New Designs for Career and Technical Education
description
Transcript of New Designs for Career and Technical Education
New Designs for Career and Technical Education
George H. CopaGena Proulx
Diane K. TroyerSusan J. Wolff
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Session Purpose
New designs for career and technical education in community college
Leadership challenges and strategies in implementation
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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Session Presenters
Dr. George H. Copa Dr. Gena Proulx, President
Professor and Project Director Community College of Baltimore
Oregon State University County, Dundalk
Corvallis, Oregon Baltimore, Maryland
Dr. Diane K. Troyer, President Dr. Susan J. WolffCy-Fair College Project CoordinatorHouston, Texas Oregon State University
Corvallis, Oregon
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Session Organization
Introduction New Designs for Career and Technical
Education Application to Reconfiguration of Existing
College -- Community College of Baltimore County
Application to Design of New College -- Cy-Fair College
Closing Remarks Discussion
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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Scope of CTE
$13,000,000,000/Yr.
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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CTE is offered in:• 14,100 comprehensive high schools (93%)• 250 vocational high schools• 1,100 area vocational centers• 720 degree granting community colleges• 500 postsecondary area vocational schools• 300 postsecondary schools serving one industry• 70 postsecondary skill centers• 2,490 private postsecondary schools
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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NDCTE Context
Changes is work, family, and community Educational reform (i.e., access, academic
standards, accountability, curricular integration, lifelong learning)
Educational and workforce legislation (School-to-Work, Perkins III, Workforce Investment)
Next steps to improvement of effectiveness and efficiency of CTE
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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NDCTE Focus
Secondary education
Postsecondary education
Interface of secondary and postsecondary education
Whole school/college
Career and technical education
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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NDCTE Purpose
Vision of CTE at secondary and postsecondary levels (2010)
Design process for school and college use
Based on research and promising practices
Involve practicing leaders in CTE
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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NDCTE Value Added
Respond to context of CTE Secondary and postsecondary Comprehensive and aligned Based on current knowledge Considerable professional review Design process for local and state
application
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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NDCTE Process
Design reviews (150+ reviews, 1290 references)
National design group (13 members, 6 2-day meetings)
Design studios (25 participants each, 4 3-day workshops)
Learning community (Web-based) Reports (interim, papers) Technical assistance
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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NDCTE Design Elements
Learning Context Learning Audience Learning Signature Learning Expectations Learning Process Learning Organization Learning Partnerships Learning Staff Learning Environment Learning Accountability Learning Celebration Learning Finance
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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NDCTE Recommendations
CTE Mission, Vision, Values, Goals, Performance Indicators
CTE Desired Features (for 12 Elements) CTE Design/Redesign/Continuous
Improvement Process
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
CTE Mission
To serve individuals and society through direct lifelong preparation for work, family, and community roles and responsibilities.
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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CTE Vision (2010)
Be essential part of everyone’s learning Be dynamic, relevant, and engaging
learning Be totally integrated learning Be enthusiastically supported Be solid return on investment
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
CTE Design Features
Element (12) Importance (top five, rank order) Level (Secondary only, Postsecondary only,
Both secondary and postsecondary) Newness (Drop, Keep, Stay the course, Cutting
edge) Uniqueness (Unique to CTE, Not unique to CTE) Strength of validation
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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Overarching CTE Design Features
Learner centered -- opportunities, multiple ways to learn, wrap around services, personalized
Connectivity -- networks, linkages, blending, integration
Accountability -- high expectations, external standards, assessment, continuous improvement
Sustainability -- entrepreneurship, flexibility, innovation, partnership
Vibrancy -- up-to-date, exciting, high energy
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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CTE Design Elements
Learning Context Learning Audience Learning Signature Learning Expectations Learning Process Learning Organization Learning Partnerships Learning Staff Learning Environment Learning Accountability Learning Celebration Learning Finance
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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Shared by Secondary and Postsecondary
Become a learning system Provide adequate and flexible
resources.
CTE Learning Context
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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Shared, but Special to Postsecondary1. Build partnerships 2. Attract and retain teachers3. Develop leadership4. Expand thinking
CTE Learning Context
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Shared, but Special to Secondary1. Improve image2. Define high quality3. Serve all students 4. Include multiple purposes with
appropriate assessment
CTE Learning Context
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
CTE Design Elements
Learning Context Learning Audience Learning Signature Learning Expectations Learning Process Learning Organization Learning Partnerships Learning Staff Learning Environment Learning Accountability Learning Celebration Learning Finance
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Individuals Organizations Geographic regions Society-at-large
CTE Learning Audience
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
CTE Design Elements
Learning Context Learning Audience Learning Signature Learning Expectations Learning Process Learning Organization Learning Partnerships Learning Staff Learning Environment Learning Accountability Learning Celebration Learning Finance
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
CTE Design Elements
Learning Context Learning Audience Learning Signature Learning Expectations Learning Process Learning Organization Learning Partnerships Learning Staff Learning Environment Learning Accountability Learning Celebration Learning Finance
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
CTE Learning Expectations
Feature Sta-tus
Level Uni-que
1. Includes academic and general andspecific CTE knowledge and skills
S S/PS U
2. Clearly and conciselycommunicates expected results
K S/PS NU
3. Meet challenges of key internaland external stakeholders
S S/PS NU
4. Reaches for educationalexcellence to give opportunities
S S/PS NU
5. Directed toward challenges of 21st
century livingS S/PS NU
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
CTE Design Elements
Learning Context Learning Audience Learning Signature Learning Expectations Learning Process Learning Organization Learning Partnerships Learning Staff Learning Environment Learning Accountability Learning Celebration Learning Finance
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
CTE Learning Process
Feature Sta-tus
Level Uni-que
1. Engages in relevant andchallenging experiences
S S/PS NU
2. Be progressive pathways toachieving external standards
S S/PS U
3. Be learner-centered K S/PS NU
4. Use real life applications S S/PS NU
5. Involve faculty as facilitatorsand experts
S S/PS NU
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
CTE Design Elements
Learning Context Learning Audience Learning Signature Learning Expectations Learning Process Learning Organization Learning Partnerships Learning Staff Learning Environment Learning Accountability Learning Celebration Learning Finance
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
CTE Learning Organization
Feature Sta-tus
Level Uni-que
1. (Time) Be flexible CE S/PS NU2. (Settings) Have access to staff CE S/PS NU3. (Settings) Have access to
variety of learning placesCE S/PS NU
4. (Subjects) Prepare for change CE S/PS U5. (Staff) Be broadly inclusive CE S/PS U6. (Staff) Be integrated (across
roles, subject, setting)CE S/SP NU
7. (Decision making) Have studentsinvolved
CE S/SP NU
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Learning Context Learning Audience Learning Signature Learning Expectations Learning Process Learning Organization Learning Partnerships Learning Staff Learning Environment Learning Accountability Learning Celebration Learning Finance
CTE Design Elements
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
CTE Learning Partnerships
Feature Sta-tus
Level Uni-que
1. Focus on enhancing learning S S/PS NU
2. Partnerships is regular way ofoperating
S S/PS U
3. Be collaborative and mutuallybeneficial relationships
S S/PS NU
4. Have joint commitment andengagement
S S/PS U
5. Agree to continuous re-thinkingand innovation
S S/PS U
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Learning Context Learning Audience Learning Signature Learning Expectations Learning Process Learning Organization Learning Partnerships Learning Staff Learning Environment Learning Accountability Learning Celebration Learning Finance
CTE Design Elements
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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CTE Learning Staffing
Competencies Sta-tus
Level Uni-que
1. K nowledge of subject matter S S/PS NU
2. Can make learning authentic andcontextualized
S S/PS U
3. Able to guide learning S S/PS NU
4. Can work in teams and withpartners
S S/PS NU
5. Are creative and entrepreneurial S S/PS NU
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Learning Context Learning Audience Learning Signature Learning Expectations Learning Process Learning Organization Learning Partnerships Learning Staff Learning Environment Learning Accountability Learning Celebration Learning Finance
CTE Design Elements
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
CTE Learning Environment
Feature Sta-tus
Level Uni-que
1. Blend with workplace CE S/PS U
2. Be learner determined CE S/PS NU
3. Be flexible and adaptive S S/PS NU
4. Be community centered S S/PS NU
5. Facilitate and support learningcommunities
CE S/PS NU
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Learning Context Learning Audience Learning Signature Learning Expectations Learning Process Learning Organization Learning Partnerships Learning Staff Learning Environment Learning Accountability Learning Celebration Learning Finance
CTE Design Elements
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
CTE Learning Accountability
Feature Sta-tus
Level Uni-que
1. Based on shared mission,values, vision, and goals
S S/PS NU
2. Reflects attention to areas ofadvocated reforms in CTE
S S/PS U
3. Has a c lear purpose S S/PS NU
4. Addresses student, community,state, and national needs
S S/PS NU
5. Aligned with funding levels,shares, and incentives
CE S/PS U
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Learning Context Learning Audience Learning Signature Learning Expectations Learning Process Learning Organization Learning Partnerships Learning Staff Learning Environment Learning Accountability Learning Celebration Learning Finance
CTE Design Elements
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
CTE Learning Celebration
Feature Sta-tus
Level Uni-que
1. Express and build commitmentto mission, values, and vision
CE S/PS NU
2. Emanate from and createlearning culture
CE S/PS NU
3. Recognize external standardsand benchmarks
S S/PS NU
4. Conduct at multiple times andways during program
S S/PS NU
5. Provide continuous motivation tolearners and staff
S S/PS NU
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Learning Context Learning Audience Learning Signature Learning Expectations Learning Process Learning Organization Learning Partnerships Learning Staff Learning Environment Learning Accountability Learning Celebration Learning Finance
CTE Design Elements
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
CTE Learning Finance
Feature Sta-tus
Level Uni-que
1. Link funding directly to accountability and consequencesCE S/PS NU
2. Be innovative CE S/PS NU
3. Integrate local, state, national, andinternational plans and resources
S S/PS NU
4. Focus on priorities S S/PS NU
5. Use systems thinking whenseeking resources from partners
S S/PS NU
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
NDCTE Next Steps (Short Term)
Seek feedback Finalize recommendations Produce products
1. Compendium of design reviews2. Implementation handbook/guide
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Next Steps (Longer Term)
Develop awareness for local, state, and federal leadership
Build coalitions of major partners Identify demonstration sites and seek
resources to test Create models or prototypes Locate exemplary /benchmark sites
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
NDCTE Next Steps (Demonstration Sites)
Identify interested schools and colleges Select areas of focus Form coalition to seek funds Implement Assessment and continuous
improvement ?
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
NDCTE Next Steps (Demonstration Sites)
Identify interested schools and colleges Select areas of focus Form coalition to seek funds Implement Assessment and continuous
improvement ?
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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NDCTE Contacts
George H. Copa, Project DirectorSchool of EducationOregon State [email protected]://newdesigns.orst.edu
Susan J. Wolff, Project CoordinatorSchool of EducationOregon State [email protected]://newdesigns.orst.edu
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
PARTNERING
FOR
LEARNING
Application - Existing College
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
An aging campus--in the throes of declining
enrollments--partners with a community
agency to develop a law enforcement
learning environment
Application - Existing College
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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THE BALTIMORE COUNTY POLICE ACADEMY
Application - Existing College
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
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“REAL” WORKPLACE CONNECTIONS
•Explorer program
•Concurrent credit courses for high school students
• TECH PREP: Baltimore County Public Schools
Application - Existing College
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
The road leads to…
TECH PREP
Criminal Legal Forensic Justice Studies Technology
Application - Existing College
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Application - Existing College
web site: www.ccbcmd.edu
Dr. Gena Proulx, President
CCBC Dundalk
email: [email protected]
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Application - New College
Vision of Cy-Fair College
A responsive, innovative and collaborative learning community that thrives on preparing students for a lifetime of learning and change
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Application - New College
Imagine Class of 2005 A World of Change of Uncertainty 24/7 digital world Techno-Savvy OR Lost in the Digital Divide Rapid Changes in Work Place & Jobs Diverse Global World Technology for Every Day Life Impact of “Edu-tainment”
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Application - New College
Implications for Learning Active learning Team skills Constant emerging
technologies Systems not silos
Accountability for outcomes
Remove barriers to student success
Diverse needs = diverse support
Distance Learning
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Application - New College
Breaking New Ground Learning Signature
Facilities Design
Community Collaboration
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Application - New College
Learning Signature Learning Communities Service Learning Active Collaborative Learning Inter-disciplinary Emerging Instructional Technology High Standards for Customer Service Clear and Measured Outcomes Employ Faculty of the Future
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Application - New College
Facilities Design Collaborative classrooms Learning Commons Internet café Learning Studio Wireless Flexible e.g. Science Real World Labs – eg. Nursing, GIS,
CISCO, and EMS with Mock E.R.
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Application - New College
Community Collaboration Blended County and College
Library & Learning Center Fire & EMS Training Center –
ESD #9 and CFVFD Others in Development
Stage
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Application - New College
cyfaircollege.com
Diane K. Troyer, Ph.D., PresidentCy-Fair College14955 Northwest FreewayHouston, Texas 77040832.782.5040 Office832.782.5045 Fax
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
NDCTE Leadership Challenges and Strategies
Revitalizing an Existing College
Create a “wolf” at the door -- sense of urgency Operate in the present design AND the new
design -- ambiguity and inconsistency Anticipating need to change -- timing and
available resources
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
NDCTE Leadership Challenges and Strategies
Designing a New College Develop vision -- goals and plans Define and abide by shared values and
priorities -- vigilant, overt, and ever present Involve internal constituencies and external
partners in planning process --inclusive and continuous
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
NDCTE Leadership Challenges and Strategies
Leading Change Systemic -- create collective sense of purpose Results Driven -- establish attainable goals Culturally Inclusive -- value the richness Sustainable -- promote flexibility and creativity
Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.
NNDDCCTTEE
Questions and Discussion
New designs for career and technical education in the community college
Leadership challenges and strategies in implementation