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«A Resource Guide for Parents and Teens Developed and Compiled by the Youth Council of the DuPage Workforce Board A Letter to Parents: Your teen’s ...»

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Alternate versions of the COMPASS Reading and Writing tests are available for students with disabilities. Prior to testing, students must submit appropriate documentation of their disability to the Center for Access and Accommodations. Academic Testing Center, Glen Ellyn - Main Campus Berg Instructional Center (BIC), Room 2405, (630) 942-2400 Fax: (630) 942-3724 Specialized Testing Center, Glen Ellyn - Main Campus Berg Instructional Center (BIC), Room 2407, (630) 942-2400 Fax: (630) 942-3724 A Video - What you need to know about COMPASS Placement Testing http://www.cod.edu/admission/testing/placement.aspx College of DuPage COMPASS Placement Testing Tests in the area of reading, writing, math, writing essay and English as a Second Language are given to students to determine the appropriate course placement and satisfy course prerequisites. Scores from COMPASS placement tests are used to prepare a course of study that will be relevant and meaningful for students as they work toward successful completion of their educational goals, Click here for placement test information and FAQs. Workshops are offered to aid in preparing for the Reading, Writing and Writing essay tests. Click here for a list of workshop dates and times.

Alternate versions of the COMPASS Reading and Writing tests are available for students with disabilities. Prior to testing, students must submit appropriate documentation of their disability to the Center for Access and Accommodations. Click here for more information.

Academic Testing Center, Glen Ellyn - Main Campus Berg Instructional Center (BIC), Room 2405, (630) 942-2400 Fax: (630) 942-3724 Specialized Testing Center, Glen Ellyn - Main Campus Berg Instructional Center (BIC), Room 2407, (630) 942-2400 Fax: (630) 942-3724 A Video - What you need to know about COMPASS Placement Testing http://www.cod.edu/admission/testing/placement.aspx.

College Education ProCon.org is a nonpartisan, nonprofit website that presents facts, studies, and pro and con statements on questions related to college education and its impact on society.

Did You Know?

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By Steve Rosen, The Kansas City Star Sunday March 23, 2014 Here's a typical college scenario: Your daughter's dream job is to be an elementary school teacher and reading specialist. Yet she'll need to dive deep into debt to pursue her undergraduate degree and borrow more if continuing to grad school.

She's worried rightfully about her financial future, and she's looking for answers.

How much debt might she be saddled with? How much will her college degree translate into salary once she lands a job? And what budget-squeezing sacrifices might be necessary to repay the swath of loans?

Those types of questions are on the minds of countless college students. And with student loan debt now topping the $1 trillion mark, there's a greater urgency for answers and outcomes.

A new online service, GradSense, connects those costs and benefits questions with helpful data and financial planning advice.

Launched earlier this year, GradSense is being used at more than 30 schools around the country, including Kansas State University, the University of Missouri-Columbia, Ohio State University and the University of Kentucky.

The service, developed jointly by the Council of Graduate Schools, a higher-education organization with more than 500 member-schools, and financial services company TIAA-CREF, aims to help students better understand the impact of their field of study on their future earnings potential.

The key component of GradSense is an interactive debt-to-salary calculator, which can be accessed at www.gradsense.org. While federal data is available for student loan debt and occupation-specific salaries, it's often not easy to mine and requires sifting through several databases. Moreover, there are no financial education resources to offer context to the numbers.

The GradSense debt-to-salary calculator, on the other hand, pools all the relevant data into a simple-to-use tool that gives users a baseline to compare. Students start by clicking on the desired degree they hope to attain, the field of study and a more specific occupation after graduating.

Take teaching, for example. A student seeking an undergraduate degree in education will accumulate a median debt of $27,000, based on data for students who graduated in 2011-2012. The median debt level climbs to $33,250 if pursuing a master's in education, according to GradSense.

Next, the calculator shows expected salary levels: starting, middle and expert pay grades. A K-12 teacher in a nonscience or nonmath field could earn in a range of $12,840 on the low end to $64,200 on the high end, with the median salary of $42,800.

That's based on 2010 data of students who graduated with a bachelor's degree and who worked full time or part time, according to GradSense.

After using the calculator, GradSense steers users through a four-part program that shows the impact of student spending decisions, provides advice for repaying student loans, offers guidance on transitioning from college into a career and tips for reviewing and negotiating job offers.

Contact Steve Rosen at srosen@kcstar.com or write to him care of The Kansas City Star, 1729 Grand Blvd., Kansas City, MO 64108.

Module Three

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How Parents Affect Their Child's Career Choices As a parent, you know that you affect your child's career development and career choice. You also know that the career choices young people make will affect their job satisfaction, where they live, how much they earn, and who their friends are. The two

sections below will help you in helping your child:

How You Affect Your Child's Career Choices

You affect the level of education or training that your children achieve: the knowledge they have about work and different occupations; the beliefs and attitudes they have about work; and the job skills they learn.


 The attitudes and behavior you reward and punish, approve or disapprove of  The expectations you have for your children's education and career  The examples you set for your children  The influence you exert on who is around them – the children and adults who will become their "significant others"  The opportunities you offer your children to learn and develop  The kind of parent-child relationship you develop 8 Ways to Help Your Child's Career Development

1. Encourage Your Children to Become Life-Long Learners.

2. Strengthen Their Self-Understanding.

3. Develop Their Knowledge about Work.

4. Teach Them Decision Making Skills.

5. Value Gender Equity and Cultural Diversity.

6. Become Aware of Career Resources.

7. Help Them Learn About Skills.

8. Observe the Effects of Part-Time Work.


by Ron Visconti Do you know what your life goals are? What motivates and directs your work? If you ask yourself these questions, wouldn't it make your career choices much easier? Dr. Edgar Schein wrote a career assessment book entitled Career Anchors: Discovering Your Real Values. In this book, he states that everyone has one dominant “anchor” and motivator, as it relates to work.

From my experience in talking with all kinds of people, it is clear that not everyone has the same ambitions in work. Some people are very content to have a quiet, uneventful job, while others thrive on constant change and excitement. In short, we are all different, and our motivators are an “internal barometer” of who we are and what we want.

Dr. Schein outlines eight main career anchors:

 • Technical/Functional Competence  • General Management Competence  • Autonomy/Independence  • Security/Stability  • Entrepreneurial Creativity  • Service/Dedication to a Cause  • Pure Challenge  • Lifestyle How do these motivators relate to you? Each and every one of them is a statement of what you want (or don’t want). To clarify these concepts, I will describe the eight anchors and what kind of work fits each.

Technical/Functional: Enjoy using core skills; skills don’t have to be technical in nature; can be a human resources worker or a secretary and enjoy using the skills needed for those positions;

motivated by learning new skills and expanding current knowledge base.

Type of Work: What turns these types on is the exercise of their talent; satisfaction with knowing concepts. If it is not a challenge, technical/functional types feel bored and/or demeaned. Content of actual work more important than the context of the work. In other words, it is the actual work they are concerned with not the organization or the overall mission of their work; teaching and mentoring offers opportunity to demonstrate expertise.

General Managerial Competence: view specialization as limiting; primarily want to manage or supervise people; enjoy motivating, training and directing the work of others; enjoy authority and responsibility, and when someone strips of control it is “demotivator;” thrive in three areas of competence – analytical, interpersonal/intergroup, and emotional.

Type of Work: high levels of responsibility, varied, integrative, leadership.

Autonomy/Independence: need and want control over work and want to be recognized for achievements; can’t tolerate other people’s rules or procedures; need to do things their own way;

independent consulting and contract work would be a good fit for these people; want to be left alone to do their work; just give them instructions on what you want, when you want it and let them “go to it!” Type of Work: seek autonomous professions such as consulting, teaching, contract or project work, or even temporary work; part or full-time acceptable.

Security/Stability: safe, secure, predictable are buzz words; motivated by calmness and consistency of work; don’t like to take chances, and are not risk-takers; stable companies are best bets; strive for predictability, safety, structure, and the knowledge that the task has been completed properly; unused talents may be channeled outside work.

Type of Work: stability and predictability are key; emphasis on context of job rather than content or work (in other words, pay, benefits, work environment most important).

Entrepreneurial Creativity: like the challenge of starting new projects or businesses, have lots of interests and energy, and often have multiple projects going at once; different from autonomy in that the emphasis is on creating new business; often pursuing dreams at early age.

Type of Work: strong need to create something new; bored easily; inventions; restless;

constantly seeking new creative outlets.

Service/Dedication to a Cause: motivated by core values rather than the work itself; strong desire to make the world a better place.

Type of Work: high concentration of service-oriented professions, motivated by pursuit of personal values and causes.

Pure Challenge: strongest desire is overcoming obstacles; conquering, problem-solving; competition;

winning; constant self-testing; single-minded individuals.

Type of Work: careers where competition is primary.

Lifestyle: have a high need to balance work and the rest of life; enjoy work, but realize that work is just one of many parts of life that are important; subscribe to philosophy of “work to live”, rather than “live to work.” Type of Work: careers must be integrated with the rest of life flexibility; desire to work with organizations that accept and promote balance; some individuals unwilling to relocate for reasons of life balance.

These are the main career anchors outlined by Schein and measured by his Career Orientations

Inventory. In his book he discusses the concept of the career anchor in-depth, raising such thoughtprovoking questions as:

 Are there other career anchors?

 Can one have more than one anchor?

 Do anchors change? And finally,  How does one match individual needs and those of the organizations?

When embarking on career exploration, the concept of career anchors is just one of many useful selfassessment scales. It is a way of pinpointing who you are and what you want, so you can better define what you are seeking in a job.

Source: Schein, Edgar H., Career Anchors: Discovering Your Real Values, San Diego: Pfeiffer & Company, University Associates, Inc., 1990.

A large part of your life will be spent working. The average person will work 40 or more hours a week, 50 weeks a year, from about age 20 until retirement, adding up to 90,000 hours. It is important that you spend much of that time enjoying what you do.

While you can’t control some parts of your life, it is possible to choose your own occupation.

Our intention is that you will be able to use this guide toward choosing a rewarding career that is right for you. Through identifying your goals, interests and skills, and focusing on those fields for which you are best suited, you will most likely be successful. In order to assist you in the process of choosing what

areas to explore, the following pages will focus on three major questions:

–  –  –

We wish you much success in your journey!

If you choose an occupation you love, you will never have to “work” a day in your life.

2003, DuPage Area Education-to-Careers Partnership. Please provide credit for use of this material.

• MODULE 1 • Who Am I?

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It is important for you to have a realistic perception of yourself and gain knowledge about who you are in a variety of ways.


How we evaluate the importance of things or activities. Examples are a sense of achievement, creativity, opportunity for advancement, high salary, challenging tasks, and the ability to help others.


Enduring traits or distinguishing characteristics about a person.

Personality traits are often described using words such as: honest, assertive, considerate, goal-oriented, or conscientious.


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