Project Description

Resume & Tech Essentials Workshop for the Teen Center from the Davenport Resource Center

People Served Directly
People Served Indirectly
Name: Adriana Guevara
College Affiliation: College Eight
Major: GISES
Graduation Date: Spring 2016

Project Date: Early Fall 2015

Partner Org: Davenport Resource Cener
Partner Website:

Technologies Used: Email, LinkedIn, CraigsList
Project Themes: Youth Empowerment, Tech Literacy
People Served Directly: Employees of DRC. About 75% Latino
Community Served Indirectly: Visitors to the Resource Center

Project Description

While conducting research in Davenport, CA, I conversed with the project coordinator of the Davenport Resource Service Center (DRSC) about what challenges they face when addressing poverty alleviation. Davenport is a rural area that can be difficult to reach, leaving local organizations at a disadvantage when it comes to creating opportunities and raising funds for operational activities. This limits activities and the allocation of funds that can be provided for Davenport’s residents. One of the biggest demands that has been expressed to the project coordinator is to provide a program that teaches the teen participants from the DRSC how to create job resumes, apply for jobs and stay up­to­date on the latest technologies. There is a need to provide tech essential lessons that can enhance the teens’ skills for the job market.Tech essential skills areimportant to have while in the job market because it provides a pathway into recent technological developments, which appeals to potential employers. An applicant who is well versed in Excel, Word documents and other programs, is more likely to get hired than an applicant with no such knowledge. According to US News, 80% of middle­skill jobs (which is 39% of the total workforce) such as administrative work, the marketing field, etc., require digital and computer skills.7

In July and August 2015, I conducted a series of technology essential lessons in Davenport. These lessons were directed towards youth members of Davenport Resource Service Center.The project spanned over the summer,with a curriculum training binder provided for a sustainable course. The budget total was under $500, which includes a training manual for staff, snacks for participants, and other teaching materials as needed. The important goal of this project was to make contact with the teen center and help develop their resumes through a workshop. While doing so, I helped them set up their emails, LinkedIn profiles and gave an overview of searching online jobs databases. Additionally, I showed them video clips from short Youtube documentaries highlighting the lack of technology access in other parts of the world; I did so as a means to break the ice at the beginning of each lesson & give them additional take­aways from the workshop.

I was able to develop and implement this project effectively due to the preparedness of the Everett staff & members, and the Everett Program’s diligent academic work. In addition to having experience in front of a classroom as a math & english tutor, the SOCY 30 series coursework­­which included tech labs and weekly readings of social theories, technology access, etc.­­fully prepared me to carry out this project. During the 3o series, I was able to understand what it took to develop a project, examine the needs of an organization, set realistic goals, record measurable impact, and conclude the success of such a project. After contacting a partnership that was eager to work with me, the Everett Program aided me in writing out a project proposal. With the guidance of fellows who had gone through the same experience as I did, I felt supported and was encouraged by seeing my classmates in the midst of developing their projects