Aspirations for TAACCCT Round 3: A Virtual Event May 23, 2013

Jane Oates Assistant Secretary Employment and Training Administration U.S. Department of Labor

Gerri Fiala Deputy Assistant Secretary Employment and Training Administration U.S. Department of Labor Panel 1 – Partnership Engagement

Dave Cox Dean of Technical Education & Carol Weigand Air Washington Program Manager Spokane Community College Spokane, Washington &

Michael Greenwood Senior Manager, Workforce Development & Training Integration for Commercial Airplanes Boeing Corporation Seattle, 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) 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

Johan Uvin Deputy Assistant Secretary Office of Vocational and Adult Education U.S. Department of Education Panel 2 – Capacity Building

Van Ton-Quinlivan Vice Chancellor for Workforce and Economic Development California Community Colleges

Nancy Thibeault Dean of Distance Learning and Instruction Sinclair Community College Ohio

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 Strategy Course Content – One version High Quality Mapped to competencies Assessments Mapped to competencies Faculty Mentors Answer course content questions Provide tutorial help as needed Learner Support - Student Mentor Provides all non-content related services Case manages student from entry to graduation Learner Support - Student Mentor Provides all non-content related services Case 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 Gallagher Project Director National STEM Consortium Anne Arundel Community College Maryland

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 Oates Assistant Secretary Employment and Training Administration U.S. Department of Labor Panel 3 - Innovation

Candace Thille Executive Director Open Learning Initiative Carnegie Mellon University

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 LeBlanc President Southern New Hampshire University

Maria Flynn Vice President, Building Economic Opportunity Jobs for the Future

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 Oates Assistant Secretary Employment and Training Administration U.S. Department of Labor