1. Industrial Credentials as a Basis for articulation NCWE October 13, 2016 Presenters: Ken FLOWERS, DEANNA Khemani & Glenys Warner

2. Agenda Discuss Foundations of M-CAM
Types of Industry Credentials Selected
Process Used to Articulate Credit
Lessons Learned
Next Steps
We would like to set-up individual meetings with each of the M-CAM colleges beginning the second week of January 2016 to (1) discuss the Impact Evaluation, including identifying the comparison group and the transmission of social security numbers to SPR using a secure site and process; (2) discuss the M-CAM participant case study approach; and (3) discuss the spring 2016 site visits. I would like to spend the remainder of our time together today discussing these areas and working with the team to identify any challenges/issues that may arise.

3. What is M-CAM? Collaboration among eight Michigan colleges
Macomb
Bay de Noc
Grand Rapids
Kellogg
Lake Michigan
Lansing
Mott
Schoolcraft
Received Round 3 TAACCCT Grant

4. What is M-CAM? M-CAM is an intensive job readiness program
Aligned to DOL’s Advanced Manufacturing Competency Model
Receive industry referrals
Conduct intensive intake and assessment
Provide foundational skills and technical skills training
Address workplace competencies
Provide intensive job search and placement assistance
TAACCCT Summary
Eight Michigan community colleges and (Macomb, Bay de Noc, Grand Rapids, Kellogg, Lake Michigan, Lansing, Mott and Schoolcraft) form the Michigan Coalition for Advanced Manufacturing (M-CAM). The foundation of M-CAM is an intensive job readiness program aligned to an Advanced Manufacturing Competency Model, which includes industry referrals, intake, assessment, foundational skills training, workplace competencies, and technical training and ends in a successful transition to the workplace supported by employer involvement.
TAACCCT Sector focus
M-CAM will focus on career pathways in four strong job sectors: CNC Machining, Welding/Fabrication, Multi-Skilled Technician, and Production Operations. The holistic M-CAM model will promote job readiness skills, basic skill development, pathways to degrees, employer involvement, education plans, and prior learning assessments. Each college in the coalition has committed to adopting key certifications in welding, metalworking, machining, and production to promote successful employment, while each will work to augment rapid response systems in their areas so that trade-impacted workers have timely access to services to meet emerging needs of employers.
Filling the gaps
In M-CAM’s survey of regional employers, these companies cited 53 specific training gaps, including lack of local access to courses for specific certificates such as Certified Quality Engineer, and Six Sigma Green Belt Certification. Many employers cited a gap in students’ technical skills such as blueprint reading or computer-aided design (cited by 57% of employers). In response, M-CAM colleges will offer at least 13 new credentials and update 63 certificate and degree programs.
Building Capacity through ……..
Greater access to employment
The coalition will engage employers to secure internships, on-the-job training, and other work-based learning experiences for participants, thereby affording participants the opportunity to apply new skills in industry-related environments.
Greater access to curriculum through technology
M-CAM schools will commit resources to convert both foundational skill courses and technical skill courses to hybrid courses combining online content with hands-on, equipment intensive labs.
M-CAM will convert basic and technical skill courses to online/hybrid formats via multiple accessible platforms; develop free online introductory courses in all four occupational areas to help students decide whether they may like such a career; create online learning communities. Throughout this process, coalition members will rely on input from industry/association partners to design, update, and align programs of study in the four career pathways and provide ongoing curriculum development help.
The project will provide innovative use of technology throughout basic and occupational skill training, from development of hybrid courses, online learning communities, and free massive open online courses (MOOCs) to mobile trainers that provide hands-on training in classrooms as well as worksites. Courses will be offered in on-ground, on-line, or blended formats, with new courses developed in blended (hybrid) formats allowing online or web-enhanced instruction to be coupled with hands-on applications. In addition to sharing resources, blended delivery will facilitate remote access so that training can reach a wider audience in a real-time format.
Greater access to transfer options
M-CAM colleges will develop articulation and common basic skill assessments so that students in the region gain common competencies; new transfer agreements forged with four-year institutions

5. M-CAM Career Pathway Focus
Four advanced manufacturing pathways
CNC Machining
Welding/Fabrication
Multi-Skilled Technician
Production Operations
The holistic M-CAM model promotes job readiness skills, basic skills development, pathways to degrees, employer involvement, education plans, articulation and prior learning assessments
TAACCCT Summary
Eight Michigan community colleges and (Macomb, Bay de Noc, Grand Rapids, Kellogg, Lake Michigan, Lansing, Mott and Schoolcraft) form the Michigan Coalition for Advanced Manufacturing (M-CAM). The foundation of M-CAM is an intensive job readiness program aligned to an Advanced Manufacturing Competency Model, which includes industry referrals, intake, assessment, foundational skills training, workplace competencies, and technical training and ends in a successful transition to the workplace supported by employer involvement.
TAACCCT Sector focus
M-CAM will focus on career pathways in four strong job sectors: CNC Machining, Welding/Fabrication, Multi-Skilled Technician, and Production Operations. The holistic M-CAM model will promote job readiness skills, basic skill development, pathways to degrees, employer involvement, education plans, and prior learning assessments. Each college in the coalition has committed to adopting key certifications in welding, metalworking, machining, and production to promote successful employment, while each will work to augment rapid response systems in their areas so that trade-impacted workers have timely access to services to meet emerging needs of employers.
Filling the gaps
In M-CAM’s survey of regional employers, these companies cited 53 specific training gaps, including lack of local access to courses for specific certificates such as Certified Quality Engineer, and Six Sigma Green Belt Certification. Many employers cited a gap in students’ technical skills such as blueprint reading or computer-aided design (cited by 57% of employers). In response, M-CAM colleges will offer at least 13 new credentials and update 63 certificate and degree programs.
Building Capacity through ……..
Greater access to employment
The coalition will engage employers to secure internships, on-the-job training, and other work-based learning experiences for participants, thereby affording participants the opportunity to apply new skills in industry-related environments.
Greater access to curriculum through technology
M-CAM schools will commit resources to convert both foundational skill courses and technical skill courses to hybrid courses combining online content with hands-on, equipment intensive labs.
M-CAM will convert basic and technical skill courses to online/hybrid formats via multiple accessible platforms; develop free online introductory courses in all four occupational areas to help students decide whether they may like such a career; create online learning communities. Throughout this process, coalition members will rely on input from industry/association partners to design, update, and align programs of study in the four career pathways and provide ongoing curriculum development help.
The project will provide innovative use of technology throughout basic and occupational skill training, from development of hybrid courses, online learning communities, and free massive open online courses (MOOCs) to mobile trainers that provide hands-on training in classrooms as well as worksites. Courses will be offered in on-ground, on-line, or blended formats, with new courses developed in blended (hybrid) formats allowing online or web-enhanced instruction to be coupled with hands-on applications. In addition to sharing resources, blended delivery will facilitate remote access so that training can reach a wider audience in a real-time format.
Greater access to transfer options
M-CAM colleges will develop articulation and common basic skill assessments so that students in the region gain common competencies; new transfer agreements forged with four-year institutions

6. Focus on Industry Certifications
Each college committed to adopting third-party industry certifications to their M-CAM pathway
Involved in industry in identifying needed skills and competencies
Solicited feedback from industry on value of third- party industry certifications

7. M-CAM Priorities
Priority 2: Activity #5 Develop Technical Manufacturing Training Programs
 Deliverables:
Develop a non-credit to credit crosswalk in four career pathway areas
Colleges will identify a standard award of 30 credits for graduates who complete Associate degrees

8. M-CAM Priorities
Priority 2: Activity #5 Develop Technical Manufacturing Training Programs
 Deliverables:
Develop articulation agreement that lists individual courses that will transfer into the four career pathways
Through curriculum alignment, credit hours required for completion of Associate degree based on the credit hours successfully completed in applied technology and applied science courses will count as credit

9. Articulation Planning Process
Developed a detailed process and timeline to work through each deliverable. Tasks were developed and target completion dates were established. Consortium worked with Corporation for a Skilled Workforce to complete outline and make sure that tasks were completed.

10. Articulation to Industry Credentials
M-CAM aligned its training programs/coursework with 3rd party industry certifications below:
Greater access to transfer options
As previously stated, M-CAM colleges will develop articulation and common basic skill assessments so that students in the region gain common competencies; new transfer agreements forged with four-year institutions.
ARROW 1: These are the program areas that the grant focused on. Each program lead, with the help of local industry developed an outcomes matrix. Each program area was led by a college to determine best 3rd party certification to link program to. GRCC led welding, Schoolcraft led CNC/Machining, Macomb led multi-skilled, and Lansing led production. The outcomes of the 3rd party cert were linked to specific courses.
ARROW 2: The 3rd party certifications were selected based on which were most prevalent or recognized by each program area. Subject matter experts were brought to help establish. Some schools already had working agreements with some of these groups.
As leads of the Welding and Mechatronics, Erica and Teresa discuss the process of working with the groups and how it worked.

11. Aligning Programs to Industry Credentials
Determine College Credits
Identify Credential
Each program lead group developed a crosswalk between the 3rd party certification the appropriate college course. Discuss how consortium met and worked this out the registrars.
ARROW 1: Each 3rd party certification has established expected outcomes. The lead schools reviewed all of the objectives and determined which were most appropriate and aligned best with each individual school
ARROW 2: Each college determined which course best aligned with the established outcomes.
As leads of the Welding and Mechatronics, Erica and Teresa discuss the process of working with the groups and how it worked.

12. Credentials Incorporated into PLA Process
Align programs/coursework with 3rd party certifications outcomes to PLA
Align PLA to Credit Courses

13. Credentials Incorporated into PLA Process
Align programs/coursework with 3rd party certifications outcomes to college PLA process
May look different depending on the college
TRADITIONAL PLA METHODS
Availability
Standardized Tests
(AP/CLEP/DDST)
ACE/Military Transcripts
Challenge Exams
All M-CAM Colleges
LESS TRADITIONAL PLA METHODS
Portfolios
Licensure/
Certifications
Other
All M-CAM Colleges except Bay
Grand Rapids, Kellogg, Lansing, Macomb, Mott & Schoolcraft
Kellogg, Macomb, Mott, & Schoolcraft

14. Michigan Student Success Initiative
Michigan Community College Association state- level initiative
Help students acquires skills and competencies to obtain academic credit
MCCA promote accelerated learning to enter college- level courses
M-CAM offers foundational skills and noncredit programs to achieve this accelerated program design goal
All M-CAM colleges part of one or more MI Student Success Initiatives
MICHIGAN’S STUDENT SUCCESS INITIATIVE
Through its Student Success Initiative, the Michigan Community College Association (MCCA) supports state-level efforts to help students acquire the skills and competencies they need to obtain college degrees and meet businesses’ demand for a skilled workforce. While a number of initiatives fall under this overarching banner, MCCA is interested in promoting programs that help students accelerate their learning to enter college-level courses and also in helping students obtain credit for knowledge they have gained from experiences outside the classroom. Every college in M-CAM is part of one or more programs under MCCA’s Student Success Initiative, and some may be able to share promising practices with other coalition members.

15. M-CAM Articulation Signing

16. Lessons Learned Not as easy as you think
No state-level community college system in Michigan
Course to course articulation was not feasible
Takes time to obtain agreement on industry credentials
Must involve administrators, faculty and employers
Processes used to award credit varies
Prior learning assessment, transcript review, faculty interview
Colleges have different PLA policies and procedures
Agreement of deans, faculty and registrar

17. Lessons Learned Agreement must be driven by faculty and deans
Obtain faculty buy-in early on in the process
Some pathways difficult to align to industry credential (e.g., production and multi-skilled)
Production content entry-level; mainly safety articulates
Obtain credit at host college
Easy to have credits transfer to another college
Host faculty know their own curriculum

18. Next Steps: What Can you Do?
Convene information sessions
Administrators, faculty and registrars
Focus on how to implement PLA within your industrial trades programs
Employers identify industry credentials that are meaningful
Build knowledge and buy-in among faculty and advisors
Create a “champion” or PLA Lead
Involve staff who interact with students
Create a public outreach and awareness campaign
College websites, not enough

19. Next Steps: What Can You Do?
Simplify the process
Build industry-recognized credential assessments into courses
Negotiate price reductions with third-party assessment organizations
Create a tracking system to document use
Noncredit/credit programs
Different training/program areas
Student demographics
Credential completion rates

20. Any Questions?

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