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Construction Panel Discussion at San Luis Obispo High School
Get PDFThe senior project idea for conducting a panel discussion presentation at San Luis Obispo (SLO) High School during a tutorial period was completed by Jake Ornellas and Morgan Conway. This paper provides details on the entire process of reserving a tutorial session at SLO High School, contacting and coordinating with trade representatives and university faculty, and executing the group panel discussion. The purpose of the project was to share and inform local high school students with the information regarding what careers in the different construction industry branches look like and what opportunities are there. The goal of this project was to encourage and inspire high school students to pursue and thrive in a career in the various construction industry branches
Construction Panel Discussion at San Luis Obispo High School
Get PDFJake Ornellas and Morgan Conway conducted a panel discussion during the “tutorial” session on Monday, May 22, 2023, in the San Luis Obispo High School theater with three guest speakers, asking them questions about their respective organizations, then opening the floor for students to ask questions. Jake Ornellas and Morgan Conway also distributed flyers to students which included information about the organizations discussed and a survey to gauge student interest. This project was designed to expose high school students to opportunities they have in the construction industry as well as to create a connection between Cal Poly Construction Management and San Luis Obispo High School, allowing for the possibility of future projects together
Hassel, H., Launius, C., & Rensing, S. (2021). A Guide to Teaching Introductory Women’s and Gender Studies: Socially Engaged Classrooms. Springer International Publishing. 133 pp. $24.99 eBook. DOI: https://doi.org/10.1007/978-3-030-71785-8.
Get PDFIn A Guide to Teaching Introductory Women’s and Gender Studies: Socially Engaged Classrooms (2021), authors Holly Hassel, Christie Launius, and Susan Rensing draw on their years of experience designing and teaching introductory courses to Women’s and Gender Studies (WGS) and on the insights of key feminist educators. Their writing style is engaging and approachable, and they succeed at addressing the concerns of both students and teachers by taking into account the growing demographic diversity in WGS classrooms. Educators within the field of WGS–graduate students, new faculty, and experienced professors–will find within this text a rich range of pedagogical materials that can be tailored to a variety of different educational settings
