workforce education for academic and faculty advising education... · testing out or pla portfolio...
TRANSCRIPT
Workforce Education for Academic and Faculty Advising
Patty PlantengaSite Manager & Advisor, Monticello
Cindy RandolphWorkforce Consultant, Lafayette
Dr. Ilicia Sprey, DeanLiberal Arts, Sciences and Education, Lafayette
Christina Joelle MyersTransfer Advocate/Advisor, Lafayette
What role do Academic and Faculty Advisors play in workforce education?
CAREER ADVISING:
Knowledge of local workforce data and High Demand Jobs as they pertain to our majors
Knowledge of skill sets needed for workforce
Knowledge of internal and external workforce partners re: advisory boards, chamber of commerce, etc.
Aid in increasing on time degree attainment and student employment outcomes
Referrals for work-based learning such as internships
COMMUNICATIONS
REASONS TO COMMUNICATE
College Mission and Strategic Plan for community and engagement
To provide services and training
To solicit donations
To show mutual benefits of partnership
To reinforce your role as a partner!
Academic Affairs
Cross-Walking & PLA, assessment
R&D aspects of non-credit
Policies from legislature and accreditation
Advisory Boards
Employer partnerships/collective bargaining
Collaborations on certifications and pathways
Distance learning courses
Quality and rigor of faculty and courses
Student AffairsCareer navigation and advising for both traditional and non-traditional students
Registration, financial aid and payment for classes
Assistance with Veteran students
Security, ADA compliance, counseling
Libraries and tutoring
Wrap-around services
Other College Offices
Grants Office
Finance
Marketing & Outreach
Foundation
Institutional Research
Compliance & Risk
Campus Operations
Bookstore
External Communications Local Workforce Boards
Chambers of Commerce
Economic Development Councils
Manufacturing and Trade Associations
Unions
Community Based Organizations (CBOs)
Goodwill
Veterans’ Groups
Vocational Rehabilitation
Faith-Based Groups
Government Agencies
Department of Labor
Department of Commerce
Department of Agriculture
Prior Learning Assessment (PLA) https://drive.google.com/drive/folders/12ip1ca7z56xAFeolMOt_CN7YRwOPVrxf
Giving students credit for earlier learning they have done – whether on the job or in previous coursework at other institutions – Key words in the process:
Competencies
Rigor
Quality
Two pathways for PLA
Testing out OR PLA portfolio creation and evaluation
Testing out (see green handout for class list): CLEP (College-Level Examination Program) – $87 to CLEP and $20 to Ivy Tech
DSST/ Dantes - $85 to DSST and $20 to Ivy Tech
Retake 3-6 months if needed
Done in any ITCC Assessment Center – not at home or online
Prior Learning Assessment (PLA) Going the Portfolio route….
ASOM 1.9: Prior Learning Portfolio standards https://www.ivytech.edu/files/1.9-Prior-Learning-Portfolio-Standards.pdf
Highlights of policy
Clearly demonstrate prior learning – achievement of competencies in the course they want to “place out of”
Build portfolio of work demonstrating they have achieved these competencies by using Council for Adult and Experimental Learning (CAEL) -https://www.cael.org/, OR
Develop independently a portfolio to be assessed by ITCC faculty in that area
If doing this latter approach, advisors, faculty, and students need to thoroughly read ASOM 1.9
Within CAEL, students need to use the Learning Commons to evaluate their lifelong learning
Program Chair in area or their designee serves as the PLA Evaluator – does the student via their portfolio demonstrate sufficiently (rigor and quality) the competencies for the course that they are seeking to be awarded credit
IF some reason student doesn’t following the Learning Commons, Campus CAO must approve ahead of time the student creating a portfolio
Prior Learning Assessment (PLA) Going the Portfolio route….(cont.)
Agree ahead of time of what kind of documentation the student needs to include in the portfolio –guidance needed at the start – evidence should be of a varied nature to show depth and breathe
Student needs to include summary page
Student needs to organize it so that it goes course by course that they are seeking credit for
ITCC has not set a date for how old the “work” or “experience” was that is being used as documentation
Method of evaluation: appropriate to the discipline and to the experience that the student is brining – key here is flexibility on approach, not on rigor and quality
Prior Learning Assessment (PLA) Going the Portfolio route….(cont.)
Examples of supporting documentation
Appropriate department testing
National recognized testing (ACT, DSST, CLEP)
ACE credit recommendations related to military or other training experience
Additional categories to draw upon
Work-related learning
Community Service or Personal Accomplishments
Non-college Courses and Training
Prior Learning Assessment (PLA) Going the Portfolio route….(cont.)
Examples of supporting documentation (cont.)
Work related Learning
Resumes with job descriptions
Letters of recommendation, promotion, job evaluations
Awards or citations
Reports, proposals, or other materials written as part of the job
Samples of suggestions adopted by their workplace
Blueprints, schematics, or artwork as appropriate to the course for which student is seeking credit
Licenses or certifications
Military separation documents
Military educational records
Workforce and General Studies and Liberal Arts course and GENS and LIBA Degree-seeking students
What GENS and LIBA students have that employers are looking for in the short- and long-term –
“The humanistic approach at liberal arts colleges, as opposed to a vocational concentration, offers graduates opportunities to succeed in the business arena; not only are students prepared for their field of choice, they are adaptable to ever-changing environments. When it comes to developing these traits, the liberal arts colleges clearly have the advantage”*
‘…“cultural fit” in successful companies also entails the ability to promote and embrace change. That means wanting to know if a person is intellectually curious and open to a wide range of perspectives”…looking for “integrity” to fit into the company* Ken Chenault**, CEO of American Express since 2001,
Forbes, “Why Mark Cuban believes Liberal Arts is the Future of Jobs” –
“as artificial intelligence and machine learning takes center stage, there will be a greater need for expertise in subjects such as English, philosophy and foreign languages.
“According to his forecast, some of today's most in-demand skills, such as writing software, will eventually be taken over by automation and skills like communication and critical thinking will become more important.” https://www.forbes.com/sites/reneemorad/2017/02/28/why-mark-cuban-believes-liberal-arts-is-the-future-of-jobs/#5ce8c8df7a92
https://www.liberalartscolleges.com/liberal-arts-degrees-fortune-1000/
“As a liberal arts graduate, I think you have a broad understanding not just of how businesses work but how people work. I think I was well prepared to address a variety of problems that come up in the context of a large business organization. Those skills are at play every day.”
“more interested in hiring the right people as opposed to a certain degree.”
“The most important thing is intellect and energy and the ability to get things done. … And it just turns out that a lot of really accomplished people have a liberal arts background.”
- Jeff Boyd, CEO, Priceline”
*https://www.liberalartscolleges.com/liberal-arts-degrees-fortune-1000/
Hiring Mangers:
74% demonstrated ability to work as part of a team
83% want communication skills
Workforce and General Studies and Liberal Arts course and GENS and LIBA Degree-seeking students
How GENS and LIBA courses fit into these needs and how GENS and LIBA degree-seeking students are invaluable and highly sough after in the today’s and tomorrow’s workforce:
Communication skills – ability to express ideas clearly in written and verbal form (ENGL and COMM classes especially helpful here)
Research/Analytical/Critical thinking/Problem-solving skills (multiple points of reference from which to “attack” a challenge, problem, issue (HIST, POLS, ECON, SOCI, ANTH, PSYC and foreign languages all valued – and remember ASL!)
Ability to work productively on one’s own and in cohorts (GENS/LIBA courses with group projects, individual presentations
Understanding an increasingly diverse workforce (HIST, SOCI, ANTH, HUMA, foreign languages)
Ethics in the workplace and professional life (PHIL)
Understanding of process – cause/effect (SCIN, BIOL, CHEM, PHYS, MATH)
Intuitive insights – leaps of imagination – thinking outside the box
Application of knowledge beyond themselves and paycheck – GENS/LIBA 279 Capstone
Fortune 500 companies with CEO, Chairman, or Founders who were Liberal Arts, Humanities, Social Science Majors 21st Century Fox – Film & History AIG – Politic, Philosophy, Economics
Alibaba – English American Express – History Avon – English Literature
Bank of America – History Chipolte – Art History Citigroup - Economics
Delta – Political Science FedEx – Economics General Dynamics – German
Goldman-Sachs – History HBO – Government Hewlett-Packard – Medieval History & Philosophy
Host Hotels & Resorts – Political Science Merck – Political Science
Overstock.com – Philosophy & Asian Studies Priceline – Liberal Art
Shermin-Williams – Sociology Starbucks – Communications
Time-Warner – Political Science & Government
United Continental Holdings – Economics
Walt Disney Company – 1) English Literature 2)Television & Radio
Whole Foods – Philosophy & Religion World Fuel Services - Environmental Science
You-Tube – History & Literature
Workforce Alignment
Apprenticeships Types1. Department of Labor (DOL)
Skilled Union Trades
Employer Sponsored
Ex: Industrial Maintenance Programs utilizing Ivy Tech curriculum
Other
2. Employer’s Internal Training Program for Advancement (non-DOL)
Campus Contact:
Apprenticeship Coordinator
Dean
Workforce Alignment Consultant
Work-based learning https://center4apprenticeship.jff.org/work-based-learning/
3. Work-Based Learning- defined by activities and experiences when a student or worker
Begins work with an employer Does meaningful job tasks that
(a) develop his or her skills, knowledge, and readiness for work (b) support entry or advancement in a particular career field
The Center 4 Apprenticeship lists Work-based learning as encompassing a wide array of learning experiences, from exposing high school students to careers through activities like job shadowing, academic internships and practicums, to providing incumbent workers with specialized training. Work-based learning extends into the workplace through on-the-job training, mentoring, and other supports in a continuum of lifelong learning and skill development.
The goals of work-based learning may include helping participants:
Be ready for work and careers
Enter an education or training program
Complete a career-related program of study
Earn an academic degree or industry-recognized credential attainment
Get a job
Advance in a career
Attain self-sufficiency
Certificate vs. Certification
1. Certificate:
Academic Credit-Bearing Credential
OR
Recognition of Completion
2. Certification:
Professional organization award which specializes in a specific field (Third Party Credential)
Examples
CPR ( Resuscitation)
CPT (Certified Production Technician)
3. Combined Certificate (Academic Credential) & Certification (Third Party Credential):
Microsoft Office Specialist
Workforce Alignment/AYD Coordinator
Achieve Your Degree (AYD)
Ask student:
Employer Sponsored
Receiving Tuition Reimbursement
Send information to Workforce Alignment/AYD Coordinator
Workforce Alignment
Non-Credit Training/Customized Contract Training
Student request not available as an Academic Class
Unique schedule/timeslot is not available as an Academic Class
Employer request for training not available as an Academic Option
To see a list of non-credit class options: visit www.IvyTech.edu and
scroll to the bottom of the page and select “Train Your Workforce”
Or Contact Campus Workforce Alignment Department
What does Transfer Advising have to do with Workforce Education
Transferring simply “extends” the skill set opportunities in workforce
Pathways, articulation agreements, Transfer as a Junior programs, etc. are all designed with workforce results
Transfer advising helps to identify Which degrees are encouraged for high demand jobs in local workforce
Questions /Best Practices
AcronymsANSWER SHEETAACC American Association of Community CollegesAYD Achieve Your DegreeCBE Competency Based EducationCDL A Certified Drivers License-ACLEP College Composition ExamDE Department of EducationDOE Department of EnergyDOL Department of LaborDSST Formerly Dantes Defense Department’s Non-
traditional Education ExamsEEO Equal Employment OpportunityFAFSA Free Applications for Federal Student Aid
FTE Full Time EquivalencyI-Best Integrated and Basic Education and Skills
Training
Answer Sheet
IEP Individual Employment PlanIPEDS Integrated Post-Secondary Data System
JFF Jobs for the FutureLERN Learning Resources NetworkMEP Manufacturing Extension Partnership
MOU Memorandum of UnderstandingNAM National Association of ManufacturersNCWE National Council for Workforce EducationNCCR National Council for Education and Training
ResearchNIJ National Institute of JusticeOCTAE Office of Career, Technical and Adult Educ
O’NET Occupational Information Network
OSHA Occupational Safety and Health AdminPLA Prior Learning AssessmentRA Registered ApprenticeshipRACC Registered Apprenticeship College Consortium
Answer Sheet
RFB Request for BidRFP Request for ProposalROI Return on Investment
SGA Solicitations for Grant Applications-FederalSME Subject Matter Experts
WDI Workforce Development Institute
WRG Workforce Ready Grant
Workforce Development and Common Community College Acronyms Take Time to Fill-in the names that the Acronym represents. These could be simple workforce terms, government or educational entities, college placement tests, etc. At the end of the presentation, we will reveal the correct answers and award gifts for those who have the most correct answers. Good Luck!
Acronym Enter answer in this column.
AACC American Association of Community College
AYD Achieve Your Degree
CBE Competency-Based Education
CBO Community-Based Education
CLEP College Composition Exam
CDL A Commercial Drivers License-A
DE Department of Education
DOE Department of Energy
DOL Department of Labor
DSST (formerly DANTES) Defense Department’s Non-Traditional Education Exam
EEO Equal Employment Opportunity
FAFSA Free Application for Federal Student Aid
FTE Full Time Equivalency
I-BEST Integrated Basic Education and Skills Training
IEP Individual Employment Plan or Individual Educational Plan
IPEDS Integrated Post-Secondary Data System
JFF Jobs for the Future
LERN Learning Resources Network (offers certifications to workforce professionals)
MEP Manufacturing Extension Partnership
MOU Memorandum of Understanding
NAM National Association of Manufacturers
NCWE National Council for Workforce Education
NCCR National Council for Education and Training Research
NLJ Next Level Jobs
OCTAE Office of Career, Technical and Adult Education
O’NET Occupational Information Network
OSHA Occupational Safety and Health Administration
PLA Prior Learning Assessment
RA Registered Apprenticeship
RACC Registered Apprenticeship College Consortium
RFB Request for Bid
RFP Request for Proposal
ROI Return on Investment
SGA Solicitations for Grant Applications-Federal
SME Subject Matter Experts
WDI Workforce Development Institute
WRG Workforce Ready Grant
Ford Foundation https://www.fordfoundation.org
Joyce Foundation https://www.joycefdn.org
WW Kellogg Foundation https://www.wkkf.org
Kresge Foundation http://kresge.org
Lumina Foundation https://www.luminafoundation.org
