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Exploration Planning Services (EPS)

 

A Preliminary Plan

 

 

EXPLORATION ACTIVITIES (EA)

Advisory Conferences

Advisory Profiles (interest inventories, etc.)

EPS Orientations and Workshops (e.g., Nainoa Thompson)

Classes

Site Visits

Career Internships (voluntary, paid; short-term, long-term)

Community Problem-Solving or Service Learning (cultural preservation or advocacy, environmental or nature conservation, health [teen pregnancy, overweight], information technology, law enforcement, welfare, homelessness, substance abuse, education, physical abuse, ocean resources, recreation, etc.)

Interviews

Travel

Readings

Research or Experiment (with a professional or independently)

 

PORTFOLIO PROJECT ACTIVITIES (PPA)

[Competition format with prizes in different categories]

Written (publication in EPS Journal [a fall and a spring issue], which is student run; fiction, non-fiction)

Multimedia (film, TV production, play, electronic game, original musical or dance composition; presented during EPS Conference)

Presentation (end of semester EPS Conference; EPS Orientation)

Exhibit (end of semester EPS Conference; art gallery: painting, sculpture, photography)

Webpage (informative, interactive)

Panel Discussion or Debate on key issues (EPS Conference, involving experts or students, or both)

 

 

OVERVIEW

The advisor would work with the student to define an individual exploration activity (EA) plan with an appropriate portfolio project activity (PPA). The extent or complexity of the PPA would be determined by the amount of time the student plans to spend in EAs. A two-semester PPA would be much more involved than a one-semester PPA. Amount of time devoted to exploration activities would also determine the size of the PPA. For example, a student who devotes only three hours a week to EAs would have a much smaller PPA than one who devotes 12-15 hours a week. The completed PPAs could serve as learning resources and models for students in subsequent semesters.