US DOL TAACCCT Round 2 Grant Starts: October 1, 2012 Ends: September 30, 2016.
Aspirations for TAACCCT Round 3: A Virtual Event
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Transcript of Aspirations for TAACCCT Round 3: A Virtual Event
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Aspirations for TAACCCT Round 3:A Virtual Event
May 23, 2013
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Jane OatesAssistant Secretary
Employment and Training AdministrationU.S. Department of Labor
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Gerri FialaDeputy Assistant Secretary
Employment and Training AdministrationU.S. Department of Labor
Panel 1 – Partnership Engagement
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Dave CoxDean of Technical Education
& Carol Weigand
Air Washington Program Manager
Spokane Community CollegeSpokane, Washington
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Michael GreenwoodSenior Manager,
Workforce Development & Training Integration for Commercial Airplanes
Boeing CorporationSeattle, Washington
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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
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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
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Johan UvinDeputy Assistant Secretary
Office of Vocational and Adult EducationU.S. Department of Education
Panel 2 – Capacity Building
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Van Ton-Quinlivan Vice Chancellor for Workforce and
Economic Development
California Community [email protected]
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Nancy ThibeaultDean of Distance Learning and
Instruction
Sinclair Community CollegeOhio
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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
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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
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Lessons Learned• Solid Foundation
– Flexible– Extendable– Efficient
• Employer and Workforce Board Relationships– Meet local labor market demands– Secure employment opportunities for
participants
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Susan GallagherProject Director
National STEM ConsortiumAnne Arundel Community College
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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
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National STEM Consortium• 10 colleges• 9 states• 5 career pathways• 21 individual college programs
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National STEM Consortium• Building capacity through:
Multi-college collaboration Open educational resource Infrastructure Implementation continuum Process model
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Jane OatesAssistant Secretary
Employment and Training AdministrationU.S. Department of Labor
Panel 3 - Innovation
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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.
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Data drives powerful Feedback Loops
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Team-based design and development
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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.
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What are Stackable Credentials?
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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.
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Jane OatesAssistant Secretary
Employment and Training AdministrationU.S. Department of Labor