03 Feb Recruitment

It is the time of year for students to begin the registration process for next year’s classes.   Also, it is time for teachers to begin their campaign to tell students what unique skills can be gained by signing up for their classes.  AMPED and Geometry in Construction are no different than many other classes.  Whether it is the first time to offer the class or the 10th time to offer the class, explaining to students how a class such as AMPED/Geometry in Construction can be valuable for their career path.   Below are tips for a variety of stakeholders that we have discovered over the past 12 years to promote Geometry in Construction and AMPED .

Recruiting Students 

If possible we get one of our teachers in front of them in their current class for 10 minutes.   We bring currently enrolled students.   A similar option is to have Pre-Algebra teachers bring their students to the Algebra 1 shop/lab area or have Algebra 1 teachers bring their classes on a tour of the Geometry in Construction class area.

Be sure to include topics such as:

• What classes can students continue on into once AMPED/GIC is successfully completed?
• What skills will I gain for my career path? We try to highlight skills from a variety of career paths. For example, students going into the white-collar career paths of engineering, architecture, construction management, surveying, landscape design, drafting will gain valuable hands-on experience in construction as well as students going into the trades.  We receive reports back from former students how valuable their experience in AMPED/Geometry in Construction especially in the soft skills.
• Be sure to address the question that is in most student’s mind, “I have never used a hammer or a saw, will I look dumb?”. I have never used a 3D printer, can I be successful? We assume students have not used any tools prior to this class.
• Male students do not have an advantage over the females. In fact, because of the tools (example light battery saws) that are available as well as attention to detail, females are equally likely to be successful in AMPED or GIC.  Both males and females are equally successful in our classes.
• Discuss the service-learning component if you have one. For us, we talk about building for a family from Habitat for Humanity or producing wooden toys in AMPED for children in need.  If not service learning, discuss what project(s) students will be creating.
• When possible we show a 2-3 minute video. Some schools can show it during video announcements.

Create a brochure.  The brochure should include 3 areas; one each for Students, Parents, and Administration/Counseling.  Include topics such as:

• Students are ready to take the next math course after completion of this course.
• Majority of students take AMPED/GIC NOT because it is easy but because it is relevant. We answer the question “When are we ever going to use this math?”.
• Manufacturing and Construction are not just for males. It provides a career path to high paying non-traditional careers for females.
• Power equipment is optional.
• Listing of career paths that benefit from AMPED/GIC.
• State test score information (or national if this is your first year) showing favorable outcomes.
• No experience needed for either course.
• Community service opportunities through non-profit partnerships.
• All algebra and geometry standards are covered.
• It is fun.

Parent Recruitment

Use back to school night or parent conferences to hand out brochures mentioned above.  If you have a back to school night, include currently enrolled students (if you have them) as representatives.  Have a video running to grab attention (there are several on our website).

Counselor & Administrator Recruitment  

We buy an inexpensive lunch (yes, out of our pocket) for all counseling/administrators.  The catch is they get an opportunity to hear a 15 minute presentation.

• We hand out the brochures and highlights items from it.
• We discuss career paths that benefit from enrollment in AMPED/GIC.
• We discuss state or national test scores comparing regular classes to AMPED/GIC.
• We do not assume counselors know all about our program. It is too much to expect a counselor to know everything about every special program in our school.
• We suggest the brochure is placed on the counselor bulletin board or under the glass on their desk for easy reference.
• We take lots of questions.