ncwe 2007 with student presentations

Steps along the Path: Contextualized ESL and Workforce Education     

Melissa Goldberg, Workforce Strategy Center

Jonathan Deutsch, Kingsborough Community College

Frank Milano, Kingsborough Community College

Donna Miller-Parker, South Seattle Community College

Workshop Overview Career Pathways Overview, Rationale Models for integrating skills training and ESL Kingsborough Model; emphasis on technology Questions/Answers/Discussion

CAREER PATHWAYS: What and Why?

Need for continuing skills development Sectoral and regional framework Central role for community colleges Builds on existing capacity

CAREER PATHWAYS: Distinguishing Elements

Data Driven Employers shape the design Serves the full spectrum of students/workers Based on partnerships Integrates many funding streams Process, not a program

55

Career Career Pathways:Pathways:A A SchematicSchematic

RISE Pathways components

RISE Adult Basic Ed Bridge

Other career path or bridge stages

Focal RISE employment skill levels

Other employment skill levels

Direct paths between trainingor skill levels

Training paths to jobs/skill levels and vice-versa

KEY

Entry-levelSkilledJobs

Entry-level

Technician

Jobs

SkilledTechnicia

nJobs

TechnicalProfessional &

ManagerialJobs

Semi-skilledJobs

UnskilledJobs

Workplace BasicsVocational ESL/ABE

Short-termOccup / Industry

Certificate

4 Year Baccalaureate

1-yearor

2-year TechnicalDiploma

Applied Associate

Degree

ContextualSecondary-level

ABE / ESL Bridge

AdvancedPostgraduate

Education

Intensive Work Readiness and

Support

Education Workplace

SEQUENTIAL MODEL: ESL or other basic skills precedes technical training, some general context

related to technical training if possible. Low cost Minimizes enrollment and curriculum issues Little coordination No immediate application of skills/information Less efficient, longer

Example: Foundations of Basic Manufacturing

CONCURRENT MODEL: Students co-enrolled in separate classes for basic skills and technical training

No real coordination Basic skills/ESL has general technical/workforce context Enrollment issues not significant, some scheduling

issues Increased time efficiency for students, opportunity to

apply new skills

Example: Supplemental Instruction for CNA, LPN

COORDINATED MODEL: Students co-enrolled in basic skills and technical training, instructors jointly plan and coordinate instruction

Requires additional instructor time, flexibility Curriculum planning key Additional costs Scheduling issues for students Requires student cohort

Example: Linked courses in ESL for Business and Medical Receptionist

INTEGRATED MODEL: ESL/basic skills instructors and technical instructors co-teach in classroom 50% or more of instructional time most expensive model time required for coordinated planning and assessment instructors must define roles clearly and see each other

as equal partners; requires significant flexibility Most time-efficient for students; high degree of relevance

Example: Integrated ESL/ABE and Auto Service Technician

CONSIDERATIONS

In selecting or modifying a model, consider: Student needs and skill levels Cohorts vs. individual students Scheduling Possibility of coordination and development time Faculty skills, flexibility, availability Available funding Curriculum adaptability

TECHNOLOGY-ENHANCED: Virtual Enterprise

CUNY• Third-Largest Public

University System

• Nation’s Largest Urban University

• 450,000 Students (46% of New York’s College population)

• 23 Institutions

• 11 Senior Colleges

• 6 Community Colleges

D.H. Hammond et al. Journal of Education for Business, 71 (May/June 1996), page 264

Many professors still require students to memorize their course materials and then complete closed-book examinations. We could find no record of a business meeting in which the CEO said, “Please put all your books and notes under the table and take out a clean piece of paper; we are going to make a business decision.”

The Institute for Virtual Enterprise

What is VE?

NY1 Video

CBS Video

The Program: Virtual Enterprise Defined

Virtual Enterprise is an interdisciplinary, technology driven, simulation program in which students develop and manage global entrepreneurial enterprises in a virtual environment.

Students trade their products and services via e-commerce strategies through a worldwide network of 4,000 firms in more than 40 countries.

According to their type of business, the staff of the enterprise will tackle entrepreneurial business case issues such as marketing, sales, service, IT/IS, finance, human resource development, and administration.

The Institute for Virtual Enterprise

The Effect of Virtual Enterprise

The effect is to immerse students in a fully functioning business where taxes and insurance premiums must be paid, ad space must be negotiated, employee training must be planned, e-mails responded to, faxes sent, and most importantly, commitments to co-workers and deadlines must be honored.

The Institute for Virtual Enterprise

In the same way that commercial airline pilots are

trained in a flight simulator…

Virtual Enterprise students will use a model of business reality in order to learn the necessary competencies to be successful in the current knowledge and information based economy.

Virtual Enterprise in Action

The Institute for Virtual Enterprise

“Flavors” of VE

Business Career/Entrepreneurship Development through Simulation

Strategy for Developmental EducationStrategy for Specific Skill DevelopmentStrategy for Financial/Business Literacy

across the DisciplinesVehicle for Leadership DevelopmentCommunity/Workforce Development

The Institute for Virtual Enterprise

The MarketMaker

Moodle CMS/LMS

[ Visit IVE Moodle ]

Blogs and Wordpress MU

CLIP Blogging (KCC)

[ Visit Monika ]

Multimedia Blogging

GeoBlogging (KCC)

[ Geography Example ]

IVE Learning Outcomes & Corresponding 21st Century Core Skills

21st Century Core Skills IVE Learning Outcomes

Communication Skills (reading, writing, speaking and listening)

Communication Skills (reading, writing, speaking and listening)

Community Skills (citizenship; diversity/pluralism; local, community, global, environmental awareness)

Global Awareness (understanding the global marketplace, culture and diversity)

Critical Thinking and Problem Solving Skills (analysis, synthesis, evaluation, decision-making, creative thinking)

Critical Thinking and Problem Solving Skills (analysis, synthesis, evaluation, decision-making, creative thinking)

Information Management Skills (collecting, analyzing, and organizing information from a variety of sources)

Information Management Skills (collecting, analyzing, and organizing information from a variety of sources)

Technology Skills (computer literacy, Internet skills, retrieving and managing information via technology)

Technology Skills (computer literacy, Internet skills, retrieving and managing information via technology)

Interpersonal Skills (teamwork, relationship management, conflict resolution, workplace skills)

Interpersonal Skills (teamwork, relationship management, conflict resolution)

IVE Learning Outcomes & Corresponding 21st Century Core Skills

21st Century Core Skills IVE Learning Outcomes

Personal Skills (ability to understand and manage self, management of change, learning to learn, personal responsibility, aesthetic responsiveness, wellness)

Intrapersonal Skills (ability to understand and manage self, management of change, learning to learn, personal responsibility)

Entrepreneurship/Business Knowledge (developing business plans, developing marketing and sales strategies, accounting skills, etc.)

Motivational Outcomes (understanding the connection between academic skills and attainment of career goals, career self-efficacy expectations)

Faculty Outcomes (shifting roles from instructor to advisor-coach-facilitator, functioning in cross-disciplinary teams)

Virtual Enterprise and ESL

ESL/TECHNOLOGY/VIRTUAL ENTERPRISE (VE)

• The emphasis of VE is on the use of technology. VE can be adapted to any

of the career interests of the students.

• ESL Students at Kingsborough created PowerPoint presentations, videos,

graphics for pamphlets, logos, business cards, and engaged in website

design as they created virtual businesses that were related to restaurants,

hotels, and cruise lines.

• The VE/ESL model is more of a coordinated one. The ESL instructor and

the (VE) content instructor were in the classroom together. The ESL

instructor also met with students during class time to support the work they

were doing with VE. For example, students that created restaurants read

Fast Food Nation, learned about nutrition and studied some ecology to make

their business more eco-friendly.

• ESL students were given information about career/educational pathways. For instance, in the case of food management:

Dietary Worker (Server, Dietary Clerk, Pot Washer) - $29,000 to $32,000

Cook’s Helper (Counter Aides/Cashiers/Storeroom Clerks) - $29,000 to $32,000

Second & Third Cooks/Dietary Technician $33,000 to $39,000

Food Supervisor - $37,000 to $45,000 (ServSafe/DOH Certification)

Food Service Manager - $42,000 to $50,000 (A.A.S. Degree)

Food Service Director - $75,000 (Bachelor’s Degree or required years as a manager)

CAREER PATHWAYS

• Students acquire workforce skills. They learn how to set-up a business, market products and engage in public speaking.

• Students acquire computer literacy. Students learn how to create websites, use blogs, and create PowerPoint presentations.

• It may improve retention of students going onto college. Students were able to bank college credits for their VE experience.

• Students may achieve industry credentials.

• Students acquire language skills. Students write business memos, practice speaking, and use language in a more authentic way.

POSSIBLE OUTCOMES

WHO SHOULD PARTICIPATE?

• The program is most suitable for intermediate to high intermediate students as part of a full-time rather than a part-time program. Language study skills still need to be emphasized.

• Students should take this as an elective, preferably students interested in upgrading workforce skills or students interested in a business related field.

• Students should be comfortable with a student centered approach. Students need some computer literacy.

Questions/Discussion

Others who are integrating basic skills and technical skills instruction?

Concerns? Issues?

Jonathan Deutsch, Ph.D.Assistant ProfessorKingsborough Community College718-368-5809 jdeutsch@kingsborough.edu

Frank Milano,Center for Economic and Workforce DevelopmentKingsborough Community College718-368-5143, fmilano@kingsborough.edu

Melissa GoldbergSenior Associate, Workforce Strategy Center845-753-5078, mgoldberg@workforcestrategy.org

Donna Miller-Parker, M.A.Dean for General StudiesSouth Seattle Community College206-768-6869, dmiller@sccd.ctc.edu

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AtriumAtrium

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Ballroom FoyerBallroom Foyer

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Sogdiana’s RestaurantSogdiana’s Restaurant

Tokami Sushi BarTokami Sushi Bar

Food in our restaurantsFood in our restaurants

Fresh and delicious Fresh and delicious food from more then food from more then 15 cuisines15 cuisines

Guest RoomsGuest Rooms

Luxury roomsLuxury roomsSimply put, they are the very Simply put, they are the very

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equipmentequipment

GymGym

Great work outGreat work out

PoolPool

Relax at our pool Relax at our pool

Oasis spaOasis spa

Providing the best skin care and body Providing the best skin care and body products made from gentle, effective natural products made from gentle, effective natural ingredients has not only been our passion ingredients has not only been our passion but our mission. but our mission.

Come to our hotel and you Come to our hotel and you will be 100 % satisfiedwill be 100 % satisfied

HotelHotel

SogdianaSogdiana

Ahmed F. Tariq (CEO) Nataliya Kostenuk (COO)

Financial Department: Fanny Ng (Manager) Larisa Kleiner

Human Resources Department:

Bill Mu (Manager) Tatyana Burmistrova

Sales and Marketing Department:

Faheem Wahand Jin Hui Lu - Gene

Information Technology Department:

Alisher Rakhmanov Qunli Huang - Mandy

“Foodies” from the heart:

We take pride in using organic, sustainable food from local vendors and bring these components together in dishes that are both delicious and beautiful to behold.

Every menu we create is customized to match your taste and style.

We assemble the freshest and finest seasonal ingredients, present them with flair and beauty.

Temptation’sGreen Practices

Local produce - fresh and healthy fruits, vegetables, dairy, meat and poultry.

Energy savers - lamps, etc. Conserve water - filtered water. Pollution efficient - safety and health

issues Equipment - China & cutlery – medium priced. Cut down on paper

products Doors and windows should be energy efficient Decoration - use of natural products. Children’s playroom. Peaceful

and restful atmosphere Garbage – recycled. To be collected often To minimize air pollution – encourage bicycle use (discounts and gift

certificates given. Security - web cameras Special air conditioning system – energy efficient Deliver food Flowers, plants and fish tanks – relaxing atmosphere

Daily in our “green” menu:

Chinese food:

French food:

Italian food:

Japanese food:

Russian food:

Ukrainian food:

Delicious desserts:

Fine vintage wines: