Summer is a great time for high school students to bolster their resumes for colleges and careers. It's even good for younger students to think about, not necessarily in terms of college and career readiness, but for developing life skills such as work ethic, team work, and responsible citizenship. Summer is a great time to do this simply because there is more time and there tends to be more opportunities available for young people, as it is assumed they aren't in school over the summer. This is obviously not the case for everyone. It doesn't have to be summer, nor do students have to be on break to work on personal growth and bulking up their resumes.
There are the obvious ways to build a high school resume such as gainful employment, volunteering, and a decent GPA or academic narrative, but there are many less obvious ways. I think it's really important for students to branch away from the typical or expected points on a resume for a couple reasons: 1) They will want to stand out amongst other college and/or job applicants, and 2) The skills desired in an employee have drastically changed from as recently as 20 years ago.
I've listed resume building activities for students to do over the summer and added resources that might go well with each. All of the suggestions are student-directed and experiential.
Note: Many students that are trying to build their resumes may be college hopefuls. Money.com has a page on their site with "The Best Colleges in America, Ranked by Value", based on a number of data points such as tuition and graduates' earnings. There is also an interactive feature where students can build their own rankings based on their own personal criteria. Great resource to pass on!
10 Summer Resume Builders for High School Students
1. Building 21st-Century Skills:
As I said above, having something to show for yourself other than the fact that you can get a decent GPA is critical. A GPA demonstrates limited capabilities, and isn't always an accurate representation of performance or potential. Employers of today are looking for employees that can problem-solve, work well with others, work independently, navigate technology that is constantly evolving, and more.
"21st-Century Skills Portfolio" - This is a great student-directed, summer learning activity and resume builder. The idea is for students to assemble "evidence" of skill building with skill-building activities. All of the following suggested resume builders could be added to this portfolio, which in theory could be shared with potential employers, college admissions, or even as a senior project.
2. Community Action Projects:
Community Action Projects are PBL projects where students explore community issues (locally, nationally, or globally) that they find important. They research the issue, make an action plan, and take action. It is not as simple as a community service activity or volunteer experience. It requires research, commitment to the issue, and making long-term change in the community. Raising money, advocating for legislation, giving time, and raising awareness are some ways to go about this. What is cool about this resume builder is that it is student-directd. The student leads the project from start to finish.
Check out my Community Action Projects on TpT, particularly the tool kit for unlimited project possibilities. This tool kit comes with a printable and digital version to be used with Google Apps.
3. Online Courses:
There are so many free courses online today, many of them from highly reputable colleges. Not only does this resume builder increase content knowledge, but shows that the student has the skills to self-direct and has interest in tech literacy, an important 21st-century skill.
Udemy, Coursera, and edX are some options. There are many others. The Covid-19 pandemic has led to many organizations to provide historically expensive online courses for free while the pandemic persists. Check out this list of free websites (including online courses) here. You can also head directly to a list of Coursera classes that are offering free enrollment and a certificate through July. This is great for professional development and CEU's for educators as well.
4. Start a Business:
This doesn't have to be elaborate. It could be as simple as a lawn mowing or dog walking business, or as elaborate as starting a skateboard clothing brand. I have had students do both. There is so much to be gained from starting a business. Students will learn about marketing, how to balance a budget, use spreadsheets, write a business plan, etc. Check out my FREE template for getting started with a business.
5. Service Learning/Volunteering:
Yes, I have suggested that this is an obvious choice. It is, but is no less important because it's obvious. Get students rolling on self-directed service learning experiences this summer through project-based learning. Going through the experience using project-based learning principles will help students with structure and organization, as well as expanding the experience beyond simply putting in clock hours.
Elements of project-based learning include working with community experts, demonstrating learning with an innovative final product, and presenting the experience to an authentic, public audience. Check out my project-based learning toolkit that includes templates for getting started on any PBL experience.
This is such a great opportunity for students to develop career skills in their line of interest. Not only that, it gives students a clear understanding of whether their "career path" is really what they want. I thought I wanted to be a doctor my entire young life. I even went through several years of pre-med while I was an undergrad, just to discover later that I was not only uninterested in the field, but extremely uncomfortable with many of the tasks that would have been required of me - working with blood for instance. I could have saved myself a lot of time, energy, and resources if I had volunteered in a hospital in high school or shadowed a nurse or doctor before commiting to a career that made me queasy.
Check out a couple of these resources as potential student projects for summer, both of which require shadowing a community expert - Hometown Behind the Scenes: Local Business, and Hometown Behind the Scenes: Community Event. You could also check out my Career Exploration PBL project, which would help students reduce the chance of getting into a career that isn't right for them.
7. Gainful Employment:
Again, another one that I pointed out as obvious above, but nevertheless, it's an important experience for students to have. I had some older students that came to my school often after years of struggling in the traditional school system. Most of them, some 20 years old, had never been employed. That is not a great way to head into life after school. Employment helps students practice teamwork, punctuality, work ethic, personal finance, and other life skills. Not only that, it gives them a sense of accomplishment and pride.
8. Start a Blog or a Podcast:
Have students identify something that interests them such as art, music, history, social issues, education, etc. and start a relevant blog or podcast about that topic. In theory, the topic should be relevant to their future. For example, if they are interested in music production as a potential career, starting a blog about the local music scene would make sense.
Creating a blog or podcast is an experience in itself. There's a huge learning curve. I know from experience. It's also multi-disciplinary and helps build 21st-century skills. Another cool thing about doing this is that it could be referred to later on by employers or clients to demonstrate skills and knowledge on the topic. It would also illuminate character, which is a priority to many employers.
9. Responsible Citizenship:
Students can get involved in community issues by attending town hall meetings, voting, meeting with legislators, participating in walks or protests, etc. Students can even search around for student government opportunities. Model UN is the first one to come to mind, but community education programs and YMCA's also offer options for students.
Getting involved in community issues through government experiences is one action plan option for community action projects mentioned above.
10. Start a Club
This is one of my favorites! Coordinating and maintaining a club would look outstanding on a resume. It takes organizational skills, follow-through, commitment, creativity, leadership skills, time management skills and more. Summer reading groups, a community clean-up group, a wildlife club, and a skateboard club are all great examples. Check out my project-based learning resource, Start a Club, which includes a guide and all of the templates needed to get started.
I have a college and career readiness PBL bundle in my TpT store that includes most of the resources mentioned in this blog post. You can save a lot of money by choosing the bundle vs. each product individually.
Thanks for checking out 10 resume builders for students to do this summer break! There are of course many other options. I would love to hear your ideas and comments. Thanks for stopping by!
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The year 2020 has been a doozy. In a matter of six months there has been a pandemic, school closures, economic collapse, "murder hornets", countless instances of racial injustice, and an uprising, one that has been a long time coming. I've been thinking about how these unprescedented events have impacted the lives of my students and what power they have to shape the uncertain future of this world.
I believe that the young people that I have worked with have more power than many their age because active and reponsible citizenship is strongly rooted in the school's philsophy, and therefore is center stage in all curriculum. It is never too early to teach young people how to be responsible, active citizens for the betterment of their lives and those that they share the world with.
Why does is matter if students understand and participate in the community? So that they can navigate challenges and uncertainties, identify injustices and know how to make them right, and to protect themsleves and their loved ones now and into adulthood. They can participate in shaping a world that they are proud of; a world that is healthy; a world that is fair and just; a world that positively impacts everyone.
How do you teach your high schoolers to be responsible citizens? Incorporate authentic learning experiences into the mix where students work directly in, with, and for their communities. Check out the following learning experiences that naturally include opportunities to become active, responsible citizens of the world.
Start by Adding Current Events to Your Curriculum:
I spend a lot of time on current events with my students. I include current events in advisory, my science classes, and even with my student book clubs. I do this for a lot of reasons, one of which is to give students topic ideas for their self-directed project-based learning experiences. I also include current events in my curriculum so that learners stay informed.
I infuse current events into my curriculum in a variety of ways.
Pedagogy that Promotes Active and Responsible Citizenship
1) Project-Based Learning:
Project-based learning is largely built around the idea of community. It is not simply a series of projects that students knock out in a couple of hours and present to their classmates and instructor. Students work closely with community experts, participate in authentic learning experiences (ex: meet with a scientist in their lab vs. read about their study online), complete innovative final products, and share their new knowledge with a wide and relevant audience (ex: submit a mini-documentary on habitats to a local nature center.)
A large part of my TPT store is dedicatedt to PBL resources. Check those out here. A great resource to start is my PBL Tool Kit. Students direct their own interest-led PBL experiences. *Note: I have converted, and will continue to convert, many of of PBL resources to include a printable AND digital (paperless) version to use with Google Apps. Check back here throughout the summer for posts on using these resources effectively during the distance learning era.
Ninety percent of this blog is dedicated to project-based learning. If you're interested in learning more about the basics of PBL, click here. Check the archives for more posts on PBL.
2) Problem-Based Learning:
Students identify a problem in the local, national, or global community and develop a "comprehensive plan" that would theoreticaly solve or drastically mitigate a real-world problem. Students research the problem, look at a variety of perspectives around the issue, come at the problem from a several angles, and assemble a plan to solve the problem.
Problem-based learning is an amazing way to encourage active citizenship. Students learn how to identify real-world problems, how to track down the source(s) of the problem, to see issues from many perspectives, and how to go about tackling the issues through a community lens.
You can find several problem-based learning resources in my TPT store, including my problem-based learning tool kit. This tool kit includes the guiding materials for any problem-based learning experience.
3) Community Action Projects:
Community action projects are the most tangible way to practice active citizenship. It is a combination of project-based learning and problem-based learning with an added service-learning component. Community action projects require that students take action. Students dive deeply into a specific community issue, develop an action plan, and TAKE ACTION. This is the most tangible way for students to be active citizens of the world.
Check out this post for more details on community action projects. I have created several community action projects that follow specific themes. Those resources can be found in my TPT store. I also have a tool kit with guiding materials for student-directed community action projects.
I often combine the learning methods mentioned in this post into one large project. My students spend weeks working on projects that result in positive long-term impacts on the community. Students direct their own learning experiences, engage in real-world issues, and actively participate in building and strengthening their communities.
This full experience helps learners develop a deeper understanding of important events and issues in their communities. Through active citizenship, students are able to see their place in the world and why/how their own actions matter.
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I have been thinking a lot about my students over the last couple of weeks. They are residents of St. Paul and Minneapolis, many of them black Americans. Many of them have been actively involved in the protests taking place in the Twin Cities.
I’ve been thinking about my students because they're exhausted. They feel and experience a combination of blatant, passive, and systemic racism on a daily basis. I’ve been reflecting on my place in their lives and on my responsibilities to them as their teacher; how I have served them in the past and if I have served them well; whether they have felt or experienced racism in school. In reflecting on this question, I've come to some harsh realizations, one of which is that I have generally been silent around the topic of race for fear of saying the wrong thing. That silence needs to stop. I have responsibilites as an educator, a white educator, and so do you. So let's iron those out:
Educators have responsibilities to their students beyond teaching content; to teach their students love and compassion for all, fairness, and justice; to teach acceptance, tolerance and empathy; to encourage children to celebrate their differences. Teachers have the responsibility of helping young people use their voices and advocate for themselves and their communities; to stand up for what they believe in, for themselves, and for others; to demand action when they experience or observe an injustice. These things matter. They matter the most at the end of the day.
How do you fulfill these responsibilities? By modeling them. By practicing love, compassion, fairness, justice, acceptance, tolerance and empathy yourself; by taking a sincere and honest look at your own biases, taking accountability for them, and putting them in check; by changing your language in a way that acknowledges racial trauma and doesn't minimize that trauma (check out @ogorchukwuu on Instagram for more on gaslighting); by listening to your students and learning from their stories; by giving your students the same trust and respect that you expect in return; by educating yourself on other cultures, particularly those of the students you serve, without expecting anyone else to do that work for you.
Support and utilize pedagogy that promotes active citizenship and community partnerships; pedagogy that provides students with a platform to use their voices, share their stories, and make positive change in their own lives and the community; pedagogy that highlights and celebrates the accomplishments and contributions of black, indigenous, and people of color.
I don’t have it all figured out and I’m certainly not without fault. But I know that as a white educator, I have a responsibility to my students to reflect, listen, and educate myself, and to that I am committed. Racism needs to stop at your classroom door. You are in a unique position as a teacher, influencer, role-model, protector, supporter, and cheer-leader. Use your position to challenge systemic racism in this country and move toward an equitable future for your students.
To provide innovative educational resources for educators, parents, and students, that go beyond lecture and worksheets.
Sara Segar, experiential life-science educator and advisor, curriculum writer, and mother of two.