Workforce Education for Academic and Faculty Advising

1. Workforce Education for Academic and Faculty Advising Patty Plantenga Site Manager & Advisor, Monticello Cindy Randolph Workforce Consultant, Lafayette Dr. Ilicia Sprey, Dean Liberal Arts, Sciences and Education, Lafayette Christina Joelle Myers Transfer Advocate/Advisor, Lafayette

2. 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

3. COMMUNICATIONS

4. 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!

5. 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

6. Student Affairs Career 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

7. Other College Offices Grants Office Finance Marketing & Outreach Foundation Institutional Research Compliance & Risk Campus Operations Bookstore

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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/

15. “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

16. 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

17. 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

18. Workforce Alignment • Apprenticeships Types 1. 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

19. 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

20. 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

21. Workforce Alignment/AYD Coordinator Achieve Your Degree (AYD) Ask student: • Employer Sponsored • Receiving Tuition Reimbursement Send information to Workforce Alignment/AYD Coordinator

22. 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.eduand scroll to the bottom of the page and select “Train Your Workforce” Or Contact Campus Workforce Alignment Department

23. 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

24. Questions /Best Practices

25. Acronyms