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Start with the End in Mind: A Case Study of Adult Education as a Path to Career Training

Pathways to Healthcare Program: Health Profession Opportunity Grant. Start with the End in Mind: A Case Study of Adult Education as a Path to Career Training. Start with the End in Mind: A Case Study of Adult Education as a Path to Career Training.

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Start with the End in Mind: A Case Study of Adult Education as a Path to Career Training

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  1. Pathways to Healthcare Program: Health Profession Opportunity Grant Start with the End in Mind: A Case Study of Adult Education as a Path to Career Training

  2. Start with the End in Mind: A Case Study of Adult Education as a Path to Career Training Jodi Perin, Christopher Parisoff, and Carlos Cocio Pima Community College Tucson, Arizona

  3. Question What do you hope to learn from this presentation?

  4. Agenda • Background/national context • Health Profession Opportunity Grant • Federal level • Tucson, AZ • Overview of our ABE/ASE (“College Readiness”) classes • Lessons learned/tips • Questions

  5. Background/national context • National unemployment rate • Growing need for skilled, educated workforce (Community College Times March 7, 2012) • Health Care (regulations/certifications) • Many adults even with high school diplomas lack basic skills in reading, writing, and math • E.g. New York 2010 – only 37% h.s. graduates are “College Ready” (NY Times June 14, 2011) • States and others defunding adult education

  6. Health Profession Opportunity Grant: federal level • 5-year grant through U.S. Dept. of Health and Human Services • Assist low-income populations to transition into careers in health care • Variety of services • http://hpogcommunity.acf.hhs.gov/Lists/Grantee%20Directory/GranteeMap.aspx

  7. Health Profession Opportunity Grant: Tucson, AZ • County One Stop (unemployment services) serves as entry point; provides intake, case management, career counseling, employment services and assistence, supportive services (multiple sources, e.g. WIA) • Community College provides adult education, college advising, funding for tuition, and college-track or career training education

  8. HPOG grant: The Pathways Model • remove barriers • give training in health care field • student gets job • student can come back for additional training and continue on “pathway”

  9. Health Profession Opportunity Grant: Tucson, AZ • Supportive services for students • Case management through One Stop • “College Readiness” classes = adult education • Designated advisors at Community college • Employability Services and Assistance • Limited financial assistance for students • Emergency assistance, bus passes, etc. • Unemployment Insurance • Tuition (total or partial) • Books and supplies • No living stipend

  10. Health Professions Opportunity Grant at Pima Community College • Eligibility criteria • documented U.S. and county residents • 70% of poverty level or receiving unemployment/TANF • Desire to pursue career in health care • College Readiness students demographics • Most have high school diplomas • Mostly women • Age range • With and without experience in health care • Varied academic needs • Some receiving Unemployment Insurance

  11. Health Profession Opportunity Grant: Tucson, AZ History: “Contextualized” adult education classes first developed for displaced workers, later classes focused on green energy, machine tool technology, former construction workers, and healthcare

  12. College Readiness classes • TABE 4th grade and above • Reading • Math • Writing/Language • Two formats: • Classroom, 24 hours per week (80% attendance required) • Open laboratory, up to 24 hours per week (flexible attendance)

  13. College Readiness classes • Prepare students to take the Accuplacer exam • Nursing Assistant: R7, M6, L6 • Practical Nurse: R12.9, M9, L10 • Medical Assistant: R9, M9, L9 • College and Career Success – career exploration and soft skills • Combination of classroom instruction and educational software (Skillstutor and New Century) • Excerpts from health care textbooks used in reading and language curriculum

  14. Example of a Training Textbook

  15. College Readiness classes: Preliminary Successes • Retention rates –82% • 81% advanced at least one level in the TABE test after completing a 10-week class • Transition to Community College Programs – 56% within 6 months of completing College Readiness class • College/career success skills • Soft skills instruction • Guest speakers • Field trips

  16. College Readiness classes: Preliminary Challenges • Student Recruitment • Timeline of College Readiness and career training programs • Wait period based on training program start • Varied student academic needs • Student personal challenges

  17. Lessons learned/tips • Value of experience working with low-income/marginalized populations • Allow paid instructor time for on-going curriculum development, including coordination with career area experts and partners (advisors, etc.) • Set clear expectations with students (e.g. syllabus) • Attendance expectations • Class goals • Instructor role • Community College advisor role • One Stop role • Timelines for entering training

  18. Lessons learned/tips: Communication • Student goal-setting and monitoring (tracking tools/mechanisms) • Shift from crisis to planning • Discuss training start dates early on to avoid frustrations regarding wait period. Also, while waiting students may: • Attend the “open lab” to maintain skills • Go to “student lounge” (in future) • Partnership is critical – instructor, advisor, and One Stop--Communication is key

  19. Lessons learned: Participatory Approach • Foster student ownership of classroom and class agenda • Solicit class feedback • Ask students what they need more practice with • Regular journaling/reflection • Students’ past experiences/anxieties (e.g., with math, school) • Class activities, guest speakers, field trips

  20. Lessons learned: Participatory Approach • Class discussions, structured and spontaneous • Create an environment conducive to expressing doubts/frustrations • Two-part class contract

  21. Lessons learned/tips: College Success • Connect students to college norms and life • Campus visits • Guest speakers • College/Career Success skills: note-taking, studying, test-taking, etc. • Provide opportunities for career exploration (explicit and implicit)

  22. Being part of a family: value of the cohort model • Importance of personal relationships for students (see Community College Times March 2, 2012) • Students have expressed being “part of a family” • Establish friendships and build networks that can help support them during difficulties and after session ends • Teacher models desired behaviors • Community building activities: • End of session celebration potluck or restaurant outing • Watched movies based on class readings

  23. Being part of a family: value of the cohort model • Acknowledge and praise student successes • Encourage students to share what they are doing at school with their family • A shared homework time with their children

  24. Questions

  25. Testimonial • Sergio, a current HPOG College Readiness student

  26. Contact information • Jodi Perin, jperin@pima.edu • Christopher Parisoff, cparisoff@pima.edu • Carlos Cocio, ccocio@pima.edu Please email Jodi or Chris or if you would like a copy of: • Sample class syllabus • Sample goal setting and goal tracking tools

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