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building reflective leadership: research into practices ATE leaders USE TO DEVELOP AND MAINTAIN INDUSTRY-RELEVANT curriculum, Programs, & Instruction. Louise Yarnall, Raymond McGhee, & Joseph Ames. Research goals. - PowerPoint PPT Presentation
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BUILDING REFLECTIVE LEADERSHIP:RESEARCH INTO PRACTICES ATE LEADERS USE TO DEVELOP AND MAINTAIN INDUSTRY-RELEVANT CURRICULUM, PROGRAMS, & INSTRUCTIONLouise Yarnall, Raymond McGhee, & Joseph Ames
Research goals Deepen understanding about the industry-CC
collaborative cycle to develop workforce programs Analysis framed by research model based on past
research and our findings; use model to: Tell rich stories about ATE Center cases Describe mechanisms for iteratively translating
industry input into curriculum, programs, and instruction
Describe mechanisms for sustaining the curriculum, program, and instruction collaboration with industry over time
Describe common metrics of program success
Research background Title: Community College Partnership Models for
Workforce Education Sustainability and Integrated Instruction
4-year project, beginning Year 3 4 ATE Centers/Projects:
Wind energy, biotechnology, engineering technology, telecommunications and information technology
Different stages of engagement with industry in instructional program development: beginning, mid-life, mature
6-7 associated colleges Case studies
Research Team and Advisors
Louise Yarnall, PI Ray McGhee, co-PI Geneva Haertel Robert Murphy Carolyn Dornsife Joseph Ames,
Ames Assoc.
Nick Smith, Evaluator, Syracuse University
Frances Lawrenz, University of Minnesota
Cynthia Wilson, The League for Innovation in the Community College
Manjari Wijenaike, former ATE Center director
Steve Wendel, NCME
David Jonassen, University of Missouri
SRI Team and Ames Associates
Evaluator and Advisory Panelists
Project Overview Partnership sub-study:
Evolution of relationships between industry and community college in workforce programs
Unique stories, common mechanisms to translate industry goals into instructional programs
Classroom instruction sub-study: Tracing industry and ATE Center influences on
instructional programs Characterizing range of workforce education
instructional practices and curricula
Research products - Partnership
Cases of ATE Center activities contributing to life cycle of collaboration with industry in workforce program development ATE principal investigator activities Instructional goals Rapid development mechanisms Sustainability challenges
Research products - Instruction
Cases of ongoing, classroom-level processes that support continual instructional updates
Cases of technician education instruction
Peek at findings so far Model of industry-community college
instructional partnerships Partnership sub-study: Early highlights &
starting cases
Model: Findings and Uses ATE community members can use this model
to strengthen partnerships: Stepping back, seeing “big picture” of your work Using the categories in the model to “make
sense” of challenges you face, identify potential opportunities
Researchers use models to make sense of complex phenomena across multiple settings
Models emerge from past empirical research and theory; they evolve based on current data
Model: Strategic Need
Model: Formation Processes
Model: Partnership Capital
Model: Outcomes/Outputs
ATE-CC Partnership Conceptual Model
Strategic Need
Address labor supply needs
Retrain incumbent workers
Improve technician training
ATE center roleTalking with industry
Organizing work groups with faculty
Marketing/outreach
Trust-building meetings
Industry community link
Historic presenceIn region
Articulates labor need first
FORMATION PROCESSES
Establishing trust/norms/comm.(Fusing social & org. capital)
PARTNERSHIP CAPITAL
Resource Leveraging
Productive meetings: PD, new technology, standards alignment
Establish agreements around equipment, labs / resources
Instructional materials sharing
Industry adjuncts
Creating partnership capital(Partnership implementation)
Student
Certificate testing (student pays)
Degrees/certificates obtained
Job placement/internships
Classroom/ Faculty
Degrees/certificates offered
New courses created
Instructional materials development
Workplace
Prepared workers placed
Employee training
OUTCOMES/OUTPUTS
Sustaining the partnership (Producing results)
Organizational boundary maintenance
Partnership Complexity-# organizations-# sectors-# states
STAGES: Emergence Transition Maturity Critical Cross Roads
External Resources
State & local funding 1/x
CC support
Administratorsupport forATE leader
Partnership sub-study: Early findings
Cases Uses: ATE community leaders can
compare their own situations to these cases, deriving insights
Case 1: Regionally scaling a program
ATE leader role: Facilitate regional industry, educators
Goal: Sequence for multi-college ET
program Rapid Development Mechanisms:
Identify core courses that transfer across local fields (boating & medical devices)
Crosswalk industry standards to courses
Sustainability Challenges: Sustain adults past 1 course
Case 2: National dissemination
ATE leader role: Moving national industry materials to
colleges Goal:
Provide low-cost, up-to-date, industry-made IT materials
Rapid Development Mechanisms: Identify IT platform providers with
materials Outreach to educators, pass costs to
students, free training & materials Sustainability Challenges:
Staying current
Case 3: Local industry exchange ATE leader role:
Develop instructional materials, communicating with industry
Goal: Enhance existing industry-college
partnership in biotech Rapid Development Mechanisms:
“SWAT” team capacity Division of labor around “safety
training” Sustainability Challenges:
Rust belt economy Biotech jobs pay half of old jobs Global companies, no local loyalty
Case 4: Boot camp to program ATE leader role:
Workforce program development Goal:
Expand boot camp to college program
Rapid Development Mechanisms: DACUM
Sustainability Challenges: Timing market need: VC dry up Keeping industry engaged Facilitating discussions between
educators/industry “shop math” vs. “college math”
Next steps Partnership Study:
Follow up interviews with stakeholders Development of cases, and possibly other tools
Instruction Study: Interviews to build cases: Describe 2 contrasting
partnerships’ specific classroom instructional goals and programs
Classroom data to build cases: Select tech classes representing different levels of technical content and different emphases on technical vs. professional skills: Instructional practice: Classroom observations and
interviews Curriculum: Artifacts rated by expert panels
Thank you [email protected]