Culminating Project Seminar #4 Working with Field Experts And Beginning to Create a Product

Field Experts Using a Field Expert is optional. Field Experts should be used when your supervising teacher is not able to advise you on your project topic. (Outside her/his subject area, or the teacher is over- stretched.) Field Experts may be used as an additional resource even if your supervising teacher is advising you.

Students are responsible for finding a Field Expert. Field Experts should be knowledgeable about the subject matter of your project and should be able to advise you on items such as: Where to seek information on the topic. Possible directions your project could take. Possible career considerations Help getting “un-stuck” if you hit a wall. Help evaluate the progress of your work and offer realistic advice as to its quality.

Field Experts do not complete work for the student’s project. Field Experts should be able to meet with the student on a mutually agreed upon schedule. Field Experts should be invited and encouraged to attend the Presentation. Field Experts must indicate their agreement to the guidelines by completing the Field Expert Agreement Form.

Field Experts may not be other students or anyone under 18. Field Experts may be: Older family members (parents, older siblings, extended family members). Other OSD teachers (present or past). Friends of the family working in the area of your project. Community Member with appropriate expertise.

Field Experts: Safety/Legal Issues Use caution working with someone you do not already know. OSD Policy requires that persons not employed by the school district consent to a school volunteer background check if they will be working with students while unsupervised by district personnel.

Working with Field Experts The Student and Field Expert should agree to a schedule of meeting times as needed–could be regular or occasional meetings. You do not necessarily need to meet with your Field Expert in person--you could communicate via or phone only. (They will still need to complete the agreement form and be verifiable.) If possible try to meet with the field expert at school. Possible locations: library, career center, supervising teacher’s room, main office conference room, etc.

If meeting off-campus, avoid one-on -one private meetings. Meet in populated areas. Make sure your parents know where you will be. If possible have a parent or family member nearby during your meetings. If you ever have a question about the appropriateness of any contact by your Field Expert, discontinue meetings, and notify parents, Supervising Teachers, CP Supervisor, as needed.

Field Expert Courtesy Set a positive and professional tone at all times. Set up meeting times well in advance. Make a confirmation call the day before the planned meeting. Make sure the Field Expert knows the goal of the meeting. They may need to make preparations or bring materials. If communicating through voic or , always leave complete information: Name, phone or info, what the message is regarding.

Give people at least 24 hours to respond to messages before following up. Be appreciative and respectful of their time. Make sure you send them a thank-you note or small gift after your project is completed to let them know how much you appreciate their time and advice.

Field Experts (Final Thoughts) Have the Field Expert complete the reflection form after the process is complete. Let your teacher know if this is someone you would recommend for other students or if this is someone who should be avoided. If the Field Expert lets you down and does not follow through with their agreement, you can either try to get another Field Expert or do without. You are still responsible for project completion. (Welcome to the real world!)

Creating a Product Have you figured out what you are doing? What will be the best way to showcase your newfound expertise in your subject? Will it be something unique and memorable? Which of the 6 Product Rubrics will you use? Can you complete it in the time allowed?

The 6 Product Rubrics Career Exploration Design a product, service or system. Event or Activity Planning Investigation Learning a New Skill/Improving an Existing Skill Research Investigation Learning a New Skill/Improving an Existing Skill Research

The Rubrics… Help you focus your product. Have unique traits for each type of product Have some traits in common: Plan Implementation Thinking and Problem Solving Learning

Rubrics Be sure to study the unique traits for your chosen product type. If you overlook these traits in your plan, you will have to re-do your product to account for it. Make sure your product can be shared with your teacher, can be verified as actually existing, and figure out how you will share your product at your presentation.

Products (final thoughts) Remember to examine the Prohibited Activities list (Appendix 1). There are examples of successful projects and products (Appendix 5), which can be a starting place for brainstorming. We will examine the unique rubric traits in more detail next time.

Next Seminar: Having your Product Evaluated and Beginning to Prepare for the Presentation