Articles for High School Counselors

5 Tips for Preparing Seniors for Working While Going to College

College is a huge transition for high school seniors. All of a sudden, students go from having a highly structured day to being responsible for managing their own time. There are also new responsibilities, especially if they will be living away from home and working while attending school.

Getting a job is a great way for college students to offset the cost of a degree, reduce their debt load, and gain experience in the workforce. However, it can be challenging for incoming freshmen to balance their schoolwork with the demands of a part-time job.

As a counselor, you can help set students up for success if they plan to work while attending college.

Discuss Time Management

High school students heading to college should already know how to manage their time to some extent. However, balancing a full school schedule in high school is quite different from balancing college courses and a job. Preparing students for these new demands means discussing time management with them and suggesting methods for staying on top of all their responsibilities.

You might go over concepts like time blocking and using tools like a digital calendar and Trello to ensure that schoolwork is turned in on time and work obligations don’t fall through the cracks. Because each person is different, it’s best to give students resources for creating their own time management system. That way, they can develop a system that works for them.

Help Students Learn How to Find the Right Kind of Job

Although jobs in college aren’t likely to be “career” jobs, that doesn’t mean students can’t get more out of them than a paycheck. Talk to students about their interests and guide them toward looking for part-time jobs that align with their interests and abilities.

If a student is interested in becoming a veterinarian, you could suggest that they find a job at a veterinary office or boarding kennel so they can get some firsthand experience and find out if they like the environment. Or, if they eventually want to work in business, they might want to work in an administrative role. Those who want to become teachers could work at a daycare center.

Students can gain valuable experience before they even finish their degree if they’re willing to put in the effort and find a job that is relevant to their future careers.

Encourage Students to Consider Online Classes

College schedules are more flexible than high school schedules, but students still have to arrive on time for their in-person classes. This can be tricky with work scheduling, especially since class times change every semester or quarter. One solution to this is taking classes online, which are much more flexible than in-person classes.

There are many benefits to choosing online classes, especially for students who are trying to graduate with less debt. Many students can continue living at home while they attend online classes, reducing their living expenses during college. Online classes are also more convenient and make it easier to manage both school and work.

Emphasize Communication

Students need to know that it’s okay to ask for help if they feel overwhelmed by their responsibilities. Talk to them about the need for open communication with their teachers and supervisors.

Most people are understanding and will be accommodating if there is communication before a potential conflict occurs. Although it’s not always possible for people in authority to provide flexibility, it doesn’t hurt to ask, and students need to know that communication is always preferable to saying nothing and simply letting work or school suffer.

Provide Self-Care Tips

The pressure can be overwhelming for new college students to do well in school. That, combined with the need to perform well at work, can lead to stress, overwhelm, and other problems. Students need to practice healthy self-care in order to manage their mental health and promote well-being.

Helping students understand why self-care like getting enough sleep and exercise is so important is critical. They won’t build time into their schedules for these essentials if they think that pulling an all-nighter is a good way to get an A on their next test.

Go over different types of self-care and stress-management techniques that students can use to proactively improve their mood, focus, and productivity. You should also talk about ways to de-escalate when overwhelm and anxiety occur.

Helping Students Succeed in College and Work

Balancing college and a part-time job is doable if students are prepared for the challenges. While a counselor can only do so much to help students succeed, it’s important to discuss the potential challenges and come up with a game plan before a student graduates and moves on to higher education.

Be honest with students about the reality of working while attending school. Giving students the pros and cons, plus the tools they need to be successful, will allow them to find their way and earn money while still doing well in their classes.

Date November 21, 2022
Author Sarah Daren

New Scholarship for Student with Disability

Earning a college degree is more expensive than ever, especially for those with disabilities, who not only have to pay for typical college-related expenses like tuition and books, but other medical-related costs as well. Sleep Family is offering a $1,500 Scholarship to one deserving student with a disability.

Eligibility Requirements

Enrollment Status

Applicants must be currently enrolled at or planning to attend a 2-4 year university, community college or graduate school program located in the United States.

Medical Disability

Candidates must have a medically recognized physical or mental disability.

GPA

The minimum GPA required for application is 2.5, indicating that all applicants are in good academic standing.

How to Apply

To apply, please write a short essay (no longer than 750 words) which addresses the following questions:

What obstacles have you had to overcome on your path to academic achievement?
What is your ultimate goal or dream job, and what do you plan to do with your degree?

Please try to include as many personal touches as possible so the Scholarship Committee can get to know you on a personal level.

Application Deadline and Submission

To be eligible, please send an email to info@sleepfamily.org with the following information:

Full name
Current mailing address
Phone number
Short description of your disability
The name of your current college or the college you plan to attend
Your essay
Attach a copy of your latest transcript (high school or college) so the Scholarship Committee can verify GPA

Scholarship applicants must submit a complete application via email by no later than December 31st.

Here is the link to apply and further information: https://sleepfamily.org/scholarship/

Tell Me Something Good! (And Pat Yourself on the Back)

We’re past the Nov. 1 deadline. Do you feel any relief? Will you be able to unwind for the short Thanksgiving break?

We hope you give yourself a bit of time off, too (which means please try hard not to read student essays while roasting that turkey or watching football!)

As we move into regular application season (which includes those UC deadlines), it’s a fabulous time to pat yourselves on the back for all the good work you do with your students, year after year.

We don’t do that often enough.

In fact, in our College Essay Community and Wow Partners professional development programs, we get so busy helping one another solve problems, we sometimes forget to share some of the good news, the reasons we do this work!

Last month, Susan got an email with some amazing news from Sue, a member of the College Essay Community. With her permission, we shared her news inside the Community Forum.

We want to share the email with you, too. Why? Because we think it’s important to take time to reflect on what’s meaningful about the work we do. Here’s what Sue had to say:

I just had my final session with one of my students. Very bittersweet – his essay is fabulous and most importantly HE is happy with it.

But I’ve been enjoying our sessions and am sad we’re done. I’m lucky – ALL of my students this year are good kids who are pleasures to work with.

The two who started with me over the summer are blowing the supplements out of the water. They come to me with drafts that don’t need much revision.

I keep wondering what I’ve missed in them, and then I had the epiphany that they’ve learned HOW to attack the essays.

Very humbling and gratifying to have been able to make that kind of impact and validating that I *AM* good at this!!!

Thanks so much for all the support and fantastic resources.

That’s Sue’s good news. We really like good news.

In fact, every morning, after my business partner, Susan Knoppow, and I meet, we end the conversation with this:

Tell me something good.

We’ve been doing this for nearly four years. It keeps us grounded; it’s often the highlight of our day. It can be something big or small; there are no rules.

What’s my something good today? You. We always appreciate you and the hard work you do to support students and their families on their journeys to college.

In honor of you, and all of our college counseling colleagues, we have made a donation to InsideOut Literary Arts, which has helped more than 60,000 of Detroit’s youth build their literacy and academic skills through creative writing.

We believe in good writing and the people who teach it. We appreciate InsideOut, and we appreciate you.

Wishing you a happy, healthy holiday season, from the Wow team: Susan, Joe, David, and me.

Now it’s your turn: Please tell me something good. You can reach me at kim@wowwritingworkshop.com.

Wow provides students and educational professionals a simple, step-by-step process for writing effective college essays, so students can stand out and tell their stories. At Wow, we’re transforming the college essay experience from daunting and frightening to calm and empowering.

Kim’s articles on the college essay appear regularly in print and on the web, and her work has been featured in a variety of newspapers, magazines, and online publications. Kim is a former newspaper reporter and corporate communications manager with a BA in Journalism from Michigan State University.

Date November 11, 2022
Author Kim Lifton

Geoscience: Providing Careers That Matter to Communities and Society

The American Geosciences Institute (AGI) has assembled an array of career-related resources to inform and guide young people about options in the geosciences as they consider their future careers. At present, most geoscience career resources are directed toward college students to guide their studies and preparation for working in a variety of geoscience-related fields. We are currently developing resources geared to high school students, and you can help by giving input about the information they will contain. We invite you to complete a survey (here), which we estimate will take about 5-10 minutes and will provide invaluable guidance into the career resources for geosciences that we are developing.

Occupations within the Geosciences help people and society thrive within our interactions with our natural world, addressing everything from climate change impacts, natural hazards to clean and available water to the resources we need to support our modern society. Unfortunately, outdated and limited conceptions of how and what earth scientists do in their work deter many students from considering these exciting and important pathways. Geoscientists do much more today than make field observations, it’s a high-tech profession, utilizing cutting edge technologies such as ground penetrating radar, 4-D seismic visualization (Figure 1, USGS), LiDAR (Figure 2, Swezey, 2020) and even gravity, hyperspectral or gas measurements, much of which is collected using platforms like aerial drones, ships, and satellites to investigate important questions about the Earth and its processes. Communities use geoscience information in many ways, including to make roads, bridges, buildings, and other parts of new infrastructure stable and safe for generations and to identify areas of hazards and ensure access to clean water. As well, geoscience can help communities uncover and preserve the natural and cultural history of their area, such as through paleontological and anthropological research in local settings.

Studies show that young people are highly motivated to pursue careers that are known to help improve the environment and living conditions (Carter et al., 2021), which can be accomplished through geoscience careers. We can see that AGI’s most frequently accessed career documents are related to Atmospheric Sciences and Environmental Geology. As students research careers in broad areas such as these, young people can learn about the wide array of pathways that they can consider. The skills developed in becoming a geoscientist can enable students to pursue a variety of opportunities, such as journalism, engineering, medicine, and law. Likewise, there are a wide variety of things students might be interested in that feed directly into a future in the geosciences. Yet, limitations in opportunities for students to engage with earth science in elementary, middle, and high school can mean that students may not consider these careers unless they are encouraged to explore such connections between geoscience and their areas of interest.

For example, in the Next Generation Science Standards, which are used in many school systems nationally, there are fewer performance expectations for Earth and Space Science (58) than for Life and Physical Science (64 and 73, respectively); this may lead to less exposure to geoscience concepts over the course of a student’s pre-college education. A review of state standards by AGI suggests that currently only two states require an earth science class for graduation. Approximately 1% of elementary teachers and 3% of secondary teachers are certified in earth and space science, which is lower than any other science certification (Wilson, 2016). While every state has required geoscience-related standards, a majority of teachers addressing these concepts are teaching out of area, which may limit their ability address misconceptions or to spark interest in the subject (Hill & Chin, 2018); especially a level of interest that could lead to students pursuing a career in the geosciences.

Employment in geoscience fields is projected to grow by 5% from 2021 to 2031 (Bureau of Labor and Statistics, 2022), with over 325,000 total positions for geoscientists in the United States; data collected by AGI show that of this total, approximately 100,000 new hires will be needed to fill vacant and new positions, which is more than can be filled by the number of students currently pursuing geoscience degrees (Wilson, 2014). We are hoping that the documents we create can increase student awareness and interest in geoscience careers and introduce students to the many exciting opportunities afforded by the geoscience careers available to them. We appreciate your time and input in the development of these resources (Survey), and in making students aware of these exciting career possibilities.

Two technologies, ground penetrating radar and seismic refraction, allow scientists to create images like this 3D Seismic Profile. Such images can show underground features; for example, oil and gas reservoirs, or fault lines, allowing people to address questions including the potential for earthquake hazards in a region. An animated version of this image is available at: *https://www.usgs.gov/media/images/3d-seismic-profile-animation*

These two images show the same area in the Southeastern United States. The image on the left shows the LANDSAT data (Google Earth). The image on the right shows how a technology called LiDAR (Light Detection and Ranging) is used to identify hard-to-see features on the landscape like these oblong depressions. Such features help geoscientists recognize that past climates in the Southeastern United States were a lot like the climate in parts of present-day Alaska. Understanding past climates can help us address climate change now and in the future.

References

Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Geoscientists,
at https://www.bls.gov/ooh/life-physical-and-social-science/geoscientists.htm (visited October 31, 2022)

Carter, S.C., Griffith, E.M., Jorgensen, T.A. et al., Highlighting altruism in geoscience careers aligns with diverse US student ideals better than emphasizing working outdoors. Commun. Earth Environ 2, 213 (2021). https://doi.org/10.1038/s43247-021-00287-4 Hill, H. C., & Chin, M. (2018). Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes. American Educational Research Journal, 55(5), 1076–1112. https://doi.org/10.3102/0002831218769614

“3D Seismic Profile Animation.” U.S. Geological Survey, Pacific Coastal and Marine Science Center, https://www.usgs.gov/media/images/3d-seismic-profile-animation

Swezey, C.S. (2020). Quaternary Eolian Dunes and Sand Sheets in Inland Locations of the Atlantic Coastal Plain Province, USA. In: Lancaster, N., Hesp, P. (eds) Inland Dunes of North America. Dunes of the World. Springer, Cham. https://doi.org/10.1007/978-3-030-40498-7_2

Wilson, C. (Oct. 2014). “Explanation of the Predicted Geoscience Workforce Shortage.” American Geosciences Institute. Available from https://www.americangeosciences.org/geoscience-currents/explanation-predicted-geoscience-workforce-shortage.

Wilson, C. (2016). “Status of the Geoscience Workforce 2016.” American Geosciences Institute. Available from https://www.americangeosciences.org/workforce/reports/status-report

Date November 8, 2022
Author Lindsay C. Mossa, Luc Charbonneau, Christopher M. Keane, Edward C. Robeck

Preparing Students for Future Online Degree Programs

As the world pushes past the worst of the COVID-19 pandemic, many virtual or remote adaptations that were propelled by necessity will likely increase in utilization even as the world opens up again. Higher education and being able to pursue virtually every type of degree online now, is a sizable example of this phenomenon.

Obviously, online degrees were available before the pandemic began. However, lockdowns and other pandemic realities forced countless institutions and programs to make many more degree programs completely virtual. What had been conventionally considered a lesser option before the pandemic — completing a degree program online — quickly gained rapport and viability when it became the only option. And because of the improvements online degree programs underwent, they have now risen substantially in perceived value and robustness.

The schedule flexibility and geographic ubiquity that online degree programs offer over in-person programs will likely propel their engagement even higher in the future.

As a high school counselor working to prepare your students for college success, these realities will make a meaningful difference for an increasing number of your students. More and more of them will choose online degree programs in the coming years. Because of this, it’s important for you to think about how to adjust your work to prepare your high schoolers both for engaging in in-person and virtual degree programs.

By the Numbers: Engagement with Online Degree Programs

The stats are in: the global “e-learning” market is projected to increase by almost 100% between 2020 and 2026. In 2019, the number of undergraduate students in the United States that studied exclusively online was almost 15% of the total number of undergrad students studying that year.

And this doesn’t even include the much larger percentage that engaged in some of their classes online or participated in online/in-person hybrid degree programs.

The online student experience is here to stay. Because of this, it’s important to help today’s high school students prepare to thrive in online or partially online degree programs.

Equipping Your Students to Thrive in Online Learning Environments

To support stronger online learning aptitudes and help your students prepare for the possibility of online schooling during college, here are a few elements you can incorporate into your counseling and student engagement.

Determine Whether an Online Program is the Best Fit for Them

Though online programs are becoming more common and can suit the needs and lifestyles of a wide range of people, they aren’t for everyone. It’s important to help each of your students decide whether an online degree program is the right fit for them before they embark on one and find out the hard way. Some students need in-class interaction, enjoy in-person engagement with their peers or professors, or struggle to spend time engaging with material on a screen.

In addition, online coursework usually requires stronger time management skills and accountability to stay on top of assignments and lectures.

Talk to your students about these realities. Encourage them to try out an online class either at their high school or even through a local technical school or community college to see how it feels. It is hugely advantageous for any student to know before applying for undergraduate programs whether online coursework will work for him or her.

Help Them Prioritize Basic Physical Health and Wellness Needs

The nature of most in-person degree programs include a few elements that can help maintain physical and mental wellbeing almost automatically. Needing to walk or commute to and between classes, interact in person with classmates and teachers, and plan schedules around class times can intrinsically maintain physical activity, social outlets, and predictable life rhythms.

When engaging in an online degree, students often have to intentionally create time and space for healthy habits. Practicing the creation of regular weekly schedules or structures, committing to regular exercise or physical activity outlets, and attending social events or investing in friend groups can be ways your students can incorporate those healthy rhythms when they’re not naturally included via the rituals of in-person schooling.

Help Them Understand the Importance of Healthy Socialization and Relationships

As mentioned above, in-person programs often come with an element of built-in social opportunities and connections. Though online degree programs can go to great lengths to mimic and facilitate relational learning environments and social relationships, it is very difficult (or arguably impossible) to satisfy our needs for relational and social connections via remote or digital interactions.

Your students need to know that developing healthy in-person relationships is an important component of health and wellbeing. Encourage them to practice creating new friends. This can be especially important for juniors and seniors, whose focus is usually on completing their schooling requirements and spending time with friends they may have made freshman year or earlier.

This practice can prepare them for when they leave their familiar high school environment and, for many of them, need to create new relationships in different environments or sets of circumstances.

Help Them Develop and Practice Good Study Habits

Online programs almost always require from students’ certain elements of diligence, study, and organization that are not always as necessary during in-person programs. Because of this, it is vital to help any students you work with who are interested in pursuing an online degree practice their study skills and time management habits now so that they aren’t caught off-guard when they begin a virtual program.

Having fliers or exercises available in your office to explain study tips or organizational techniques can be a huge resource for all of your students, and particularly the ones that see themselves studying remotely in the future.

Helping your students prepare now for the differences they’ll experience in online degree programs can fundamentally change their experiences and rate of success once they reach undergraduate settings. These skills are important for every student as they graduate from high school, but particularly for those who plan to take on an online degree program. Incorporating these ideas now can help your students significantly down the road.

Date November 7, 2022
Author Sarah Daren

How to Get it Right with the UC Personal Insight Questions

Imagine UC was a person. If we met face-to-face, what would you want us to know about you? These personal insight questions allow you to tell us. You could write about your creative side. Your thoughts on leadership. A challenge you’ve faced. Whatever questions you answer, make sure you show us your personality—just as you would in real life. I am sure you’ve read this before if you work with students applying to the UCs; it’s a quote from the University of California admissions website, an introduction to their personal insight questions for students. Year after year, we hear how different the UC prompts are from other personal statements. That likely comes from the UC’s insistence that the PIQs are nothing like Common App personal statements. That’s not entirely true. Let me explain. Sure, the questions are different. And they are more specific and straightforward. Not to mention shorter. But what the UCs want is pretty much the same as what colleges want in any personal statement. Insight. The UCs, and schools reading essays on the Common App, want to know this in any personal statement:

Who are these applicants? What matters to them? What do they want to share with UC? And why?

It’s a whole lot easier to help students answer prompts when we realize the UC prompts are the same as any other personal statement. (Sigh!) And best of all, you don’t need special training just for UC to help your students answer these prompts effectively. We start with the Common App, a more traditional essay prompt that serves as our best teaching essay, and then help our students with the UCs. You probably already know that we break down the essay-writing process into ten steps. The first six steps focus on content (what the student will write about and why). Once the content is solid, we move on to structure (how to present that content), and finally, we wrap it up with polish (checking grammar, spelling and all those other last-minute details). Every essay, whether it’s a Common App personal statement, a UC PIQ, a straightforward “Why Us” supplement or a University of Chicago creative essay, should focus on content first. Every. Single. Time. We give our students prep questions that they have to answer and send to us before we brainstorm topics for any essay. We don’t want them to show up to our brainstorm discussion unprepared.

We don’t want your students to show up unprepared either.

Here’s the pre-brainstorm worksheet our students complete before choosing topics for their UC PIQs. Feel free to use it, then let us know if it helps. We create worksheets like this for all of our schools. It saves us tons of time, and helps students focus.

Perceptive, resourceful, and curious, Kim Lifton, President of Wow Writing Workshop, can get a story out of anyone; she helped create the brainstorming process used in the Wow Method.

Wow provides students and educational professionals a simple, step-by-step process for writing effective college essays, so students can stand out and tell their stories. At Wow, we’re transforming the college essay experience from daunting and frightening to calm and empowering.

Kim’s articles on the college essay appear regularly in print and on the web, and her work has been featured in a variety of newspapers, magazines, and online publications. Kim is a former newspaper reporter and corporate communications manager with a BA in Journalism from Michigan State University.

Here’s a link to get free resources for you (including a book for counselors and a free monthly Pro Chat)!

Date November 4, 2022
Author Kim Lifton

Addiction and Bullying

It’s no secret that bullying can have a devastating impact on a person’s life. Bullying can lead to mental health disorders and addiction (substance use disorder) in adulthood. A study by the National Institute on Drug Abuse (NIDA), people who were physically bullied as children are more likely to experience drug abuse and alcohol abuse in adulthood. Do you have any students that are experiencing bullying? Bullying is repeated physical, verbal, or socially aggressive behavior involving an imbalance of power. Bullying can occur in person or online and can have a lasting impact on the victim’s mental and physical health. According to the PACER National Bullying Prevention Center, bullying can lead to mental health disorders and addiction in adulthood. People bullied often use drugs or alcohol to cope with their trauma and are twice as likely to commit suicide. Suicide is now the SECOND leading cause of death for individuals 10-34 years old. 20% of all middle and high school students report being bullied.

Addictionguide.com has put together information that educates about the connections between bullying and substance abuse. Please share it with your students Here is the link: https://www.addictionguide.com/addiction/bullying/

Help Your Students Understand the High Cost of Dropping Out of School

Character Video provides video lessons that address bullying, cyberbullying, racism, teen suicide prevention, and other tough topics. Their recent video addressed the topic of the high cost for students of dropping out of high school. Have any students this could apply to? Keith Deltano uses comedy to get his points across to students in a fun way they will actually pay attention to. Check out his video: Dropping Out is Expensive below:

Dropping Out is Expensive

Counseling Office Student Assistant Expectations

Do you use office assistants in your office? If yes, here is a template that can be crafted/adapted for your school to use to let the assistants know what is expected of them. This is provided courtesy of Brittanie Davis, a Counselor in Indiana.

Thank you for your willingness to serve as an assistant in the counseling office. Our office could not function without you! You provide such a valuable service to the counseling staff that ultimately also benefits our students and entire staff. As you are probably aware, there is A LOT that happens in the counseling office. Following these expectations will allow all of us to have the best experience possible!

Confidentiality and Appropriate Conversations
- Confidentiality is of the utmost importance! By being in the counseling office, you may see or overhear things that should remain confidential. All conversations you overhear are strictly confidential and may not be discussed – failure to comply will result in immediate removal as an assistant.
- Assistants are expected to keep conversations appropriate while in the office.
- You may not discuss which students were seen in the counseling office with any other students.
- No video recording, taking pictures, etc. unless for a specific task in the counseling office is permitted as this can jeopardize others’ rights to confidentiality.
Delivering Passes
- Wear assistant badge when not in office
- Check for passes at start of period
  - Wait until bell rings before leaving to deliver passes
  - Leave within first 3 minutes to deliver passes, unless asked to stay
  - If a student is absent, please take pass to counselor and put on door (write “absent” or “abs” on pass and give back to counselor or place in door mailbox, if busy)
Greeting/assisting students and parents
- When a student enters, make sure they have a pass and ask who they are here to see.
  - Go check with that staff member to see if they are ready for a student
    - If you know the counselor has someone in their office already, ask the student to wait until the staff member is available
  - Only students with a white pass should be waiting for a counselor
    - If a student is here without a pass, tell them they have to have a pass to be seen
    - If the student insists on being seen without a pass, get Secretary’s assistance or ask the staff member they are requesting to see if they are available
- If Secretary is not here and an adult enters, greet them and ask them if you can help them
  - Get a staff to help you with the adult after you have greeted them and asked what they need help with
- If counselors are in a meeting with staff and someone comes for them with a pass, it is okay to knock on the door to let them know
  - If the counselor is in a meeting that is NOT in the office and you don’t know where they are, allow the student to wait for no more than 10 minutes
  - If the counselor does not return within 10 minutes, tell the student to return to class – write the student’s name on a piece of paper with a note saying they were here and clip it to the counselor’s door
Completing Tasks
- Check with Secretary to see if any tasks need completed and ask for directions from where previous period left off
- If there is a task assigned, you are expected to get it done ASAP
- If it is not done your period, leave notes for the following period so they can continue
- If you need to work on homework, please let Secretary know so that we can arrange for the task to get done
General Guidelines and Grade Expectations
- If the counselor has their door shut, never interrupt unless there is an emergency
- Please refrain from using the refrigerator and microwave – students should not be in the break room area since many counselors often use this space to counsel students.
- Grades will be checked at the end of each nine weeks and semester. Students failing one or more required classes will be removed from the assistant position and will be placed back into study hall. After all, what kind of counselors would we be if we weren’t making sure you were on track to graduate. 🙂

Printed Name: _________________________________________Signature: __________________________

**Failure to comply with expectations will result in removal as an assistant.**

Date October 28, 2022
Author Brittanie Davis

Top 35 Companies for Remote, Flexible Schedule Jobs

Are any of your students looking to work for a company that lets them work remotely after they graduate from college? If yes, Flexjobs has published their list of the top 35 employers that allow employees to work remotely. Here is a summary of each with direct links you can share with your students:

1. BairesDev

The technology solutions company designs and engineers scalable and high-performing software solutions meeting clients’ business challenges.