Enhancing Workforce Education for the 21st Century

1. Curriculum Development

2. At the same time, we must ensure that older students and adults can gain the skills they need to find work now. Many of the fastest growing occupations require strong math and science preparation, and training beyond the high school level. So tonight, I propose a series of measures called Jobs for the 21st Century. This program will provide extra help to middle and high school students who fall behind in reading and math, expand advanced placement programs in low-income schools, invite math and science professionals from the private sector to teach part-time in our high schools. I propose larger Pell grants for students who prepare for college with demanding courses in high school. (Applause.) I propose increasing our support for America's fine community colleges, so they can -- (applause.) I do so, so they can train workers for industries that are creating the most new jobs. By all these actions, we'll help more and more Americans to join in the growing prosperity of our country. Job training is important, and so is job creation. President Bush-State of Union (1/20/04)

3. Community Colleges • Must offer broad array of programs • Deliver high quality education • Deliver cost-effective education • Delivery to wide audiences including unemployed, under-employed, or seeking career prospects • Role in meeting extreme labor shortages

4. Challenges • Anticipate job market • Anticipate curriculum needs aligned to business • Offer courses in rapid-response mode • Leaders in streamlining development, approval and offering of course • Keep faculty current

5. High School Teacher • Business Education • USA • Iran

6. College Administrator • Instructional Coordinator Dalton Junior College • Asst. Vice President for Curriculum & Instruction, Ferris State University

7. Research Specialist • The National Center for Research in Vocational Education

8. Teacher Educator • Master of Science in Career & Technical Education • Cooperative Ed.D. in CTE with Western MI Univ. • 12 Credit Certificate in TQM for Education built around the Baldrige

9. Examiner for Malcolm Baldrige National Quality Award • Two years at national • Seven years at State (lead senior examiner)

10. Consultant--Clients Include… • Robert Bosch • General Mills • Toyota Motor Mfg • Caterpillar • Walt Disney World • Kellogg • Lance • Lucent Technologies • Miller • Nestle • Quaker • Philip Morris • 3M

11. Organizations-Certification • American Boat and Yacht Council • Recreation Vehicle Industry Association • Rubber Manufacturer’s Association • Manufacturing Skills Standard Council • BICSI

12. Workforce Education • Kitty Manley

13. Pre-baccalaureate Instruction delivered Educational institutions Private business and industry Government-sponsored organizations Community-based organizations Objective Increase individual opportunity in the labor market Solve human performance problems in the workplace Different than general education in that goal is employment Workforce Education

14. Competency-Based Education (CBE) Associated with secondary and postsecondary Goal—provide labor market advantage to students Instructional Systems Design (ISD) Associated with HRD in private sector Goal—solve performance problems Curriculum Models

15. Steps in Curriculum Development Process • Task Analysis • Performance/Learning Objectives or Outcomes • Developing Instructional Strategies • Implementation • Evaluation/Assessment of Learning

16. Task Analysis

17. Two Methods of Task Analysis Survey Method DACUM Critical Incident Technique

18. 3 types of content Affective Cognitive Psychomotor

19. National Skill Standards • Agriculture, Forestry, and Fishing • Business and Administrative Services • Construction • Education and Training • Finance and Insurance • Health and Human Services • Manufacturing, Installation and Repair • Mining • Public Administration, Legal and Protective Services • Restaurants, Lodging, Hospitality and Tourism, and Amusement • Retail trade, Wholesale Trade, Real Estate, and Personal Services • Science and Technical Services • Telecommunications, Computers, Arts and Entertainment, and Information Technology • Transportation • Utilities and Environmental • Waste Management

20. Two issues

21. First Issue16 National Career Clusters • Agriculture, Food and Natural Resources • Architecture & Construction • Arts, A/V Technology and Communications • Business, Management and Administration • Education & Training • Finance • Government & Public Administration • Health Science • Hospitality & Tourism • Human Services • Information Technology • Law, Public Safety & Security • Manufacturing • Marketing, Sales & Service • Science, Technology, Engineering & Mathematics • Transportation, Distribution & Logistics

23. Best?—a program • whose objectives are to provide maximum labor market flexibility by teaching job-entry skills in a variety of occupations • that stresses depth by teaching as many increasingly higher level skills in a single occupation as possible

24. Second Issue—Academic Content

25. Dilemma • Connection between what is taught and how it will be used • Need to relate academic concepts to workplace • Lack of motivation and interest in content areas

28. D A C U M DEVELOP A CURRICULUM

29. LCC DACUM’s Manufacturing and Land Technologies • Civil Technology • CADD • Machine Trades • Machine Maintenance Construction and Maintenance Technologies • Electrical • Architecture • Interior Design Visual Arts and Media Department • Photo Imaging Technology Other • The welding program is using skill standards developed through a partnership with a national welding organization. • The residential construction program is using a building industry DACUM.

30. DACUM Process • Low Cost Task Analysis • Quick • Effective Task Analysis • Involves Actual Workers

31. Duties--CADD

32. Each Duty Has Tasks

33. Each Task Has Knowledge and Skills

34. DUTY GROUP TASK ANALYSIS TASK KNOWLEDGE AND SKILLS

35. DUTY AREAS WEIGHTED ON IMPORTANCE

36. DACUM TASK RATINGS

37. I = INTRODUCE TOPIC X = MASTERY OF TOPIC APPLY = APPLICATION AFTER MASTERY GAP ANALYSIS APPLY APPLY IDENTIFY CURRICULUM GAPS APPLY APPLY APPLY APPLY APPLY APPLY APPLY APPLY

38. Modules for CADD 100—Basic Mechanical Drafting

39. Course ObjectivesCADD 100-Basic Mechanical Drafting Module 1 A. Identify function and proper use of common drafting instruments B. Use Gothic lettering to create upper, lower, and numerals using vertical and inclined C. Identify principles of orthographic and isometric sketching D. Sketch orthographic views from an isometric drawing E. Sketch isometric views from orthographic view Module 2 F. Identify principles of primary auxiliary views using fold line and reference plane method G. Sketch primary auxiliary views H. Identify types of section views I. Sketch selected section views J. Identify type and placement of basic dimensions K. Annotate and dimension selected sketched drawings (height, width, depth) Module 3 L. Demonstrate introductory knowledge of AutoCAD computer graphics M. Draw simple lines and circles using AutoCAD N. Complete views of drawings in AutoCAD

40. Module ObjectivesModule 1—CADD 100 Module 1—Drafting Instruments, Lettering and Sketching Course Objective A. Identify function and proper use of common drafting instruments 1 Identify common drawing media (pencils, papers and films) 2 Identify common drawing equipment (drafting machine, triangles, protractors, instrument set, compass, divider) 3 Identify types of lines (horizontal, vertical, irregular curves, erasing lines) 4 Identify scales for measuring lengths and sizes (architects' scale, engineers' scale, English system of units, Metric systems of units, metric scales, metric symbols, scale conversions) 5 Identify presentation of drawings (A through E) B. Use Gothic lettering to create upper, lower, and numerals using vertical and inclined 6 Identify lettering tools 7 Identify the use guidelines for lettering 8 Identify the use of Gothic lettering 9 Draw the alphabet and numerals using Gothic lettering, vertical, uppercase letters and using guidelines 10 Draw the alphabet and numerals using Gothic lettering, inclined uppercase letters and using guidelines C. Identify principles of orthographic and isometric sketching 11 Describe shapes and sketching techniques 12 Sketch six view, three-view 13 Identify circular features 14 Sketch obliques and isometrics D. Sketch orthographic views from an isometric drawing 15 Sketch selected problems   E. Sketch isometric views from orthographic view 16. Sketch 3 orthographic views from an isometric

41. Write Items Linked to Tasks A1. Worm gear bearings can be checked quickly by A. checking the squirrel case rotor *B. trying to move the shaft at right angles to the bearing C. checking the centrifugal switch points D. checking the stator

42. Distracter Analysis

43. Psychomotor Testing Module 1: Drafting Instrument, Lettering and Sketching • Draw the alphabet and numerals using Gothic lettering, vertical, uppercase letters and using guidelines • Draw the alphabet and numerals using Gothic lettering, inclined uppercase letters and using guidelines • Sketch selected problems • Sketch 3 orthographic views from an isometric