Al-Noor School College Readiness & Career Exposure Program

Maiyadah Kased, Verrazzano Class of 2026, completed major in SLS

Working on this capstone project has been one of the most meaningful experiences for me, both academically and personally. Going into it, I knew I wanted to create something that would help students, especially because I had once been in their position, feeling unsure and unprepared for what comes after high school. Through the process of developing, implementing, and analyzing this program, I realized that its impact went far beyond what I originally expected.

One of the biggest things I learned is how powerful structured support and exposure can be. At the beginning of the program, many students felt overwhelmed, confused, and unsure about college and their future. Seeing the data shift from students feeling “unprepared” to “prepared and confident” showed me that these feelings weren’t permanent, they were the result of a lack of guidance and opportunities. Once students were given access to information, mentorship, and real experiences like college visits and guest speakers, their mindset completely changed. This made me understand that sometimes students don’t lack ability, they just lack access and support.

Another major takeaway for me was the importance of relationships. I initially thought the most impactful parts of the program would be things like college fairs or presentations, but what stood out the most was the connection students built with counselors and alumni. Hearing from guest speakers who were once in their exact position made success feel more real and achievable. More personally, I learned how important it is for students to feel heard. There were moments during interviews that really stayed with me, especially when I saw students begin to open up and express themselves in ways they hadn’t before. That showed me that being a counselor is not just about giving advice, but about creating a space where students feel safe, understood, and supported.

I also learned a lot about research itself. Since I was both the program coordinator and the researcher, it challenged me to step back and look at my work more objectively.  Analyzing surveys, interviews, and field notes helped me see patterns and themes I wouldn’t have noticed otherwise. It made me realize how important it is to listen to student voices and use their feedback to improve programs. At the same time, I became more aware of the limitations of my study, especially since it focused on one group of students. This pushed me to think more critically about how research can be expanded and strengthened.

If I were to continue developing this project, there are several ways I would want to build on it. First, I would expand the program to include more interactive and hands-on experiences, such as career simulations or workshops that allow students to actively engage with different fields. I would also want to include a wider variety of career paths so that more students feel represented and can explore options beyond the most commonly discussed professions. In terms of research, I would expand the sample size by including multiple grade levels or even partnering other schools to see if similar results occur in different settings.

Additionally, I would place an even stronger emphasis on one-on-one support and reflection. The data showed that students benefited not just from exposure, but from having time to process what they learned and talk through their thoughts. Creating more structured opportunities for reflection could help deepen the impact of the program even further.

Overall, this project changed how I see both education and my role within it. What started as an effort to improve college readiness turned into something much bigger, a support system that helps students grow academically and emotionally. It showed me that when students are given the right tools, guidance, and environment, they can build confidence and find clarity in their future. This is something I will carry with me moving forward, and it continues to shape how I think about supporting students in meaningful ways.