Career Options High School 2010

co high school edition VOLUME III, FALL 2010

Advertiser Directory 7 Algoma University C Association of Universities and Colleges of Canada 43 Blacks Photography 4 Brock University 46 Cambrian College 22 Canadian Automotive Institute at Georgian College 38 Canadian Construction Association 19 Canadian Steel Trade and Employment Congress 43 Carleton University ii Certified General Accountants Association 9 Complections International Academy of Make-up Artistry 14 Concordia University College of Alberta B Construction Sector Council 44 Crandall University 38 Cultural Human Resources Council 15 Fleming College iii Humber College Business School 19 Hydro One 46 Information and Communications Technology Council 36 Information Technology Association of Canada 10 Insurance Brokers Association of Canada 26 Insurance Institute of Canada 47 Interprovincial Standards Red Seal Program B Lakehead University 6 Medix School 31 Mining Industry Human Resources Council 25 Northern Alberta Institute of Technology 15 Ontario Civil Construction Career Institute 25 Ontario Masonry Training Centre 40 Railway Association of Canada 8 Regency Dental Hygiene Academy 42 St. Michael’s Hospital 34 Skills Canada

Contents 5

Money Matters: Paying for Your Education

By Anne Browne

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say what? a post-secondary glossary

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To change your program or not Be open to possibilities!

By Hana El Kaissi and Elena Pizzamiglio

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Mining in Mind: It’s About You!

By Ann Frampton and Joyce Helmer

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first work experience

relax…Your Career Is a Journey, not a Destination!

By Tara Orchard

By Nicole Middleton

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Eyes Forward

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by the Autism Society Canada

Should I Stay or should I go?

Five Post-Secondary Students Discuss Going Away to School vs. Staying Close to Home

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Parents: Too Much of a Good Thing

By Nicole Middleton

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Transitioning into Post-Secondary Education

By Nancy Marenick

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Questions… Decisions…

What Should I Do? What Will I Become?

By Margo Royce

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student services: a helping hand on campus

By Rebecca Markey

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How I Became a History Major

By Erin Armstrong

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10 Creative Résumé tips for High School Students

By Michael Howard

12 Sobey’s 36 Southern Alberta Institute of Technology 42 Success College 35 University Canada West 31 University College of the North 9 University of Guelph Kemptville Campus 2 University of Ontario Institute of Technology

Ten ideas to help take your résumé from ordinary to extraordinary pg. 27

39 University of Ottawa 2 Wood Manufacturing Council

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Welcome to the 2010 issue of Career Options – High School Edition!

Managing Editor Anne Markey Project Management | gordongroup Kita Szpak Art Direction / Print Management | gordongroup Leslie Miles

For the first time, we’re publishing in both English and French, so we extend a special welcome to French language students across Canada.

Career Options – High School Edition provides you with information and insights into post-secondary education.

Design & Layout | gordongroup Laura Willsher Alina Oliveira

In the article “Should I Stay or Should I Go,” post-secondary students discuss why they chose to stay home or move away to attend university.

Their experiences may resonate with you. Several articles in this issue discuss the impact of changing academic programs mid-stream—this is possible and frequently done. You aren’t expected to live forever with a decision you made in Grade 11 or 12! An article on skilled trades and apprenticeship programs provides links to websites with more information for those planning a career in trades. Finally, we encourage you to read the article on financial planning and scholarships.

Advertising Sales Direction | gordongroup Thomas Krayer Advertising Sales | gordongroup Kirill Kornilov Andrew Moore Sean Guenther Pauline de Gonzague Chris Wolski Contributors Autism Society Canada Erin Armstrong Anne Browne Hana El Kaissi Ann Frampton Joyce Helmer Michael Howard Nancy Marenick Rebecca Markey Nicole Middleton Tara Orchard Elena Pizzamiglio Margo Royce

Apprenticeship, college, university: you choose. Make your selection based on your interests, life goals and academics. Consult with family, friends, teachers and professionals working in fields you’re considering. Completing high school is an important achievement; it’s a terrific first step into the next stage of your life. Your next step into post-secondary education will have a huge impact on the balance of your life. Life-long learning isn’t just a catchy phrase, it’s a reality for your generation, and it starts now with the decisions you are currently making about post-secondary education.

Career Options – High School Edition is published annually by the Canadian Association of Career Educators and Employers (CACEE), 720 Spadina Avenue, Suite 202, Toronto ON M5S 2T9.

You are our future. We wish you well.

Anne Markey Editor Career Options – High School Edition

For subscription information, contact Anne Markey: Tel: 416-929-5156 ext. 223 Fax: 416-929-5256 E-mail: annem@cacee.com Website: www.careeroptionsmagazine.com For advertising inquiries, contact Thomas Krayer, Director of Sales, gordongroup: Tel: 613-288-5362 Fax: 613-722-6496 E-mail: tkrayer@gordongroup.com Website: www.gordongroup.com ISSN: 1712-1183 The Canadian Association of Career Educators and Employers (CACEE) is a national, non-profit partnership of employer recruiters and career services professionals. Our mission is to provide authoritative information, advice, professional development opportunities and other services to employers, career services professionals and students.

NOTE: The opinions expressed within are those of the authors and do not necessarily reflect CACEE policy. No part of this magazine may be reproduced in whole or in part without written permission of the publisher.

The National Student Resource of: Canadian Association of Career Educators and Employers 720 Spadina Ave., Suite 202 Toronto ON M5S 2T9 www.cacee.com

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Money Matters:

Paying for Your Education cha g! n chi

By Anne Browne

Education is expensive.

Here’s a quick illustration: let’s say you live in Oshawa, Ontario and want to attend Centennial College to study Administration/Business. Your plan is to live at home. Here is a rough idea of the costs for one year of study: Tuition........................................... 2,289 Mandatory athletic fees................... 120 Health services fee.......................... 174 Student association fees................. 140 Other fees........................................ 194 Books............................................... 447 Other supplies................................. 871 TOTAL........................................ $4,235

Let’s try the same thing for a student who lives in Peace River, Alberta, and has applied to the University of Calgary to study Mechanical Engineering. Here are the costs for one year of study while living in residence:

Tuition........................................... 5,816 Mandatory athletic fees..................... 79 Health services fee.......................... 114 Student association fees................. 112 Other fees........................................ 248 Books............................................... 871 Other supplies................................. 120 Subtotal..................................... 7,360 Residence and food plan.............. 6,325 TOTAL...................................... $13,685

Note: This information came from the CANLEARN website. Visit www.canlearn.ca to calculate potential costs for your course of study.

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N

ow that you have an idea of what education will cost, how do you plan to pay this cost? It may seem overwhelming, but luckily there are a number of resources you can turn to for financial assistance. In 2005–2006, nearly 350,000 fulltime students received close to $2 billion in financial aid through the Canada Student Loans Program.1 This Government of Canada program is designed to provide substantial loans to students who apply. Loans are granted based on identified need once both parents’ salary and financial information has been provided. The maximum you may expect to receive is 60% of the assessed need, up to $210 per week of study.

Canada Student Grant for Persons from Middle-Income Families: Students from middle-income families who qualify for a federal student loan and meet the specific grant eligibility requirements will receive $100 per month of study. This grant is available for all years of an eligible university.

You may also receive some assistance from a provincial or territorial student loan program. Both full-time and part-time students who demonstrate financial need may qualify. The governments of Quebec, the Northwest Territories and Nunavut offer their own student financial aid programs, and do not participate in the Canada Student Loans Program. Please visit their websites for information. All student loans must be repaid, with interest, after you graduate.

Canada Student Grant for Services and Equipment for Persons with Permanent Disabilities: Students with permanent disabilities who have exceptional education-related costs such as tutors, note-takers, interpreters, braillers or technical aids may receive up to $8,000 per academic year.

You should certainly look into your eligibility for grants as well. The new Canada Student Grants Program is easy to apply for and available at the beginning and middle of the school year. Best of all, grants do not have to be repaid. The following grants are available.

Canada Student Grant for Persons from Low-Income Families: Students from low-income families who qualify for a federal student loan and meet the specific grant eligibility requirements will receive $250 per month of study.

1 Post-secondary Education in Canada: Meeting our Needs?, Canadian Council on Learning, 2009

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Canada Student Grant for Persons with Permanent Disabilities: Students with permanent disabilities may receive $2,000 per academic year to help cover the costs of accommodation, tuition and books.

Canada Student Grant for Persons with Dependants: Low-income students with children may receive $200 in grant assistance per month of study for each child under 12 years of age.

Canada Student Grant for Part-Time Students with Dependants: Part-time students with up to two children under 12 years of age may be eligible for $40 per week of study, and part-time students with three or more children may be eligible for $60 per week of study.

Canada Student Grant for Part-Time Studies: Part-time students may be eligible for up to $1,200 per school year.

Scholarships are also available—and they’re often overlooked, improving the odds for those who take the time to apply. As reporter

Common ways that students get the money to pay for post-secondary education • Apply for Financial Aid funding through their province of residence—in Ontario, for example, this is done through the Ontario Student Assistance Program (OSAP) • Apply for a student line of credit through their bank of choice • Tap into their own savings or get financial help from their parents and/or other relatives • Work part-time while attending post-secondary to assist with expenses • Look for ways to keep their expenses down (e.g., living at home with parents)

What are some hidden costs that students might find at college or university?

• Program-related expenses like computers or expensive equipment that are mandatory for course work • Unexpected medical/dental expenses that are covered by the insurance plan at the post-secondary institution they are attending (e.g., extraction of wisdom teeth) • Fire/theft insurance for their residence

Paul Schneidereit wrote earlier this year in the Halifax Chronicle Herald, “I’m trying to figure out why so many graduating Nova Scotia high school students planning to go to college or university somewhere in this province this fall didn’t take a crack at 10 scholarships of $10,000 each being given out by the Nova Scotia Health Research Foundation this year.”

Approximately 40 students applied for these awards and had a one in four chance of receiving $10,000.

How do students go about getting a loan for college/university?

• In Ontario, students should visit the Ontario Student Assistance Program (OSAP) website at http://osap.gov.on.ca.

The website is available 24/7, and has all kinds of information about the various components of the OSAP program.

• Students can also contact their bank of choice to determine if they would qualify for a bank line of credit. Students should be prepared to shop around for the best deal, and be aware that the bank in question will likely require their parents to co-sign for the line of credit.

More tips about paying for post-secondary: • Look at all financing options available to you.

• Learn to live on a budget and stick to it.

• Start the financial planning process a number of years before commencing postsecondary studies.

• Be realistic in your financial goals while attending postsecondary. Focus on the expenses involved with obtaining your degree or diploma. Do not take on too many other financial obligations (like credit card debt or car loans) while attending school.

In researching scholarships, check out the websites www.scholarshipscanada.com and www.studentawards.com.

The report Post Secondary Education in Canada: Meeting our Needs states that “40% of parents expected their children to receive scholarships based on academic performance, while only 15% of PSE students actually received this type of funding.”

You may also want to ask local service clubs, such as Kinsmen or Kiwanis Clubs, if they offer scholarships, and check with your parents’, grandparents’ or neighbours’ employers. Most academic institutions will have a Financial Aid or Financial Services office, which will have information on scholarships (as well as student loans and grants). Steps to obtaining scholarship funds include: search out options, ensure that you can meet all requirements for the one(s) you choose, create your application, write your essay (not all scholarships have an essay component) and be sure to apply within the stated deadline. For readers in Ontario, the Ontario School Counsellors’ Association website is a great resource. Visit www.osca.ca, mouse over the “Students” tab and then click “Scholarships and Financial Assistance.”

Bursaries are similar to grants and scholarships in that they do not have to be repaid. They are available from the federal and most provincial governments, as well as from other organizations. Here are some web links for bursary programs: http://alis.alberta.ca/ec/fo/studentsfinance/students-finance.html http://www.aved.gov.bc.ca/studentaidbc/welcome.htm http://www.gov.mb.ca/educate/sfa/pages/sfaFrontDoor_en.html https://www.studentaid.gnb.ca/ http://www.ed.gov.nl.ca/studentaid/ http://www.nwtsfa.gov.nt.ca/ http://www.nac.nu.ca/student/fans.htm http://studentloans.ednet.ns.ca/ https://osap.gov.on.ca/OSAPPortal http://www.gov.pe.ca/ial/index.php3?number=1000707 http://www.afe.gouv.qc.ca/ http://www.aeel.gov.sk.ca/student-loans/ http://www.education.gov.yk.ca/advanceded/sfa/index.html If you’ve been worrying about where the money for your education will come from, this article should help to put those worries to rest.

Assistance is available—you just have to seek it out. CO

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To cha nge your program or not Be open to possibilities!

By Hana El Kaissi and Elena Pizzamiglio

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aybe you’re just starting university, or already in your second year, or even close to graduating, when you realize that the academic program you chose is “not for you.” At this point, you might think: “Oh no, I’m stuck! What am I going to do now? I have no idea what else to study!”

But don’t fret: it is far more common than most people think for students to change academic programs and to reconsider career paths. It’s not the end of the world! In fact, making a change may open up a world of possibilities.

Many students change programs while in university because they come to a better understanding of their educational interests and career options. Their choice of program can be based on many factors: they enjoyed specific classes in high school; they did well in particular subject areas; they wanted to pursue a certain career and believed the program to be the best preparation for it; or other reasons. Whatever your chosen program, your education offers you the chance to learn more about yourself, find out what areas of study suit you best, build skills that are valued in the workplace, and gain awareness of how academic programs relate to occupational choices.

If you are trying to choose a new academic program, it is important to try different things and get to know what you like most. So ask yourself: what interests me? What skills do

I have, and what skills do I want to develop?

How do I like to connect with people?

What are the important qualities I want my career to have? With these questions in mind, you have started the process of selfassessment. An academic or career counsellor can help you take this process even further.

It is also important to understand the value of your program and degree in relation to occupations. Does an English degree mean that your only career options are to become an English teacher or a writer? Not at all! There are many more careers that you can secure with this background. According to a recent Ontario University Graduate Survey, 46% of graduates don’t work in fields closely related to their former program of study. The reason graduates are able to move into other fields is because they are able to leverage the transferable skills they developed through their studies, as well as the skills they fostered outside their academic work. A list of these might include working collaboratively, communicating well in a variety of formats, analyzing information and thinking creatively.

What you should know, as your enter and progress through your university career, is that graduating from your program of study should be just one of your many accomplishments.

Getting involved in a variety of activities outside of your academic program is a great way to expand your career prospects while completing

your studies. These activities can include participation in campus clubs, paid work, unpaid internships or volunteer work.

There are many benefits to getting involved in extracurricular activities. First, you are adding value to your degree and following up on your interests—and in case you need to change direction from the current program of study, you can acquire many transferable skills. Second, employers will view you in a more positive light in hiring decisions, because they look for well-rounded candidates with a range of work and life experiences. Third, your participation in a variety of activities will contribute to your understanding of yourself as a person, which is a key component of making the best choices for your education as well as your future career.

One last thought: when faced with the question of changing direction with educational programs, make sure that you tap into the resources available to you at your university, such as academic and career counselling services. These can help you in countless ways during the process of choosing the academic path that’s right for you.

Good luck in your adventure at university! CO Hana El Kaissi, M.Ed, and Elena Pizzamiglio, M.Ed are Career Counsellors at the University of Toronto Career Centre.

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… x a l e R

Your Career Is a Journey, not a Destination!

By Tara Orchard

Many students enter university thinking that they have taken the first step on their journey toward their chosen career. The evidence, however, tells us that the majority of students do not end up pursuing the career path they envisioned for themselves back in high school. Some will, but most will not—and that’s okay.

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Your goal while in university should be to find a career path that evolves as you grow and change (and hopefully keeps up with the everchanging economy, too!). Selecting your major can be a foundational part of this process, but your choice of major need not define your career path. During your career journey you must be prepared to “course-correct” and learn to apply your education in new and different ways. Your student experience should include taking the time to figure out who you are, what you are good at and what you like to do. This is a process you should continue throughout your life.

Here’s a point that may help direct your thinking: remember that being able to do something well does not necessarily mean that you like to do it, or that it’s what you should be doing as a career. Sometimes you can do something well because you have had the opportunity to develop that skill or learn about that environment—not because it’s what you are really meant to do in life. In other words, comfort with a skill or subject is not always an indicator of best fit. Ask yourself: “Do I like X because I can do it well… or can I do it well because I really like it?” This is not always easy to figure out, but it’s a very important part of making a good career decision.

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Can you answer these questions about yourself?

never been exposed to, tap into your social media connections and even try Second Life to learn more about different types of jobs, environments and people. (Second Life has excellent opportunities for your avatar to walk around in different environments and see what it would be like to work in a doctor’s office, be an communications professional or a teacher, and so on.)

What am I naturally good at, and what do I enjoy spending time doing?

This is not just about identifying what you do well. You can develop skills that are important and useful, but they may not be the right fit for your career path. Just because you can peel a potato really fast does not mean you want to be a great chef. Look around at your classmates and notice what you do differently, what tasks you like, what experiences you gravitate toward (not just what you can do, but what you enjoy doing). You might not even always be good at a given task right now; sometimes you have to project what could happen if you had the opportunity to develop a skill or explore an interest.

can never be a great “You surfer if you never get on a board or catch a wave. ”

Expand your options before you narrow your choices!

Are there things I have not been exposed to that I might be interested to try?

This is a tricky question because if you have not had the opportunity, how do you know what you might like? The point is to seek out new experiences. Find strategic volunteer or career immersion opportunities, sit in on a new class, speak to people about careers you have

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Are you unsure about your real skills and interests? Try completing some quick skills/ interest assessments. You can often access these through your school or find some reliable online sources through websites such as the Government of Canada Job Bank (http:// www.jobsetc.gc.ca/eng/) or Career Cruising (http://www.careercruising.com/default.aspx).

Always remember that your career path really is a journey. Be ready to change your plans along the way. CO Tara Orchard, Co-ordinator, Career Consulting, Laurier Career Development Centre, Wilfrid Laurier University

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d l u Shotay?

IS

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Should I go?

Mary: completing a Bachelor of Science Co-op, majoring in Chemistry at Dalhousie University

Tom: completing a Bachelor of Science Co-op, majoring in Biology at Dalhousie University

Jayson: completed Bachelor of Arts, majoring in Political Science at Carleton University

Andrea: completed Honours Bachelor of Commerce option in Marketing at the University of Ottawa

Amanda: completed Honours Bachelor of Commerce option in Marketing at the University of Ottawa

Five Post-Secondary Students Discuss Going Away to School vs. Staying Close to Home Where are you from and where do you go to school?

Mary: I am from Bridgewater, Nova Scotia and I attend Dalhousie University in Halifax, which is approximately 100 km from home.

Tom: Home is in Westville, Nova Scotia and I go to Dalhousie University in Halifax, which is about 150 km from home.

Jayson: I’m from Ottawa and have spent pretty much my whole life here. I actually attended two universities. I started in Toronto at York University for a Bachelor of Arts, majoring in Poli-Sci and a minor in Business. After two years I decided to come back home and attended Carleton University, where I completed a Bachelor of Arts majoring in Poli-Sci. Andrea: I’ve lived in Ottawa my whole life, specifically Kanata. I went to the University of Ottawa, which is a 20-minute drive or a one-hour bus drive—always fun to do at 7 a.m. for your 8:30 class.

Amanda: I’m from Regina, Saskatchewan (home of the best CFL team and fans around!) and I moved straight out of high school to attend the Telfer School of Management at the University of Ottawa.

Do you come from a large Was it lonely at first? family? Are you close?

Mary: My immediate family is small—mom, dad, sister—and I’m very close with them.

My extended family, especially my mom’s side, is pretty big. Most of them live far away so I don’t see them often.

Tom: I’m from a small immediate family with a large extended family.

Jayson: Mom, Dad and two brothers (I’m the middle child). As a family of five, we’ve always been close—even though me and my older brother don’t live at home, we come back for dinner at least once a week. If I don’t call home at least once in a week, my mom will panic thinking I’m dead in a ditch.

Andrea: Mom, Dad and sister. We’re not super close, but we are close. My sister is four years older and moved to Toronto for university when she was 18, and now she’s in Holland.

Amanda: I am the only child and am super close to my parents. My dad was so sad that I intended to leave for university—he even tried to bribe me with a new car to stay home instead!

But as a pretty independent person, I was craving an “on my own in the world” experience and was confident in my decision to move away.

Mary: No, I lived in residence and a lot of my school friends went to Dal. I met tons of people in my first year.

Tom: A bit, but I found it was more a change from seeing everyone you know in high school every day to seeing a ton of people you don’t know. I found it easy to adjust to university life.

Jayson: No. I went to the same school as my girlfriend of the time. Also there were actually a couple of friends from Ottawa who went there too. I was never really concerned with being lonely because I figured I’d make plenty of friends at Frosh, or “101 Week” as it is called now.

It’s a lot easier to make friends than you think.

Andrea: I stayed at home for school since I was lucky enough to be close. Because I was at home, I was never lonely in the context of leaving home, but it was kind of lonely not being around the others as often as residence students are.

When all the other students went out to party, it was really easy for them since they’re all together, whereas I was an hour away. I didn’t get to go to a lot of the parties so I was lonely in that sense. Luckily, I still had plenty of friends both at school and home, and whenever I was at school I always had somebody to hang out with, and I made it to as many parties as I could.

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Amanda: Yes and no. I was continuing a relationship with my high school boyfriend and the long distance was REALLY tough.

So I was absolutely lonely for him. But I wasn’t lonely for my parents or the comforts of my hometown. Of course I missed my friends and family at times, but I was very ready to live on my own and experience something new. For me, staying busy was the best way to get over any loneliness. School is busy enough as it is and takes up a lot of time. But I also participated in some competitions and lots of student-run events. Keeping busy made the time fly by.

decision on who else is attending the same school. It has to be the right decision for you and only you. That’s not why I left, though—I left because I just really didn’t like the school or Toronto. York is far from the downtown core, making you feel secluded. York is also considered a commuter school, which is a school where the majority of the population is from the city in which the school is located. This results in horrible school participation as well as really boring weekends if you happen to live on campus.

Mary: Not too often because I am always busy with school and other commitments.

I go home on holidays and days off.

I switched to Carleton because it’s in Ottawa where my family is, making it easy to relocate.

I graduated from Carleton last year with my Bachelor of Arts. Transferring went surprisingly well. I have to give credit where credit is due: York was very easy to deal with, unlike Carleton.

All my classes transferred except a few.

Because of the transfer and loss of credits, I did have to stay an extra year.

Tom: In my first year, about once a month including holidays. Later on in my university degree I’d just go home for some of the major holidays, but my family often visits Halifax.

Andrea: I stayed at school the whole time.

My sister started at uOttawa, but then transferred to University of Toronto after first year and never looked back.

Jayson: I’d make it home for almost every major holiday, like Christmas and summer break. No matter how much I came home, it was never enough for my parents. They’ll miss you more than they care to admit.

Amanda: I did stay and finish my degree in Ottawa. There were a couple times in first year that I considered moving back, mainly because I was missing my boyfriend so much, but it felt right to be in Ottawa and I really liked my program, as well as the city, so I pushed through those couple moments of uncertainty.

I started an internship in Ottawa right after graduation, and have been working here for just over a year. (I’m also happy to say that after almost five years of long distance, my boyfriend has now joined me in Ottawa!)

How often do you go home?

Andrea: Every day! Sometimes even twice a day.

Amanda: When I was in university, I went home a lot for someone who lived over 3,000 km away!

I went home for every holiday (Thanksgiving, Christmas, Easter, etc.) and my boyfriend and parents also came up to visit me when they could.

Plus I spent the first three summers back in Saskatchewan working. The frequency that I was able to get home likely kept me from ever really getting homesick, so I was lucky in that regard.

Will you finish your degree here or will you move closer to home?

Mary: Finish at Dal. There are no universities back home.

What would you tell someone who was thinking about moving away from home for school?

Mary: Live in residence your first year.

Not only is it a great way to meet people, but you don’t have to worry about getting to school or cooking meals. Also, go for the right reasons and not because you want to move as far away as possible. Make sure the school has what you’re looking for.

Tom: I will finish it at Dalhousie University.

Jayson: I started at York in Toronto because a) I got in and b) my girlfriend went there too.

Looking back at that, I was really young and foolish. You really can’t base such an important 18

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Tom: I would recommend to travel if the school you want to attend is distant. But at the same time... if you can live at home for an extra year or two during university, it can really cut down on some of the costs!

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Jayson: I wouldn’t discourage it just because my experience was bad. I’d just caution them to decide within themselves if they’re really ready to go. Maybe you’d rather take a year off, work or travel like I wish I had.

Some general advice: If you’re going away to school, it’s better if you are in a more central location. Also, make sure you scope out the campus, like I failed to do.

Andrea: Read my blog post on the Career Options website! I have a nice little list of pros and cons for staying at home. From somebody who lived at home, I can honestly tell you, I wish so badly I had moved out. I did miss out on few things. At the same time, I saved A LOT of money. These are your last years to save.

I also saved on the extra calories and never got the Freshman 15.

Amanda: I would say that on the whole, it’s an unbeatable experience. I spent my first year in residence with three other students, and then moved into a one-bedroom apartment close to campus in second year. I didn’t have very nice roommates that first year, so my residence experience was pretty negative, but a “learning experience” nonetheless. But living on my own, in my own place, was fantastic. Simple things like getting your own groceries and decorating an apartment to your own taste are a lot of fun and really rewarding. (And of course, the bigger life lessons of being completely independent are good too.)

Would you make the same decision to leave home to study at university again?

Mary: Yes, but it was out of necessity.

Tom: Yes. Jayson: Yes, but not at the same school.

Andrea: Tricky. I chose my school because it was the right choice for me as it was. If all universities were next door to me, I’d still pick uOttawa. If I had to pick between identical schools at home and away from home, I’d pick the school away from home.

Amanda: Yes. Absolutely.

What was the best part about studying away from home?

Mary: New atmosphere, new experiences. It was a great way to start a new chapter in my life.

Tom: The freedom! My parents were quite strict while raising me and I needed to live on my own. Plus I really like living in Halifax, as it is a good-sized city with lots to do!

Jayson: PARTY!!!! But on a more serious note, for most people it is their first taste of independence. So this really is an opportunity to establish yourself as an individual and break free from the shackles of your parents.

Andrea: Best part about studying at home was the support system your family makes. Whenever you stress or break down, they are physically there. It’s better than calling home at 2 a.m. crying. Also my student debt is considerably less—groceries, laundry and rent are all taken care of!

Amanda: The best part was being able to do my own thing without anybody’s approval or judgment. I had my own place, my own rules, my own schedule, my own life. I clearly remember the exhilaration I felt when I first moved into my own apartment in second year.

That’s when I first started feeling like a grown-up! CO

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Parents: Too Much of a Goo d Thing

By Nicole Middleton

I’m sure everybody knows someone like this: that one person who always gets As, never misses a day of school and never, ever gets stuck in detention… you know who I’m talking about. The person who finishes assignments before you’ve even started! I’ve always been jealous of people like that. I mean, how do they do it? Where do they find that kind of self-discipline? It would feel so nice to go into exams knowing you’ve already passed the class.

One day I was thinking about it, and decided that maybe it’s not their fault. Could it be possible that the perfect grades and attendance are the result of years of guidance? Parents are a big factor when it comes to academic success, it can’t be denied. They are the ones who helped you develop the working habits you still use today back in second grade, when you had to write cursive letters over and over again.

Luckily, my parents aren’t the type of people to push too hard about anything. They will, however, share their opinions, make suggestions and give advice. Just this year, for example, I had to choose whether to continue in my academic program at school next year, to drop out completely, or to switch to a more artistic program—a big decision.

Both my parents thought it would be better for me to stay were I was and finish high school in the same program, as it would give me an advantage getting in to universities. At first, so did I. But then I talked to a few graduating students and checked out the artistic program, and decided it was for me. I informed my parents of my choice and they were good with it, especially because I had done my research and had thought long and hard about my decision.

I’m very lucky. My parents understood when I didn’t want to follow in their footsteps.

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Unlike them, I’m definitely not a scientific type, that’s for sure (just look at my science grade).

They got that this was my life, and I had to make some of the choices. Some kids, on the other hand, are not as lucky, with parents who aren’t as willing to let them make their own decisions and learn as they go.

One of my best friends, Marika, certainly doesn’t have it as easy as I do. She’s a great person, very responsible, organized, focused and always on top of every situation. I love going over to her house. Her family is funny, they love to play soccer (so of course, I love them), and they’re always asking me great questions about my life. But when it comes to school, Marika is ALWAYS working, and I mean just about every moment of every day.

Here’s an example: our last book report. The requirements were to read a 200 to 300 page book that is not about a North American or European character (i.e., something different from your own lifestyle) and explain your opinion of the story, as well as giving a short résumé of the events in the book. The due date was five weeks away. Predictably, most of the class (yours truly included) waited until the last week before even starting the book, and we all had a few late nights that week. Marika, on the other hand, had written her report, edited it three or four times and handed it in within the first two weeks of the assignment. I used to think: why work twice as hard for a better grade when you can achieve a good grade with half the effort?

Parents always want their children to live a better life than they had, for whatever reason, but some parents take it a little too far. The results: tons of pressure. Like my friend Marika, these kids are pressured into working overly hard, getting the absolute highest degree of education—and going in a direction they might CO career options

not necessarily want to go. I made my choice of school program knowing that it’s hard to get a job in that field, and that the jobs may not pay too well, but I’m passionate about what I’m doing.

Marika, however, has no choice in her education. She must take every science class and become a doctor—no ifs, ands or buts about it. That would be fine, if she wanted to be a doctor. I know for a fact that she really wants to go into more of a history-related field of work, but because of parental pressure, that will probably not be happening for her.

I can see that her parents have good intentions.

She will without a doubt go to Harvard, or Yale, or some other fancy school, and do very well there. If she stays on this track, Marika will be a talented doctor and—knowing her—cure the world of every disease. But the downside is that she won’t be happy. Sure, she’ll have a big house and money to spend, but she’ll always wonder: what if?

If you think you live a similar situation to Marika’s, talk to your parents about it. Tell them how you feel and let them explain themselves.

Explain that you are old enough to make your own decisions and you need to explore your independence. Remember that they have gone through some of the same things you are going through now, and that they want a good life for you. Hopefully you can reach some middle ground with them. If you’re like me, remember to thank your parents (thanks mom and dad!).

Don’t forget: any choices you make regarding school can pretty much all be reversed. If you decide you made a mistake, you can correct it, even if it means graduating a year late or taking summer school because you need some credits that you didn’t have a chance to earn in the previous years. It’s your life, and your path. CO

it be possible that the perfect grades and “Could attendance are the result of years of guidance?

Parents are a big factor when it comes to academic success, it can’t be denied.

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”

Stu dent Services: A Helping Hand On Campus

By Rebecca Markey

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D

uring the mad rush of Frosh Week and the beginning of classes, first-year students receive a lot of information in a short period of time. In the midst of so much activity, with the pressure on to get orientated quickly, it’s easy for them to overlook the many supports available to assist them outside the classroom.

If they remain unaware of these academic, personal and experiential supports, however, they may find themselves missing out on good opportunities, or worse, scrambling to find help when a crisis hits.

Whether you have academic concerns or health issues, need help finding a job, or just need someone to talk to, the many supports that fall under the umbrella heading of “Student Services” are there to help you in your first year and beyond.

Take a moment to inform yourself of the services available on campus at the institution you plan to attend. While every campus is different, most offer support in the following areas to help you excel both in and out of the classroom:

services “ Additional offered under the

In most circumstances, services are provided to students with a documented disability.

Those with medical conditions that are an issue only occasionally, or only at times of stress, are encouraged to register in advance to be able to access supports if and when they’re required.

To get started, contact your campus accessibility centre when you receive your offer of admission and make an appointment with an advisor.

CAREER DEVELOPMENT: Helps you explore and refine your career goals, develop relevant skills, explore further education, and conduct a job search for parttime and full-time positions. Most campus career centres require you to register with them to access job postings, career counselling and special events. To get started, drop by your career centre, meet the career services staff and create a personal account.

umbrella of Student Services also deal with matters such as student housing, athletics and recreation.

”

Note that most counselling and psychological centres offer immediate services during office hours to students in crisis as a result of assault, partner abuse and other forms of abuse or violence.

INTERNATIONAL STUDENT SERVICES:

HEALTH SERVICES:

ACADEMIC ASSISTANCE:

Helps you develop the academic skills, strategies and competencies you need to succeed. Support in some or all of the following may be provided: note taking, exam preparation and writing, study skills and time management, to name a few. To get started, drop by the academic skills centre on your campus and make an appointment for a consultation.

Offers many of the same services as a family doctor’s office to help students maintain physical and emotional health. Whether you have a health emergency, a question or a bad case of the flu, your campus health centre can provide confidential care, counselling and referrals.

COUNSELLING AND PSYCHOLOGICAL SERVICES:

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Additional services offered under the umbrella of Student Services also deal with matters such as student housing, athletics and recreation, financial aid and community service/volunteer support. The fee to access these basic services is usually included in the fees paid along with your tuition. In other words, you pay for these great services, so make sure you use them!

To find out what supports your campus offers, check out the “Student Services” or “Student Life” section of your school’s homepage for a complete listing. Identify the services that may be of assistance and register with them during the first few weeks of school to ensure that help is available when you need it. CO

ACCESSIBILITY RESOURCES & SERVICES:

Provides support, advocacy and programming for students with learning, physical, sensory and/or mental health disabilities or conditions.

Helps international students get orientated to both the campus and the surrounding area. Services may include accommodation assistance, information on university health insurance, updates on employment policies, and social activities.

Offers students confidential assessment, treatment and referrals for a range of emotional and psychological problems such as anxiety, depression, relationship problems, prolonged stress, eating disorders, phobias and difficulties adjusting to university life. To access these services, contact your campus counselling centre for an intake appointment.

CO career options

Rebecca Markey, Career Counsellor, University of Toronto Mississauga

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CO career options

10 Creative

Résumé tips for High School Students If you’ve ever searched for a job, you know it’s a competition. And usually not just between a few people—sometimes there are hundreds of applicants for the same job. So how will your résumé get noticed when the hiring manager has so many to choose from? Check out this list of ten ideas to help take your résumé from ordinary to extraordinary.

Targeted résumés. For the best results, prepare different résumés for different types of jobs. Each version should highlight your most relevant qualifications for that particular job. For example, a certificate in safe food handling would be really important for a job in a restaurant, but not so much for a clothing store.

Product knowledge. You can show your knowledge of the company’s products and services even without prior experience in their field. For example, if you’re applying at a video store, don’t list “movies” in a boring Interests & Hobbies section—describe your massive DVD collection in a section called Product Knowledge.

Testimonials. If possible, include testimonials from people in authority on your résumé to help demonstrate your excellence to an employer. These could come from reference letters by supervisors, teachers or guidance counsellors. Offer hard copies of letters upon request so the employer knows the testimonial is authentic.

Performance reviews. The best way to prove to an employer that you will succeed with them is to show how you excelled in past work—not in your opinion, but in the view of your former supervisors. Include results from performance reviews from past jobs and work experience placements.

Special qualifications. Some jobs have requirements besides experience and education such as TB tests, immunizations, driver’s licences or vehicles, or specific clothing, footwear or tools. If relevant, include these on your résumé and make it easy for the employer.

Research project. If you want to make a really great impression, WOW the employer by preparing some kind of research report on their business, such as an analysis of their competition. It will show your skill and dedication, and will provide them with something of value. Include an excerpt on your résumé and offer the full report in an interview.

Accomplishments. Achievements are usually perceived by hiring managers as facts, while skills are viewed more as opinion.

For example, instead of just stating “skilled in computer networking” (your opinion), add “created a home wireless network with two desktops, three laptops, and a mini-server.”

Factual examples offer more proof.

Career assessments. Providing results from career exploration programs and assessments can show the hiring manager how well your personality, skills, interests and values align with the industry or occupation you’re targeting.

They show the employer that you would be a good fit for the field.

Most of your competitors will submit bland, uninspiring résumés that only show their education and work experience. Of course those things are important, but why stop there on your own résumé? Going above and beyond will show the hiring manager how qualified you are, and how dedicated you are to getting the job. CO

School awards. Since hiring managers are often concerned about the punctuality, reliability and maturity of high school students, you may want to list your school awards as proof of your character. These may include certificates for outstanding attendance, achievement or something else.

Availability. If you think you have excellent availability compared to your competitors, highlight that in your résumé. Availability is a major consideration for managers, especially in retail and hospitality. If you’re applying for a summer job, tell them you can work any day or shift needed, full-time or part-time.

Michael Howard, author of Alternative Resumes: Definitely Not Your Parents’ Resume Book, is a professional résumé writer specializing in teens, young adults, and the retail and hospitality sectors.

Please visit www.alternativeresumes.com for more information.

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say what?

A Post-Secondary Glossary Post-secondary education has its own vocabulary. Here are a few terms you’ll hear as you make the transition from high school into college or university.

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CO career options

Academic advisor (or faculty advisor): The person who helps you decide which classes to take and provides academic advice about degree programs and academic regulations, practices and procedures. Academic advisors usually work in the faculty or department where you’re registered. Get to know yours!

Admission: Getting accepted into college or university after meeting the admission requirements. This is different from registration, which means enrolling in classes.

Application: The form, transcript, fee and other required documents that you submit to the school(s) you want to attend. Depending on the province where the school is located, you may submit your application directly to the institution or to a central processing centre, such as the Ontario Universities Application Centre (OUAC). Your application is the first step toward getting into a college or university. Next comes admission (getting accepted), then registration (enrolling in classes).

Applying: Submitting your application to the school(s) of your choice.

Auditing: Attending a class without receiving a credit.

Bursary: An award of money toward tuition based on financial need. Bursaries usually don’t have to be repaid. Information about bursaries is available through the Student Awards or Financial Aid office of your college or university.

“

Co-requisite: A required course that is to be taken at the same time as another course.

You must register for both courses at the same time.

Depending on the province where the school is located, you may submit your application directly to the institution or to a central processing centre, such as the Ontario Universities Application Centre (OUAC).

Credit: A unit that gives weighting to the value, level or time requirements of an academic course. To obtain a degree, you are required to complete a certain number of credits. Different institutions have different ways of determining credits. Some schools equate one full-year course (September–April) as being 6 credits, and a half course (September–December) as being 3 credits. Other schools use a credit value of 1 credit per full-year course and .5 credit for a half course.

Department: A branch that deals with a specific area of study within a faculty. For example, the Department of Mechanical Engineering is one department within the Faculty of Engineering.

Early conditional admission: A notice you receive while you’re still in high school telling you that you’ve been admitted into a university based on your Grade 11 or Grade 11 and 12 marks. Once you’ve completed Grade 12, you must submit a high school transcript and meet final admission requirements to be accepted into the university.

Elective: A course of your choice, as opposed to a required course. This is an opportunity to study something that you’re interested in, but that may not be one of the courses you need to complete your degree.

Faculty: 1) Parts of an academic institution that are grouped together based on related academic disciplines; 2) The professors and instructors who teach within a given discipline.

Graduate degree: Usually a master’s or doctorate (Ph.D.). A graduate degree is completed after an undergraduate (bachelor’s) degree.

Graduate student: A student who is working towards a master’s or doctorate (Ph.D.) in a certain discipline.

Honours: A degree program that offers a more intensive concentration in your major subject area. An Honours program usually takes longer to complete than a regular program.

Minor: The academic discipline you choose as your secondary specialization within a degree.

For example, you may wish to complete a major in Communications, with a minor in English Literature. A minor requires fewer credits than a major.

Prerequisite: A course that you must complete before registering in another, usually more advanced course. It is important to know which courses have prerequisites so that you take them in the right sequence.

Program: A prescribed set of courses leading to a degree, certificate or diploma.

Registration: Enrolling in classes once you’ve been accepted into an institution and a program.

Required course: A course that you must take, and pass, in order to graduate or study at a higher level.

Section number: Distinguishes different sections of the same class that are offered on different days and at different times during the semester.

Semester: The main periods of instruction of the academic year: Fall (September–December), Winter (January–April), and Spring/Summer (May–June/July–August).

Syllabus: A course outline that each professor gives to students at the beginning of the semester. The outline lists the readings students must complete, notes when tests or reviews will take place, and helps identify key learning points for the course.

Undergraduate student: A student who is working towards a bachelor’s degree in a certain discipline.

Withdrawal: Dropping a course in the middle of a semester, before the deadline. A “W” will appear on your transcript. If you drop a course after the deadline, you will receive a failing grade for the dropped class. CO

Major: The academic discipline you choose as your primary specialization within a degree. For example, if you’re completing a major in English, the majority of your courses will be in that field.

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Mining in Mind: It’s About You! The Earth Series is Mining Potential ge chan the ! earth

in Aboriginal Communities

By Ann Frampton and Joyce Helmer

Do you have mining in mind as a career option?

Did you know that there are over 80 jobs in mining that individuals looking for work in the mining sector can apply for?

The Earth Series is a tool developed in partnership with Cambrian College and FedNor/ Industry Canada from an Aboriginal perspective that gives potential job seekers a window into mineral industry career resources. The roots of mining in Canada go back over 6,000 years, to when First Nations people traded copper mined from Lake Superior. The first excavation mining activity was carried out by First Nations people, who used copper they produced to make tools and jewellery to trade with neighbors. Today many First Nations are engaging in mining activities as part of their economic development plans, creating new job opportunities and economic stability for their people.

It is a well-known fact that there is a shortage of skilled tradespeople across Canada. There is also

a rapidly growing Aboriginal population that can fill that need and help Canada enjoy continued prosperity. The Earth Series is a collection of materials designed to provide industry-specific information regarding careers in the mineral industry and the paths to attain these. Framed around Aboriginal values and beliefs in relation to the Earth and the mineral industry, The Earth Series is composed of 12 identified mineral industry job categories and over 80 related available employment opportunities.

The Earth Series was developed to promote the mining industry as well as help First Nation communities build relationships and partnerships that value land and mineral resources and access to traditional territories.

This tool can help those involved in all aspects of career development. The Aboriginal business sector has grown dramatically in recent years and is steadily moving towards economic selfsufficiency. Helin (2006) believes that Aboriginal communities are all about generating wealth

and creating jobs. With the support of the Earth Series materials, Aboriginal communities will be better able to identify job opportunities for their members. Employers can use the materials to promote employment opportunities for succession planning, and learners will have access to information that is current and accurate when choosing programs and making informed choices about their career path.

Through an easy-to-use web portal, users have access to information about the mineral industry that is fun and easy to access.

For more information on The Earth Series go to: www.mininginmind.ca For hard copies of The Earth Series contact: Wabnode Center for Aboriginal Services Cambrian College of Applied Arts and Technology 1400 Barrydowne Road Sudbury, Ontario P3A 3V8 1-800-461-7145 ext. 7242 wabnode@cambriancollege.ca

Job Categories: • Administration • Airborne Service • Human Resources • Management • Process Plant • Trades • Mine Operations • Mining Support • Engineering Services • Geological Services Do you have mining in mind?

• Public and Corporate Affairs

• Do YOU have a connection to the Earth?

• Health Safety and Environment

• Do YOU want to make a difference protecting the resources of Mother Earth?

• Then YOU are the PERSON who could have a great career in the mineral industry!

• YOU have the power to change the Earth.

• You ARE the power that will change the Earth!

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CO career options

First Work Experience

By Nicole Middleton

W

hen I was younger, summer break meant beaches, tents, shopping trips, sleepovers, soccer practices and sunshine. Best of all, it meant long, carefree, stress-free, school-free days.

Oh, and sleeping in.

Then I turned 16. To me, this wasn’t at all a big deal, but my mother—never-waste-a-minute successful career woman—had plans for my summer break. She wanted me to get a job.

OK, I could handle that, right?

I was wrong. Very wrong. After handing in a few applications at local stores, I realized that getting a job this way was not going to work.

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The stores were more likely to pick a college student over a 16-year-old high school student with no work experience and a very hectic schedule.

So, to beef up my résumé, I took an internship and got to work with a very cool bunch of people (yes, Andrea, you are the best boss ever :). The company’s business is marketing and communications. For those of you who have no idea what that means, don’t worry, I didn’t either. But I thought this would be a good way to spend my summer because I am interested in marketing, and could see myself doing this as a career.

CO career options

I learned a lot during my internship—things I’m happy to share with anyone who might be interested in one too. Such as…

Work: Based on my experiences, there are at least four major categories of work: 1) The boring, horrifying, scar-you-for-life tasks.

My first assignment was making phone calls all day long. Yep, you got it: 72 phone calls a day for two days straight, to various prospective clients, gathering contact information to be able to harass—excuse me—offer them our services.

But once I realized the worst that could happen was the receptionist hanging up on me, it really wasn’t so bad. Sometimes you have to do work that isn’t the greatest.

I took my “ internship this

summer because instead of flipping burgers or sweeping floors at some restaurant, I could be readying myself for the future.

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4) Lastly, there is the fun and creative work, like writing this article.

This was for sure the best thing I had to do, by far. In comparison with the papers I have to write for school, this had a lot less stress and waaaay fewer rules to follow.

On an internship, some of the work you’ll like, some you won’t. That’s just how it is.

an internship, some of the “On work you’ll like, some you won’t.

That’s just how it is. ”

Day to day: Make sure you know your bus route or driving directions BEFORE your first day. I missed my bus station because I thought it was farther away, and ended up having to speed-walk for 40 minutes in 29˚C weather… not fun. And make sure you get up early. Seriously, it may not (OK, it just doesn’t) feel good waking up, but it helps a lot with punctuality.

Also, stay organized! When I started, I was saving my documents anywhere in the computer, and then I would spend 20 minutes looking for a file. I don’t want to sound like your mother, but keep your room and desk tidy—for real, it helps!

This is part of any job. Just get going and it will be over before you know it.

2) What I like to call “interestingly boring.” This is the kind of work that is interesting because you are learning something, but is also repetitive and slow (for me, this was researching every single company who placed an ad in a magazine).

3) The “travel” category. Why travel, you ask? Think about it: when you’re in a foreign country, everything is really cool and exciting but you have no idea what the signs say or how to order anything at a restaurant. This was the feeling I got when I was researching Aboriginal land claim agreements (what?) of northern Canada. I imagine there are times on almost any job where you feel in over your head—but that can be exciting too.

Environment: My experience was amazing! Beautiful office, great people, good smell (more important than you think) and comfortable dress code (no suits, thank goodness). I hope other interns are so lucky. The only weird thing was this life-size cardboard cutout of a Star Trek character in the office next to my desk…

At the office, there weren’t any stressful days where everyone was rushing around to meet deadlines, although I didn’t go downstairs to where the creative staff worked too often. Oh wait! How could I forget one pretty crazy day—the day I maybe broke the printer. If there is one piece of advice I should give, it is this: Do not—I repeat, DO NOT—break the printer, under any circumstance, any day, at any time, ever.

I’m just kidding, it wasn’t that bad. Well, maybe for me it wasn’t (it was actually pretty hilarious), but I’m sure others had different opinions…

Remember, as an intern, you don’t have as much training and experience as others do, and you’re bound to have an “incident” at some point.

Handle it as gracefully as you can.

The Future: I took my internship this summer because instead of “flipping burgers or sweeping floors at some restaurant,” as my mother would say, I could be readying myself for the future. My parents are not at all helpful to me when it comes to this career choosing thing, as they both pursued jobs in the science field, while I’m gravitating towards a more arts-related field (don’t worry, Mom and Dad, I’m not going to be an artist and starve on the streets, I promise!).

I learned this summer that marketing is actually pretty cool when you see everything that goes into it. Even though I spend most of my time doing research, I still got to see what a lot of other creative people do.

Let me tell you, these are not easy jobs!

It was an interesting summer—some parts were fun, others not so much (don’t make me do any more phone calls, I beg you!).

But I definitely recommend interning. It was a really great experience for me, and I bet it could be for anyone. It was definitely better than flipping burgers all summer… CO Editor’s Note: Nicole is referring to unpaid, short-term internships in this article. In Canada, the word “internship” also refers to full-time work terms, from 8 to 16 months, often completed after year three of a four-year university program (often, but not only, an engineering or commerce degree program).

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Eyes Forward The transition process from high school to careers and independence is important for all young adults.

There are many decisions to be made. Sometimes both excitement and high anxiety arise about facing new situations and challenges.

With support from your family, school guidance counsellors and teachers, you can develop a good transition plan during your high school years. This will help you keep your options open for the future.

High school provides opportunities to experience new settings and to develop workrelated job and social skills. This will help you to choose the best path.

Career planning starts in early high school: • Visit with a school counsellor to talk about your interests and capabilities. A counsellor can help you with vocational assessment and career exploration.

• Join clubs and take part in activities that interest you.

• Use the Internet, books, career fairs, relatives and family friends to find out more about careers that might interest you.

• Take all the required high school courses for entry into the university, college, trade school or training program that you are interested in.

• Take vocational programs offered in high school if a vocational career interests you.

• Try to get early work experiences such as summer jobs, volunteer jobs or part-time work. This is a great way to gain skills and develop references for future work.

• Keep thinking about your interests and capabilities as you near the end of high school—are you still interested in the same things? If not, re-define your goals.

• Keep a list of any gaps in knowledge or skills that you need to develop to reach your goals.

Find out if the educational institution makes, or can make, these accommodations.

Support for Post-secondary Education

Most colleges and universities receive provincial grant funding to provide support services to students with disabilities. The aim is to provide equal access to education and training. Each university or college has an office that assists students with special needs.

You can usually locate the office by doing a search for “special needs” or “disability resources” on the university’s website.

The special needs office can advise you of the specific services that are available, and any constraints that exist.

You may decide to pursue post-secondary education and training. After you have identified the post-secondary schools (universities, colleges, vocational programs in the community, trade schools, etc.) that offer the training you need, it may be very helpful to visit the school.

Speaking with instructors, sitting in on classes and talking with other students will help you to know what accommodations would be helpful to address any special needs you may have.

Classroom accommodations can depend on the individual professor or instructor, so it is not always a consistent situation from one class to the next. Most of the typical accommodations are for people with physical or sensory disabilities. There are a growing number of students with learning disabilities, and so there is increased awareness for new approaches to accommodation in some places.

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Able autistic individuals can “ rise to eminent positions and

perform with such outstanding success that one may even conclude that only such people are capable of certain achievements.

”

Dr. Hans Asperger, 1944

You may also need to arrange specific accommodations if you are planning to live in residence. Some university residences have a broader scope of supports. It can be very helpful to coordinate the accommodations between academic and residential situations at the university with the help of the university’s special needs office.

Adult Special Education (ASE) programs are offered at many postsecondary institutions across the country. ASE programs and courses provide adult students with flexible learning opportunities to gain the skills and knowledge necessary to increase independence, participation and academic success. Some programs are geared toward employment readiness.

Canada Study Grants for Students with Permanent Disabilities: If you have a physical or learning disability that limits your physical or mental ability to perform the daily activities necessary to participate fully in post-secondary studies, you may qualify for Canada Study Grants, provided you meet the eligibility criteria for assistance under the Canada Student Loans Program for full-time or part-time study. The Canada Study Grant for Students with Permanent Disabilities can provide up to $8,000 per loan year to help pay for exceptional education-related costs associated with your disability. These costs may include tutors, oral or sign interpreters, attendant care for studies, specialized transportation (to and from school only), learning disability assessments, note takers, readers and braillers. To be eligible for this grant, you must need such exceptional education-related services or equipment to perform the daily activities necessary to participate in studies at a post-secondary level. Program information: http://www.sdc.gc.ca Inquire at any post-secondary education institution, or contact a Provincial or Territorial Student Assistance Office.

New technologies can be a great assistance for some of the challenges of Autism Spectrum Disorders in education settings.

There may be a need for: • A laptop computer and specialized software.

• Specialized math software can be obtained in order to accommodate any physical challenge with handwriting.

• There are also programs that transcribe speech, so if there are auditory processing issues, you could record a class on a tape, and then have the computer transcribe the lecture into print for studying.

The same is true for dictating written reports. CO Editor’s Note: This article is posted on the Autism Society Canada website and reproduced with the Society’s permission. The information and advice presented here is applicable to students managing a variety of challenges.

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CO high school edition

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Transitioning into Post-Secon dary Education

By Nancy Marenick

A

s someone who works in a university Writing Centre, I have had the privilege over the years of speaking to countless students thinking about their options beyond high school, as well as teachers from across the province. In these presentations and discussions, I usually build on a common theme: “But it worked for me in high school...!”

What I mean by this is: students often assume they can use the same methods at university as they did in high school. Unfortunately, many of them discover there’s a big difference, often in mid-October or even later. They may feel that they worked hard enough in high school, and got the good marks to prove it; however, they soon realize they could have paid more attention and put more effort into their class work and assignments. Coasting through high school just does not make the grade in post-secondary institutions. Feeling overwhelmed is a common experience. So what will help them make that transition from high school to university or any other post-secondary institution? Here is my advice to students:

“

1

Research where you want to go. Choose an institution where you think you can flourish and grow in all aspects of your life. Your success is the university’s goal. Check out their websites and talk with people who have attended that institution to get a feel for what it would be like to live and study in that environment. Call the Admissions department and arrange for a campus visit if you can.

Schools welcome high school students for tours. Even if you can’t visit, make your choice based on sound reasoning, not on the pictures in the calendar or on where your friends are going.

No one will be there to get you out of bed for your 8:15 class or keep you on top of your assignments, either. Those are your responsibilities as a university student.

”

2

Get excited about your education. Start today and put more effort into that report that’s due next week. Do it before Mom asks if you’ve started it yet. Here’s why: at university your days will be less structured than they are in high school. You need to take charge, be responsible, and plan your time wisely— without anyone reminding you. No one will be there to get you out of bed for your 8:15 class or keep you on top of your assignments, either. Those are your responsibilities as a university student.

3

Set high but reachable goals for yourself.

Think of your goals like shooting a basketball: you must aim higher than the rim in order to get the ball in the hoop. Aim high with your goals, too. Don’t accept just passing a course; challenge yourself to reach higher, but maintain reasonable expectations. When you challenge yourself, you are more engaged in what you are learning, and usually more successful.

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4

Take advantage of supports and services available to you. On average, students see a 13-point drop in their marks from high school to university.

Seeking supports to deal with the drop is an intelligent move. Most postsecondary institutions now have Writing Centres where instructors act as objective readers who look at the context of your writing, the flow and structure, rather than the content. These are not remedial centres; on the contrary, students at all levels of “academic preparedness” use supports like Writing Centre (J. B. Cuseo, 1999). Call and book an appointment to brainstorm your topic as soon as you get an assignment. Or go over a section of your draft, and then apply the instructor’s suggestions to the rest of your paper.

First-year experience (FYE) programs are another invaluable service at many institutions; they are designed to give you strategies to make you more successful in your other courses. As K. P. Cross (1992, as cited in Cuseo, 1999) notes, FYEs “focus on the development of student competencies and skills that are likely to withstand the ‘test of time.’”

In these seminars you develop or enhance your critical thinking, hone your writing strategies, improve your time management skills and discuss ways to handle stress better—“information that is neither covered in high school, nor is it explicitly covered anywhere in the undergraduate curriculum” (Cuseo, 1999).

Some FYE programs are for credit, others aren’t. Nonetheless, supports such as these give you an added advantage, especially in your first year. You can build on strategies that worked well in high school and try different ones in areas that need some adjustment. FYE programs help you communicate more clearly in your courses. Students who take advantage of programs like these are usually the same students who use many other supports offered within the university community.

Count yourself among this group.

5

Be prepared for class. Show your engagement with the subject.

Be a sponge, an active learner. Take all the strategies you’ve learned in your FYE program and apply them in class. Read assigned articles before class. Ask questions or, even better, answer questions during class; make connections between what you are learning and what you already know. It’s a powerful experience.

6

Get actively involved in your education, academically and socially.

Once you comfortable with the increased work load at university, get actively involved in the university community. As you embrace this new stage of learning, not only do the old high school habits give way, but your capacity for knowledge broadens and you grow as a person, becoming more confident, well-rounded and well-spoken.

None of these suggestions is new or unique; however, if you care about yourself and invest time and effort in your education, you will succeed.

You do this by challenging yourself, taking different courses, and getting involved in a school club, association or team. You will not be the student who says, “I wish I had known about that support or taken advantage of that program earlier.” You will know the ways to overcome the obstacles that you encounter and act appropriately. You will learn, excel and graduate. CO Nancy Marenick, Director, The Writing Centre, eXcel, APEX, and LEAP programs, St. Francis Xavier University 42

VOLUME III, FALL 2010

CO career options

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VOLUME I, FALL 2008

CO career options

Questions…

Decisions…

What Should I Do? What Will I Become?

er? butch er? bak

By Margo Royce

W

ith high school graduation looming, you may be asking yourself some big questions about your future career.

It’s not easy making one of the most important decisions in your life before you even graduate from high school.

And it’s very few people who know “what they want to be when they grow up” from an early age.

Some people settle for a job they don’t really like but find a hobby they love. Don’t settle—turn that hobby into a job you love! With literally hundreds of careers from which to choose, the skilled trades might offer the way to make it happen for YOU!

What do you love to do?

Do you like to cook and create in the kitchen? Become a chef! Do you like to be outside, working on your garden? Look into horticulture, landscaping and forestry! Are you interested in theatre and film?

How about set decorating or lighting? Have an entrepreneurial spirit?

Be your own boss—lots of young men and women have started up their own businesses!

The list is endless—butcher, baker, cabinet maker, welder, crane operator, plumber, boat builder, aircraft mechanic, electrician—there are over 500 one-of-a-kind careers just waiting for you to discover in the skilled trades!

Hey, if you don’t see yourself wearing a suit, sitting at a desk in some company’s cubicle, don’t forget: you have options. Do you want the satisfaction of seeing what you have accomplished at the end of each day?

Do you want to use your physical abilities and ingenuity? Pick a trade!

If you want a secure career at the end of your education and don’t want to risk not finding a job, again, there are options. Apprenticeship trades are in demand! Baby boomers are retiring and Canada has a serious shortage of skilled workers. Want a job? Get a trade!

Graduate from high school Like university or college, the entrance requirements for most apprenticeships include Grade 12. A pre-apprenticeship may also be an option while you are still in high school.

Earn while you learn!

“Apprentices not only benefit from the ‘earn while they learn’ dynamic of the apprenticeship training process, they also become confident of the security and accomplishment that mastering a trade provides.”

– Ken Georgetti, President, Canadian Labour Congress

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Pay less tuition and avoid big student loans “During high school, I knew I wanted to go to school for the least amount of time possible. When I graduated, I chose to pursue my apprenticeship because I figured that I would at least be getting paid. I didn’t want to go into college or university and come out with tens of thousands of dollars of debt for something I wasn’t completely sure I wanted to do.”

– Cheyenne Ruether, 1st year apprentice, Auto Body Technician, Edmonton, AB

Graduate with a higher starting salary A recent survey of apprentices completing their first year of in-school training in Canada shows that they expect to earn an average annual income of between $52,000 and $55,000 upon graduation. Compare this to the responses received from undergraduates expecting to make $42,250 and college grads expecting to make $45,400.

Like to travel and work anywhere in Canada?

Depending upon their trade, apprentices who have obtained their certificate and attained Journeyperson status can write an inter-provincial exam to obtain a Red Seal endorsement and practice their trade right across the country! To travel with a trade, go to www.red-seal.ca.

And there’$ more...

Through the Apprenticeship Incentive Grant and the Apprenticeship Completion Grant, registered apprentices who complete their apprenticeship training and receive their journeyman/journeywoman certification in a designated Red Seal trade could be eligible to receive up to a maximum of $4,000. Visit www.servicecanada.gc.ca/eng/goc/ apprenticeship.shtml for more information.

Get the job you love and the life you want to live!

Explore your interests, skills and abilities. Unlock your potential and find a career you will love! Your future starts today. Go for it!

Want to know more? www.careersintrades.ca Information on apprenticeship and skilled trades careers www.apprenticetrades.ca Information on apprenticeship training and how to get started www.red-seal.ca Information about Red Seal trades and contact information for provincial and territorial apprenticeship offices www.ellischart.ca Information about apprenticeship training requirements in each province and territory www.workingincanada.gc.ca Information about careers that are in demand, their average salaries and work environment www.hrsdc.gc.ca Information about Government of Canada programs for skills development http://www.skillscanada.com Information about skilled trades and national skills competitions www.councils.org Information about various industry sectors and job opportunities The Canadian Apprenticeship Forum-Forum canadien sur l’apprentissage (CAF-FCA) is the only inclusive national body that brings together all of the stakeholders in Canada’s apprenticeship community. Visit www.caf-fca.org for more information. CO Canadian Apprenticeship Forum-Forum canadien sur l’apprentissage, 116 Albert Street, Suite 812, Ottawa, Ontario K1P 5G3 46

VOLUME III, FALL 2010

CO career options

How I Became a History Major

When I left high school, I was 100% sure I wanted to do something science related. Thinking back, I should have realized that my favourite high school classes were art and history. However, I ignored that fact and entered the college of Arts and Science to study sciences. In typical Erin fashion, I threw myself into the sciences, stopping to do only two history classes as electives. During this time I was rather unhappy with my classes, and the marks I received were not up to my standards. However, I was “sure” science was what I wanted to do. I finally decided to declare my major as Biochemistry. Even with this declaration, I knew I could still change my mind, and I tossed around ideas ranging from education, to pharmacy, to toxicology.

When I entered my second year, every last one of my classes was a science class. I was stressed and miserable. Midway through that semester, I knew that if I was going to stay 48

VOLUME III, FALL 2010

By Erin Armstrong

found that I actually “Ilooked forward to

in university, I would need to make a drastic change. Thinking back to my first year, I remembered really enjoying my history classes.

So in the second semester of my second year, I dropped almost all of my science classes and registered in history classes. That was an amazing semester! I found that I actually looked forward to being in class, and the time went by so fast. I was enjoying what I was learning, and my grades were better because of it.

Was it tough to change? Yes and no. It was an adjustment to change to a different class format, to leave behind friends and to write essays again. But offsetting those changes was my newfound happiness. I met new people, started enjoying writing essays and learned to adapt to the different classroom style.

In the end, I learned that being happy with what I was taking was the main objective.

CO career options

being in class, and the time went by so fast.

I was enjoying what I was learning, and my grades were better because of it.

”

I’m still enjoying my history classes today, and I’ve also found the time to enjoy art classes as electives! CO Erin Armstrong is from Saskatoon and is currently completing her third year at the College of Arts and Science at the University of Saskatchewan. Thanks to Erin for allowing us to reproduce part of her blog.