LAWRENCE TECHNOLOGICAL UNIVERSITYNATIONAL SOCIETY OF BLACK ENGINEERS 2015-16

Field Zone NSBE Jr. chapterSpring Semester 2016

Field Zone-NSBE Jr.City of Southfield

Objective: On behalf of NSBE, our mission is to create a NSBE Jr. Chapter that will be informed about NSBE, the benefits from joining the organization, the mission of NSBE, inform the chapter about different types of engineering/computer science related programs, raise black awareness, and other related topics/issues. We will combine the creation of the NSBE Jr chapter with the Joshua project, a 10 week mentorship project that will focus on building the children professionally, socially, and personally in order to prepare them for life beyond high school.

Beginning Saturday, February 6th, 2016, we will meet with 20 – 30 children at the field zone and will spend 2 hours working on activities that will boost their awareness about different forms of engineering, computer science, and architecture. We will also work on resume building, interviewing skills, preparing for adulthood, communication, and rejection to name a few. The activities will be divided evenly based on the time allocated for weekly meeting.

Schedule:Week

Date Time Topic

0 January 20, 2016 5:30-6:30PM Open House: What is NSBE?1 February 6, 2016 11:00-1:15PM Audio Engineering2 February 13, 2016 11:00-1:15PM Civil Engineering & Communications3 February 20, 2016 11:00-1:15PM Architectural Engineering & Dealing with Rejection4 February 27, 2016 11:00-1:15PM Biomedical Engineering & Setting Goals5 March 5, 2016 11:00-1:15PM Field trip to …6 March 12, 2016 11:00-1:15PM Automotive Engineering & Resume Writing7 March 19, 2016 11:00-1:15PM Interview Prep & Robotics Engineering8 April 2, 2016 11:00-1:15PM Interview Prep & Computer Science9 April 9, 2016 11:00-1:15PM Field trip to LTU & Interviews10 April 16, 2016 11:00-1:15PM Commencement

*Note: There will be no session on Saturday, March 26th, 2016.

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NSBE Code of Conduct:Purpose of the Code The primary concerns of the National Society of Black Engineers (NSBE) is our mission and our members. NSBE is dedicated to the academic, professional, and cultural development of our student and professional members, as well as the development of ethically sensitive and responsible persons. It seeks to achieve these goals through sound academic and professional programming and through regulations and policies governing conduct that encourages independence, maturity and respect for the rights and viewpoints of others.

The following categories and examples of unacceptable behavior are subject to disciplinary actions. The Society reserves the right to identify other behaviors not listed below. The Chapter Executive Board (CEB) will make such determinations.

Personal Misconduct Unacceptable personal misconduct is defined as: 1. Harassing, physically threatening, or physically or verbally abusing any person in the Society

or at any Society sponsored function or event. 2. Conducting oneself in a manner endangering the health or safety of another person. 3. Harassing any individual because of that person’s race, color, gender, religion, disability,

sexual orientation, or for other reasons by: • Intentionally subjecting another person to offensive physical contact other than self-

defensive. • Specifically insulting another person in his or her immediate presence with abusive

words or gestures when a reasonable person would expect that such act would cause emotional distress or provoke a violent response.

• Unwanted sexual behavior directed toward an individual,. 4. Engaging in lewdness or indecency. 5. Exhibiting disorderly conduct (including that resulting from drunkenness), unreasonable

noise, or behavior that results in unreasonable annoyance. 6. Tampering with safety systems (such as fire-fighting equipment), turning in a false alarm, or

engaging in behavior that constitutes a fire hazard. 7. Stealing any property. 8. Selling, brandishing, or possessing firearms, ammunition, explosives, dangerous chemicals, or

any other objects as weapons. 9. Defacing property, public or private.

Disruption Disruption shall be defined as:

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1. Creating noise or other disturbances that disrupt Society activities or Society-sponsored events, or that disrupt either participants or non-participants at the venue of a Society-sponsored event.

Abuse of Controlled Substances Controlled substances shall be defined as: 1. Intoxicants: The purchase, possession or consumption of alcoholic beverages is regulated by State law. Members are expected to know and abide by State law and by Society rules and regulations governing the use of alcoholic beverages at Society-sponsored events. The following is not permissible:

• Possession or consumption of alcoholic beverages by persons under 21 years at Society sponsored events.

• Furnishing alcoholic beverages to any member under the age of 21 years • The use of alcohol is not permitted at Society sponsored events for persons under the

age of 21 years. • Consuming alcohol at a Society sponsored event in public areas (i.e. hotel lobbies or

hallways). • Using Society funds for the purchase of alcoholic beverages.

2. Illegal Drugs and Substances: Members are not permitted to be under the influence of, possess, manufacture, distribute, or sell illicit drugs, as prohibited by State law, at Society-sponsored or approved events. Reasonable suspicion of possession or use of illegal drugs and substances at Society sponsored events may subject the person involved to investigation.

Disciplinary Authority Violation of the Code may be reported by any attendee at a NSBE-sponsored event. Such violations should be reported in writing no less than 10 days after the alleged occurrence. Violations should be reported to the Collegiate Chapter Executive Board.

Violation of the Code Violation of the Code may subject the member to disciplinary action, including suspension of membership or expulsion, as well as punishment in accordance with federal, state, or municipal law.

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Warning A warning constitutes administrative action that informs the member that he/she has violated the Code and that a record will be kept of that violation for one year. If a member who is on warning again violates the Code of Conduct, probation or more serious and formal disciplinary action will be taken. Probation Probation constitutes administrative action that informs the member in writing that he/she has violated the Code, and that a record will be kept at NSBE Headquarters for two years. The behavior of the member is expected to be exemplary during the two-year probation period. Any future charges against the member may be cause for suspension, expulsion, or more serious disciplinary action. Restitution Restitution constitutes reimbursement for damage to or misappropriation of property, which may take the form of direct financial compensation, of service, or other forms of indirect compensation. In the event that damage occurs as a result of a member’s action and that action represents a Code violation, the member will be held personally liable for restitution. Suspension Suspension is the exclusion from all Society sponsored events for a period of one year. Records of suspensions will be kept on file for five years.

Expulsion Expulsion is the termination of member status for an indefinite period. Records of expulsions will be kept on file for ten years Readmission Conditions for readmission, if any, shall be stated in the notice of expulsion. Readmission will be granted at the discretion of the National Executive Board following a recommendation from the Standards and Ethics Committee.

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Open House: Welcome to NSBE (January 20 th , 2015, 5:30pm – 6:30pm, Field Zone) ● Introduction to NSBE Jr. Chapter.● Introduction to the Joshua Project● Introduction of people who will be coordinating program● Schedule run-down● Questions/Concerns

Week 1: Audio Engineering (February 6 th , 2016, 11am – 1:15pm, Field Zone) ● Getting to Know You Game

o Time: 30 minuteso On an index card, have each person (including yourself) do the following:

▪ Write an alliterative nickname for yourself (i.e., Adventurous Andrew) in the middle of the card.

▪ Write something that is important to you in the upper right-hand corner of the card.

▪ Write something you want to learn in the top left-hand corner of the card.

▪ Write something you are good at doing in the bottom right-hand corner of the card.

▪ Write the name of your favorite food in the bottom left-hand corner of the card.

▪ On the back of card, write what you inspire to be or do with your life▪ Share answers with each other.

● Activity One: Life is Full of Hard Knocks (If there is enough time)o JUST THE FACTS: Failing is a part of life. In fact, it accounts for many, many

successes – for without failing, success is almost impossible. Learning how to bounce back from failure is not always easy, but it is necessary. Enthusiasm for goal attainment is a necessary characteristic for success. This activity helps participants understand that failure is not something to fear and in fact often a necessary step on the path to success.

o Time: 20 minuteso Instructions: Put students into groups of three to four. Hand out two sheets to

each group, one with the names of the famous people, the other with description of what they failed at. Groups will have 20 minutes to match the person with the failure. We will give each group a NSBE member that can help with the matching (optional). The winning group will have the first opportunity to participate with the next activity.

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o Conclusion: Discuss with participant’s different ways people might deal with failure. Pinpoint how people might deal with failure differently in different environments, such as at home, at school, or at work. Be certain to wrap up the activity in a positive way focusing on the fact that without making mistakes, we would never succeed. Ask, “What do each of the people we discussed today have in common?” Answer: They refused to quit. Further discussion questions include: Would you have given up if you lost 8 elections? What if you wrote a book and 23 different publishers rejected it? What if just one publisher rejected it? What would you have done? What might the world be like today if Thomas Edison had given up?

● Snack Break (12pm – 12:15pm)● Guest speaker: Audio Engineering (5 minutes)● Activity Two: Make a beat with audio engineer

o Time: 40 minutes – 50 minuteso Instructions: Put kids into groups of three to four. Assign each group an audio

engineer. Each group with make a custom made track with the audio engineers. Try to bring midi keyboards, drum pads, possible a microphone, guitar, etc., so each kid can be actively adding something to the beat.

o Present beat to the rest of the group at the end of the session.o Ask students what they learned about audio engineering.

● End session

Week 2: Civil Engineering/Communications (February 13 th , 2016, 11am – 1:15pm, Fieldzone) Activity 1: Never Underestimate the Power of PMA

o JUST THE FACTS: PMA, or Positive Mental Attitude, is one’s ability to maintain the belief that he or she can transform or change a tough situation into something better. This activity will help participants take difficult situations and find ways to EMPOWER themselves to turn negative thinking into positive thinking. Time 20 minutes

o Directions Pose the following questions to participants. (This can be accomplished by group discussion or by smaller groups discussing together and then presenting to the larger group.) What is a positive attitude? If I have a positive attitude, what actions might I display? What does a positive attitude “look” like to others? • What is a negative attitude? If I have a negative attitude, what actions might I display? What does a negative attitude “look” like to others?

o Then say: Developing a positive attitude starts from learning to believe in one’s self. In order to believe in ourselves, we must first understand our personal

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strengths. In this activity, you will be considering and sharing your personal strengths.

o Break participants into groups of four. Write the below statements on a piece of chart paper for all to see, or have a “cheat sheet” at each table for reference. You might choose to create a chart and draw a picture of each roll of the dice (for those who learn best from pictures) on one side and write the corresponding statement on the other.

o Each participant will take turns rolling the dice two or three times and complete the following statement upon each roll:

o Roll a 1: I am thankful for… Roll a 2: Other people compliment me on my ability to… Roll a 3: Something I would like other people to know about me is… Roll a 4: I feel really good about myself when…. Roll a 5: I am proud of my ability to… Roll a 6: Something nice I recently did for someone else was…

o One rolling die for each small group. Alternatively, you can use a “cut out” cube and create it to look like a single dice, using either numbers one through six or the typical dots found on rolling dice. An easy cube shaped cut-out can

o NOTE: If the group knows each other well, feel free to substitute questions that ask about the positive qualities of their peers.

o Conclusion Ask participants why the statement for Roll #6 was included in this activity? Answers should be directed toward the fact that helping or “doing” for others often helps people feel good about themselves. And, when we feel good about ourselves, we often demonstrate a positive attitude that can be seen by others. Discuss with participants how internal feelings have the ability to impact those around us. How might a positive attitude help us on a job?

Activity 2: Marshmallow challenge● Time: (20 minutes)● Materials: One marshmallow per team, 20 spaghetti noodles, 1 foot of string, 1

foot of tape, brown paper bag● Directions: breaking the students up into groups of 3 to 4, groups will attempt to

build the highest standing structure within the allocated time. Groups can only use given tools. The marshmallow must go on top of the structure and structure must be standing at the end of the 20 minutes. The group with the highest structure at the end of the time wins the challenge.● Snack Break (12pm – 12:15pm)● Activity 3: Build a Bridge

o OBJECTIVE: Students will be able to: identify how geometry affects bridge design and function and apply that knowledge to the design and construction of a bridge.

o MATERIALS:

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▪ Elmer's Foam board, Popsicle sticks, pipe cleaners, bendable rods, Elmer's Glue All, paper, pushpins, weights

o Introduction (5-10 minutes)▪ Explain to students that they are going to be engineers today as they

design their own bridges.▪ Show students various bridges. What do they all have in common? What

are some differences? Which bridge is the strongest? Look at the shapes that are used to construct each bridge. Which shape is the strongest? Which is the weakest? Why might you use each type of shape to build a bridge?

o Directions▪ Craft Component: Bridge Engineering (20 minutes) ▪ Divide students into groups of three to four.▪ Pass out Elmer's foam board, glue, markers, Popsicle sticks, and other

materials to each group. ▪ Challenge students to use what they learned about bridges to build a

bridge that will hold the most weight.▪ If students finish early, they can write a hypothesis of how much weight

they think their bridge can support and their rationale. ▪ Students can also use pushpins and paper to label the various parts of

their bridge. o Structural Test (5-10 minutes)

▪ Have each group present their bridge and test it using increasingly heavy weights. As each group presents their bridge, students discuss which elements of bridge construction they incorporated and why.

● End session

Week 3: Architectural engineering/Rejection (February 20 th , 2016, 11am – 1:15pm, Fieldzone) Activity 1: Earthquake-Proof Engineering for Skyscrapers

Using a 3-ring binder, several rubber balls, two rubber bands and a large Lego baseplate, you can create a shake plate for testing the stability of Lego skyscrapers. Children can compare the difference between towers of differing heights and base size and discuss other ideas to improve building stability.

Materials LEGO bricks Large, flat LEGO baseplate Metric ruler Three-ring binder (an old one that is okay to take apart) Scissors

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Four small rubber balls (each the same size, about 2.5 centimeters in diameter)

Two rubber bands (each about eight centimeters or longer when flattened and doubled on itself)

Preparation Carefully cut the front and back covers off of the three-ring binder with

scissors. (This might be a good task for an adult.) Place the two binder covers on top of one another and "rubber band"

them together by stretching a rubber band around each end, about 2.5 centimeters from the edge of the boards.

Insert the rubber balls between the boards at each corner, placing them about five centimeters in from the edges.

Attach a large, flat LEGO plate to the top by slipping the plate underneath the rubber bands. Your "shake table" is now ready to shake some towers!

Procedure Practice creating a lateral shaking movement with the shake table by

pulling its top layer horizontally out of alignment and then letting it go. Gently try pulling the top layer as far out of alignment as you feel

comfortable with (and without damaging the shake table) then measure the distance of displacement, which is the horizontal distance between the top and bottom layers.

Build four or more LEGO towers of increasing height on a nearby surface. Use the same base size and shape for each tower, so that the size of the towers' footprints are the same, and only their heights vary. What are the heights of the different towers?

One at a time, starting with the shortest tower and progressing to the taller ones, secure each LEGO tower in the center of the shake table's top surface. To test each structure, create a lateral shaking movement using the same distance of displacement you previously measured. Did all, none or some of the towers fall? If some fell and others did not, what were the differences in height between these towers? In general, did the taller towers fall more frequently than the shorter ones?

Snack Break: 12pm – 12:15pm Activity 3: What would you in this situation (add some improvisation)1. You're tired of blending in. You want to be noticed. You're good-looking, and with

the right clothing styles, everyone would be able to see that, especially if your clothes fit tighter or showed more skin. Other kids dress that way. What will you do?

2. You're at a friend's party. At first, everything seems normal, but then you notice some people pouring something into their cups from a thermos. They're acting weird. Someone offers you a drink from the thermos. What will you do?

3. Suppose you have one test question left to answer and time is running out. You've studied hard and you know the material, but you just can't bring that answer to mind. You could copy your neighbor's answer without the teacher knowing. Besides,

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you know the answer is somewhere in your brain, so it only seems fair that you should get credit for it. What will you do?

4. It seems that just about everywhere you look — grocery stores, convenience stores, TV, billboards — you see pictures of people wearing revealing clothes. Some friends look at magazines and access Internet sites where they can see even more. One friend has figured out how to get past parental blocks on these sites and has offered to show you how. What will you do?

5. You love the power you feel behind the wheel, and you want to see what it feels like to drive fast. You get your chance while driving alone in the car. The speed limit is 50, but there's no traffic on the road. What will you do?

6. You have a teacher or coach who is always getting on you for no reason, and you're tired of it. You're not a kid anymore; you deserve respect. He is coming toward you. You can tell he's angry and you know what's coming. Right now you have to determine how you'll react. What will you do?

7. A group of friends is saying some pretty mean things about another friend. Some of what they're saying is true, but then sometimes those things are true of you, too. "Hey," someone says, calling your name, "you haven't said anything. What do you think? You agree with us, don't you?" What will you do?

8. Some of your friends have started drinking alcohol, and they seem to be having more fun than you. They've asked you to try it. What will you do?

● End session

Week 4: Biomedical Engineering/ Goals (February 27 th , 2016, 11am – 1:15pm, Fieldzone)

● Guest Speaker: Biomedical engineering (10 minutes)● Activity 1: Able Sports

SUMMARY:

This activity focuses on getting students to think about disabilities and how they can

make some aspects of life more difficult. The students are asked to pick a disability

and design a new kind of sport for it.

Engineering Connection:

Biomedical and mechanical engineers design and test various types of prosthetics to

better the lives of people with physical disabilities. This activity focuses on getting

students to design a sport for people with a particular disability.

Learning Objectives:

At the end of this activity, students should be able to: Describe key problems with

four types of disabilities and the current solutions available. Explain the basic

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knowledge of limited capabilities of people with certain disabilities and their

compensating strengths.

Materials List: sheets of paper, drawing utensils, as needed

Introduction/Motivation:

You have been hired by AbleSports, a small start-up company that manufactures

game/sports-related assistive technology. A new department has been formed to

"invent" new, active sports to be geared specifically toward individuals with

disabilities. Your team of designers has been chosen to lead development on one of

these new sports.

Procedure:

Market research surveys show that the general public associates certain criteria with

sports, and that in order for new sports to be potentially accepted by the populous,

the game must incorporate the following:

Rules for play, including: Object of the game (for example, in football, the object is

to get the most points; in chess the object is to put your opponent in check-mate),

scoring, beginning and ending the game

A well-defined playing space

Scoring: How is a score made? How much is a score worth?

An object that is passed around within the playing space

Details of disability-specific criteria for your design are listed on a separate sheet. Be

as creative as possible! You have no monetary restrictions. This new sport should

not be an adaptation of a currently-played sport. Do not include fictional or not-

fully-developed technology, such as time traveling devices or personal jet packs.

At the end of this class, you must produce the following to present to the other

groups:

Drawing of your playing space

Rules of the game

Description of the playing surface (its material and dimensions)

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List of equipment required to play the game

Description of the teams

Troubleshooting Tips

A lot of students do not realize that people using crutches need them at all times to

support themselves. Advise students choosing this disability that they cannot

incorporate the crutches as a part of the sport (for example, use crutches like a tool

to hit a ball, etc.).

Assessment:

Evaluate the depth with which students engaged in the activity. Were all the criteria

met? Is the game safe?

Snack Break: (12pm – 12:15pm)● Activity 2: Career Planning Exercise (handout or online)● This exercise matches the abilities and interests of the students to careers that

might be best suited for their skill set. Students will fill out sheet then will go ● Questions:

1. What interests, conditions, or rewards do you think will be most important to you in a career?

Using the list below as a starting point, list your top five under the column labeled Interests.

● Status ● Income ● Power ● Geographic location ● Working inside/outside ● Working with people/alone ● Helping people/animals ● Flexibility ● Each day is the same/different ● Live to work? ● Work to live? ● Prestige ● Ability to be creative ● Other_________

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2. Which academic subjects interest you most? Add your top two favorite high school subjects to the list under Interests on the worksheet. (Don’t restrict your answers to subjects you excel in. We’ll consider that in a later step.)

3. What are your five greatest personal or social strengths? If you’re unsure about your strengths and abilities, ask your friends, parents, or teachers what they think. You can even show them the list below and ask them to pick those traits that best describe you. Your school counselor may also have aptitude tests that can help pinpoint your strengths.

● Teamwork ● Communication ● Work ethic ● Positive attitude ● Time management ● Creativity ● Computer skills ● Empathy ● Curiosity ● Working alone ● Task-oriented ● Building relationships ● Learning new things ● Persistence ● Leadership ● Problem-solving skills ● Other___________

List these strengths under the Skills column on your worksheet.

4. What are your two greatest academic strengths? Under the Skills column, list the two subjects in which you best perform academically—English, social studies, sciences, mathematics, computer science, etc. For the sciences and mathematics, be specific about the subject area or level—biology, chemistry, algebra, calculus, and so on.

5. Which general career areas or Career Clusters® most interest you? Choose at least two from the list below and enter them under the Careers column on your worksheet. (You’ll find a more detailed explanation of careers within these clusters on this website.)

● Agriculture, Food, and Natural Resources

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● Architecture and Construction ● Arts, A/V Technology, and Communications ● Business, Management, and Administration ● Education and Training ● Finance ● Government and Public Administration ● Health Science ● Hospitality and Tourism ● Human Services ● Information Technology ● Law, Public Safety, Corrections, and Security ● Manufacturing ● Marketing ● Science, Technology, Engineering, and Mathematics ● Transportation, Distribution, and Logistics

● Now that you’ve completed the career planning worksheet, it’s time for some reflection and research. Take a look at your worksheet and consider where your personal interests, skills, and career aspirations overlap or diverge. (If you’re not sure of the skills and interests associated with a specific career, visit mynextmove.org, where you can find the skills, education, and personal traits required for hundreds of career options.)

● Does the exercise suggest you’re on the right track—or are there exciting new career options you should be exploring? Tell us what you’ve discovered about your career possibilities below, or let us know if we can help you with any specific career planning questions.

● Note* (We could do this option or just go straight to mynextmove.org and have the students do a career profiler questionnaire).

● End session

Week 5: Field Trip (March 5 th , 2016, 11am – 1:15pm, Fieldzone) We will take children from the Fieldzone on a field trip to a local plant, job, or anything else related to engineering so that they can learn more about engineering. Field trip sheet will be passed out the week before to make sure it is OK for all kids to attend the trip. We will serve lunch at the same time for the event.

Week 6: Automotive engineering/Resume Writing (March 12 th , 2016, 11am – 1:15pm, Fieldzone)● Guest speaker (Bianca Bryant): Building a resume (10 Minutes)

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● Activity 1: Resume building (40 minutes)o Using the exercises we have been working on, along with the student’s interests,

abilities, career objectives, we will help them build resumes that will serve as outlines to what they need to achieve to reach their goals.

● Guest speaker: (Automotive engineering) (10 minutes)*Note: Ask speaker to bring models of cars for students

● Snack Break (12pm – 12:15pm)● Activity 2: Building Machines with Legos (Worksheets)

o Time: 1 houro Instructions: We will place the students into groups of 4 and groups will build

Lego different machines using Legos. Handouts will be given each group● End session.

Week 7: Interview Prep/ Robo Engineering (March 19 th , 2016, 11am – 1:15pm, Fieldzone) ● Guest speaker: Job interviews(10 minutes)

● Activity 1: Believe It or Not: Your Attitude and Enthusiasm Just Might Get You the Job (Handout)o JUST THE FACTS: According to many sources, the enthusiasm you display on a

job interview can make the difference between getting the job and not getting the job. Some even say that attitude can account for up more than 40% of your rating! This activity will focus on the different attitudes that can be (and have been) displayed during a job interview. In a job interview, enthusiasm comes across as showing a genuine interest in the job.

o Time: 30 - 40 minuteso Materials You will need three actors/actresses. One will play the interviewer,

one will play the positive job applicant, and one will play the not-so-positive job applicant. If possible, the not-so-positive job applicant could use props such as a cell phone, chewing gum, boxer shorts showing, and anything else that might be perceived as unprofessional

o *Note: You may choose not to use the role-play scripts – and instead have participants answer the questions in their own way — understanding that one person interviews very well, while the other doesn’t (to the extreme). This is a good strategy for non-readers or those with limited reading proficiency. Directions Ask participants: Did you know that often an employer will decide within the first 30 seconds if an applicant is right for the job?

o What do you think can come across in 30 seconds? Why is the first 30 seconds so important? Elicit responses. Obviously, this means you need to be on top of your game going into the interview.

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o Ask for volunteers to read a role play script about job interviews. Allow volunteer actors/ actresses a few minutes to review the scripts. Explain to each “interviewee” that they should be “over the top” and that the “good” interviewee should be really, really good; and the “bad” interviewer should be really, really bad.

o Conclusion Discuss with participants the fact that these examples are both ends of the extreme. What are some of the takeaways from either observing or participating in this role play? Depending on how the interviewees “acted,” there is a good chance that both interviewees demonstrated enthusiasm – and even if it wasn’t “spoken,” interviewee #2 certainly was excited about his/her tattoos and ability to eat rocky road ice cream. Talk about the difference between both types of enthusiasm.

● Snack Break (12:00pm – 12:15pm)● Guest speaker: Robotic engineering (10 minutes)● Activity 2: Robotic engineering exercise● End session

Week 8: Job Interview prep continued/Computer Science (April 2 nd , 2016, 11am – 1:15pm, Fieldzone)This session will be preparing the students for mock interviews on the campus of LTU the following week. Let’s work on getting the students some dress clothes if they do not have any and also haircuts/hair dressers. This would be a good time to look for a partnering business who wants to build PR and do something good for the community. We will discuss this idea more.

● Guest Speaker: Dress for success, branding yourself (15 minutes)● Activity 1: Work on resumes (30 minutes)

• Students will be given additional time to work on resumes from week 6. • Note*: This activity will be mainly for students 16 – 18. All students can

participate in this event, however students who students how are still in middle school do not have to participate in resume/Interview activities. Students who don’t participate in this event will do computer programming exercises

● Snack Break (12:00pm – 12:15pm)● GUI Application development or Web Development exercise ● End session

Week 9: Field trip to LTU/Interviews (April 9 th , 2016, 11am – 1:15pm, Lawrence Tech University)During this session we will bring the group to Lawrence Technological University for mock interviews with different representatives of LTU. Interviewers from the college will basically ask

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the students questions that pertain to their academics goals and life goals. This will give the students practice with interviewing and also give them a chance to brand themselves.

● Students must dress professional for this event. A dress shirt, pants, and shoes will be fine. We want to make the experience as realistic as possible for the students.

● We will meet at the Fieldzone at the normal time and head over to the LTU campus for the interviews.

● Interviews will last for 7 minutes. There will be 10 different interviewers from the campus to conduct interviews.

● Lunch Break (12:00pm – 12:15pm)● After Lunch we will close out the interview session with a reflection period with the

students. We will ask questions on what they learned from the experience, how things went during the interview, and what they feel like they can work on for future interviews. We will head back to the Fieldzone at 12:45pm.

Week 10: Commencement of program (April 16 th , 2016, 11am – 12:30pm, Fieldzone) A commencement session will be held to honor the students for all of their hard work and dedication over the 10 week program. We will award each student a plaque honoring them as NSBE Jr members and as graduates of the Joshua Project.

● Commencement session with start at 11am.● We will begin with a short speech on the maturation of the students over the 10 week

period. ● We will prepare a PowerPoint or video presentation of the students. This presentation

will highlight each week of events with pictures/video of the activities from the beginning of program to the last week of activities.

● After showing the highlight video, I would like to find a guest speaker who can give a brief speech about something that can tie education and professionalism all in one.

● Following this, we will honor the students with their plaques of achievement.● Session will end with a post program rundown of how we will aid the students who have

just graduated the program.o One thing we will do to assist students that are preparing for college who have

graduated the program, is connect them to NSBE chapter at whatever college they decide to attend.

o We will hold weekly tutoring sessions with the students at the Fieldzone to help them maintain or increase their academic excellence.

o Establish a mentoring system where members of NSBE with serve as big brothers/sisters to the students. We will be there to help the students overcome any obstacle and do everything we can to them into college.

● End session

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