the construction industry journal for students a ... · greater portland roofers and waterproofers,...

// FALL / WINTER / 2013 //

THE CONSTRUCTION INDUSTRY JOURNAL FOR STUDENTS a publication of the Oregon Building Congress // $3.95 //

Apprentices see theirwork in well-known

structuresPage 5

Competitions givestudents chance to

show off skillsPage 8

Academy giveshands-on lessons

5

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Relevant Education

CTE programs give students opportunity to apply academics to real-world careers

As glaziers, painters, drywall finishers and flooring installers, the Finest in the Finishing Trades puts the “finishing” touches on

many well-recognized buildings throughout Oregon and Southwest Washington. And it doesn’t require a college diploma to get

you there. You just need a great attitude and the right apprenticeship program. The fact you get paid throughout your training

comes as an added bonus. After three to four years of apprenticing, you gain your journeyman level status and earn a very

competitive wage along with health care and pension benefits.

For information on training and apprenticeship opportunities contact:

Linoleum, Carpet & Soft Tile Applicators Training: John Lawson, 503-481-3420

Painter’s, Drywall Finishers Training Center: Bill Regan, 503-287-4856

Glaziers, Architectural Metal & Glassworkers: Alan Brown, 503-491-7359

www.finishingtrades.org | 503-222-1584

Work Anywhere From The Ground Floor To The Top FloorFor students with a great attitude seeking a career in the trades.

Work Anywhere From The Ground Floor To The Top FloorFor students with a great attitude seeking a career in the trades.

FALL/WINTER 2013 // Vol. 16 Issue 2

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SABIN-SCHELLENBERG PROGRAMTEACHES VALUABLE SKILLS

COMPETITION GIVES STUDENTSCHANCE TO SHOW OFF SKILLS

REYNOLDS ACADEMY GIVESSTUDENTS HANDS-ON LESSONS

22OSU PROGRAM BUILDS FUTURECONSTRUCTION LEADERS

13KEEPING CURRICULUM RELEVANTKEY TO SUCCESS

19OTI INTRODUCES FUTURETRADESWOMEN TO CAREERS

INDEX TO ADVERTISERS

Finishing Trades . . . . . . . . . . . . . . . . . . .2Hamilton Construction Co. . . . . . . . . . . .24Masonry & Ceramic Tile . . . . . . . . . . . . . .4Oregon State University . . . . . . . . . . . . . .23Pacific NW Carpenters Institute . . . . . . .24

Career Pathwaysat Canby High School

Finishing Trades’ apprentices see their work in well-known structures

FALL / WINTER 2013Vol. 16 Issue 2

Distributed by: Oregon Building Congress9450 S.W. Commerce Circle, Suite 260

Wilsonville, Oregon 97070Phone: 503-685-8313 Fax: 503-682-1696

e-mail: [email protected]

OBC Executive Director: Tom GoodhuePublisher: Brian Hunt

Editor: Theresa McKinlayDesign: Shannon Vincent

Advertising Sales: Nick Bjork, Erika HarrisonContributing Writers:

Molly Aleshire, Julie Coleman, Michael Collins, Angie Gilbert, Tom Hering, Kyle Laier, Mary Ann Naylor, Suzie Peachin

Published by:Daily Journal of Commerce

P.O. Box. 10127, Portland, Oregon 97296Phone: 503-226-1311; Fax: 503-226-1315

e-mail: [email protected]

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THE BOARDBOB CALWHITE, President

Pacific Northwest Carpenters’ InstituteROBERT STRADER, Secretary/Treasurer

Associated General ContractorsOregon-Columbia Chapter, Wilsonville

THOMAS GOODHUE, Executive DirectorOregon Building Congress

AL DEVITA, Immediate Past PresidentOregon/Southern Idaho Laborers –

Employers Training Trust Fund

DIRECTORSConnie Ashbrook, Oregon Tradeswomen, Inc.

Rod Belise, IBEW Local 48Dan Graham, Northwest College of Construction

Peter Johnson, AONSara Martin, Slayden Construction Group

Cathleen Massier, City of PortlandJarmed Kildare, USI Northwest

Frank Wall, Plumbing and MechanicalContractors Association

THE ORGANIZATIONSAssociated General Contractors Contract

Administration FundAssociated General Contractors of America

Oregon-Columbia ChapterBatzer Inc.

City of PortlandConstruction Industry Training Trust &

Affiliated Training ProgramsDaily Journal of Commerce

HVAC & Metals Institute, Sheet MetalTraining Fund

NECA/IBEW Training CenterNorthwest College of Construction

Oregon/Southern Idaho Laborers – Employers Training Trust Fund

Pacific Northwest Carpenters Institute(Oregon-Washington Employers-Carpenters

Apprenticeship and Training Trust)SMACNA Columbia Chapter

USI Northwest

SPONSORSAndersen Construction

Associated General ContractorsAGC, Oregon-Columbia Chapter, Foundation

Bureau of Labor and IndustriesContract Administration Fund

Earth Advantage InstituteEmerick Construction

Goodfellow Brothers, Inc.Greater Portland Roofers and Waterproofers, JATC

Hamilton ConstructionHVAC and Metals Institute

Intel CorporationMt. Hood Cable Regulatory Commission

NECA-IBEWNorthwest College of ConstructionOCF Joseph E. Weston Foundation

Olaf Oja Lumber CompanyOregon Occupational Safety and Health Division,

Oregon and Southern Idaho Laborers Training TrustDepartment of Consumer and Business Services

Oregon Department of TransportationP & C Construction

Pacific Northwest Carpenters InstitutePlumbing and Mechanical Contractors Association

Portland General ElectricPortland General Electric Foundation

The Safeway Foundation

BUILDING FUTURES EXPANDED ISSUE ONLINE!Expanded stories and more photos can be found at http://djcoregon.com/building futures/.In this expanded edition, hear more from students and staff involved with ReynoldsLearning Academy’s Trading Up program, hear more comments on the OTI Women inTrades Fair, and see more photos of students involved in CTE programs and career fairs.

®

FROM EXECUTIVE DIRECTOR, TOM GOODHUEWELCOME

There is no secretthat our public schoolsand public funding forthose schools haslong been an issuethat the state and itselected officials havedebated over severalyears. The cost of edu-cation has risen and state budgets havebeen challenged. You may ask yourself: Ifeducation is a priority then why are grad-uation rates and test scores across thestate in decline? While there are excep-tions to that statement, over the past 10years and maybe longer, it has been therule rather than the exception.

This year the Legislature approved closeto $8 million to fund an education grant forCTE programs in public schools. That num-ber is up from the $2 million funded at theprevious session. The Legislature has rec-ognized through documented studies thatthere is a clear relationship between thedecline of CTE programs in schools and thedecline in graduation rates.

In this issue of Building Futures you willread about how having relevant programsand classes have affirmatively affectedthe learning model at high schools thathave CTE programs. Read how relevancy

helped to set the model for achievementat the Clackamas Academy for IndustrialSciences. See the testimonials of stu-dents at Reynolds Learning Academy andhow their choice to attend RLA positivelyinfluenced their lives.

Oregon Building Congress’ mission is:“Partnering with educators and industryto increase the quality and diversity ofentrants into the building industry.” Alongthe way we learned that the best way towork toward that mission was to promotelearning experiences in the public schoolsand give students a clear vision aboutcareer pathways to enter the workforce.The construction and manufacturingmodel is the best way we found to helpput relevance back in the classroom.Math teachers constantly hear: “Why do Ineed to learn math? I will never use itafter high school.” Students that takeCTE-based programs don’t seem to makethose statements, but rather have that“aha moment” when it all comes together.

So, thank you to the Legislature foracknowledging how these programs areimportant in our schools and thank you toall the contributors to this edition ofBuilding Futures, who do the hard work todeliver on the vision of improving our edu-cational system.

Tom Goodhue

Building the Future with

Classic Materials

Mason and Tile ContractorAssociations,Portland Chapter

International Union of Bricklayersand Allied Craftworkers Local #1of Oregon & SWWashington

Dependable, quality driven Mason & Ceramic Tile Contractors

Expertly trained, detail oriented craftsmen

We believe in a safe and drug free workplace

For Career Opportunities

in the Masonry and Tile

Trades Contact:

Bricklayers & AlliedCraftworkers

Local #1 Oregon503-232-0358

www.bac1or.org

Oregon/Southwest Washington Mason TradesJoint Apprenticeship Training

Committee503-234-3781

Recognizing CTE works

THINK GREEN! You can receive your copy of Building Futures electronically. Tojoin the e-list, send your email address to Tom Goodhue, OBC executive director,at [email protected].

CTE programs, such as those at ReynoldsLearning Academy (left, climbing with theLineman) and CAIS (above), give students thechance to learn valuable skills.

FALL/WINTER 2013 // BUILDING FUTURES 5

Intel, OHSU, The Rose Garden: Finishing Trades’apprentices see their work in well-known structures

Computer science and biology majorsaren’t the only long-term professionalswho have been inside the office buildingsof Intel and OHSU. Graduates of theFinest in the Finishing Trades ApprenticePrograms applied their trades as well. Asglaziers, painters, drywall finishers andflooring installers, these crafts people putthe “finishing” touches on many well-rec-ognized buildings throughout Oregon andSouthwest Washington.

What makes the apprenticeship pro-grams so appealing to many young peopleis that they find an exciting path to a suc-cessful career that doesn’t require a col-lege diploma. The fact that apprenticesget paid throughout their training comesas an added bonus. After three to fouryears of apprenticing, students gain theirjourney level status and earn a very com-petitive wage along with health care andpension benefits.

“Sky’s the Limit”When asked what makes a great

apprentice and future journey person, thetrades training representatives respondedin similar fashion. “Have a good attitude,show up for work and stay focused,” saidAlan Brown, training coordinator for theGlaziers Architectural Metal &Glassworkers JATC (Joint Apprenticeshipand Training Committee).

“Maintain a positive attitude, get alongwith others and have a willingness tolearn,” echoed Bill Regan, training coordi-nator for the Painters & Drywall FinishersApprenticeship Program.

“Have a positive attitude and be cooper-ative in class,” added John Lawson, train-ing coordinator for the Flooring Installers.

Each trade’s apprenticeship program fol-lows a similar format and structure.Depending on the trade, applicants musteither be 17 or 18 years of age and have

earned a high school diploma or equiva-lent. After filling out an application duringannual “open” periods of the year and thengoing through a committee interview, stu-dents may be accepted into the programs.

Pass the Hurricane TestGlaziers do more than just windows.

They also must be masters of aluminum,welding and blueprint reading. Naturally,studying and gaining proficiency in allthose areas are part of the four-year train-ing program of Local 740 JATC, which cele-brated its 100th anniversary in 2011.Many of the trade’s apprentices have

BY TOM HERINGAPPRENTICESHIP

Finishing Touch

Moshofsky Center. The work of expert glaziers isseen in prominent buildings throughout ourregion.

Finishing Trades journeymen painters appliedtheir skills and modern touches to the historic St.John’s Bridge in Portland.

6 BUILDING FUTURES // FALL/WINTER 2013

gone on to become CEOs and currentlylead some of the largest glass companiesin the region.

High school students who show interestand aptitude in industrial arts, math andphysical fitness will find their abilities wellmatched as a glazier. Requirements toreach journey status include a total of 576classroom hours and 8,000 on-the-jobhours. For each 1,000 on-the-job hours,apprentices receive a wage hike through-out their training. All students get theappropriate gear and tools for the job.

Another critical part of the training forall finishing trades is safety education.

“Safety is absolutely critical to success,”said Brown. “Several safety credentialsmust be earned during the apprenticeshipand safety training is continued through-out your career. Injuries on the job can domore than hurt trades people. They candevastate companies in the process.”

As part of their training, apprenticescreate a window to fit within a “hurricanebooth.” Then, to test their work, the stu-dent gets inside the booth as hurricane-type conditions are replicated with rainand wind getting whipped up to 76 mph. Iftheir glasswork holds up, the apprenticemoves on to the next training module. If itdoes not, he or she must go back, makethe appropriate fix and re-test until theglasswork passes the test.

Long-term job prospects look good,according to Brown. “The industry isimproving. Lots of big projects are sched-

uled right now in our region. And we havesome of the biggest glass projects to hitour area in recent years.”

The one caveat he did offer to those whomight be considering becoming a glaziershould come as no surprise, “If you’reafraid of heights, this isn’t your trade.”

Work Seen by MillionsWhen asked what makes a good

painter or drywall finisher apprentice,Regan answered in no uncertain terms.“Someone who likes to work with theirhands … can operate machinery … enjoysseeing new places.” Painters and drywallfinishers travel to various job sitesthroughout the region and have their workseen by millions of people. Apprenticeshave an opportunity to work in variousenvironments, on a range of differenttypes of job sites, and to leave their“autograph” on some of the region’s

finest and best-known structures. As apprentices in the three- to three-

and-a-half-year program, students studykey areas critical to their success as apainter or “taper” as drywall-finishingexperts are called in the trade. Painterslearn surface preparation, coatings appli-cations, wall covering installation and dec-orative finishes as well as color matching,specialty coating applications and woodfinishing. Tapers specialize in sealing thejoints between plasterboard or other wall-boards, and preparing the surface to cre-ate the seamless finish that is the hall-mark of an expert job. Just like their fellowapprentices in the glass and floor installa-tion trades, safety training is a key part intheir program and deemed absolutelyessential to a long and prosperous career.

Apprentices of both painting and drywallfinishing work on high profile structures inthe Portland metropolitan area. Models ofthe Oregon Convention Center, PittockMansion and the Vista House at CrownPoint in the Columbia River Gorge arefound at the union’s training center and allget used as part of the in-classroom train-ing. But before they get to work on thosefamed mini-structures, painter and drywallfinisher apprentices learn to master the“virtual paint machine.” The machine mim-ics a power sprayer and measures not onlya student’s accuracy but amount of paintapplied as well. Both skills are critical tobecoming a journey person.

The application process for the paintersand tapers apprenticeship program usual-ly opens up in September of each year.After review, the applicants come to aquestion-and-answer meeting meant justfor them. To continue onward, applicantsare then interviewed by a training centerpanel of the union board.

To reach journey status as a painter ordrywall finisher, an apprentice must com-plete 432 classroom hours and 6,000 on-the-job hours. Cleanliness and safetymust be adhered to day-in and day-out.With every 1,000 hours successfully com-pleted on the job, the apprentice gets araise in his or her hourly wages.

To see the success of the program, youneed not look any further than the presi-

READY TO START YOURFINISHING TRADES CAREER?Finishing Trades Apprenticeship and

Training contacts: • Glaziers Architectural Metal & Glass

Workers: Alan Brown, 503-491-7359• Painters, Drywall Finishers and

Allied Trades Regional Training Center:Bill Regan, 503-287-4856

• Floor Covering: Linoleum, Carpet& Soft Tile Applicators: John Lawson,503-481-3420

Apprentice painters must perfect their trade via avirtual painting machine. Once mastered, theymove on in their training.

dents of the area’s largest paint contrac-tors, said Regan. “More than half of thosepresidents have graduated from this pro-gram.”

Image is EverythingYou would have had to be living under a

rock the past decade to not know aboutthe importance of green and sustainablepractices for companies today. Just likemany mainstream American businesses,those practices have been embraced bythe flooring business, whether it involvescarpet or new hard surfaces for both com-mercial and residential applications.

“The complexity of both materials andinstallation has grown tremendously,”said Lawson. And that complexity createsnew opportunities for people searching forcareer opportunities.

The flooring apprenticeship programrequires 432 classroom hours and 6,500to 7,000 on-the-job training hours. Unlikethe glass and painting unions, flooringapprentices can be 17 but must have ahigh school diploma or GED.

In talking about the program for youngpeople coming out of high school or com-munity colleges, Lawson described theprocess. “You learn and build your reputa-tion your first two years of the program.The next two years you build the quality ofyour skills. And then you have the skill setto go places.” Safety and health are ofparamount concern. There is zero toler-ance for unacceptable behavior and com-promised installations.

One thing a bit different about the floor-ing apprenticeship program is tuition.While the glass and painters programsare quite modest in fees charged, Lawsonoffers “zero” tuition costs if an apprenticemaintains perfect attendance during hisor her apprenticeship. He sees that as apowerful incentive for those interested inbuilding a good career with competitivewages and benefits.

Like his two comrades Brown andRegan, Lawson said the flooring marketlooks very good right now. He said hightechnology, healthcare and governmentprojects keep floor installation crafts peo-ple busy.

If the business world today is describedas image driven, Lawson said that flooringinstallers fit right in. “We’re what peopleremember about the floor covering mar-

ket. A quality floor covering job creates aquality environment. After the job is fin-ished, the floor covering is a dailyreminder of the importance of our work.”

Both apprentices and journey people inthe finishing trades take immense pride inthe work they perform. Unlike some othertrades, once a job is completed you cannothide the glass, paint, drywall finishing or

floor covering finishes. The work of thesetrade experts gets seen daily by millions ofpeople. It leaves no doubt that the trainingprograms focus on bringing skilled anddedicated crafts people into the trades toleave their mark on our cityscape.

Tom Hering is a Portland-based writer who spe-cializes in architecture-, construction- and engineer-ing-related issues.


Glaziers must also be masters of aluminum, welding and blueprint reading. Earning journeyman sta-tus means a wide open door for competitive wages and benefits.

Glazier apprentices must test their skills in the “hurricane” booth. Simulated conditions with rainand wind up to 76 mph test a student’s seal against the elements.


BY MOLLY ALESHIRECTE

Each year, approximately 1,500 highschool students come together for theClackamas County Regional SkillsCompetition, testing their academic andvocational skills against their peers. Awide variety of competitions take place,including building construction, account-ing, criminal justice, foreign languages,welding and visual arts. High school stu-dents from all of the Clackamas Countyschool districts are eligible and can regis-ter through their schools to participate inthis exciting opportunity. ClackamasCommunity College has generously provid-ed tuition waivers as prizes for studentsexcelling in each competition. TheClackamas Regional Skills Competition isscheduled to take place again on Feb. 27,2014.

As part of this event, C-TEC YouthServices is partnering with ClackamasCommunity College to host the ClackamasYouth Career Expo. C-TEC Youth Servicesis the youth workforce investment pro-gram serving Clackamas County. Whilethe skills competition is specific to stu-dents in Clackamas County schools, theCareer Expo is open to all youth, ages 14-21, looking to explore education, trainingand career opportunities. The YouthCareer Expo will take place on Thursday,Feb. 27, 2014, from 8:30 a.m. until noonand will be located in the RandallGymnasium of Clackamas CommunityCollege, 19600 Molalla Ave., Oregon City,OR 97045.

Businesses, colleges and universities,the military, and apprenticeship and tradeprograms will be represented at the event.Youth can talk directly with employersabout careers in their industry, whileexploring education and training programsto help them prepare and be competitiveas they enter the workforce. Additionally,

Competition gives students chance toshow off academic, vocational skills

The Youth Career Expo will take place onThursday, Feb. 27, 2014, from 8:30 a.m.-

noon at the Randall Gymnasium of ClackamasCommunity College, 19600 Molalla Ave.,

Oregon City.


Clackamas Community College will haveseveral offerings such as campus toursand college placement testing available.

The event aims to promote the transi-tion from secondary to post-secondaryeducation and training, provide youth anopportunity to explore interests andcareers, and involves industry and thepublic with the educational process.Clackamas County students interested inthe skills competition should check withtheir high school counselors for informa-tion on how to register or contact MichelleBaker at (503) 594-3040, or email [email protected].

Molly Aleshire is program coordinator with C-TECYouth Services.

The Career Expo is open to all youth, ages 14-21,looking to explore education, training and careeropportunities.


BY SUZIE PEACHIN AND JULIE COLEMANCTE

Over 300 North Clackamas SchoolDistrict high school students attend theManufacturing & Engineering programannually at the Sabin-SchellenbergProfessional Technical Center (SSC), aunique career and technical center forhigh school students in the NorthClackamas School District in Milwaukie,Ore. SSC manufacturing students strive fortechnique perfection while taking pride intheir work, building a local reputation andleaving a positive legacy among businessand community alike.

The Manufacturing & Engineering cur-riculum at SSC focuses on industrial appli-cations, paralleling industrial standards toprepare students for employment in themanufacturing industry. In the first year ofthis four-year program, students learnbasic skills in welding, fabrication, comput-er aided drafting, and machining. Studentswho go beyond Level 1 in the program canchoose to focus on drafting and machin-ing, or welding and fabrication. Studentswho progress to levels 3 and 4 apply theirskills with lathe and mill operations,advanced machining, programming ofCNC, and advanced welding and fabrica-tion techniques. Students also may applyfor internship opportunities or work towardearning their American Welding Societywelding certification prior to graduation.Students who complete upper level cours-es can graduate with up to 17 collegecredits at Clackamas Community College.

The expansive training gained at SSCmanufacturing prepares students for anumber of project applications. They gainversatile skills, allowing them to decidewhich project to undertake. Studentsreview options and choose to accept acommission and participate in a project,giving them ownership throughout everystep of the process. This method of choos-ing adds meaning, value and authenticity;the project becomes a source of pride forthe students and community alike. Anyfunds raised through special projects arechanneled back into the Manufacturingprogram for project materials and student

scholarships for SkillsUSA competitions,the leadership component of theManufacturing & Engineering program.

Student commission work includesmany community-oriented projects suchas: the View Acres Viking helmet gardenarbor, Clackamas High School and HappyValley Middle School wall of fame powdercoated rails, batting cage restoration workat Alder Creek Middle School, bleacherand fencing modification and mainte-nance for the Clackamas Little League,and mobile hog pens and panels for theClackamas County Fairgrounds. Studentsalso have created various specialty proj-ects for residents and businesses includ-ing custom spider-web window securitycovers for a local tattoo parlor, the WürthTrophy for Sawstop, a local saw blademanufacturer, lighted platforms for a localnightclub, and residential remodel workinvolving custom structural sculpture anddecorative metalwork stair rails. Studentsalso enjoy working on the modification ofold hardware for Hippo Hardware cus-tomers, as well as creating yard and gar-den gates, benches, fire pits and miscella-neous garden art.

A major project students recentlyworked on was the Viking helmet arborplaced at the entrance to View AcresElementary School garden in the NorthClackamas School District. The Viking hel-met pays homage to the school mascot,the View Acres Vikings, while marking theentrance to the student science garden, aschool project where students study sci-ence while producing food for the KingsFood Pantry.

The project began when students andinstructor, Mark Lynch, met with JaneJohnston, the View Acres science teacherwho commissioned the work for theschool. Johnston shared her 2-D blue-prints with design engineer Chris Nelson,a program volunteer who then completeda 3-D concept drawing for the students.From this point, students were able to cre-ate a cardboard template. As the projectprogressed, Johnston came out to reviewassembly and give her feedback.

“It was totally wonderful working withMark and his crew of students. It was along, involved process that required theboys to work many days after school hourson the fabrication,” she said.

Students from all three high schools inthe district, Clackamas, Milwaukie andRex Putnam, spent class time cutting thesheet metal out of mild steel. At this point,the real work began as students built theinterior frame for the unit, utilizing TIG andwire feed welding techniques. The 12-footposts supporting the helmet hood werewelded vertically with a stick weldingprocess to give the steel a “tree bark”appearance. Students from Level 1worked on this decorative finish whileupper level students cut the school namefrom stainless steel on the metal shop’sCNC plasma cutter. These letters and thestainless steel trim were then TIG weldedto the Viking hood’s perimeter. Freshmento seniors all worked on the project insome way; four upper-level students over-saw the project, making sure it met thespecs while organizing and directing theirunderclassmen on decorative techniques

Sabin-Schellenberg programoffers participants valuable skills

A major project students recently worked on wasthe Viking helmet arbor placed at the entranceto View Acres Elementary School garden in theNorth Clackamas School District.


to patinate the hood with premature rust.Students then applied clear coat forweatherization and longevity. Studentsspent countless volunteer hours complet-ing the project utilizing various metalforming and welding techniques to finishthe design.

Installation was done in two trips, asstudents had to measure and re-meas-ure, square, level and plumb the enor-mous posts, which were set into 2 feet ofconcrete. Twelve students helped with theinstallation, manually lifting the steel hel-met hood onto the posts. When the workwas completed, View Acres held an allschool assembly, recognizing the studentsfor their dedication and hard work.

Principal Mike Potter stated, “I am soproud of the contribution our Sabin stu-dents made to our garden! Their beautifulwork shows the power of students of allages contributing to a project that bene-fits our community. This addition to ouroutdoor classroom and garden space issomething that EVERY person who visitsour garden notices. When we have visitorsto our school, we are able to share aboutboth the garden’s food contribution to ourcommunity as well as the creative andimpressive contribution from our very ownSabin students and they get a real senseof the positive, powerful impact on thecommunity that comes from collaborationacross all of our district’s grade levels.”

All told, the 1,200-pound project tooksix months to complete and two days toinstall. Johnston summed it up: “TheViking arbor turned out better than anyonehere at View Acres ever imagined. The stu-dents and staff are thrilled with it.”

Another recent community project wassome restoration work on the Alder CreekMiddle School (ACMS) batting cages,which was commissioned and overseen bythe vice president of Clackamas LittleLeague. ACMS batting cages had sagged,the footings sunken into the ground, caus-ing the original wooden doors to pull awayfrom the deteriorated building thus creat-ing a security and safety hazard. Upper-level manufacturing classes visited the sitefor measurements and brainstorming.Three students completed the blueprintsand measurements to scale, using alge-braic calculations to plumb and square theload accurately to keep the doors’ weight

spread out appropriately for the hinges.The new doors were built from 2x2 squaresteel tubing with steel frames. Installationwould be within the out-of-square existingopenings, which created many challengesthroughout the short-term project. The newdoors were installed on weld-on hingesusing wire feed, and can be locked frominside the building. Other maintenanceprojects for Clackamas Little Leagueinclude cutting down and reinforcing exist-ing bleachers to legal height and someathletic field fencing replacement and rein-forcement.

Clearly SSC manufacturing programprojects benefit students and communityalike. Not only do students get to choosetheir level of participation in these proj-ects, but those that do get their names onthe “My Legacy” manufacturing wall,where student photos show what they didto leave their mark on the communitywhile attending the program.

And what do members of the communi-ty think?

“Every time I see the arbor that ourhigh school students created I smile. It’sbeautiful and I can’t say enough positivethings about what happens at Sabin andhow it makes a positive difference in ourcommunity,” Potter said.

Suzie Peachin is assistant principal and JulieColeman is secretary at Sabin-SchellenbergProfessional Technical Center.

Above: Students work on the Viking arbor instal-lation. The Viking helmet arbor is at the entrance

to View Acres Elementary School’s garden.Right: Students have created a variety of spe-

cialty projects for residents and businessesincluding custom spider-web window securitycovers for a tattoo parlor. Far right: A student

works on bleacher modifications for theClackamas Little League.

“Every time I see the arbor thatour high school students createdI smile. It’s beautiful and I can’tsay enough positive things aboutwhat happens at Sabin and howit makes a positive difference inour community.”

– Principal Mike Potter

BY TOM GOODHUECTE

The day was unseasonably wet last spring as juniors and sen-iors at Canby High School stood outside to be fed lunch hostedby Oregon Building Congress from a mobile barbecue food cartserving them pulled pork and pulled beef sandwiches. Thearoma in the air definitely had the attention of students andteachers who were not aware of the event being held that day.

In conjunction with our trades’ partners, OBC worked withCanby High School to provide a half day of education, informationand food to more than 100 students attending the constructionand shop programs at the high school. Break-out sessions weretaught by training specialists in carpentry, electrical and sheetmetal trades. Those who attended the carpentry session learnedhow to use math to figure out the layout of building stairs.Electrical students applied trigonometry principles to bend con-duit, and sheet metal students learned real life applications ofgeometry and were challenged to make a cone.

To complete the day, students were afforded time to tour thebooths at the Trades’ Career Fair. Students had opportunities totalk to career professionals who gave them information and guid-ance in making choices in their career paths.

Trades represented were: Brick and Tile Masons, Plumbers andSteam Fitters, Carpenters, Cement Masons, Sheet Metal Workers,Electricians, Painters, and the pre-apprenticeship program atPortland Community College. Thanks to our partners at CanbyHigh School for allowing the opportunity to share this experiencewith their students. The day was such a great success we areplanning to host a similar event again this coming spring, thistime without the rain.

If you have a CTE program in your high school and want tohave us host an event, please call Oregon Building Congress,503-685-8313.

Tom Goodhue is executive director of the Oregon Building Congress.

More than 100 students toured booths at the career fair and talkedto professionals who gave them guidance in making choices in their

career paths. Break-out sessions were taught by specialists in car-pentry, electrical and sheet metal trades. OBC and its partners hope

to host a similar event at the school this coming spring.

Career Pathways at Canby High School


BY KYLE LAIERCTE

Keeping curriculum ‘relevant’ key to successRel•e•vant: Closely connected or

appropriate to the matter at hand: thecandidate’s experience is relevant to thejob.

How often do today’s high school stu-dents reference the relevance of theirdaily educational experience to theircareer aspirations? How many of themwill look back at their high school educa-tion and reference it as playing a signifi-cant role in their career success?

As a high school principal, passionateeducator and staunch supporter of publiceducation, I’m saddened to say I don’tbelieve the majority of our students will bereferencing their experience in such a vir-tuous light. The current climate in educa-tion is to focus on the Common Core StateStandards, best teaching practices,assessment of learning and engagementof students in preparation for high-stakestests. All of these are an important part ofa quality education. Regrettably, when weput these first, we remove the mostessential instrument in our toolbox.

Consider who has a better chance ofmastering sign language? Would it be thelawyer with the silver tongue or the stay-at-home mom with a blind child? Theanswer is obvious. When we look at ourstudents, do we take into account theirdreams and aspirations or do we tell themhow important the standard of the day isto their future? When a struggling studentfinally passes the high-stakes standard-ized test after semesters of remedial

courses in lieu of relevant electivesaligned to his or her aspirations, do westop consider their loss? Does relevanceto the student ever take priority or do weonly consider relevance after a student isstruggling?

What would happen if we designed ourschools and learning activities to be rele-vant to each student? What would happenif we identified their interests and THEN

connected the appropriate standards,strategies and assessments to supportthat which they are motivated to learn?Would an assessment at the end of a rel-evant learning journey led by the studentreally be less reliable than a standardizedtest? What would their future employerrather see? The test score or the projectthey put down their phones to dedicatetheir full attention?

Clackamas Academy of Industrial Sciences prepares students for careers in engineering, manufactur-ing and construction trades. Leaders work closely with the industry-led board of directors and otherindustry partners to create relevance in courses and curricula.


Students come to CAIS because they desire preparation toward a specific career and CAIS’s board helps bring relevance in the instruction.

At the Clackamas Academy of IndustrialSciences, we prepare students for careersin engineering, manufacturing and con-struction trades. We are working closelywith our industry-led board of directorsand other industry partners to create rele-vance in our courses and curricula. Wecurrently get regular guidance from aboard that includes industry representa-tives from Boeing, Warn Industries, MilesFiberglass and Composites, BenchmadeKnife Co., Pioneer Pump, EnochManufacturing, ESCO Corp. and theOregon Building Congress to name a few.Our students come to us because theydesire preparation toward a specificcareer and our board helps us bring to

them relevance in our instruction. A focus on relevance has led to lan-

guage arts courses focused on LeanManufacturing Processes with industryleaders from ESCO Corp. and A-dec DentalEquipment Solutions providing opportuni-ties for students to learn from the experts.A math course focuses solely on construc-tion problems with structural engineers,union tradesmen and other building pro-fessionals leading some of the lessons. Inother classes, students are brought designand build opportunities from companiesand organizations like the Oregon CityChamber of Commerce. Students in ourEngineering Design and Developmentcourse recently designed, built, tested and

operated a trebuchet to launch pumpkinsat the chamber’s Biz Fair. All of theseexamples are opportunities for students tolearn relevant skills to the manufacturingand construction sectors.

Whether a traditional high school set-ting or a more focused high school set-ting, like CAIS, educators need to put thefocus on relevance. All of our initiativeswill be significantly more effective if thelearning is relevant to the student. This ischallenging and can seem at times over-whelming, but it can’t be ignored. If it is,won’t many of our students just ignoreirrelevant instruction? Wouldn’t you?

Kyle Laier is principal at Clackamas Academy ofIndustrial Sciences.


A focus on relevance has led to language artscourses focused on Lean ManufacturingProcesses and a math course focusing solely onconstruction problems. Other classes offerdesigning and building opportunities.


BY ANGIE GILBERTCTE

Trading UpWhen we think about students learning,

growing and becoming productive mem-bers of society, we often forget how bene-ficial it is for them to have experiencesthat extend beyond the reach of the class-room. Reynolds Learning Academy wantedto change that, so seven years ago wepiloted a program to take students out ofthe classroom and place them into thehands of competent and supportiveregional apprenticeship programs. Weknew – we believed – that this programwould change lives, alter perspectiveabout education and most of all build abridge between the classroom and realworld experience. What we did not knowwas for how long we could sustain it, orhow truly successful our students wouldbe upon completion. Seven years later, we

have our answer. We would like to sharewith you some of the statements made byformer and current students with regardto their experience while in the trades pro-gram and where their lives as apprenticesand journeyman in the trades field havetaken them today.

My crew leader and I have alwaysreminded the kids that this program doesnot run because of us – it runs becausethey take it seriously, work hard and makeconnections with partners who want themto return as employees because they seetheir drive and ambition to turn their livesaround. The trades students have donejust that and we are grateful that theyhave taken a few moments to share withus the impact that Trades has had on

Reynolds academy gives students hands-on career lessons

A student learns surveying with the Laborers.

Willamette River Bridge, courtesy of Tyler Street.

We knew – we believed – thatthis program would change lives,

alter perspective about educa-tion and most of all build a

bridge between the classroomand real world experience.


their education, their confidence andtheir futures! We invite you to join us incelebrating their success in their words.But first, we need to provide you withsome history and background of how thisphenomenal program came to be andwhy it works so effectively to transformstudents into skilled professionals.

Through a unique partnership withregional apprenticeship programs, theReynolds Learning Academy (RLA) wasable to create an exceptional and suc-

cessful trades program, which servicesstudents interested in the constructiontrades. The “Trading Up” program is thefirst of its kind in the state of Oregon.Students are able to experience first handthe outstanding opportunities available tothem in the construction trades by choos-ing to enter an apprenticeship, thus creat-ing life-long learning, as well as develop-ing the skills crucial to a career in thetrades. This program was the first OregonDepartment of Education (ODE) state-rec-ognized program, and one of only a hand-ful to be approved as a pre-apprentice-ship training program by the OregonApprenticeship and Training Council.

We operate on the philosophy of strongacademics, with an emphasis on theOregon Essential Skills Standards of per-sonal management, communication,problem solving and teamwork. TheTrades program also meets the CTE diplo-ma requirements of Oregon. The require-ments to be a “Trading Up” crew memberare incredibly stringent. Members sign ayear-long, non-negotiable contract requir-ing them to be drug and alcohol free,maintain attendance at a minimum of 90

percent and academics at a C or betterwith a preference toward a B or higher.The makeup of students varies dramati-cally from year to year; typically half of thestudents are in Special Education onIndividual Education Plans (IEP). Thesestudents often struggle with learning dis-abilities and sometimes behavior issues.With the support of their crew leader andthe opportunity for hands-on learning, wehave seen dramatic improvements in bothareas. Students do an incredible job ofsupporting one another in and out of theclassroom, creating a professional envi-ronment with a very personal investment.

Here’s how it works. Every other day,students are transported to an appren-ticeship-training site and put through thepaces of that particular trade. Theyreceive math instruction, hands-on train-

ing and are able to build relationshipswith people who may one day be theirapprenticeship coordinator or instructor.Students are able to obtain for free theirOSHA 10 card through the Laborers, theirFirst Aid and CPR cards through theReynolds School District, and have accessto Wildland Fire Fighter certificationthrough Clackamas Community College.During their non-crew days, students takecourses in Trades Math, Technical Writingand Engineering. Each course utilizes cur-riculum from both the district and localapprenticeship programs, which directlyties to what they will be learning on sitethat week. We believe that the direct cor-relation between classroom and hands-onapplication is valuable to student learningas it answers the question of “when will Iever use this?” Each trade does an excel-

Longshoremen, Port of Vancouver. Laying tar at the Roofers.

Carpenters’ instruction.

Climbing with the Linemen.Welding at the Ironworkers.

The “Trading Up” program isthe first of its kind in the state of

Oregon. Students are able toexperience first hand the out-

standing opportunities availableto them in the construction

trades by choosing to enter anapprenticeship, thus creatinglife-long learning, as well as

developing the skills crucial to acareer in the trades.

The testimonials:

Nathan Drorbaugh, Howard S. Wright Journeyman Carpenter, Pilot Trades Student, TwoYears:

Hi my name is Nathan, I’m one of the original students who helped start the tradesprogram at Reynolds Learning Academy. I was in the program for two and half yearsuntil I had to withdraw to focus on earning my credits to graduate on time. While in thetrades program I had the amazing opportunity to participate in a summer internshipwith Emerick Construction Co. through the summer Construction Camp at theCarpenters. It taught me the critical knowledge I need to have a career in construction.

Upon graduation from high school I immediately enrolled in the CarpenterApprenticeship Program. It is a four-year program where they teach you the skills of car-pentry and construction. I graduated at the top of my class and won the elite title ofCarpenter Apprentice of the Year. As of today I’m still a journeyman carpenter enjoyingmy work and looking forward to what the future has to offer.

Tyler Street, Trades Student, Student Crew Leader, Two Years:I got in the trades program right when I turned 17. I wasn’t doing the best in my

classes for school prior to be accepted into the Trades program. Once I got into theTrades program, I saw school in a whole different way. I began getting good grades andcould see what we were doing on our “crew” days. After the first year it was apparentthat I wanted to have one of those careers in the union. So I applied for a programcalled “Carpenters Construction Camp,” I was accepted and so I went to work for aunion company (Skanska) for eight weeks in the summer before my senior year. I lovedit, learned a lot, and made some pocket money. So when I went back for my senioryear, I did what I could to hurry up and graduate and get back in the field. I did verywell my senior year and got straight As. I also managed to graduate a half of a yearearly. Before I graduated though, I kept in touch with the superintendents I’d workedfor. They gave me great references so I could apply for the apprenticeship program atthe Carpenters. The day I finished my high school career, I started my new one. I inter-viewed with the carpenters apprenticeship program and got a score of 100. About aweek later, I was working! I’ve been in for about two years now and am still learningevery day! I still have fun on most days I work. As of now I am a fourth-term apprenticeworking on the new Willamette River transit bridge and loving it!

Evelyn Drorbaugh, General Carpenter, Trades Student, Two Years:I am a general carpenter in the Portland metro area. I have been a carpenter since

April 2013. I love the career that I have chosen and I probably wouldn’t have made thesame choice if it weren’t for the Trading Up program that I had the opportunity to be apart of in high school. The program made me knowledgeable of all the different tradesthat I didn’t know about.

My older brother, Nathan, attended his high school years at Reynolds LearningAcademy. While he was in school he was in the Trading Up program. Every day mybrother would come home from school with a big smile on his face and he would tell allof these stories about the program and the different things he was able to do whilelearning about different trades. Therefore, before I was in high school I already had alittle knowledge about the program and was very interested in applying for an opportu-nity to experience them myself.

When I was a freshman in high school I, too, attended Reynolds Learning Academy.However, freshman aren’t allowed to be in the two programs held at the schoolbecause we are the newbies and we have to take some time to learn about them. Atthe end of the year was when the kids who were interested in joining the programswere able to apply. Everyone who is interested has to go through a process of filling outan application, an interview and drug screen. Thirteen kids are chosen each year bythe coordinator, principal, and trades crew leader. I was one of those lucky kids chosento be a part of this program.

Every other day of school we would go to a training center of a different trade andlearn about how the trade works and experience hands-on learning. The opposite daythat the crew wasn’t going out to a site, we were in school, learning about academics.

lent job of stressing academics as anecessity to being successful in a workenvironment. Students also are requiredto participate in service-learning projectssuch as Habitat for Humanity. Not onlydoes service-learning provide studentswith the opportunity to give back to thecommunity, but gives them the chance tohone the skills learned at the trainingsites. Service-learning also provides stu-dents with a great sense of pride andaccomplishment, especially when theycan say to family and friends, “I did that!”

Students are equipped head to toe ingear from S.D. Deacon and Safety andSupply. This gear is crucial to their safetyand ensures a uniform appearance for ourprogram, which is a very impressive com-ponent for our partners. They know whenstudents arrive on site, they will be wellprepared with their gear and have positiveattitudes and come ready, willing and ableto work and learn. During their time ateach of the sites, students are familiarizedwith apprenticeship orientation schedulesand application deadlines, as well as therequirements necessary to successfully beaccepted into an apprenticeship.

After six years of groundwork and withthe support and guidance of our regionalapprenticeship coordinators, we are proudto say that “Trading Up” is in its seventhyear of operation and continues to growstronger in our mission of teaching stu-dents to challenge and prepare them-selves for their futures. Graduates areworking in the trades, taking classes toimprove their status while waiting to apply,or entering the military to gain furthertraining with the hope of returning andentering an apprenticeship upon comple-tion of their military service. We are veryexcited to be creating opportunities forstudents while providing training for morequalified applicants to fill spots left byretiring trades people. Our students andpartners are extraordinary and we inviteyou to read their testimonials which speakdirectly to their success.

If you have further questions or wouldlike more information about the Reynoldsprogram, call 503.667.4673 or emailAngie Gilbert at [email protected]. Wewould love to brag about the success ofour students!

Angie Gilbert is school-to-career coordinator withReynolds Learning Academy.



We all had to be very professional in and out of school becausewe represented the school and the program. Let’s just say that wehad the best of both worlds.

By the time my sophomore year arrived, I was eager to get start-ed. During the beginning of the year we took a couple of days togo out to a park and do some teamwork practices because wewere about to spend the whole year together. After about two daysof practicing teamwork, we started heading out to learn aboutcareer paths. We went to many places, from the electricians, tothe plumbers, the carpenters, sheet metal and the lineman. Bythe end of the year the crew is like a family. I applied to gain moreknowledge my junior year and was again accepted.

It was the best program that I have ever been in. By the time Ifinished two years in the program, I was interested in three differ-ent career choices and I needed to think before I made my deci-sion of a lifetime career. I spent a year after graduating thinking ofall of the pros and cons about each job and finally made my deci-sion to be a carpenter because they know a little about othertrades.

I am a 19-year-old woman with a career that I love and a goodfuture ahead of me. The Trading Up program and all the peopleinvolved are to thank for pointing me in the right direction andshowing me that there are many career opportunities in the world.I am very appreciative that I had the chance to have attended ahigh school where I am taught not only about academics, butteamwork, professionalism and career options as well.

TJ Wolbert: Two-Year Trades Student:I’ve been in the trades program since my junior year and by

being involved with the program my life has been turned around.I’ve never been very good at learning in school and without theTrading Up Program, I would have dropped out of school and bebagging groceries for the rest of my life or be stuck in a minimumwage job. Now I have a strong work ethic and know what it takesto be successful at only 18 years old. Thanks to the program I nowhave a career lined up for me as soon as I graduate that will beable to support my future family someday. This summer I had thegolden opportunity to work with the Carpenters for eight weeks. Ialso got to work with a veteran Trades member, Nate Drorbaugh,who is a journeyman carpenter. It was an experience of a lifetime.I got to learn how to build a deck starting from the ground up todoing remodel work inside of the Portland Community CollegeSylvania Campus.

Quinten Starr, Two-Year Trades Student:In the past two years in Trades, I have discovered it is an enjoy-

able and great learning experience. It is a hands-on learning envi-ronment that allows me to explore and see what is out there andgives a variety of careers and professions to learn from. It is madeup of up to 13 students and one crew leader. The crew goes out tomeet the partners and partake in projects that are given to us.Sometimes we take real classes with apprentices. I’ve never hadso much fun learning new skills as I have from people who haveactually been in a trade professionally. This is a program that Istrongly recommend. Before I joined this program I felt like I waswasting my time sitting in a classroom, I didn’t feel like I waslearning anything. Once I joined, I felt like I learned something thatI would actually use in the future.

Our Crew Leader Tony Gomez is in his fifth year as our leaderand shares his thoughts below along with Shannon McCarl, who isour Technical Writing teacher for the past several years.

Tony Gomez, Crew Leader for Five Years:It’s been great to see students find a trade that interests them to

pursue a career. I like to create opportunities for students to thinkabout a career rather than a simple job. I’m proud to be a part of aprogram that allows me to mentor students and give them the skillsthey need to be successful in whatever profession they choose.

Shannon McCarl, Language Arts Instructor for Five Years:I have been the Language Arts teacher for the Trading Up

Program, or Trades as we call it, for the past five years. I was reallyexcited to become the teacher for the program, because I comefrom a very blue-collar background that values labor. I am, howev-er, a passionate reader, and I wanted to work with the question“Why do reading and writing matter in the Trades world?” I wantedto explore the intersection between good communication and posi-tive business outcomes. My Trades classroom has taught me notonly why it matters, but how to help my students understand thattheir education matters no matter what employment they pursue.

For the past five years, I have built a curriculum around communi-cation skills in the workplace that value commitment, respect forself and others, and personal determination. Many of my studentshave started the program with an uncertain relationship to theschool environment. They are frequently disenchanted with “seatwork” and are having a difficult time understanding how the seden-tary activities of the classroom fit into the puzzle that is the workworld they see around them. During the course of the year as theygain new skills in communication, they begin to talk and write aboutthe barriers that they have experienced in education. Later on asthey gain some successes in their academic lives, they start tobreak those barriers down because the classroom is no longer aplace of barriers, but becomes a vehicle for them to achieve theirgoals. Often after they return from the field they share stories ofpractical application of their skills, these real world lessons have animpact that I can only begin to describe. Because of the guidanceand hands-on training they receive from tradespeople all across thestate they begin to see themselves as working people with solidabilities and goals. I feel like I am working side by side with some ofthe best educators around, because many people I have never metimpact my classroom in such a clear and positive way.

The kids I teach become young adults right in front of my eyes,not just through natural aging, but rather through mentoring andself respect. Students start the program adrift and uncertain, butleave with goals for work or additional education. Many of my stu-dents are struggling with difficult home lives, addiction anddepression, and over the course of the program they begin to seethemselves and work as a way out of difficult circumstances. Theybegin to believe they have choices and control over their futures.

This program affects my students beyond the time that they arein my classroom. They become problem solvers, highly soughtafter employees, and entrepreneurs. They become college stu-dents, successful working people and taxpayers.

But the most important thing they become is self-directed learn-ers who have futures they are in control of and that is all thanks tothe people in the field who share their talents and insights withthem every chance they get. Thanks to all the trades people whoaffect my students so deeply.


BY MARY ANN NAYLOR PHOTOS COURTESY OTICAREERS

Have you ever wondered what it wouldbe like to be part of a crew that con-structs roads, bridges and buildings?Have you ever wanted to experience thepower of running a jackhammer or what ittakes to operate heavy equipment?Perhaps you have wondered about solarand wind power and are thinking about acareer in the field of sustainable energy?Come to the next Women in Trades CareerFair May 8-10, 2014!

Oregon Tradeswomen Inc. (OTI) startedoffering the annual Women in TradesCareer Fair 22 years ago, with a missionof creating an exciting and interactiveevent to allow girls and women to explorethe many non-traditional career optionsavailable to them in the building and con-struction trades.

“Every year at the fair, I am reminded ofhow important it is for girls to have theopportunity to meet and talk directly withtradeswomen who are actively working ina variety of trades careers,” said ConnieAshbrook, OTI’s executive director and oneof the four tradeswomen who founded thenon-profit organization. “It helps themrealize that these rewarding careers are areal possibility for them, too.”

The 2013 Women in Trades Career Fairwas held May 16-18, and hosted a recordnumber of attendees from all overOregon, Southwest Washington, and evena few from California and Idaho! In all,634 middle school girls, 660 high schoolgirls, 129 teachers, and 556 adult womencareer seekers as well as their familiesattended the fair during three days tolearn more about career options in thetrades and the value of an apprentice-ship, where they have an opportunity forpaid, on-the-job career training.

Workshops

The fair is a labor of love for theapprenticeship programs and employerswho present the workshops at the fair,and offers them an unparalleled opportu-nity to reach out to the women and girlswho attend. In fact, it is the interactive,

OTI introduces next generation oftradeswomen to career possibilities

High school girls fix a water main break in the Portland Water Bureau’s workshop. The 2014 Womenin Trades Career Fair will be held May 8-10 at the NECA-IBEW Electrical Training Center, 16021 N.E.Airport Way, Portland. For more information about the event or how to register your school, visitwww.tradeswomen.net/fair.


hands-on workshops that make the fairsuch a fun, educational and inspirationalevent for the young women who attend.

Exhibit Booths

Dozens of companies, apprenticeshiptraining centers, colleges and other organ-izations exhibit at the fair on Friday andSaturday to reach out to women interestedin learning more about their industry andpursuing a career.

Each year, the fair hosts more than 70exhibitors, which affords an extraordinaryopportunity for high school seniors andadult women career seekers to learn moreabout the variety of careers options avail-able to them in the trades. The representa-tives at the exhibit tables are excited totalk about how to get started in theirindustry and everyone offers great infor-mation at their table for people to takewith them.

Work-Wear Fashion Show

One of the most popular activities atthe fair is the work-wear fashion show.One by one, tradeswomen take the stagewearing the clothing and carrying thetools they typically use on the job. Thereare many surprised faces in the audiencewhen the tradeswomen talk about theapprenticeship process and about howmuch money they were making when theystart as an apprentice and how muchthey earn when they journey out.

Careers for Women Day

Each year, the first two days of the fairare reserved for school-age girls whoattend with their school, but Saturday,Careers for Women Day, is open to every-one and there is no charge to attend. So,if you aren’t able to attend the fair withyour school, you can come with friendsand family on Saturday to attend as manyworkshops as you would like, and to expe-rience all the fair has to offer.

The next Women in Trades Career Fairtakes place May 8, 9 and 10, 2014, atthe NECA-IBEW Electrical Training Centerlocated at 16021 N.E. Airport Way,Portland, OR 97230. For more informa-tion about the event or how to registeryour school (registration opens Jan. 15,2014), please visitwww.tradeswomen.net/fair. We hope tosee you there!

Mary Ann Naylor is public relations specialist forthe Oregon Tradeswomen Inc.

A middle school girl triesinstalling insulation in aworkshop with Balanced

Energy Solutions.

A high school girl climbs a beam in a workshopwith the Pacific Northwest Ironworkers Local 29.

An attendee learns to bend sheet metal in aworkshop with the Sheet Metal Institute.

Sara Page, OTI pre-apprenticeship pro-gram graduate andPlumber Apprentice,teaches a high schoolstudent how to soldercopper in UA Local290’s Workshop.


Comments from attendees on the 2013 Women in Trades Career Fair:“It was inspiring for my students to see all ofthe different careers available to them!Cutting iron was exciting!” – Educator, TillamookJunior High School

“My students were inspired to see thatwomen have the right and the ability to havea career in the trades. Money is great. Theyloved the hands-on activities!” – SchoolCounselor, Baker Prairie Middle School

“The girls I brought to the fair loved thehands-on learning experiences! They had a lotof fun, and realized that they can totally do abunch of different careers that they may nothave considered.” – Teacher, HB Lee MiddleSchool

“It was impressive seeing all thesetradeswomen and how confident they are.”– School Administrator, Phoenix Charter School

“My girls were inspired by seeing real oppor-tunities for themselves and ways out of pover-ty.” – School Counselor, Pathfinder Academy

“I liked learning about the careers that most

women don’t even consider.” – Middle schoolstudent, Fowler Middle School

“My favorite part was that I found out what Iwant to do with my life.” – High school student,Whiteshield

“I liked listening to what the tradeswomen doon their jobs, how they do it, the money theymake, and how much they love their work!”– High school student, Pendleton High School

“One thing I learned today is that this workisn’t easy but good things come out of hardwork.” – High school student, Regional TradesAcademy

“I loved having the chance to try a skill that isused for a specific trade.” – Job seeker onCareers for Women Day

“I especially enjoyed being able to talk to andask questions of women who are experiencedin their craft. This was a valuable educationalexperience and my only regret is that mydaughter could not be here to share it.”– Job seeker on Careers for Women Day

“The best part about the Women in TradesCareer Fair to me was going around and try-ing so many things, learning about the manycareers, and meeting new people.” – Job seek-er on Careers for Women Day

Above: Irais Gandarilla, sheet metal worker and OTI pre-apprenticeship graduate, shows Careers for Women Dayattendees a virtual welding machine in the Sheet MetalWorkers Local 16 workshop. Below: A middle school girllearns how to climb a utility pole in a workshop withBonneville Power Administration. Above: Cristi Sawtell, Central

Work Planner at BonnevillePower Administration (BPA),shows a middle school girlhow to generate power bypedaling the electric bike inBPA’s Workshop. Right:Careers for Women Day atten-dees learn how to make con-crete stepping stones in aworkshop with the CementMasons Local 555.

A middle school girl operates a crane in aworkshop with Interstate Crane.


BY MICHAEL COLLINSEDUCATION

Growing up in Medford, Ore., SaraQuitugua always knew she wanted toattend Oregon State University, even if shedid not always have an exact idea aboutwhat she wanted to pursue. At first, thejunior had her sights set on a career inarchitecture; however, after attending aspring event at OSU during her final yearin high school, she found her home withthe Beavers in the School of Civil andConstruction Engineering where she ismajoring in construction engineering man-agement.

“In high school I took a skills test thatshowed a career in engineering might beright for me,” Quitugua said. “I’ve alwayswanted to have a hand in creating things;so, after learning what the civil and con-struction engineering program at OSU hadto offer, I realized it would be a great fit forwhat I wanted to accomplish during mycareer.”

Her decision to pursue a degree in con-struction engineering management wasconfirmed following her internship thispast summer at Perlo Construction, a con-struction management firm based out ofPortland. During her time at Perlo,Quitugua had the chance to experience allaspects of a construction project.

“It was such a terrific experience,”Quitugua said. “I had the opportunity tosee everything that went into a construc-tion project and had a chance to applywhat I have learned so far at OSU. I wasable to interact with everyone involved inthe construction process and I reallylearned a lot about myself as well.”

Specifically, the junior now knows shewould like to pursue a career in construc-tion as a project manager or estimator. Asa project manager, Quitugua would havethe responsibility of planning and deliver-ing a construction project in a mannerthat maximizes value – a quality productat a fair price, safely constructed in a

timely fashion. As an estimator, she wouldquantify what is needed to complete aspecific construction project, identifyingthe projected cost for labor, materials andequipment.

Based on recent job placement statis-tics from the OSU School of Civil andConstruction Engineering, Quitugua shouldbe able to pursue the career of her choice.Data collected from the 2013 graduatingclass shows more than 90 percent ofgraduating construction engineering man-agement majors at OSU secured construc-tion engineering positions immediatelyafter graduation. Graduates went on tojobs in a variety of construction areas,with a majority landing positions in com-mercial building, heavy civil or with spe-cialty contractors (that work in areas suchas mechanical and electrical contractors).

“We have been able to solidify jobplacement numbers because our curricu-lum continues to have an establishedtechnical foundation while incorporating anumber of business classes, making ourgraduates well-rounded,” said OSUAssociate Professor David Rogge, who

oversees the undergraduate constructionengineering management program at OSU.“In addition, we provide students with achance to get involved and learn moreabout the industry with a number ofopportunities outside the classroom.”

One of those opportunities is thechance for OSU civil and constructionengineering management majors to partic-ipate in professional speaker meetingsthroughout the year. The meetings providestudents with the chance to hear directlyfrom professionals in the industry, learningabout various career paths, companies,projects and opportunities in civil and con-struction engineering.

During this year’s fall term, OSU civiland construction engineering manage-ment students already have seen presen-tations from some of the top constructioncompanies in the country. With speakermeetings taking place throughout theyear, they are the perfect opportunity forstudents to network while learning aboutthe industry.

“Our long-standing tradition of workingclosely with industry has provided our stu-

Future LeadersOSU program provides students with well-rounded

education, learning opportunities outside classroom

Left to right is Perlo’s Tyler Mildren, Sara Quitugua and Perlo’s Chris Gregg.


dents with a number of opportunities,”said Lauren Farmen-Schnoor, Outreachand Industry Relations Coordinator for theOSU School of Civil and ConstructionEngineering. “Through our industry part-nerships, students have the opportunity toearn scholarships, receive training throughprofessional internships and achieverewarding careers in the constructionindustry. The companies we work with pro-vide our students with the ability to experi-ence construction first-hand, learn how todo business, and build upon their collegeeducation. They sincerely care about thefuture of our students and program.”

In addition to the construction engineer-ing management major, the OSU School ofCivil and Construction Engineering alsooffers a degree in civil engineering.Students in the program go on to careersin the design, construction, and mainte-nance of public works, including roads,bridges and harbors as well as a numberof related areas and applications.

Undergraduates in the program receivegeneral instruction in all areas of civilengineering, including geomatics, geotech-nical engineering, innovative materials,ocean and coastal engineering, structuralengineering, transportation engineering,and water resources engineering.

“Civil engineering is for those who wantto provide a public service,” saidAssociate Professor Tom Miller, assistantschool head in charge of the undergradu-ate civil engineering program. “We areable to give students some hands-onexperience in the program while givingthem the opportunity to learn about allareas of civil engineering before theygraduate.”

Graduates of the program have beeninvolved in some of the world’s largestdesign projects, including the new WorldTrade Center site in New York City. Manyothers have gone on to graduate school,focusing on research in specific areas ofthe industry, before their careers in profes-sional practice.

Regardless of whether students want topursue a career in civil engineering or con-struction engineering management, poten-tial employers and graduate schools arelooking for those who took advantage ofopportunities available to them while incollege.

“Although companies are certainly look-

ing for good students, the industry is alsofocused on hiring people who are active atthe undergraduate level,” Rogge said. “AtOSU, we stress that students take advan-tage of their opportunities and getinvolved with relevant student organiza-tions, gain internship experience and takea look at participating in a number of stu-dent competitions.”

It is a piece of advice Quitugua hastaken to heart. She currently serves as thesocial chair for the Associated GeneralContractors of America Student Chapter(AGC) and is a student ambassador for theOSU College of Engineering. AGC and theAmerican Society of Civil Engineers (ASCE)form two of the larger student civil andconstruction engineering groups on theOSU campus and the organizations providestudents with opportunities to learn,observe, and interact with industry profes-sionals.

The school also offers students thechance to participate in a number of excit-ing national engineering student competi-tions. One contest, called Concrete Canoe,has students build a canoe out of concreteand race it against the other schools in the

region. Another involves fabricating, build-ing and testing a steel bridge. Also, theSeismic Design Competition is sponsoredby the Earthquake Engineering ResearchInstitute, and has students create a modelhigh-rise building structure that is testedunder various earthquake scenarios.

The competitions are just two of themany opportunities civil engineering andconstruction engineering managementstudents at OSU have to go along withtheir education in order to help them pre-pare for their future careers.

“I have really enjoyed my time at OSU sofar,” Quitugua said. “The opportunities Ihave had at OSU have allowed me to learnso much about myself and the industry. Iam excited about what is ahead and OSUhas played a huge role in preparing me fora career in the construction industry.”

For more information about the OSUSchool of Civil and ConstructionEngineering or to schedule a visit, contactthe OSU Office of Admissions at 1-800-291-4192 or oregonstate.edu/admissions.

Michael Collins is marketing and communicationsdirector at OSU’s School of Civil and ConstructionEngineering.

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