Aspirations for TAACCCT Round 3:A Virtual Event

May 23, 2013

Jane OatesAssistant Secretary

Employment and Training AdministrationU.S. Department of Labor

Gerri FialaDeputy Assistant Secretary

Employment and Training AdministrationU.S. Department of Labor

Panel 1 – Partnership Engagement

Dave CoxDean of Technical Education

& Carol Weigand

Air Washington Program Manager

Spokane Community CollegeSpokane, Washington

DCOX@scc.spokane.edu & cweigand@scc.spokane.edu

Michael GreenwoodSenior Manager,

Workforce Development & Training Integration for Commercial Airplanes

Boeing CorporationSeattle, Washington

Other Partnership Engagements• Quinsigamond Community College

Integrated the college, workforce system, and local industry through the development of the Massachusetts Community Colleges and Workforce Development Transformation Agenda (MCCWDTA)

http://www.masscc.org/partnerships-initiatives/redesigning-community-college-education-and-training

Other Partnership Engagements• Collin College Consortium

Have a business and industry leadership team (BILT) that has redesigned curriculum in the colleges and defined credentials/pathways for their areas of focus

http://www.nisgtc.org/areas.html

Johan UvinDeputy Assistant Secretary

Office of Vocational and Adult EducationU.S. Department of Education

Panel 2 – Capacity Building

Van Ton-Quinlivan Vice Chancellor for Workforce and

Economic Development

California Community Collegesvtquinlivan@CCCCO.edu

Nancy ThibeaultDean of Distance Learning and

Instruction

Sinclair Community CollegeOhio

nancy.thibeault@sinclair.edu

Why Competency-Based Education?• Next logical next step in our online program evolution • Adopting and adapting the Western Governors University model

– Packaging competencies into courses (multiple competencies per course mapped to topics)

– One high-quality set of learning resources per course– Students self-pace through courses completing assessments and

demonstrating 80%+ proficiency to advance to next topic– Unbundled faculty roles

• Faculty Mentor• Student Mentor• Grader

• Better meets the needs of the target population– Accelerated / self-paced reduces time to completion (and to jobs)– Earn credentials by demonstrating knowledge, skills and abilities

Student-Focused StrategyCourse Content –One versionHigh QualityMapped to competencies

AssessmentsMapped to competencies

Faculty MentorsAnswer course content questionsProvide tutorial help as needed

Learner Support - Student MentorProvides all non-content related servicesCase manages student from entry to graduation

Learner Support - Student MentorProvides all non-content related servicesCase manages student from entry to graduation

Lessons Learned• Solid Foundation

– Flexible– Extendable– Efficient

• Employer and Workforce Board Relationships– Meet local labor market demands– Secure employment opportunities for

participants

Susan GallagherProject Director

National STEM ConsortiumAnne Arundel Community College

Marylandsgallagher5@aacc.edu

National STEM Consortium• Anne Arundel Community College in Maryland• College of Lake County in Illinois• Clover Park Technical College in Washington State• Cuyahoga Community College in Ohio• Florida State College at Jacksonville• Ivy Tech Community College in Indiana• Macomb Community College in Michigan• Northwest Arkansas Community College• Roane State Community College in Tennessee• South Seattle Community College in Washington

State

National STEM Consortium• 10 colleges• 9 states• 5 career pathways• 21 individual college programs

National STEM Consortium• Building capacity through:

Multi-college collaboration Open educational resource Infrastructure Implementation continuum Process model

Jane OatesAssistant Secretary

Employment and Training AdministrationU.S. Department of Labor

Panel 3 - Innovation

Candace ThilleExecutive Director

Open Learning InitiativeCarnegie Mellon Universitycthille@andrew.cmu.edu

What is the Open Learning Initiative? Scientifically-based open online learning environments based on the integration of technology and the science of learning with teaching. OLI is designed to simultaneously improve learning and facilitate learning research.

Data drives powerful Feedback Loops

Team-based design and development

Paul LeBlancPresident

Southern New Hampshire Universityn.richardson@snhu.edu

Maria FlynnVice President,

Building Economic Opportunity

Jobs for the Futuremflynn@jff.org

Why Stackable Credentials?• Students have ability to earn and learn by acquiring

shorter term credentials with clear labor market value even as they continue to build on these to access more advanced jobs and higher wages.– Fits with the real life situations of dislocated workers.– Motivates students to persist/complete.– Aligns with employer needs.– Facilitates student transfer and alleviates need to “start

from scratch.– Accelerates return into the labor force.

What are Stackable Credentials?

Innovative Strategies• Using real-time labor market information to align

credentials and pathways to regional labor market demand.

• Mapping clear, transparent pathways.• Building capacity of counselors and advisors to help

workers navigate pathways.• Developing a “core” or “hub and spoke” model that

enables workers to easily move across occupations without losing credit and time.

• Aligning industry-recognized credentials, registered apprenticeships and work-based learning with academic programs of study.

Jane OatesAssistant Secretary

Employment and Training AdministrationU.S. Department of Labor