors to be all things for all students but as Jones & Becker (2002) point out, "We must become experts in advisor multi-tasking: teaching as well as counseling, being honest as well as encouraging, and being informed as well as open-minded." in order to serve under-prepared and at-risk students well.

Pat Walsh (Student in the Kansas State University program leading to a graduate certificate in academic advising)

Iowa State University

Advising Coordinator

Human Development and Family Studies

References and suggested readings:

Ender, S.C. and Wilkie, C. J. (2000). Advising Students with Special Needs. In V.N. Gordon, W.R. Habley, & Associates (Eds.), Academic Advising: A comprehensive handbook (pp. 118-143). San Francisco: Jossey-Bass.

Evans, N.J., Forney, D.S. & Guido-DiBrito, V. (1998) Student Development in College. San Francisco: Jossey-Bass.

Jones, R. and Becker, K. (2002, April) Getting Prepared for the Underprepared. The Mentor. 4(2). Retrieved on September 26, 2003, from .

Maxwell, M.(1997). Improving Student Learning Skills . Clearwater FL: H & H Publishing.

Miller, M.A. & Murray, C. (2005). Advising academically underprepared students. NACADA Clearinghouse of Academic Advising Resources Web site

Nutt, C. L. (2003). Advising Underprepared Students. Unpublished manuscript.

Resources to aid in advising At Risk students

Schlossberg, Nancy K. (1989) Marginality and mattering: Key issues in building community. In D.C. Roberts (Ed.), Designing campus activities to foster a sense of community (New Directions for Student Services, No. 48, pp. 5-15). San Francisco: Jossey-Bass.

Cite the above resource using APA style as:

Walsh, P. (2003). At-risk students . Retrieved from NACADA Clearinghouse of Academic Advising Resources Web site:

Frequently Asked Questions from Academic Advising: Campus Collaborations to Foster Retention

Q . To a degree, the student must seek advising. The students who need the most advising often seek it the least. What are the most effective incentive models for getting students to seek advising?

Encouraging students to seek advising, especially those who might need it the most, is a formidable challenge. To get the student into the first interview might require personal contact via the phone or e-mail. It might help to tie the interview to some action of consequence for the student, such as preparing for mid-terms. Once the student has come in, the second interview could be set up as the student leaves the first. Making some sort of contract with the might help also. Rapport needs to be established between the student and the advisor so that the student might come to realize that something beneficial might come out of the advising session. Giving the student some sort of "assignment" to complete might also encourage the student to return for additional sessions.

Eric White, Ed.D.

Penn State University
NACADA '04-05 President

At Risk Students

Monday, November 29, 2010

Thinking about your future requires time for your mind to form ideas.

Read this quote from "Seth's Blog" to find out how to give your best ideas a chance to form: Where do ideas come from?

1. Ideas don't come from watching television
2. Ideas sometimes come from listening to a lecture
3. Ideas often come while reading a book
4. Good ideas come from bad ideas, but only if there are enough of them
5. Ideas hate conference rooms, particularly conference rooms where there is a history of criticism, personal attacks or boredom
6. Ideas occur when dissimilar universes collide
7. Ideas often strive to meet expectations. If people expect them to appear, they do
8. Ideas fear experts, but they adore beginner's mind. A little awareness is a good thing
9. Ideas come in spurts, until you get frightened. Willie Nelson wrote three of his biggest hits in one week
10. Ideas come from trouble
11. Ideas come from our ego, and they do their best when they're generous and selfless
12. Ideas come from nature
13. Sometimes ideas come from fear (usually in movies) but often they come from confidence
14. Useful ideas come from being awake, alert enough to actually notice
15. Though sometimes ideas sneak in when we're asleep and too numb to be afraid
16. Ideas come out of the corner of the eye, or in the shower, when we're not trying
17. Mediocre ideas enjoy copying what happens to be working right this minute
18. Bigger ideas leapfrog the mediocre ones
19. Ideas don't need a passport, and often cross borders (of all kinds) with impunity
20. An idea must come from somewhere, because if it merely stays where it is and doesn't join us here, it's hidden. And hidden ideas don't ship, have no influence, no intersection with the market. They die, alone.

Seth's Blog: Where do ideas come from?

Wednesday, November 24, 2010

Happy Thanksgiving

Hope everyone has a holiday that is filled with love, laughter , family and friends. May the memories of this holiday keep you all warm and filled with hope through the winter ahead.

Sunday, November 21, 2010

Wednesday, November 17, 2010

Developing a Career Action Plan-"Begin with the end in Mind"( S Covey 7 habits of Highly effective People)

Click on the article link then check out the book.
A Career Action Plan is a road map that takes you from choosing an occupation to becoming employed in that occupation to reaching your long-term career goals. It is also referred to as an Individualized (or Individual) Career Plan or an Individualized (or Individual) Career Development Plan.

Developing a Career Action Plan

Tuesday, November 16, 2010

Join US at Barns and Noble (Chemical Road,Metroplex, PLY. MTG,) 7PM 2nite

Come for an evening of information,conversation, socialization and networking. See you at the big table near the Cafe. Tonight's topic: Emotional Intelligence.
Questions? Call 928-660-3919

Sunday, November 14, 2010

You Are Invited

Meet us: Tuesday, November 16th, 7PM at Barnes and Noble, Chemical Road, Plymouth Meeting. College Aspies MeetUp Topic: Emotional Intelligence

Tuesday, November 9, 2010

Time Line for college admissions according to Temple

Preparing for college begins BEFORE senior year. Click on the link " High School Students" below for important information.

High School Students

Chestnut Hill College : Visit & Information Sessions Click on link to find important dates

Chestnut Hill College : Visit & Information Sessions

Coaching aspies4college: December 21st College Aspies Meeting Speaker Sched...

Coaching aspies4college: December 21st College Aspies Meeting Speaker Sched...: "Megan Collier Following successful positions in sports and entertainment, retail, and food services, Megan has found herself working in the ..."

December 21st College Aspies Meeting Speaker Scheduled :Topic: Using your strengths and talents to find a career field

Megan Collier
Following successful positions in sports and entertainment, retail, and food services, Megan has found herself working in the radio industry with Philadelphia's 42-year heritage rock station, 93.3 WMMR.

Her work currently allows her the opportunity to explore her passion of voice over work while simultaneously aiding WMMR in maintaining its rank as one of the top stations in the Philadelphia market.

Megan is also a visual artist and Founder of (MC)2 Productions, a small crafting operation providing handmade cards, scrapbooks and miscellaneous paper crafts to the tri-state area.

Marketing, Sales, Public Relations, Event Management, Customer Service, Business Writing, Administrative Co


Check out some information and resources that may give you "food for thought"

Do your " homework"" begin with the end in mind".S Covey, "7 habits of Highly Effective People". College is not an end in itself- it is the means to an end. Think of it as buying a ticket on a jet liner. Where's your destination? How do you know you want to go there? What are you going to do once you get there? Not sure? Try real world experience: volunteer, get a part-time job in the field,set up an informational interview with a person in your field of interest, job shadow.
Click on the link "Education Start.Org" and begin researching your journey.

Articles and Resources |

Wednesday, November 3, 2010

Career Planning -

Dawn Rosenberg McKay
Dawn's Career Planning Blog
By Dawn Rosenberg McKay, Career Planning Guide

The Right Stuff

Tuesday October 26, 2010

"What makes a particular career "right for you?" Is it personality type? We know that people with certain personality types are better suited for some careers after all. Or maybe it's work values — the beliefs and ideas that are important to you? How much do these things even matter? Can you simply be satisfied with a career, and do well in it, if you just learn the necessary skills and have the ability to do the job? Actually, it's a combination of all these things — personality, work values, skills and abilities — that make someone well-suited for a specific career. In other words, you need all the right stuff.
How do you know if you have the right stuff to enjoy and do well in a particular career? Ahh — so glad you asked. You can take a career quiz to find out if you have the characteristics that make a career suitable for you (and you suitable for it). Remember that these quizzes aren't intended to give you a definitive answer regarding your career choice. You should always do more research before you make a final decision"

Tuesday, November 2, 2010

Thinking about on Line Courses? Drexel has On-Line open house.

Check out this site if ON-LINE is something that might be for you

Drexel Online.  A Better U.


Special Tuition Reductions for Military Members, Spouses & Immediate Family.
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Did you already start an application but missed the deadline? Did your supporting documents not reach us in time? Would you like to start in a different term than the one you initially selected?
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Does your organization provide tuition benefits through Drexel University Online?
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  Visit the programs you're
interested in learning more
 View the schedule

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Online Open Houses

MS in Global & International Education Online Open House 
: Wednesday, November 3, 2010  Time: Noon to 1 p.m. EST  Location: Online

Construction Management Online Open House 
: Thursday, November 4, 2010  Time: Noon to 1 p.m. EST  Location: Online

MBA in Pharmaceutical Management Online Open House 
: Monday, November 8, 2010  Time: Noon to 1 p.m. EST  Location: Online

Teacher Education Online Open House 
: Monday, November 8, 2010  Time: 7 to 8 p.m. EST  Location: Online

BS in Communication Online Open House 
: Tuesday, November 9, 2010  Time: Noon to 1 p.m. EST  Location: Online

Goodwin College (Undergraduate) Online Open House 
: Wednesday, November 10, 2010  Time: Noon to 1 p.m. EST  Location: Online

Engineering Online Open House 
: Thursday, November 11, 2010  Time: 7 to 8 p.m. EST  Location: Online

Guide to Becoming a Drexel Online Student 
: Tuesday, November 16, 2010  Time: Noon to 1 p.m. EST  Location: Online

Guide to Becoming a Drexel Online Student 
: Tuesday, November 16, 2010  Time: 3 to 4 p.m. EST  Location: Online

Guide to Becoming a Drexel Online Student 
: Tuesday, November 16, 2010  Time: 7 to 8 p.m. EST  Location: Online

BS in Education Online Open House 
: Wednesday, November 17, 2010  Time: Noon to 1 p.m. EST  Location: Online

MS in Mathematics Learning and Teaching Online Open House 
: Thursday, November 18, 2010  Time: Noon to 1 p.m. EST  Location: Online

MBA Anywhere Online Open House 
: Monday, November 22, 2010  Time: Noon to 1 p.m. EST  Location: Online

Educational Administration Online Open House 
: Thursday, December 2, 2010  Time: 7 to 8 p.m. EST  Location: Online

View our previously recorded online open houses

Friday, October 29, 2010

Scholarships MONTCO-Free Money


Scholarships do not have to be repaid.

Institutional Scholarships

  • Automotive Technology Scholarship
    Awarded to students who apply for financial aid and enroll in the Automotive Technology Program.
  • Dual Admission and Core-to-Core Transfer Agreement Scholarships for Montgomery County Community College students.
  • Montgomery County Community College Foundation Scholarships
    Each scholarship has specific criteria for eligibility.
  • PHEFN—Pennsylvania Higher Education Foundation Nursing Scholarship
    Awarded to students entering the continuous Nursing Program option during the summer terms.
  • STEM—Science, Technology, Engineering, Mathematics Scholars Scholarship
    Awarded to full-time students in specific programs of study: astronomy, biological sciences, biotechnology, chemistry, computer and information technology, engineering geospatial science, geology, mathematics and physics.

Outside Scholarships

  • Barnes & Noble Scholarship Credit
  • Coca-Cola Scholars
  • Fastweb
  • Jack Kent Cooke Foundation
  • Scholarships 4

    The Jack Kent Cooke Foundation has opened the nomination process for its Undergraduate Transfer Scholarship Program to students and recent alumni of community college. The scholarship includes up to $30,000 annually per recipient who will transfer to an accredited four-year college or university fall 2010 to pursue a bachelor’s degree.

    Montgomery County Community College will nominate two students. Complete eligibility requirements and additional information can be found online. If you have any questions, please contact the Financial Aid Office, 215-641-6566 begin_of_the_skype_highlighting              215-641-6566      end_of_the_skype_highlighting.


May 1—PHEAA State Grant
May 1—FAFSA Completion for MCCC Foundation Scholarships
June 30—Free Application for Federal Student Aid (FAFSA) for prior academic year
Tuition Cost Calculator

Did you know?

Students can receive financial aid with full-time or part-time enrollment status.

In the Spotlight...

Christopher Radliff
Christopher Radliff
When Christopher Radliff graduated from Upper Merion High School three years ago, he intended to study jazz in college. When he didn’t get into a music school right away, he enrolled at Montgomery County Community College as a Digital Audio Production major.

Temple Univerity/Montco Opportunity

            Temple University Night

Thu, Nov 04, 2010 starting at 6:00 PM - 8:00 PM Central and West Campus
Join us for Montgomery County Community College/Temple University Night

Thursday, November 4, 2010
6-8 p.m.
Montgomery County Community College
Central Campus in Blue Bell
Science Center • Room 213
Or, join via video conference at the
West Campus in Pottstown, South Hall, Room 213.

• Meet representatives from Montgomery County Community College and Temple University
• Learn about the seamless transfer process through a panel discussion
• Discover Temple University: Best of Both Worlds —in the City and the Suburbs
• Hear success stories from former students

Thursday, October 28, 2010

Career Investigation can help guide choice of major.

The current research suggests that exploring career fields before choosing a major increases the likelihood of making a decision that is a good fit. The following article describes a program in Pittsburgh  that facilitates this process.

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Special education students get on-the-job training Students get training on a special day
Thursday, October 28, 2010
Connor Thomas, 17, and Thomas Alwi, 19, students at the Mon Valley School in Jefferson Hills, watched video of themselves on a televised screen last week, but it wasn't taken with a conventional video camera.
The image was recorded by the tiny camera in the tip of a scope used to perform colonoscopies at the Waterfront Surgery Center in Homestead.
Connor, of Brentwood, and Thomas, of Jefferson Hills, were among 14 special education students from the Mon Valley School who participated in the Allegheny Intermediate Unit's Waterfront Discovery Day.
The day was held in conjunction with National Disability Mentoring Day, which is sponsored by the American Association of People With Disabilities. The day was designed to allow disabled students and job seekers to have opportunities for job shadowing and hands-on career opportunities.
The 14 students who participated were described as "the cream of the crop," by Mon Valley principal Jack Tachoir. The students had a variety of disabilities, including Asperger's syndrome and other forms of autism.
They were hosted at five different work sites at the Waterfront complex -- the AIU, Eat'n Park, Giant Eagle, Courtyard by Marriott and the Waterfront Surgery Center.
Connor and Thomas dressed in surgical scrubs and caps as they were led on a tour of the surgery center by Director of Nursing Bobbie Voit, who allowed them to hold and examine the $35,000 scope used to perform colonoscopies. She used the camera at the tip to record their faces and display them on the screen usually used to show footage of the colon.
"One of the reasons I'm here is because I have an interest in the medical field and I think a lot of medical places are looking for people," Thomas said.
While Thomas and Connor were handling the colonoscopy scope, classmates Tim Hawkins, 17, of South Park, and Aaron Johnson, 20 of Edgewood, were a few blocks down Watefront Drive handling icing packets as they decorated trays of Smiley Face cookies in the kitchen at the Eat'n Park restaurant.
Tim and Aaron had been instructed in the proper technique by John Frick, executive chef of menu development for Eat'n Park restaurants. Before the young men got to the fun of decorating cookies, they listened to a presentation from Mr. Frick about food preparation and the development of items for the restaurant's menu.
Aaron was particularly interested in the presentation since he attends Steel Center Area Vocational Technical School for food service, baking and meat cutting classes and asked for advice on choosing a culinary school when he is finished with public school.
Mon Valley student Bill McAfee, 19, of Clairton spent the day learning clerical skills in the offices of the AIU. That included making copies, sorting files and making deliveries.
"He was fantastic. Everything that I showed him, he picked up on immediately," said Julie Weigel, an AIU assistant.
Also at the AIU headquarters, Antwon Thompson, 17, spent time with custodial maintenance employee Johnny Odorisio.
"I learned how to install florescent light bulbs, to take the garbage out and to move the bins correctly so not to smash the doors," Antwon said. "I also learned how to work the shredder safely."
Antwon said he is interested in a job in industrial maintenance and found the work with Mr. Odorisio interesting.
The Waterfront Discovery Day was the first one of its type to be held locally and it was the product of a group of professionals who had recently completed training as part the Leadership Pittsburgh initiative.
The group's focus was special education so they reached out the Mon Valley School. The Leadership Pittsburgh group included Roselyn Wilkinson of MD&A Financial; Germaine Williams of the Pittsburgh Foundation; Michelle Figlar, executive director for the Pittsburgh Association for the Education of Young People; and Steve Nolder, vice president of human resources for Lanxess.
Dee Hoffman, transition consultant at the Mon Valley School, said the day provided the students with a valuable opportunity to team up with professionals and learn about their jobs and be able to make connections between what they are taught in their classrooms and how it applies to the workplace.
"It's such a meaningful experience. It gives the kids such a sense of reality," Ms. Hoffman said.
Mr. Nolder said the day was a benefit for the companies and professionals involved as well. "This is a recruitment issue for us. We need people who can stand to the test in ability and aptitude and do the jobs."
Organizers of the day say they hope to expand it next year to include the other special education centers operated by the AIU -- Sunrise in Monroeville and Pathfinder in Bethel Park -- and more employers.

Mary Niederberger:; 412-851-1512 begin_of_the_skype_highlighting              412-851-1512      end_of_the_skype_highlighting.

First published on October 28, 2010 at 6:17 am

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