I was not disappointed. I signed up for a pre-conference workshop to receive a Career Pathways Leadership Certification. This workshop began with emphasizing the economic consequences for the US if our students do not acquire the 21st century skills needed. India and China, as we’ve heard so often, are not only leading in population but students are eagerly seeking the skills needed to fill these jobs. The US is the only industrialized country today where young people are less likely than their parents to earn a diploma. Using career pathways, we can engage students at an early age helping them with the direction they need to stay in school and realize their dreams.
My first “ah ha” moment came when we started talking in more detail about the Career Pathways System. It is a philosophy of connecting and coordinating all education systems – K-12, postsecondary and adult systems while embedding economic development and labor market demand considerations. It is about a student’s entire educational experience from pre-school on through whatever level of attainment they choose, e.g. certificate, associate degree, 4-year degree, masters, doctorate, etc. Before coming to this conference, I thought it was about post secondary education.
A Career Pathway Program of Study is a roadmap that is jointly developed by educators and employers. It shows the connections between education and training programs and jobs in a given sector at different levels, e.g. Health Science could be anything from a CNA to a surgeon. It is for all students and provides multiple entry and exit points throughout one’s lifetime. The Career Clusters are the curriculum foundation for the Program of Study.
The US Department of Education has defined 16 Career Clusters . These have been grouped under broader categories by Colorado and other States, as noted below. Under each of these 16 Career Clusters there are currently 79 pathways. The categories have been broadly framed so that as new occupations emerge, they can be embedded into the 16 Career Cluster framework.
Business, Marketing & Public Administration:
- Management and Administration
- Finance
- Marketing
- Government and Public Administration
Hospitality, Human Services & Education
- Hospitality and Tourism
- Human Services
- Education and Training
Agriculture, Natural Resources and Energy
- Agriculture, Food and Natural Resources
- Energy
STEM, Arts, Design & Information Technology
- STEM
- Arts, A/V Technology and Communication
- Information Technology
Skilled Trades and Technical Sciences
- Architecture and Construction
- Manufacturing
- Transportation, Distribution and Logistics
Health Science, Criminal Justice and Public Safety
- Health Science
- Law, Public Safety, Corrections and Security
These clusters are a grouping of career and broad industries based on common knowledge skills – both academic and technical. The core of this model embeds essential knowledge and skills including academic content knowledge, civic responsibility, collaboration, communication, creativity and innovation, critical thinking/problem solving, finding and using information technology, global and cultural awareness, personal responsibility and work ethics. The Career Clusters model serves as an organizing tool for educators and provides a framework for seamless transition throughout the student’s educational path. It is an instructional and guidance model and connects education to economic development. Each State is developing its own “Plan of Study” templates for these sectors. Here is a quote from the Colorado Community College System regarding Career Cluster and Plans of Study implementation:
“Colorado Career & Technical Education (CTE) believes that every student should be on a path that leads to career success, through seamless plans of study fostering academic and technical achievement, to develop a globally competitive workforce for Colorado. Use of this model will enhance Colorado’s ability to grow a globally competitive workforce.”
See http://www.coloradostateplan.com/default_cluster.htm for more information.
My second “ah ha” moment came when I realized that Career Technical Education (CTE) is not “vocational education” with a new label. The National Association of State Directors of Career Technical Education Consortium (NASDCTEc) notes that “CTE programs at the secondary, postsecondary and adult levels prepare individuals for a wide range of careers such as health care/bio-medical, renewable energy, hospitality … CTE reflects the modern workplace. And since the majority of careers require a postsecondary credential, high-waulity CTE programs incorporate rigorous academic and technical standards, as well as critical workplace skills such as problem solving, communication and teamwork, to ensure career and college success for its students.” Their vision for CTE are formed from five principles:
- CTE is critical to ensuring that the United States lead in global competitiveness.
- CTE prepares student to success in further education and careers.
- CTE is a results-driven system that demonstrates a positive return on investment.
- CTE is delivered through comprehensive programs of study aligned to The National Career Clusters framework.
- CTE actively partners with employers to design and provide high-quality, dynamic programs.
Throughout the conference and the workshops I attended, there was a consistent theme that to be effective programs of study must be developed through collaboration among all levels of education and industry. In addition, curriculum must include activities that allow students to see the applicability to their chosen pathway. Cross educational opportunities, e.g. the building geometry courses, insure that students not only grasp the material but learn how it is applied in the workplace. Using portfolios and demonstration projects for grading rather than the routine testing practices is again a great ways to validate that the students not only know the material but are able to apply it.
2 comments:
Colorado Mountain College (CMC) has a mission "to create a better future for our students, our communities, our partners and our team members." The CMC professional development funding program shows a commitment to that mission and to truly creating a better future for all team members including adjunct instructors who are an important and substantial part of the CMC team.
I have had the honor of teaching as an adjunct instructor at the Alpine Campus for over 11 years. During that time I have been fortunate to have been funded for two professional development awards. Several years ago, I received funding to complete the certification preparation course and certification exam to earn my Certified Hospitality Educator (CHE) credentials from the American Hotel and Lodging Association (AH&LA). The Alpine Campus Resort Management program utilizes AH&LA curriculum so that our students earn both a CMC degree and certification from the lodging profession's credentialing body - the AH&LA Educational Institute. In earning the CHE designation, I learned many tricks for becoming a more effective teacher, but I would like to share one model that you may find of interest.
Donald Kirkpatrick's Levels of Learning
1. Reaction - Did the students/employees like the learning.
2. Learning - Did the students/employees increase their knowledge, did they learn anything.
3. Behavior- Did the students/employees change behavior as a result of the learning.
4. Results- Because of the student/employee learning and behavior change, were the desired results of the organization (employer) achieved.
5. ROI - Return on Investment (not in the original model - added later) - As a result of the learning, behavior change, and desired results; was there a quantifiable financial return to the organization.
Kirkpatrick's Levels of Learning helps us to identify good instruction as addressing students needs at all five levels. I believe in order for the education that students receive at CMC to be the most valuable to the student, it must produce behavior change that creates tangible employment-based results that return a financial payback (to the student's current or future employer). Payback for employers flows through to increased earning capacity and payback for the student. Education that creates Results and RIO will make our students more "highly employable." I believe this is a critical goal for CMC given the challenging economic situation our students will be facing.
In the fall of 2010, I received a professional development award to complete the certification preparation class and sit for the Senior Professional in Human Resources (SPHR) exam from the Society of Human Resources Management (SHRM). Because I teach the Resort Management Human Resources Management class, I felt it was helpful for our students (and their future employers and educational institutions) to know that their CMC instructor had demonstrated the highest level of competency recognized by the profession.
I would like to share another model that may be helpful to CMC instructors. Naturally, because the class was focused on human resources, there is only a small portion of the learning that would be of interest to CMC instructors. Here is one model that I found to be particularly useful - Benjamin Bloom's, Taxonomy of Learning.
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Bloom's work supports the teaching best practice of having students actively engaged with the learning because that engagement will push students to higher levels of understanding. It is with exercises, games, simulations, role plays, projects, and other engaging learning activities that students begin to apply, analyze, synthesize and evaluate knowledge.
These were two important teaching tools I gained as a result of the CMC professional development funds allocated to adjunct instructors. Although the learning was important and I have applied it in the classroom for the benefit of the students, I would like to point out that CMC's funding of professional credentialing education also shows a recognition that in the business world professional credentials are an important and immediately recognized signal of dedication and expertise.
I would like to recommend to fellow adjunct instructors that you take the time to learn about the professional development program, that you identify appropriate professional development opportunities that will help you become a better instructor, and that you apply for these funds to improve your future and the future of your CMC Students.
Respectfully
Darcy Owens-Trask, SPHR, CHE
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