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Family and Consumer Sciences Helped Me Discover Who I Am

April 2nd, 2014

By Lucia Montagnoli
Student at
American Fork High School, Alpine School District
American Fork High School FCCLA Chapter Officer
State Sterling Scholar, Family and Consumer Sciences

FCCLA (Family Career Community Leaders of America) is a student led organization that emphasizes the importance of family, work, school, and community. I became involved with the FCCLA because of my favorite teacher, Mrs. Beck. She promoted FCCLA during one of my classes and I instantly had the desire to be involved. I loved what FCCLA stood for and the amazing experiences it would and does provide.

As an officer, I have attended many leadership conferences which have taught me valuable leadership skills—such as teamwork, time management, and communication. As a leader, I have learned to balance my educational expectations, my officer duties, and my home life. I have developed confidence in myself and learned how to reach out to others.

2013 FCCLA Area Leadership Conference

FCCLA comprises all concepts reflected within Family and Consumer Sciences (FACS). Family and Consumer Sciences is not just something you are involved in. It is who you are. To be educated in this category is to better understand why you are the way you are. The fundamental concepts taught in Family and Consumer Sciences classes have helped develop the world and continue to benefit society.

Early Childhood Education gave me instructions on the beginning stages of teaching children. Adult Roles and Financial Literacy taught me how to transition into the adult world—including how to be financially smart. Clothing educated me on the basic concepts of sewing and the different styles of clothing. Interior Design taught me how to make my home my own, and make it functional, lovely, and stylish. A [CTE] Internship gave me the amazing opportunity to experience career choices and truly begin to shift into the world of an adult. Having participated in so many of these classes, I feel my life is already enriched. I will utilize my knowledge gained and skills acquired to give back and to make the world a better place by offering my unique part.

I am able to use everything I have been taught in my FACS classes and truly apply it to not only my life, but also my future career choice of being a teacher. Family and Consumer Sciences helped me discover who I am and what I want to do with my future.

State Sterling Scholar, Family and Consumer Sciences

Occupations in Broadcasting

April 1st, 2014

Broadcasting, or “mass communication,” consists of radio, television, satellite, webcasts and all sorts of evolving channels designed to reach people all over the world. Careers range from sports announcer to set designer to video editor and more. Filmmaking is a specialized aspect of broadcasting. Whether you view films in a theater, on TV, or via Netflix, filmmaking consists of three phases:

  1. Preproduction – preparatory phase during which scripts are written, financing is secured, cast and crew are hired, and locations are selected.
  2. Production – this phase includes everything related to filming, such as lighting and sound set ups, selection of camera angles, scene rehearsals, and recording of video and audio.
  3. Postproduction – film footage is edited, sound/visual effects are added, and audio tracks are mixed and then combined with film footage.

Actors, producers and directors are the most readily identified occupations associated with broadcasting and filmmaking, but the behind-the-scenes workers are equally important and numerous. This table includes information about a selected few.

Source: Utah Department of Workforce Services

You can get started in these occupations with a CTE Pathway. For example, check out Radio Broadcasting Technician, Television Broadcasting Technician, Digital Media, and Travel and Tourism. For more information on these occupations and others, visit UtahFutures, and check out the Occupational Outlook Handbook.

“After taking a CTE course, TV Broadcasting and Digital Media, I took interest in filming and editing short commercial clips for our school, which is what motivated me to look into the film production field. The CTE courses I have taken gave me an idea of what is expected for such a career. It also taught me how to work with various programs and to be able to adjust to the different technology. Without taking these CTE courses I probably would not have discovered my new interests in digital media, which motivated me to choose the career and degree I now strive for. . .The CTE courses I took opened new opportunities for me and has broadened my horizon in ways I could have never expected.” says Kristine Bucasas, 2013 graduate of Wasatch High School, CTE Scholarship recipient, and future film producer/editor.

Students to Attend Utah Career Days

April 1st, 2014

On April 28-29, 2014 Utah middle/junior high and high school students will have the opportunity to participate in the Utah Career Days event at the Davis Applied Technology College in Kaysville, Utah. This two day event will promote career opportunities for Utah’s youth through hands-on exposure to diverse and exciting careers in the energy, manufacturing, construction, automotive, and engineering industries. Students will discover the technical skills required to be successful in a specific occupation, learn about careers, and find out how to train for a job. Students will have the opportunity to participate in hand-on experiences such as using a backhoe, operating a cement mixer, changing a tire on a Larry Miller race car, and learn the engineering skills required to build a bridge. New this year are hands-on activities highlighting careers in health science, cosmetology/barbering, and culinary arts.

Last year approximately 3,500 middle/junior high and high school students attended the Utah Career Days event. “I thought it was well organized and the students were very engaged the whole time. They love the hands-on experience and thought it was so cool to operate the big machinery,” says Lisa Crandall, CTE Intro teacher at American Leadership Academy.

This year approximately 4,200 students are registered for Utah Career Days.

Who: Utah middle/junior high and high school students

What: Utah Career Days

When: April 28-29, 2014

Where: Davis Applied Technology College, UT

Why: Discover, learn, and prepare for jobs of the future.

Questions: Contact Sherry Marchant – sherry.marchant@schools.utah.gov

STEM 101

April 1st, 2014

By Mary Shumway
State Director of Career, Technical, and Adult Education
Utah State Office of Education

If you live in the U. S., the buzz surrounding “STEM” is unavoidable. But the lack of a clear definition of STEM – or even its component parts (Science, Technology, Engineering, and Math) – may have us buzzing without fully recognizing basic differences in our understanding. “STEM 101” is an effort to increase your awareness of STEM, and to recognize the various foundations upon which different conversations about STEM are based.

The buzz around STEM began with debates in education and immigration as concerns were raised about a lack of qualified candidates for high-tech jobs. The STEM buzz also fed into concerns about the way subjects were being taught “in silos.” Science and math are long-recognized “core academics,” and the introduction of technology and engineering to the mix was an effort to highlight the need to apply science and math in better integrated curriculum.

The U. S. Immigration and Customs Enforcement (ICE) published their first STEM-Designated Degree Program List in 2008, identifying college majors associated with occupations for which foreign workers were needed. In education there were efforts to help students understand rigorous academics by applying science, technology, engineering and math in “real-world” contexts, and assuring that students were developing the 21st century skills that would make them college and career ready. The buzz grew, and there were other groups that saw value in associating with STEM.

Utah has its share of organizations, partnerships and government agencies working to increase participation in STEM including the STEM Action Center. The STEM Action Center was funded in the most recent session of our state legislature, and charged with:

>Supporting instructional technology and related professional development.

>Developing the STEM education endorsement and related incentive program.

>Promoting STEM in middle school, in part through enhancing CTE-Intro.

>Promoting STEM education initiatives that result in certifications in high schools across the state.

So, what’s a person to do? Perhaps this background has only served to confuse you further, but here are the two main points: (1) There is no universally accepted definition of what STEM is. (2) The emphasis you see on STEM is the result of various (and many) efforts to make STEM – be a STEM industry, a STEM program of study, or a STEM occupation – more attractive. You, as a student or potential worker, are being asked to invest your time and other resources (college tuition), so you need to know how to critically analyze the information about STEM being offered. Dr. Kris Dobson (an expert in career assessments, occupational data, and college and career planning), advises everyone who is exploring their college and career options – STEM or otherwise – to ask some key questions as they consider career information:

S – Consider the source of the information. Is it a college or company that is motivated to recruit new students or workers, or is it an organization that is a respected developer of descriptive economic information?

T – Look twice. Think about the information as a whole; does it make sense on the surface? Then break it down to consider specific claims (about STEM industries, education, occupations) that are being made and judge the validity of those claims.

EEvaluate the information based on the methods used to gather, analyze and interpret the data. For example, if information comes from a survey, who conducted the survey, and who (and how many) answered the survey?

M – Finally, ask yourself whether the information is meaningful to you, and – if so – how it can be applied in your decision-making?

In today’s complex world, where information is readily available, but not always of high quality, critical thinking is a key to making good decisions. Is critical thinking a “STEM skill?” What do you think? What do you know about the skills and knowledge needed to succeed in occupations that are of interest to you?

High School Students to Participate in Utah IT Challenge

March 31st, 2014

During April high school students throughout Utah will compete in the annual Utah IT Challenge. The event is held in partnership with the Microsoft IT Academy, a national program that provides industry-leading technology skills. Utah’s IT Challenge includes Microsoft Technology Associate (MTA) certifications. Students who participate in the Utah IT Challenge further develop skills in industry-leading technology that will jump-start his/her future career in the IT industry.

Challenges will be held:
April 14, 2014
Salt Lake Metro Area –– Granite Technical Institute (GTI) – Salt Lake City, UT

April 16, 2014
Northern Utah Area –– Layton High School – Layton, UT

April 17, 2014
Southern Utah Area –– Desert Hills High School – St. George, UT

April 21-22, 2014
Utah County Area –– Nebo Advanced Learning Center – Springville, UT

Utah is known as a technology hotspot and is #1 in IT employment growth. According to the Utah Technology Council, there are approximately 7,000 technology companies in Utah, 5,000 in IT. Students who participate in the CTE Information Technology Education Pathways learn and develop IT skills to prepare to advance successfully into the Information Technology industry.

Utah ProStart Teams Advance to National ProStart Invitational

March 27th, 2014

Twenty-five high school ProStart teams throughout the state of Utah competed in the State ProStart Competition finals held at Thanksgiving Point. Amongst the fierce high school student competitors were representatives from the Utah Restaurant Association, teachers, family, and friends. Teams were nervous, but excited to show off their culinary and management skills to impress the judges. Culinary teams had 60 minutes to prep, cook, plate, and then present a three-course meal to the judges. Management teams had 60 minutes to tell the judges about their unique restaurant concept—location, design, menu, and marketing plan— describing the day-to-day operations.

The event was filled with “firsts” as the winners were announced. For the first time in the history of the Utah ProStart finals two teams tied for first place in the culinary competition. Congratulations to Provo High School and Murray High School! Since only one culinary team can advance to the National ProStart Invitational a tie breaker was held to determine which school would advance to the National ProStart Invitational. To break the tie, each team was interviewed for 30 minutes by a team of judges. Congratulations to Murray High School! This ProStart team will now advance to the National ProStart Invitationalculinary competition.

Congratulations to Provo High School! This ProStart team will now advance to the National ProStart Invitationalmanagement competition.

All of the ProStart teams who qualified and competed in the State ProStart Competition finals competed first at a Regional ProStart Competition. At the state competition, each team demonstrated honed culinary or management skills, team work, and demonstrated professionalism.

Awards will be given to the top Utah ProStart teams and programs in the culinary and management competitions on Monday, May 12, 2014 at the University of Utah.

The Murray High School culinary team and the Provo High School management team will now fine-tune their skills as they prepare to represent Utah at the 13th Annual National ProStart Invitational, which will be held May 3-5 in Minneapolis, Minnesota. The National ProStart Invitational is the country’s premier high school competition focused on restaurant management and culinary arts. The Invitational will bring together the top ProStart students from 43 states and territories to showcase their talent, passion, and skill for the opportunity to win $1.4 million in scholarships.

Related articles:
Food Fight: High School Chefs Face-Off
Thanksgiving Point hosts ProStart State cooking competition

 

Sage Thompson: CTE Intern at Farr West Animal Hospital

March 25th, 2014

Sage Thompson, a senior at Fremont High School in Weber School District, wants to become a doctor of veterinarian medicine. To learn more about this career she participated in a CTE Internship at Farr West Animal Hospital, where she assisted Dr. Bailey with the animals in the hospital. “Seeing Dr. Bailey work on animals and figure out what is wrong with them, and [determine] what is the best way for that animal to get better, has helped me to understand what I want to do with my life. I think now I want to work with more small animals rather than large animals,” says Sage.

At Fremont High School, Sage is taking the Veterinarian Assistant class where she is exploring different avenues of the veterinary profession. In the class she has learned the anatomy, physiology, chemistry, dentistry, health, and disease of animals. Along with learning laboratory procedures, she has also developed skills in the areas of surgical assisting, bandaging, wound care, oral care, and general nursing care of animals.

Sage describes her experience at Farr West Animal Hospital, “I’ve learned so much about what vets do on a daily bases. I love being able to help take care of animals and helping them feel better. Going to the clinic in scrubs, [professionally dressed like] the vet techs and the vet, makes me feel so much closer to my goal of becoming a doctor of veterinarian medicine. Knowing that after many years of school I can go to work doing something I love and also knowing that I can help animals become healthy again is a great feeling. With being in the clinic for a few months now I have learned many great things I need to know about becoming a vet.”

As part of the CTE Internship at Farr West Animal Hospital, Sage has had the opportunity use the skills she developed in the Veterinarian Assistant class at Fremont High School. “I love being able to understand what the vet techs and vet are talking about. Knowing all the terms for being a vet makes it so much easier to intern in a vet clinic.”

CTE Internships provide on-the-job training opportunities that are directly related to a career goal and course of study identified through a College and Career Plan. This Work-Based Learning experience is designed to bridge the gap between school and work. If you’re interested in participating in a CTE Internship talk to the Work-Based Learning Coordinator at your school.

HOSA Hunger Banquet

March 19th, 2014

By Diane Gardner,
Health Science Education Specialist and HOSA Advisor,
Timpanogos High School, Alpine School District

At Timpanogos High School, our HOSA Community Awareness Team wanted to focus on the alarming statistics of rising hunger rates in our community. As a HOSA chapter, we discussed the importance of raising awareness of both the need in our own community and worldwide. In the fall we held a food drive, we aired a public service announcement informing the school of the growing need to donate food, put signs around the school with hunger facts, and collected almost 3,000 cans of food for our local food bank. But, we wanted to do more! Our HOSA Community Awareness Team contacted OxFam, a national organization who works internationally with raising awareness about hunger, and we started to “do more.”

On February, 19, 2014 we held a Hunger Banquet at Timpanogos High School, which was AWESOME! More than 140 students attended from Timpanogos High School, Mountain View High School, Orem High School, and Pleasant Grove High School. We divided the groups into First World, Second World, and Third World populations, proportionally. The First World group was served a nice pasta dinner—with extra-large helpings—while sitting at a beautiful table setting. The Second World group was served a dinner of rice, beans, a tortilla, and an apple, while sitting at tables with paper plates and cups, plastic forks, and had water to drink. The Third World group was served a dinner of only rice, and ate their meal while sitting on blankets placed on the floor. This group had to dip water out bucket into paper cups and had a reed basket that held a few wooden forks and paper plates. There were not enough wooden forks for everyone in the group, so some had to eat with their fingers.

Karina Holt, a junior at Timpanogos High School and member of the HOSA Community Awareness Team, said this about the banquet, “From this [experience] I learned that I am so blessed and I have the resources to help others. So many people are suffering in the world while a lot of us are here and have more than we can imagine. Another thing I realized was that living where we are we have so many more opportunities. Hunger is a real problem, yet we can all do something to make a difference. I am so glad that we were able to do a Hunger Banquet at our school. I learned so much and I know that it moved others.”

At the event we listened to several speakers including, Levi Marshall, a student at Timpanogos High School, who lived in Haiti during the earthquake; Genna Lasko, from Hadley Impact Consulting, who spoke about world poverty and hunger; and HOSA president McKay Jones who spoke on hunger in our own community. All of the students learned the importance of making a difference and were shown several ways they could help raise awareness, donate, and be involved in changing the world hunger problem. We had more than 100 people come to support and listen to our program.

During the event we held several raffles, auctioned off donated gift baskets, Jet Blue tickets, and other items. We raised approximately $1,500! The money will go to help several farmers on KIVA.org, as well as our local food bank. The money from the Jet Blue tickets will go towards a Utah HOSA scholarship program.

The Hunger Banquet was a huge success! Thank you to those who participated in the event, and to those businesses who generously contributed to the auction.

My CTE Internship Experience at Whiteclouds

March 18th, 2014

By Josh Proulx, senior at Bonneville High School, Weber School District

Throughout my high school education, I have not participated in anything as life changing as the [Work-Based Learning] CTE Internship. I had a vague idea of what I wanted to do for my senior internship, but there were so many options—Smith Optics, Body Tune, Fresenius, UDOT, and the list goes on. At first, Smith Optics was high on my list, but then Mr. Meyer (Work-Based Learning Coordinator) called me one day asking if I wanted to checkout a brand new 3D design company called Whiteclouds. I was thrilled to hear of this as a possible outlook for my internship. Mr. Meyer and I set up a date to visit, but we had no idea what was in store. When I walked in the front door and into the showroom, I was blown away. Complex enigmatic mathematical objects surrounded by multicolored skulls upon intricate busts of video game characters and Steampunk creatures. I was absolutely perplexed by the grandeur of the space! At that very moment, I knew that this was the place.

A few days later I was formally listed as an Intern at Whiteclouds. My first day was not what I had anticipated. I arrived at 9:00 a.m. and was tasked with designing two parts. I reengineered both parts in 2 hours and showed them to my mentor, Jess. She was surprised with my capabilities and was happy to give me another assignment of equal or greater difficulty the following session. My very first product project was to reengineer another part. This part was much more difficult and complex. Once I finished with this product, I was informed that my part would be sold on the Whiteclouds website! Upon hearing this news Jess announced that I would be in charge of designing a series of Steampunk parts for Comic Con! Within a week of working at Whiteclouds I was given a product line of my own. My imagination ran free and I wrote down a list of items I could create. For inspiration, Jess introduced me to a website name “Thingiverse.” This website had so many gadgets and gizmos it was incomprehensible. I frequently visit this site now to find inspiration for my designs.

One of my favorite days was the day Jerry Ropelato, CEO of Whiteclouds, came in to establish a design methodology/design process. I contributed to the best of my ability and impressed Mr. Ropelato with a series of design process options. My background in engineering played a major role in my contributions to the methodology. Once we decided upon our structure and labels of each section the Whiteclouds Methodology was established. Mr. Meyer could not have found a better place for me to intern.

I have had an unbelievable time at Whiteclouds and can’t wait to go to Comic Con to show off our capabilities. If my fate keeps me in Utah, I hope to return to Whiteclouds with another perspective to 3D Printing, Prosthetic Development.

Related story:
Utah company wants to bring 3D printing to the masses
http://www.ksl.com/?sid=26843220

Work-Based Learning lets students see how classroom instruction connects to the world of work and future career opportunities. If you’re interested in participating in a CTE Internship talk to the Work-Based Learning Coordinator at your school.

FFA: Building a Foundation

March 17th, 2014

By Courtney Bennett, FFA Ag Awareness Committee Chair, Lehi High School

Food for America is a great program that the Lehi FFA has pride in. The program has been very successful, by placing in the top three at state. The Lehi FFA members had the opportunity, over a course of two days to travel to different elementary schools that feed into Lehi High School, and teach children about agriculture. This year we had the chance to go to Lehi, Meadow, North Point, and Snow Springs elementary schools to teach the first, second, and third grade classes. Belva Parr, from Utah Farm Bureau, has helped our FFA order posters, gathered supplies, and gave us many ideas for new lessons. She stated, “I love watching the students grow an understanding of agriculture. They love what we do, and we enjoy doing this each year.” This year we taught animal science, plant science, and nutrition. The students had the opportunity to rotate from class to class and learn something new.

For the animal science rotation we had students dress up in animal costumes; including a pig, chicken, cow, and a lamb. Each animal had a different script to follow, which helped give the students a common connection.

In the plant science rotation, the students were taught how to make a “living necklace.” A “living necklace” is a seed inside a jewelry bag with a wet cotton ball inside, it slowly grows if it is taken care of. The students were very excited about the idea of growing a corn plant in a jewelry bag. A teacher from North Point Elementary said, “We were really excited to see you guys come for the first time to our school. Our students were very happy and learned a lot of new things, as we did too.”

During the nutrition lesson, students made their own “My Plate” based off the Food Pyramid. They enjoyed putting their favorite foods into the correct categories and learning more about how to maintain a healthy life. A third grade teacher from Meadow Elementary said, “I love seeing the FFA come every year! They always change the lessons they teach, and it is always organized and well planned out. You guys are simply awesome! My students really look up to and admire you!”

We make changes each year in our lessons to improve quality of the teaching, as this is the most important part. It is a great opportunity and a lot of fun to go with friends and teach younger students about agriculture. They get really excited about us coming every year and look forward to joining FFA in their future. It makes us excited to see them so engaged in the activities. We would like to thank the schools and teachers for allowing us to take time out of their day to teach their students more about FFA and agriculture.

This blog was originally published in the Lehi FFA’s March Newsletter, 2014