How Strongsville's Career Exploration Program Helps Students Find Their Paths

While thinking beyond high school graduation can be exciting for students, it can also create uncertainty about the future. Today’s increasingly competitive job market — along with concerns about AI and fewer entry-level opportunities — is leaving some students feeling pressure to determine their career path early, even as many are still exploring their interests and options.

For the last five years, Strongsville High School’s Career Exploration Program (CEP) has helped students ease some of those concerns by exposing them to different industries and local employers.

What began as a small initiative with about 10 students has grown to roughly 50 participants each year.

Brent Painter, Strongsville’s economic development director, remembers when Superintendent Cameron M. Ryba approached the city about establishing an advisory council to strengthen connections between the school district and business community.

The goal was to help students learn about career opportunities in the area while also supporting the region’s future workforce.

“Every business I go into is always looking for good talent,” Painter says. “We want to help students learn about careers and the great opportunities in Strongsville, hoping when they graduate — whether they go to college, vocational school or directly into the workforce — they consider staying in the area.”

How the CEP Works

Students interview for the program their sophomore year. Those selected take courses focused on communication, resume writing, interview preparation and interpersonal skills in their junior year. During their senior year, students have time built into their schedules for internships, job shadowing and other hands-on experiences.

The CEP also incorporates classroom speakers and field trips to local businesses and the city’s safety department. Matt Jancar currently leads the program, in addition to working as an intervention specialist at Strongsville High School. Over the course of two years, he helps match each student with opportunities to learn about their fields of interest.

“As students look at options, they may say, ‘Wow that was great — that’s definitely something I want to pursue,’ or they might say, ‘That wasn’t what I thought it was,’ and have the chance to pivot,” Jancar says.

Discovering What’s Out There

Painter sees the ability to explore different jobs as a major advantage for students in the program.

“When I was younger, those types of opportunities weren’t really available,” Painter says. “Now, students can try things out, even if it’s just going on a tour. They remember what they liked and what they didn’t. That experience helps them make more informed decisions down the road.”

Showing students different workplaces also helps broaden their understanding of company structure.

“Their focus is so narrow,” Jancar says. “They don’t always realize the different types of jobs at a company. At a manufacturing plant, you see the people working on the floor, but there’s also human resources, administrators, engineers and others behind the scenes.”

Jancar also sees students benefit from the coursework, finding skillsets they didn’t know they had as they dig into the assignments and their own strengths.

“What’s impressed me the most are the students who have started their own businesses,” Jancar says. “Whether it’s car detailing or landscaping, they’ve grinded and marketed themselves and built something really remarkable.”

Building Relationships Early

The business advisory committee has helped the school district partner with dozens of companies.

Southwest General Health Center, for instance, hosts CEP groups every year, and some students have returned for opportunities after graduation. In this way, the program can serve as a good pipeline for organizations looking to connect with future talent.

Infinium, which manufactures glass wall systems, also took part in the CEP this year, giving students a facility tour and offering paid summer internships. Vice President of Operations Kevin Breslin says when Infinium heard about the program, they immediately saw it as something they wanted to support.

“Infinium has deep ties to Strongsville,” Breslin says. “We currently employ more than 20 Strongsville High School graduates in a variety of roles throughout our organization, and about 20% of our workforce are residents. Getting involved felt like a natural extension of who we are as a company and how we want to contribute to the community around us.”

Breslin also sees the CEP as a way to engage with the next generation of workers.

“Like many growing companies, we are always looking for talented, motivated people who want to learn, work hard and build a future,” Breslin says. “The program allows us to showcase what modern manufacturing and construction-related careers can look like while building meaningful relationships with students early.”

Keeping the Momentum Going

Looking forward, Jancar would like to have more internships and other semester-long opportunities to offer students. For companies hesitant about taking on a high school student, he assures that he’s there to support as an advisor to ensure a positive experience. Jancar encourages more businesses to reach out to learn more about getting involved in the program, whether it’s simply coming in to speak to a class or hosting a site visit.

Breslin also encourages more businesses to get involved in the program.

“Students need exposure to real businesses, real career paths and real people doing meaningful work,” Breslin says. “The CEP is a practical way for companies to invest in the next generation, strengthen the local workforce and show students that there are great opportunities right here in Strongsville and Greater Cleveland.”

The CEP Timeline

Sophomore Year

Interested students interview for the program.

Junior Year

Selected students take courses in communication, resume writing, interview preparation and interpersonal skills.

Senior Year

Students have time built into their schedules for internships, job shadowing and other hands-on experiences.

Q&A with Strongsville High School student Luke Haberkorn

Q: Why did you want to participate in the CEP?

A: I felt that it would open more opportunities to me as well as provide me with some information about what I might be willing to do as a career when I’m older.

Q: What have you liked the most?

A: My favorite experience was when we made a resume and talked to older people about our aspirations for the future. We asked questions about their careers and experiences in their life. Doing that gave me insight about how I should plan out my future and how to set myself up for success, even if I’m not fully sure of what I want to do as a full-time career.

Q: What career path are you considering?

A: I became interested in psychology when we researched jobs that are fitting to our specific personality type. I found that this is one of the paths that fits best with who I am as a person.

Q: Why do you think CEP is important for students?

A: This program is helpful for students who either do not fully know what they want to pursue in their future, or for students who want a better grasp on what they need to do in their future to succeed.

Q: What else have you learned in the program?

A: I have learned a lot about selling yourself to people and to always make connections so you are more likely to come across unexpected opportunities.