Section outline

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    General

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    Welcome!

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      Mark as done

      Engaging Teens in Exploring Green Careers

      eeCourse

      Engaging Teens in Exploring Green Careers


      Jump to: Course Overview | Module 1 | Module 2 |  Module 3 | Module 4 | Module 5 |  Module 6
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    Course Overview

    Welcome to the “Engaging Teens in Exploring Green Careers” online eeCourse! This course is designed to help you to explore a variety of strategies, tools, and resources you can use to help high school youth on their path to a green career! There are six modules to complete, which in total should take about 8-12 hours. You will need to complete all of the assignments in order to receive your Certificate of Completion and access to the online training toolkit. While you are free to complete modules and assignments at your own pace, we recommend a suggested course pace below. 


    Course Objectives and Expectations

    By the end of this course, you will be able to: 

    • Identify where your work falls on the work-based learning continuum
    • Describe and give examples of ways to engage students in developing post secondary workforce skills
    • Identify at least three resources to support career development programming
    • Design strategies for incorporating career development into programming

    As a participant of this workshop, it is expected that you:

    • Commit the time required to complete all readings and assignments.


    Completing Tasks and Assignments

    For each Module, you will record responses to prompts and complete tasks in a Course Journal. At the end of each module, you will submit your Course Journal with the relevant sections completed. 

    The Course Journal and other documents will be provided in the form of Google Docs.  You can either download as a Word document or "Make a Copy" under the File menu to edit it as your own. Assignments can be submitted as Google Docs by using the link-sharing feature. Assignments can also be submitted by attaching Word documents. If you have questions or would prefer another option, please contact Lisa Eadens at lisaeadens@caee.org.

    CAEE can provide you with a certificate of completion for 12-hours of work, however, you must complete all assignments. Additionally, you will need to complete all course assignments in order to receive access to the online training toolkit.


    What is the online training toolkit? 

    The online training toolkit includes access to resources and tools via a shared Google Folder, which includes: handouts, activities, presentations and more that you can download and edit to use with your audiences!


    Required Materials

    • Access to reliable internet and a desktop computer or laptop.


    Grading

    • Assignments must be completed with a score of 2 as indicated on the scoring guide.
    • To receive a certificate of completion, you must complete all assignments and receive the scores as indicated above.

    Important Dates

    This course runs for 8 weeks, from January 27 - March 21, 2025. This is a completely asynchronous course. You may learn at your own pace. However, we strongly recommend that you spread out your work so that you aren’t rushed at the end. To help with that, we’ve set suggested deadlines for activities throughout the course. I will also be sending regular emails reminding you to keep up the great work! 

    Suggested Course Pacing: 

    • Module 1 - Complete by February 5
    • Module 2 - Complete by February 14
    • Module 3 - Complete by February 26
    • Module 4 - Complete by March 7
    • Module 5 - Complete by March 14
    • Module 6 - Complete by March 21

    Additionally, you will be required to attend at least one 1-hour online discussion with fellow eeCourse participants to share ideas, reflections on course materials, and/or final course project materials. Three options are provided below. Calendar invites to all three options will be emailed to you. Please "accept" the invitation to the online discussion(s) you wish to attend.


    Meet Your Course Moderator

    Your course moderator is Lisa Eadens. Lisa is the Program Coordinator for CAEE and has been with CAEE since 2013. She coordinates the Careers in Natural Resources Initiative along with CAEE’s professional development programming, and Awards for Excellence in EE. She will review and score your assignments, offer feedback and be available for the optional course meetings to answer questions. 


    Getting to Know the Course

    Please watch this video walk-through from the Kentucky Association for Environmental Education to learn how to navigate course modules, materials, and assignments in Moodle.

         

         


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    Module 1 - Practices in Career Development for Teens

    Description:
    How do we help students develop the skills needed to pursue green and environmental careers? Module 1 will introduce you to several resources on work-based education, career and technical education (CTE) and Colorado essential skills and to help get you thinking about ways you can incorporate skill development into your programming.

    Objectives: 

    After completing this module, you should be able to:

    • Identify where your work falls on the work-based learning continuum 
    • Describe and give examples of ways to engage students in developing post secondary workforce skills

    Assessment:

    (Estimated module length: 1 hr 15 min)


    Module 1 Tasks

    • Students must
      Mark as done

      Work-Based Learning Continuum

      The Colorado Department of Education defines work-based learning as a continuum of activities that occur, in part or in whole, in the workplace, providing the learner with hands-on, real world experience. It combines skill development with training opportunities and is a key strategy in Colorado for developing talent and preparing Coloradans for the workforce.

      TASK 1: Create a personal copy of the Course Journal.

      Access the template Course Journal. Next, either Make a Copy of this file to edit as your own Google Doc or download it as a Microsoft Word document. Click File > Make a Copy or Download. You will record responses to prompts and complete tasks in your own version of the Course Journal throughout this course. At the end of each module, you will submit your Course Journal with the relevant sections completed.

      TASK 2: Review Colorado’s Work-Based Learning Continuum (see larger version here). In 3-6 sentences each, answer the questions below in your Course Journal.

      Colorado's Work Based Learning Continuum

      1. Where does your work or the work of your organization currently fall on the continuum? 

      2. What is your organization currently doing to engage teens in career exploration? 

      3. What would you like to be doing?


    • Students must
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      Building Student Skills


      In 2008, Colorado passed legislation (Senate Bill 08-212) that requires the State Board of Education to adopt content standards that prepare students for the 21st century workforce and for active citizenship upon receiving a high school diploma. In addition to the requirement that students meet those content standards, students must also develop and demonstrate skills essential for success in professional life. Many of these skills can be met through career exploration and development programming. 

      TASK 3: Watch the video below which introduces practices and resources for supporting teens in career development. Then, in your Course Journal, write a short paragraph reflecting on your areas of strength and areas of opportunity that you see for your work in each of the different components described in the video.


           

           


      TASK 4: Refer to the list of Post Secondary and Workforce Readiness Skills (also called Essential Skills), which were updated in 2023, in the image below (read more about them in this report) and complete the table in your Module 1 Course Journal by filling in a challenge that you or your organization currently faces or could face in incorporating development of each skill into your programming and one or more ideas you have for how you could overcome those challenges. 
      Post Secondary and Workforce Readiness Skills


    • Students must
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      Supporting Work-Based Learning


      TASK 5: The following tools and resources are particularly useful for career influencers who host work-based learning experiences like internships or apprenticeships. Select one of these resources to read that is relevant to your work: 

      • Work Based Learning Toolkit - Explore one or more resources in this toolkit, which include an Employer Guide for a Successful Internship, an Employer’s Guide to Work-Based Learning Activities, Making Youth Employment Work: Essential Elements for a Successful Strategy, Promising Practices in Work-Based Learning for Youth and more!


      • Meaningful Career Conversations - This resource consists of career conversation starters and conversational prompts that align to each of the college- and career-readiness standards. Employers and industry-based partners can use these conversation starter prompts for multiple purposes: (1) interviewing candidates for apprenticeships, internships or job openings; (2) mentoring students or new employees; and (3) promoting professional growth and development during formative and summative assessment (e.g., performance evaluations and job coaching sessions).


      • Colorado Career Conversations - The purpose of the Colorado Career Conversations Training Project is to provide free, high-quality, professional development to individuals throughout the state who are positioned to have career conversations with students, job seekers, clients, or others who may need support navigating career decisions.


      TASK 6: In 1-5 sentences each, answer the following in your Course Journal:

      • Which resource did you explore?

      • What was something new or useful you learned from the resource?

      • How can you incorporate the information from this resource into environmental and green career programming and/or experiences?


    • Submit Module 1 Course Journal Assignment
      Students must
      Make a submission

      Submit your completed Module 1 Course Journal.

      • You may upload a Word document or submit a link to a Google Doc. If you submit a link to a Google Doc, adjust the sharing settings so that it can be viewed by anyone with the link. Click the blue Share button in the top right. A new box will open, under Get Link, select 'Anyone with the link'.
      • View scoring guide below or a larger version here:

      Scoring Guide


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    Module 2 - Creating Awareness

    Description:

    Many high school youth lack basic awareness of the green career pathways available to them. To meet this challenge, this module outlines several strategies, tools and resources that you can share with your audiences. 

    Objective:

    After completing this module, you should be able to:

    • Identify at least three activities and/or resources to help teens explore green careers.

    Assessment:

    (Estimated module length: 1 hr 45 min)


    Module 2 Tasks

    Not available unless: The activity Submit Module 1 Course Journal is marked complete
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    Module 3: Making it Relevant

    Description:

    Another challenge to engaging high school students in green career exploration is that they might not think that green career pathways are relevant or fulfilling. This module highlights resources and messages you can share with your students about the benefits of a green job and examples of personal connections that might help them see themselves in a green job.

    Objectives:

    After completing this module, you should be able to:

    • Identify five benefits of a green job

    • Identify three different approaches for securing a green job


    Assessment:

    (Estimated module length: 1 hr 45 min)


    Module 3 Tasks

    Not available unless: The activity Submit Module 2 Course Journal is marked complete
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    Module 4: Building Pathways

    Description:

    Many high school students lack understanding of how to get experience and education to build a green career. Explore the resources from the Colorado Careers in Natural Resources Initiative that highlight ways you can help high school youth navigate education and experiential opportunities in Colorado.


    Objectives:

    After completing this module, you should be able to:
    • Identify two resources for helping teens understand the educational and experiential pathways to a green career.

    Assessment:


    (Estimated module length: 1 hr)


    Module 4 Tasks

    Not available unless: The activity Submit Module 3 Course Journal is marked complete
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    Module 5: Putting it all together

    Description:

    In Modules 1-4 you learned about practices in career development, tried out a few career engagement activities, and explored several resources to help you support your teen audiences by raising awareness, making it relevant and building pathways to green careers. In this module, you will put it all together by completing an teen engagement plan.

    Objective:

    After completing this module, you should be able to:

    • Design strategies for incorporating career development into programming.

    Assessment:


    (Estimated module length: 1 hr 15 min)


    Module 5 Tasks

    Not available unless: The activity Submit Module 4 Course Journal is marked complete
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    Module 6: Final Reflections and Next Steps

    Description:

    This module includes opportunities to continue to engage and learn about supporting teens in green career development as well as final reflections and feedback from you about the course.


    Objective:     

    • Understand future opportunities for career influencer support and training.


    Assessment:


    (Estimated module length: 1 hr)


    Module 6 Tasks

    Not available unless: The activity Submit Module 5 Course Journal is marked complete
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    Certificate of Completion