CATALYSTVol 43 Issue 2

November 2015

Competency Based Education The Importance Of Competency Based Education and the Role it Plays in the Completion Agenda Page 4

2015 Annual Conference Highlights Spurring us forward! Page 6

Exemplary Awards and National Leadership Award Recipients Page 8

OFFICIAL PUBLICATION OF THE NATIONAL COUNCIL FOR CONTINUING EDUCATION & TRAINING

2015 Explarary Award Recipients

2The National Organization for Leaders in Workforce, Community and Economic Development

President’s Page 3

Competency Based Education and the Role it Plays in the Completion Agenda

4

2015 Annual Conference 6

2015 Award Recipients 8

Engage in Solutions Through Networking

9

Responding to and Collaborating with the Private Sector

10

Technical Rescue Squads for the Gas/Oil Drilling Industry

15

Parnerships Between Industry and Education Provide Opportunities for Success

17

About NCCET 19

The CATALYST is published by the National Council for Continuing Education and Training (NCCET). The CATALYST is reviewed and indexed in the Current Index To Journals In Education (CIJE) and in the Educational Resources Information Center (ERIC). The CATALYST is also available in microfilm and microfiche from University Microfilms International. Since July 2009 the journal is available in an electronic format only. The library subscription price for the CATALYST is $120.00 per year. Subscription requests should be sent to the NCCET Executive Office at nccet@nccet.org or PO Box 2916, Columbus, OH 43216-2916. Manuscripts are to be submitted as a Word document to nccet@nccet.org with “Catalyst Submission” in the subject line. Manuscripts accepted for publication are subject to editing.

NCCET Membership is open to all individuals involved in or committed to the fields of community services, continuing education and/or workforce training in higher education. Annual dues for Individual Membership are $90.00, and include the services and benefits of NCCET, voting and office-holding rights and privileges, and NCCET publications. Institutional Membership, which provides membership for unlimited numbers of persons within a single college or university, is $399.00.WWW.NCCET.ORG / NCCET@NCCET.ORG / (888) 771-0179

TABLE OF CONTENTSSave the Date!

3The National Organization for Leaders in Workforce, Community and Economic Development

To our members who attended this year’s NCCET Annual Conference– THANK YOU! Because of your involvement it was one of the best we

have held! The presentations were outstanding and we had very positive feedback from every session. Our members are very appreciative that you took the time to share your best practices with others. We all walked away with many more tools in our toolkit to take back home and implement immediately. We encourage our presenters to submit your presentations for future NCCET webinars, Catalyst articles and white papers.

In addition, we hope that you are encouraged to get more involved by joining one of our seven sub-committees. It is through the sub-committees that we typically select our NCCET Board members.

The presentations, other than the keynotes, are available to our membership in the member’s only section of the website so that those members who could not make it this year can still benefit.

To our corporate partners, sponsors, exhibitors – THANK YOU!

This year we had the highest quality of services and products represented.

I personally plan to follow up with many of you and I am sure so will my colleagues. You are all experts in your fields and we enjoyed your enthusiasm each day. We hope that your time will lead to many new business relationships. To all of you from the great city of Portland and state of Oregon– THANK YOU!We could not have painted more picturesque landscaping and mountain top views. Those of us who participated in the social events, walked off more than we ate….well, almost.

To our Executive Director, Jennifer Starkey, and her team – THANK YOU!

Wow. You could teach the class in event planning and management at any of our community colleges, anytime!To our Board – THANK YOU!It is our combined vision that we selected the excellent keynote speakers and reached out to the best experts in continuing education, community education, and contract training in the United States to play a role in this year’s conference.

Please remember to:

1. Take one great new idea to your college president that you want to implement at your college.

2. Connect with at least one new colleague from another college.

3. Get involved with NCCET!

Please reach out to me directly if I can help you with your important work at your campus.In appreciation,

PRESIDENT’S PAGEBy Linda Head Lone Star College System

Linda HeadPresident, NCCET

Our primary mission is to share best practices among our members, providing “Solutions Through Networking”.

The NCCET Conference is a dynamic event where individuals attend to learn, network, and take away valuable information that they can use in their current work. Keep up-to-date on new trends, help maintain a personal and professional network, and access the latest leading-edge programs throughout the country.

A blend of stylish sophistication and rich history awaits you in BOSTON, MA during the 2016 NCCET Conference. This vibrant city is renowned for its cultural facilities, world-class educational institutions, champion sports franchises, as well as its place at the very forefront of American history.

Fast forward to 2017 and experience the southern hospitality that awaits you in beautiful SAVANNAH, GA. Quaint cobblestone streets and majestic architecture are sure to please.

So mark your calendars now to join us in BOSTON and SAVANNAH!

CLICK HERE to get involved!

View conference presentations at NCCET.org

4The National Organization for Leaders in Workforce, Community and Economic Development

There are trends and realities facing leaders in Higher Education that we can no longer ignore. With declining numbers of high-school graduates (in much of the country),

reduced state and federal spending on higher education and increased competition for students, we have to expand our efforts as we recruit, retain, and get students to complete what they start at our institutions.

Competency Based Education (CBE) focuses more on what students learn, rather than where or how long the learning takes place. Instead of evaluating a student’s progress in a course or the amount of time they’ve spent in a classroom, students can receive college credit based on their actual demonstration of skills learned. With traditional education, time is fixed and mastery is variable. In CBE, mastery is fixed, and time is variable.

In 2011, the United States Secretary of Education, Arne Duncan, was quoted from the New York Times saying, “While competency-based programs are now the exception, I want them to be the norm.”

While there are some on-line programs that are 100% competency based, I support the flexibility of competency-based strategies to increase and accelerate students’ completion goals. Credits can be earned or awarded with the following: online learning, blended learning, continuing education credit, dual enrollment, early college high school, project-based learning, community-based learning, credit recovery, and others. Furthermore,

if students possess certifications or licenses in their profession and have an American Council on Education (ACE) documented transcript, they could receive college credit for numerous courses without having to acquire seat time in courses when they’ve already mastered the material and can demonstrate the skills.

If institutions want to go full fledge, federal funding is an option. Schools that offer direct assessment programs must apply to the Department of Education to be considered for Title IV eligibility. According to The United States Department of Education’s Office of the Inspector General, “As of January 23, 2014, only five schools (Argosy University, Capella University, Northern Arizona University, Southern New Hampshire University, and University of Wisconsin Colleges) had submitted direct assessment program applications to the Department. Capella University and Southern New Hampshire University were the only two schools whose applications the Department had approved.”

Schools must submit applications that describe the credential offered, how the program is structured, how student learning will be assessed, the methodology used to determine credit-or clock-hour equivalencies for the program, and proof of an evaluation from the institution’s accrediting agency.

Most higher education institutions are poised to increase student completion by promoting CBE and already have pieces in place to assess students for credit: Achieved Prior Learning (APL); College Level Examination Program (CLEP); and Proficiency Exams.

Students who could benefit most from CBE are often adults with extensive work experience and those with military experience. Adults with years of work experience could earn competencies and quickly complete credentials. Reduced time to earn credentials means that students will be able to maintain other personal and professional obligations as long as they possess self-discipline.

The idea that there is a lack of academic rigor is a common concern among faculty members when transitioning to CBE programs. To avoid this pitfall, faculty inclusion and input into the development of competencies builds support and enthusiasm for change.

Competency-based curriculum development can be implemented in three phases:

1. Faculty committees select core competencies from existing course syllabi;

2. Faculty develops competency assignments and assessments;

3. and Department chair reviews final curriculum proposals to evaluate rigor of the course and/or program.

The Education Advisory Board (EAB) shared a competency credit equivalent equation suggesting that “program directors map every competency directly from a course objective using a simple equation to determine the value of each competency. To determine the credit equivalency of a competency, divide the total credits of the course by the total number of competencies included in the course.”

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Competency Based Education and The Role it Plays in the Completion Agendaby Lisa M. Bly, Assistant Dean, Workforce Development & Community Service Moraine Valley Community College

5The National Organization for Leaders in Workforce, Community and Economic Development

With growing public scrutiny that questions the value and relevance of college credentials, leaders in higher education should make it a priority to remove barriers for completing and/or returning students in pursuit of certificates or degrees beyond high school.

Players in the academic marketplace continue to expand exponentially, including philanthropic foundations funding educational programs. When programs are funded and others partner with academic institutions, the expectations are that specific outcomes will be met in a timely manner that may not always fit nicely and/or neatly in our current academic structure.

If we strategically decide to promote competency-based education and create agreements with four year institutions, it might be possible to develop a new pool of students and increase college graduates across the country.

Source: Quick Facts from the US Census Bureau

USA High school graduate or higher, percent of persons age 25+ (2009 – 2013) 86%

OPPORTUNITIES FOR US

USA Bachelor’s degree or higher, percent of persons age 25+ (2009 – 2013) 28.8%

If colleges can show students an accelerated pathway to completion, higher education no longer appears daunting, never-ending and beyond their reach. As we consistently support our students with creative and innovative approaches, we collectively contribute to the National Completion Goal to be met by 2020.

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Rivers of Change, Bridges to Opportunity2015 Annual Conference, Portland, Oregon

“The great aim of education is not knowledge, but action”

---- Hebert Spencer (Philosopher 1820-1903)

As advocates of continuing education and training, it is important that we too sharpen our skills and seek professional development. Our annual conference not only restores our souls, but secures us in the knowledge that we are not alone in our efforts to promote lifelong learning and workforce education across the country. It is more than a few days of brainstorming and discussion; it is the height of collaboration and partnerships as we prepare students for challenging careers.

Since the aim of this conference is to spur and guide us into strategic action of ongoing and new collaborations, initiatives and opportunities, the various topics of the conference embraced sharing resources around: student recruitment; blended learning; smart data; equity gaps; credit/non-credit training; certification; and marketing.

During Greg Marsello’s “The Next 5 Years: LERN’s Success Factors” session, attendees discovered that the next 5 years will be a critical time period for lifelong learning programs – continuing education, community education, contract or customized training, and outreach. They also learned that the winning programs have the opportunity to thrive and were given 15 success factors that are necessary to prosper.

One of the most critical factors in building programs and judging the efficacy of those programs is through the efficient

use of data and understanding the difference between being data-informed versus data driven. To that end, at least three seminars addressed data usage regarding equity gaps, course development and ROI of mentoring programs.

“Pathways to Results: Using Data to Close Equity Gaps” by Dr. Debra Bragg from the University of Illinois at Urbana-Champaign noted that Pathways to Results (PTR) is an outcomes-focused, equity-guided process to improve student transition to and success in postsecondary education and employment. Christine Chmura of Chmura Economics & Analytics focused on “Smart Use of Data to Supplement & Drive Course Development”, while Rod Bourn from Harford Community College focused on “Driving Results Through Mentoring Programs” and measuring the ROI.

The wealth of sessions focused on data and its various uses prompted Kelsey Hollen, a Pathway Navigator at Southwestern Community College in Iowa on the front line with students to state:

“Data rules!!! I’ll be able to advocate with data in hand. I’m going to go back and research more data on the equity gap and look at what processes we have in place to try and eliminate some of them.”

Kelsey Hollen Southwestern Community College

First time attendees Oakton Community College Vice President of Academic Affairs, Dr. Thomas Hamel and Director of Workforce Development & Corporate Training, Dr. Colette Hands were impressed and so inspired by the idea of increasing internal collaboration that they stated:

“We can’t wait to prioritize which new initiative we’re going to implement each year at Oakton. It’s exciting to think about increasing internal collaboration and the opportunities that will emerge from the relationships.”

Dr. Thomas Hamel Dr. Colette Hands

Oakton Community College

Those emergent relationships are formed and solidified through the invaluable networking that NCCET provides. Former NCCET presidents, Robert Clancey and Dr. Faith Harland-White always promote the value of the NCCET network. They understand that these relationships can serve as powerful marketing tools that help to

Paige Vanderhyden, Michele Fuher, Corrine Smereka, and Michelle Valin.

Closing session with Jessie Lindsey

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accelerate and sustain the success of individuals and organizations. Dr. Harland-White noted:

“This is the ideal group for workforce and continuing education professionals. You won’t find a better group of individuals who openly share their ideas and support you with implementing a version that fits your campus.”

Dr. Faith Harland-White Anne Arundel Community College

Robert Clancey urged Stephanie Campbell from Polk State College in Florida to attend and she was excited to hear what other people are doing across the country that may be different from what they are doing in Florida.

“It’s great to hear fresh ideas from across the country as we all continue to develop innovative programs back in our home states. Now, I have a network outside of Florida who I can call to help me come up with a creative solution.”

Stephanie CampbellPolk State College

Black Rocket is a 3rd party turnkey operation that provides curriculum and training to increase enrollment for summer youth programming at community colleges. Founder of Black Rocket Productions LLC, Bill Zengel said:

“NCCET is a worthwhile conference for me to attend. As a small company, I’ve got to be smart about which conferences I choose to attend. This has proven to be a great way to actually meet the individuals in the college who actually are responsible for youth programming and it’s been great.”

Bill ZengelBlack Rocket Productions

Finally, Aaron Patterson, VP of Customer Service for Cambridge Educational Services also enjoyed attending the conference and thought it was well worth it to be with us in Portland.

“I would like to cultivate relationships with community college program people. It’s important that I better understand how community colleges work with their feeder high schools to determine how Cambridge could support efforts with college and career readiness for the student pipeline.”

Aaron PattersonCambridge Educational Services

It is important to remember that the outcomes of the conference are critical to spurring us forward. As proponents of lifelong learning, the NCCET Conference allows us to personally and professionally continue the pursuit of knowledge, build skills, explore new ideas and enhance our understanding. See you next year in Boston and never stop learning.

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Mark Milliron

Welcome Reception

Click Here to view additional conference photos.

Michael Jordan Building - Nike Campus Tour

8The National Organization for Leaders in Workforce, Community and Economic Development

NATIONAL EXEMPLARY PROGRAMSThe purpose of NCCET’s Exemplary Program Award is to recognize outstanding programs that impact a college’s community and that are innovative, replicable, and sustainable.

Category: Continuing EducationMadison College Digital Badges for Non-Credit Workforce Training

Madison College’s Continuing Education program is using digital badges to assess, document and communicate the learning outcomes of non-credit workforce/professional development students. Using metadata contained in the badges, students can share their skill accomplishments with employers, prospective employers, academic institutions and work colleagues via social media.

Category: Continuing Professional EducationWaubonsee Community CollegeCommunities of ExcellenceCommunities of Excellence (COE) is a leadership program for public sector employees, developed by the Workforce Development Division of Waubonsee Community College, to address the specific professional development needs of local government employees and to assist in their career growth. The leadership program was developed in response to an identified need for professional development for an underserved segment in the College’s professional community.

Category: Workforce & Economic DevelopmentPueblo Community CollegeMobile Learning Labs - Paving New PathwaysThe role and mission of Pueblo Community College is reflective of community colleges throughout the United States - to provide an accessible, responsive learning environment that facilitate the achievement of educational, professional and personal goals of students in an atmosphere that embraces academic excellence, diversity, and innovation. Our job is to introduce highly educated, highly skilled workers, who are critical thinkers, self-motivated, and simply good citizens. Major players in American higher education, including the Lumina Foundation, the Bill and Melinda Gates Foundation, the National Governors Association and the U.S. Department of Education, and the American taxpayer are challenging community colleges to get creative, think outside of the box, and to be courageous enough to venture beyond the traditional classroom in order to best support business and industry Addressing Colorado’s need for skilled manufacturing workers, PCC developed a multifaceted solution including multi-tiered training, flexible pathways, unique delivery methods, and strong partnerships. In 2007 we deployed our first Mobile Learning lab, the next three in 2008 and yet another three in 2014 creating a fleet of seven labs available to serve all of Colorado and surrounding states. These labs are equipped with state of the art technology and are serviced by educators who are the best in their class. We go to where the needs are.

NATIONAL LEADERSHIP AWARDThe National Leadership Award is presented to an individual who has contributed to the field of community services programming, continuing professional education, workforce and economic development, or learning technologies, and demonstrated support of NCCET.

Sunil Gupta, Dean Borough of Manhattan Community CollegeNew York, New YorkSunil B. Gupta has over 20 years of experience in higher education. He currently is the Dean of Adult Continuing Education and Workforce

Development at Borough of Manhattan Community College, part of the City University of New York. In this role, he is responsible for the colleges’ division focused on serving adult learners that are primarily pursuing continuing and professional educational programs. The majority of these programs are in Business, Technology, Allied Health, Continuing Medical Education, Security Management, Construction and Sustainable Energy Certification and professional re-certifications as well as Adult Literacy Education and College pathway programs such as CLIP and CUNY START. Additionally, Dean Gupta served on the Board of the National Council for Continuing Education and Training, and was a Past President for NCCET. He also currently serves on the Board of the New York City Employment and Training Coalition (NYCETC) and is an Institutional Representative for COMBASE (Community-Based consortium of leading community colleges) and HETS (Hispanic Educational Technology Services). Before arriving at BMCC Sunil Gupta worked in Continuing Education and Enterprise Learning as the Executive Director of Continuing Education, Distance Learning and Workforce Development at Polytechnic University, where he developed and oversaw university-based degree academic study and continuing education training programs involving students, faculty, and industry. At Polytechnic University (currently known as NYU-POLY) Sunil oversaw all continuing education and training for Polytechnic’s Urban Security Initiative (USI).

In his various capacities, he helped found a university-based Distance Learning Center for Graduate Degree programs, introduced distance-learning methodologies to support American Studies in Asia. In 2000, Sunil ran the Professional Training and Continuing Education program at the American Institute of Chemical Engineers, and launched their first distance learning programs focused on training engineers and plant operators in the petro-chem industry. Dean Gupta is an active member of ASME (American Society of Mechanical Engineers), in which he has led their Engineering Management Certification International Committee, and has served as a guest speaker, at ASME’s Engineering Management International Forum, which took place at Beijing’s Tsinghua University.

His interests in higher education include leadership studies, entrepreneurship, organizational culture and a wide range of policy questions focused on issues of access to education and adult learning. His career has been spent in a variety of senior leadership positions in both the public and private sectors of higher education. Dean Gupta has a B.A. from Saint John’s University, an M.S. from Polytechnic Institute of NYU and is currently pursuing his doctorate. He is a native New Yorker, born and raised in NYC.

2015 Award Recipients

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Engage in Solutions Through Networkingby Jennifer Starkey, NCCET Executive Director

During the 2015 Annual Conference in Portland, OR the NCCET Board o f D i r e c t o r s announced a new tag line and branding. “NCCET – Solutions Through Networking”. Those

in attendance had many opportunities to network with colleagues they know and make new networking connections. Did you know, there are many more opportunities available through your NCCET membership to expand your network? I’d like to tell you about a few of these Member’s Only benefits and invite you to engage in Solutions Through Networking. CommunityThe NCCET online community is a private social networking site developed just for members of NCCET. If you have been a member of NCCET for a while, you will remember the old listserv where the “replies-to-all” bogged down and filled your email. That technology is gone! The new online community puts you in control of how often you receive updates from the community. To gain this control, you must first “opt-in” by accepting the invitation in your email. Didn’t receive the invitation? – contact the NCCET Executive Office. Once you have joined the community – engage; create a new post, share a best practice, or ask your colleagues a question. CommitteesDo you like to roll-up your sleeves and dig into the details? There are opportunities in a wide variety of committees to get more involved in the inner workings of NCCET, network with colleagues, and maybe even lay the foundation for future leadership opportunities with the Board of Directors. The 2015-2016 committees are:

• Annual Conference Planning• Awards Committee• Business Development• Communications• Membership• Nominations• Policy

If one of these committees sounds interesting to you, Click Here to complete the online volunteer form and the committee chair will be in touch with you. WebinarsDon’t let personal development stop now that the conference is over. Keep an eye out for the NCCET Webinar series to start again after the first of the year. Have a topic you would like to hear more about, or one you would like to present? Reach out to Tracy Curvin, NCCET’s Director of Events at tracy@executive-office.org. CatalystConnect through the written word by authoring an article in an upcoming issue of Catalyst. Your continuing education program, best practice, or community education project may be just the solution your colleagues are seeking. Contact Ruth Handelman, NCCET’s Director of Communications at ruth@executive-office.org to learn more about how you can contribute. If you have other ideas of benefits or networking opportunities you would like to share, please don’t hesitate to send an email to nccetdirector@nccet.org or give me a call at (888) 771-0179. We look forward to hearing from you!

Jennifer StarkeyExecutive Director

Stay tuned for the NCCET Webinar series to start again after the first of the year.

CLICK HERE and tell us what topics or ideas you have for upcoming webinars.

On-Demand Webinars at nccet.orgView these educational opportunities on YOUR schedule. Available 24/7 in the Members Only section of NCCET.ORG.

CLICK HERE to view on-demand webinars.

NCCET Seeks Contributors to CATALYST

2016 Article Submission Deadlines

• February IssueDecember 30, 2015

• June IssueMay 1, 2016

• October IssueSeptember 3, 2016

Contact Ruth at the executive office at (888) 771--179 or ruth@executive-office.org

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Broader Middle East and North Africa–U.S. Community College Initiative

AUTHORSJoan Smith Dean and Executive Director Rocky Mountain Education Center Red Rocks Community College Colorado

Dr. Ayman Maqableh Dean Al Quds College Amman, Jordan

Rula Sabbagh-Kawar Senior HR Specialist Training Consolidated Contractors Company Amman, Jordan

EDITORMatthew Kuehl Senior Program Specialist Higher Education for Development

INTRODUCTION

In the context of a need for greater employment opportunities for youth in Jordan and prompted by a shared belief in engaging private industry and sustaining their involvement in the design of workforce education training, Al-Huson University College (HUC) in Jordan and Red Rocks Community College (RRCC) in the United States, collaborated to develop new workforce education programs in the emerging renewable energy and occupational health and safety sectors in Jordan.

The project began in 2010 when Dr. Ayman Maqableh, an associate professor at Al-Huson University

College, contacted Red Rocks Community College Dean Joan W. Smith regarding RRCC’s success in developing solar energy technicians in Colorado. Their initial conversations focused on HUC’s innovative idea for a proposed renewable energy program, the Green Energy Cluster, in which employers and other stakeholders would provide curriculum oversight, guest lecturing, and student internships. One novel aspect of the Cluster concept that RRCC found particularly intriguing is that it sought industry input prior to the establishment of a degree program. The Green Energy Cluster became the foundation for a five-year project developed by the two institutions and

funded by USAID through a Higher Education for Development sub-award and scale-up totaling just over $500,000.

The authentic engagement in the Cluster by private industry and regional stakeholders greatly expedited the work of the partners in this effort and, just one year after their initial conversation, students were enrolling in the HUC Solar Energy Technology Program in Irbid, Jordan. This paper describes the process of working with industry stakeholders and how the two partners leveraged both public and private sector support to successfully implement new degree programs at HUC.

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Responding to and Collaborating With the Private Sector: A Road Map To Stakeholder Engagement In Workforce Development In Jordan

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PARTNER INSTITUTIONS

Red Rocks Community College, opened in 1969, is one of 17 colleges in the Colorado Community College System. RRCC has campuses in Lakewood and Arvada, Colorado, both suburbs of Denver. RRCC averages an annual enrollment of 12,000 students and offers more than 650 technical certificate programs in addition to associate degrees in the arts and applied sciences. RRCC also developed the first Bachelor of Applied Science to be conferred by a community college in Colorado, in water quality management. Joan W. Smith, the RRCC representative for the partnership, is dean and executive director of technical programs at RRCC, including the renewable energy technology and the water quality management programs. Ms. Smith leads the continuing education division of the college as the executive director of the Rocky Mountain Education Center, which is authorized by the U.S. Department of Labor Occupational Safety and Health Administration (OSHA) as a regional OSHA Education and Training Institute.

Al-Huson University College (HUC), located in Irbid, is one of 43 two-year colleges in Jordan. The Al Balqa Applied University System oversees the two-year schools, which include both public and private institutions. Program approval authority is vested in the Deans Council of the Al Balqa Applied University System. HUC has a track record of successfully working with USAID Jordan since 2007, when the USAID Jordan Economic Development Program funded the establishment of the Al-Huson Career Development Center, the first of its kind at any academic institute in Jordan. Dr. Ayman Maqableh, the HUC representative to the partnership, served as director of the Career Development Center, which connects with private industry to help students find jobs. HUC also previously participated in public-private

partnerships through the USAID/Jordan SHARAKA initiatives, which matched vocational trainees and students with labor market demands by offering graduates internships, scholarships, and on-the-job training in cooperation with the public sector. Private partners began looking to HUC for specific workforce training (e.g., the Consolidated Contractors Company supporting the Piping Technology Training Program at the HUC campus), and partners leveraged and expanded these private/public partnership models at HUC under the new HED funding.

CONTEXT IN JORDAN AND DEVELOPMENT OF THE PROJECT

The workforce programs developed by the partners were grounded in Jordan’s policies and economic development goals and designed with student employment outcomes in mind.

Solar Energy Technology Program:The Jordanian Energy Strategy, issued in 2007, sought to address the unmanageable cost of the country’s energy consumption, which had reached 20 percent of Jordan’s annual gross domestic product. The strategy set a goal to increase the share of renewable energy in its energy-use portfolio to 10 percent by 2020 (International Energy Agency, 2013). The generation of electricity from solar has been comparatively slow in coming to the Middle East, however the Renewable Energy and Efficiency Law, passed by the Jordanian parliament in 2011, (GreenPeace, 2013, p. 4) pushed the country toward wider adoption of renewable sources of power, including solar.

The Green Energy Cluster (GEC), formed by HUC in 2010, engaged new and developing solar energy companies and stakeholders that have a vested interest in creating a technical workforce to achieve ambitious goals for

renewable energy production in Jordan. The GEC was modeled after existing public/private partnerships in higher education developed at HUC through previous initiatives, such as the USAID-funded Career Development Center, the SHARAKA project’s efforts to promote relations between the European Union and the Gulf Cooperation Council, and a piping technology training program supported by the Consolidated Contractors Company.

Through the GEC, the private sector supported HUC and RRCC staff and faculty in adapting a curriculum provided by RRCC to employer expectations and working conditions in Jordan.

Occupational Health and Safety Program: Following successful networking with and feedback from the employers and stakeholders engaged in the Solar Energy Technology Program, the partners also undertook to develop a program in occupational health and safety. Jordan’s Labour Code includes provisions for stiff penalties for workplace violations that result in worker injury or death, including the permanent closing of a business. Under the Code, and as part of a national strategy to improve worker safety and health, the Minister of Labour may appoint safety supervisors to be present at worksites (ILO, 1996). Estimates of the number of safety supervisors that are needed in Jordan exceed 5,000. To date these positions have not been fully filled primarily due to a lack of qualified personnel. The occupational safety and health professionals that do work in Jordan tend to be foreign nationals that have been brought to Jordan by an employer that contracts with non-Jordanian companies that require worker safety programs.

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Prior to the launch of the Occupational Health and Safety Program at HUC in 2013, there were no training programs in Jordan’s higher education system in occupational safety and health. The Occupational Safety and Health Institute (OSHI), which had operated in Jordan as a vocational training program to help bridge this gap, did not have broad support among employers. OSHI training had not kept pace with the changing needs of industry in Jordan, and as a result many employers were no longer willing to send their workers to the OSHI for training.

Following a process similar to the one used to develop the Solar Energy Technology Program and the Green Energy Cluster, the partners developed the Occupational Health and Safety Program. Program development was aided by an advisory committee that included representatives of private sector businesses, including heavy industry and construction. The Program Advisory Committee (PAC) developed a job description for junior safety officers that was used to identify student competencies.

Focus on Multiple Pathways to Employment:

The partners understood that the most critical component in creating program sustainability hinged on a key summative measure: student employment upon graduation. Jordan experiences an extraordinarily high rate of unemployment among college graduates, reaching as high as fifteen percent (Urdinola et al., 2013, p. 70). Compounding the unemployment rate in this case was the fact that there are few established employers in the solar energy industry given the newness of the technology to the region. Accordingly, the partner’s advanced a strategy to encourage and create multiple pathways to employment for the graduates of the program on solar energy technology, including traditional employment in the sector,

self-employment or small business creation, and bridging to university for further academic training and skills development.

Advisors from industry in the Green Energy Cluster played a vital role in creating internship and workplace experiences for students prior to graduation. The students completed capstone projects to demonstrate their ability to use their new knowledge cumulatively in producing practical applications of solar technology while showcasing their capacity for critical thinking and real-world problem solving. The partners recognized that to achieve desired employment outcomes, students would need support as entrepreneurs. Students considering small-business ventures were encouraged to develop business plans and portfolios featuring the renewable energy projects completed during their training as part of their capstone. While data on employment placement does not yet exist for the project, the partners do collect anecdotal evidence of individual student graduates and will track employment outcomes as the program proceeds. Three student success stories illustrate the focus on multiple pathways to employment and other opportunities:

• Traditional Employment:

Manal Abed Al-Gani finished her bachelor’s degree in physics. Like 70,000 other Jordanian students who graduate every year, she found herself with no job and very limited prospects. After completing her BA, Manal enrolled in the Solar Energy Technology Program, where she was one of 12 female students in the first class of 50. Manal is now employed at a large solar energy company as a systems designer, a job usually reserved for engineers. However, in light of her experience on integrated lab equipment and practicums added by the USAID project that focused on the technical aspects of solar energy

generation, Manal’s employer found her skills to be well qualified for her new post.

• Entrepreneurism/Small Business Creation:

Mosab Malkawi enrolled in the second matriculation of the Solar Energy Technology Program. He demonstrated a keen passion for renewable energy and the importance the development of this technology has for his country. In his last year in the program, Mosab successfully recruited investors to open his own solar energy business. He now owns one of the first businesses in solar energy in the north region of Jordan. He has joined the Jordanian Renewable Energy Society (JRES), and his active involvement positions him well to achieve his professional goal of one day becoming the director of the JRES.

• Bridging to University:

Sham Baath wants to be an engineer. He knew that without the necessary exam scores after high school his chances were very slim. In Jordan each year, less than five percent of students successfully attain the score they need on the comprehensive exam to bridge to the engineering track after finishing vocational tracks. Having completed the Solar Energy Technology Program at HUC, Sham is one of seven students in the program who successfully met the challenge of the comprehensive exam. He is now enrolled in an engineering program at one of the best universities in the country, Jordan University of Science and Technology.

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13The National Organization for Leaders in Workforce, Community and Economic Development

RECOMMENDATIONS

The partners have distilled three primary recommendations targeted primarily for those involved in or considering educational strategies that seek to improve participant employment outcomes.

When Enrolling Students, Use a Rigorous Selection Process Aligned With Employer Needs:

The partnership successfully added the Solar Energy Technology Program to the engineering pathway, which helped to ensure that student applicants had educational backgrounds and English language skills equal to the rigor of the level of study in that program. Also, procedures were put into place that allowed the program to accept students with higher scores on the Tawjihi, Jordan’s general secondary national exam, and students who had already obtained a bachelor’s degree. The ability to accept highly qualified students was key to the program’s early success in retaining students and exceeding graduation goals within the program’s first three years.

As discussed above, decisions made outside of the partnership posed challenges for the Occupational Health and Safety Program when that program was classified as part of the liberal arts versus engineering pathway. One result of that decision was that students applying for the Occupational Health and Safety Program lacked the requisite educational background and English language skills that the program required. The partnership responded by modifying the program’s assessment and instruction strategies. However, the partnership did not consider this modification a long term solution, and continued to advocate for its classification in the engineering pathway to ensure the appropriate pre-requisite knowledge. The current class of students in the program is not expected to graduate at the same rate as students in the solar technology

program; however, future incoming students to the Occupational Health and Safety Program will enter with more appropriate skills after its classification in engineering.

Develop Instructional Staff Before Program Launch and Include Detailed Plans for Training of Trainers as Part of Program Development:

As new programs are created, consideration must be given to the availability of instructional staff long-term. While the engineering focus of the program on solar energy technology helped it attract qualified faculty, the experience with the program on occupational health and safety was different. The latter program requires faculty with formal education in the management of health and safety in the workplace as well as field experience in industry. In the Irbid region, individuals with such skills are found only in industry and do not have formal training in teaching at the university level. The launch of the Occupational Health and Safety Program was therefore significantly challenged by the lack of qualified faculty. While the private sector partner CCC stepped forward to offer a competitive salary to allow recruitment of an instructor from industry, which allowed the program to launch as scheduled, this strategy cannot be considered a long-term solution given that the associated cost structure is not sustainable. Efforts are under way to create a train-the-trainer opportunity with a new commitment from Al-Balqa Applied University to refocus efforts on recruiting instructors for the Occupational Health and Safety Program who can participate in intensive training prior to classroom instruction.

The partnership sought involvement from a broad range of stakeholders to ensure the currency of the programs with regard to employer demands and expectations. Industry advisory members were engaged from the beginning of program development

to guide the curricula objectives and teaching strategies. The advisory members have been instrumental in providing workplace experiences to students prior to graduation. Advisors for the program on solar energy technology have included NOOR Solar and Philadelphia Solar. Advisors for the program on occupational health and safety have included PepsiCo, PETRA HVAC, Consolidated Contractors Company, and the As-Samra Wastewater Treatment Plant. Faculty in the program on solar energy technology have taken advantage of industry-recognized training opportunities to increase their knowledge of evolving renewable energy technologies. Faculty participated in a two-week training from renewable energy companies in Germany, and the HUC partnership director Dr. Ayman Maqableh completed HSE training in OSHA standards during a J-1 visa visit to the U.S. partner.

FURTHER OBSERVATIONS

In closing, two further observations warrant mentioning.

The Implicit Value of Engagement by Industry Partners Cannot be Overstated:

The strong tradition of workforce development at community colleges offers many opportunities to engage with the private sector. Employers have a vested interest in increasing the relevancy of technical and vocational degree programs and aligning the skills of graduates with the needs of industry. Public-private partnerships build mutually-beneficial relationships by engaging employers with higher education institutions through such activities as developing curriculum, designing and equipping lab space, or creating internships and pathways to employment. Many private-sector partners have an interest not just in creating better-trained graduates, but in creating a legacy of contributing

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14The National Organization for Leaders in Workforce, Community and Economic Development

value to their industry. For example, the development of the new solar energy lab space on the HUC campus and renovation of an entire Al-Balqa Applied University campus for the Occupational Health and Safety Program by Consolidated Contractors Company were invaluable in engendering enthusiasm among students for the opening of the programs. The value of this participation cannot be overstated—indeed, it is vital for a program’s success.

All Program Partners Must Agree to Help Ensure Successful Program Outcomes:

While unemployment in Jordan affects the working class the most, it also afflicts the middle class. Given this context, training must take into consideration the potential societal effect of the instruction. If students are not employable at the end of a program, the training may be considered worse than no program at all.

Unless every stakeholder—including government, private industry, higher education, and program participants—agrees and commits to the outcome of training, individuals who successfully complete educational programs may still find themselves unable to find employment. Direct employer

engagement at every stage of the student’s learning experience through internships, guest lecturing, job shadowing, mentoring, and engagement with faculty helps to ensure that students are job-ready at graduation. Toward these goals, the partners sought and received commitments from industry, educational institutions, and the Jordanian government prior to developing and implementing the programs. The partners were successful in sustaining these commitments because students had the skills upon graduation that employers requested and expected. To further help ensure successful student outcomes, the program partners emphasized diversification in student learning, including development of portfolios and skills in marketing themselves to potential employers.

AUGUST 2015

This case study is made possible by the generous support of the American people through the United States Agency for International Development (USAID) and the Higher Education for Development (HED) program. The authors’ views expressed in this publication do not necessarily reflect the views of HED, USAID, or the United States Government.

REFERENCES

Angel-Urdinola, D., Kuddo, A., & Sem-lali, A. (Eds.). (2013). Building Effective Employment Programs for Unemployed Youth in the Middle East and North Afri-ca. Directions in Development: Human Development. Retrieved August 31, 2015, from https://openknowledge.world-bank.org/bitstream/handle/10986/15805/792620PUB0EPI10Box0377371B00Pub-lic0.pdf?sequence=1

Helmore, K., & Jamal, Z. (Eds.). (2003). Arab Human Development Report 2003: Building a Knowledge Society. Retrieved August 31, 2015, from http://www.ar-ab-hdr.org/publications/other/ahdr/ah-dr2003e.pdf

Jordan Labour codes, general labour and employment acts. (1996, April 16). Retrieved August 31, 2015, from http://www.ilo.org/dyn/natlex/natlex4.detail?p_lang=en&p_isn=45676&p_count=96239&p_classification=01.02&p_classcount=1073

Jordan’s Future Engergy. (2013, Febru-ary 1). Retrieved August 31, 2015, from http://www.greenpeace.org/arabic/Page-Files/481146/Jordan_Report2013.pdf

Renewable Energy & Efficiency (Law No. 13). (2013, July 23). Retrieved August 31, 2015, from http://www.iea.org/poli-ciesandmeasures/pams/jordan/name-36862-en.php

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SHOWCASE YOUR BUSINESS OR ORGANIZATION!Catalyst is the official publication of NCCET. It is published tri-annually and distributed to members, participating institutions, and others in the field of continuing educaton and training. There are currently 1500+ member and non-member subscribers, both national and international. Each issue is archived and accessible via the members-only section of nccet.org.

15The National Organization for Leaders in Workforce, Community and Economic Development

As the oil and gas industry cycles up and down, our community and technical colleges continue to provide critical training for workers in this industry. Safety remains the fundamental part of training in both continuing education and college credit programming for this and related industries. The following article focuses on just one area of

opportunity community colleges have to provide training that will help mitigate risk and reduce injuries and mortality in the petroleum industry.

WHAT ARE THE CHALLENGES THAT THE GAS/OIL INDUSTRY FACE WHEN EVALUATING RESCUE NEEDS FOR RURAL JOB SITES? • An emergency situation that requires a timely response

in a rural setting can be effected by how rural EMS/VFD responders are staffed.

• Many rural departments have smaller crews that are staffed by volunteers that have other jobs and likely delay the response time.

• Some areas have limited or no basic 911 service which add to lengthier response times.

• The number of trained responders or lack of trained responders.

• The effectiveness of rescue teams or rescue services. • Activation to an emergency response can be effected

by bad weather.• Location and accessibility increase response time.

THE GOLDEN HOURDr. Cowley at the University of Maryland Medical Center in Baltimore first described the “Golden Hour”, recognizing that the sooner a trauma patient received care within the first 60 minutes the chance of survival was better. In evaluating the need for rescue services and teams, the ‘Golden Hour” should be a considering factor.

Industrial Fire Brigades and Technical Rescue Squads are first line of defense in the event of an incident at their facilities.

SITUATIONAL AWARENESSWhat role does “situational awareness” (i.e. knowing what is going on around us) play when we talk about rescue teams for the gas and oil industry?

by Tom Baughman, Industrial Safety Specialist, Butler County Community College

Technical Rescue Squads for the Gas/Oil Drilling Industry

Accident: 202470357 - Employee Is Killed During Disassembly of Drilling RigOSHA Report ID: 0950643“Emergency medical services were called, but due to the remote location, it took medical personnel approximately 45 minutes to reach the accident site.”

29 CFR 1910.146(k)(1) Evaluate a prospective rescuer’s ability to respond to a rescue summons in a timely manner

“It is therefore important for employers to select rescue services or teams, either on-site or off-site that are equipped and capable “

“For all rescue teams or services, the employer’s evaluation should consist of two components: an initial evaluation, in which employers decide whether a potential rescue service or team is adequately trained and equipped to perform permit space rescues of the kind needed at the facility and whether such rescuers can respond in a timely manner, and a performance evaluation, in which employers measure the performance of the team or service during an actual or practice rescue. “ (1910.146 App F)

Accident: 202470357 The response time took approximately 45 minutes that leaves 15 minutes to transport to a trauma center or hospital.

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How can we ensure situational awareness with municipal responders? Municipal first responders may respond to a well site incident using the same techniques when responding to a fire or a car accident that may not be appropriate for a well site. They may also not be aware of what can harm them or help them. Who responds can change depending on who is available at any given time.

What is the make-up of the responding team? Have they worked together before? What is the skill level of each responding member? We may now need to rescue the rescuers.

Companies that are training their own workers that are familiar with the daily workings and hazards of a well site or pipeline excavation will have a heightened situational awareness and are much less likely to put themselves or others in a hazardous or unsafe situation. They are more likely to be proactive than reactive in their everyday work by being alert and knowing what can go wrong.

Technical Rescue Squads possess the skills and knowledge that provide a layer of protection that can be an asset to any well site, pipeline excavation, or facilities that would

provide a safer work environment. Industrial Fire Brigades (IFB) are usually comprised of workers that have volunteered to be an IFB member and sometimes additional compensation is included or sometimes it is just a part of their duties. Being a member of an IFB is often considered to be a prestigious opportunity and many companies that I work with have waiting lists for recruitment.

The Technical Rescue Squads and Industrial Fire Brigades can save lives and money. Community and technical colleges can support these important first responder groups in the oil and gas industry by designing and delivering training that incorporates the key concepts of the “Golden Hour”,

“Situational Awareness”, and other related concepts in their continuing education, contract training, and credit workforce programming.

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17The National Organization for Leaders in Workforce, Community and Economic Development

T h e r e h a v e been numerous d i s c u s s i o n s among industry professionals and educators about the growing need for skilled workers. The synergy created by working together

was at the foundation of a strategy to take a collaborative approach. Joliet Junior College (JCC) partnered with local companies to develop the new Operations Engineering & Technician (OET) program.

Amy Murphy, JJC Director of Corporate & Community Services explained that partnerships between industry and education are essential to successfully prepare the next generation of workers.Murphy said, “We are so thankful to the industry partners who have supported our OET program. This collaborative effort will ensure that students are prepared with the skills that employers need.” She added, “The common theme among employers has been their need to have a talented labor pool that are workforce ready. Our new OET program is taking a proactive approach towards this initiative.”

The OET program was designed to prepare students for challenging careers in the petrochemical, nuclear, and manufacturing industries. Local companies were at the forefront of driving this initiative. JJC worked closely with Exelon Generation (Braidwood Station, Dresden Station and LaSalle Station), Aux Sable Liquid Products, LyondellBassell, Grundy Area Vocational Center, Coal City School District, Grundy Economic Development Council, and State Senator Sue Rezin to develop this innovative degree program.

TransCanada also showed their support to the OET program when company representatives visited JJC this past July to present a donation of $10,000 to college officials that will be used to purchase new equipment. The event affirmed that the partnerships established between industry and education are essential in order to meet industry’s need for a skilled workforce in sectors such as energy. TransCanada Government Relations Director, Peter Jaskowski said, “TransCanada supports these types of programs and that’s really why we’re here today to help support this particular program at Joliet Junior College.”

He added, “What we’re finding in the marketplace out there as employers is that we need to have skilled employees ready to come to the job to perform the increasingly sophisticated duties that are related to the energy industry.”

Illinois State Secretary of Education Elizabeth Purvis attended the presentation event. She expressed gratitude toward businesses who have partnered with educators to invest in

youth. In regard to JJC’s new program, she said, “Here we have a model of a community college responding to the needs of the community in much the way they were designed.” She added, “It is through partnerships like this that we can continue the proud tradition of the state.”

ABOUT THE OET PROGRAM

The Operations Engineering & Technician (OET) program, which begins Fall 2015, has two associate degree tracks available that prepare students for an entry-level career in the nuclear, petrochemical or manufacturing industries. Training is available to earn Associate of Applied Science (A.A.S.) degrees in either the Operations Engineer or the Operations Technician career pathways. Each of these positions has different responsibilities but both offer challenging careers with the potential for advancement.Operations Engineers are responsible for the monitoring and operation of plant equipment. They evaluate the unit’s operating status and perform troubleshooting of processes and equipment in order to maximize unit reliability and quality production. The average salary range is $65,000 to $95,000. Employment of operations engineers is projected to grow 15 percent from 2012 to 2022, faster than the average for all occupations.1

An Operations Technician maintains and repairs equipment and industrial machinery. Technicians install, dismantle, repair, reassemble, and move machinery in manufacturing facilities and power plants. The average salary range is $45,000 to $75,000. Employment of industrial machinery mechanics and maintenance workers

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Partnerships Between Industry and Education Provide Opportunities for Success by Melissa Lachcik, Continuing Education Development Coordinator, Joliet Junior College

Joliet Junior College Technical Professor Jeff Bradford monitors equipment in the industrial pump lab where students will be able to simulate real-world applications in the new OET Program at JJC.

18The National Organization for Leaders in Workforce, Community and Economic Development

is projected to grow 17 percent from 2012 to 2022, faster than the average for all occupations. 1

With the evolution of this new program, students will now be able to train locally for well-paying careers that are available in their local communities. Students will no longer have to travel out of state to receive training or find jobs. This factor alone should have positive ripple effects on local economic development. At a kick-off meeting held earlier this year to announce the program’s launch, JJC President Dr. Debra Daniels shared her perspectives about the positive impact of this program. Dr. Daniels said, “We are proud to introduce this new program that articulates a clear career pathway for our students.” She added, “We are grateful for the valuable relationships we have with our local legislators and area employers that were essential to the development of this program.”

PROGRAM CURRICULUMThe Operations Engineering & Technician (OET) program is targeted towards high school seniors and will provide them with a viable option to a career in one of these industries. Students need to go through an application process in order to participate in this program. A unique aspect to this inaugural program is that students will attend their classes as a cohort. In addition to the classroom setting, students will also participate in a summer internship after their freshman year. This hands-on learning opportunity will provide students with real-world experiences and provide them with an opportunity to apply what they learned in the classroom.The program is also designed to have students learn soft skills that are so important to employers. For example, to emphasize the importance of punctuality students will be required to wear a badge and clock in/out like employees have to do on the job. The students will also learn the value of

teamwork and how to work together to troubleshoot a problem. In addition, students will need to complete a background check and drug screening, similar to the employment process.

The curriculum places heavy emphasis on technical skills in math, physics and chemistry. Many of the technical classes in the degree program were already in existence. However, a few classes such as the all-new Introduction to Plant Operations and Thermo Dynamics were created in order to prepare students with additional knowledge and insight.

One notable highlight is that curriculum for this program was developed and approved through the Illinois Community College Board (ICCB) in less than a year. The accelerated pace at which this program went through the approval process is virtually unheard of, but speaks volumes to the significance of this type of program.

PARTNERING WITH EDUCATORSEducators from local school districts were also very excited about the opportunity to be involved with the development of this new degree program. High school seniors will serve as the primary pipeline into this program and it’s a valuable opportunity for them to train for a rewarding career.

Lance Copes, Director of Grundy Area Vocational Center said, “When you can be a part of linking high school students to further training/education that leads directly to employment opportunities, I get very excited.” He added, “Career and college readiness is a big conversation point today and this program is a perfect model.”Kent Bugg, Superintendent of Coal City School District #1, added, “After watching our graduates make the trip out of state for many years, I began to advocate for a similar program to be offered at one of our local educational institutions. JJC was the logical fit, and I am very pleased that our students can now stay closer to home to receive this training.”PREPARING FOR THE FUTUREAnother objective of this program is to prepare local students with the training and skills they need to become qualified job candidates when they are competing against applicants from other institutions.Russell Coon, Exelon Nuclear Vice President of Accreditation and Training Strategy, explained, “The JJC program will help us build the next generation of nuclear professionals by preparing local students to enter the industry armed with the knowledge and skills to meet our workforce needs.”Since today’s workforce is ever-changing, it has become increasingly important for industry and educators to collaborate and discover the best approach to adapt and respond. The Operations Engineering & Technician program is one initiative that’s driven by the needs of industry to bridge the skills gap and prepare for the road ahead.REFERENCES:Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2014-15 Edition, http://www.bls.gov/ooh/

For more information about the OET program, call (815) 280-1418 or email engineertech@jjc.edu. Visit www.jjc.edu/info/operationsengineeringtech for program details.

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JJC Technical Instructor Cheryl Upshaw (right) leads a tour through the Electrical/Electrical Automated Systems lab where students in the OET Program will learn electrical concepts through hands-on activities.

19The National Organization for Leaders in Workforce, Community and Economic Development

OVERVIEWThe National Council for Continuing Education & Training (NCCET) is committed to providing its members with benefits that keep them current on new trends, help maintain a personal and professional network, and give access to the latest leading-edge programs throughout the country. The NCCET leadership is active on the national scene, working with American Association of Community Colleges (AACC) Commissions, including the Commissions on Economic and Workforce Development. NCCET actively contributes to national policy development through our sponsorship of national colloquia on certification and credentialing (2001) and transcripting (2003), as well as authorship of white papers on these important topics. Our constituents are continuing education leaders, professionals,and innovators in community and junior colleges and technical schools. Other important stakeholders are our corporate partners and our parent organization, the AACC.

Contact UsNCCETPO Box 2916Columbus, OH 43216-2916(888) 771-0179Fax: (877) 835-5798 nccet@nccet.orgwww.nccet.org

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NCCET 2015-2016 BOARD OF DIRECTORSExecutive Committee

PresidentLinda L. HeadAssociate Vice Chancellor for Workforce DevelopmentLone Star College System, TX

President ElectMartha O’KeefeDean of Workforce and Professional DevelopmentGermanna Community College, VA

Vice President, FinanceBo GarciaDean of Community Education and Workforce Development Division Lansing Community College, MI

Vice President, GovernanceAlfred L. McCambry Jr.Dean of Workforce DevelopmentGulf Coast State College, FL

Immediate Past PresidentDr. Paul J. KoehnkeDean, Central CampusCentral Piedmont

National DirectorsBrianna Bendotti, Maricopa Corporate College, AZLisa M. Bly, Moraine Valley Community College, ILCarla Hixson, Bismarck State College, NDJenette Kane, Lane Community College, ORDianne Palter Gill, North Shore Community College, MALouise Slezak, Community College of Baltimore County, MD*Paige Vanderhyden, Educational Outreach Consultant, MI*Kirk P. White, RN, MSN, Houston Community College, TX

*At-Large Board Member

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Learn more about the NCCET leadership team at nccet.org.