Originally posted on October 11, 2019 by Lowe’s writer Samantha Pence | Read the original article here
What if you could make an average of nearly $60,000 per year without a college degree? That’s the current median salary of an electrician in the United States. Those who have been working in the field for years can earn even more, ranging up to six figures. With the current workforce nearing retirement age, it’s predicted three million skilled trade jobs will be open by 2028.
Currently, only five percent of parents in the U.S. expect their high school-aged students to pursue a career in the skilled trades. For those not interested in attending a four-year college, skilled trades are an alternative worth considering.
“Working in the skilled trades allows young people to be more creative, to play an important role in solving challenging problems with their own hands and using their talents to make our societies stronger and more vibrant,” said Jennifer Weber, Lowe’s Executive Vice President of Human Resources. “After gaining enough experience, skilled trades are the ultimate path to entrepreneurship and to creating opportunities to own your own business and become your own boss.”
Click here to continue reading the full article, which was published on October 11, 2019
Originally posted by Dioselina De La Cruz on February 19, 2019 on “Homeroom,” the official blog of the U.S. Department of Education | Click here to read the original post
It was during my freshman year of high school when I first realized that STEM was not the career pathway I wanted to pursue. While I understood the importance of a strong foundation in STEM fundamentals, my real passion was business.
My story starts my freshman year of high school in Pharr, a south Texas border town. I applied to a STEM school in my district which had a reputation for academic excellence. I was accepted, and my family was ecstatic. Being the youngest of six sisters in a family of humble migrant farm workers, I grew up in the fields, worked hard and believed in the opportunities a good education could bring.
Click here to read the original post, which was published on “Homeroom,” the official blog of the U.S. Department of Education, on February 19, 2019
Monday was Crawford County’s biggest signing day ever with 30 students inking letters of intent — but not for sports. The soon-to-be graduates from Crawford County Career and Technical Center’s various trades programs formally signed on with employers.
The school’s inaugural signing day ceremony Monday was the brainchild of Bonnie Stein, who coordinates the school’s cooperative education program.
Cooperative education combines school-based education with practical work experience, giving school credit for the job experience and paying the students at the same time. Senior year students are in the work force at jobs based on their trades’ career path.
“Students get recognized at the high schools for scholarships and going on to play sports, why don’t we honor the students going on in the work force full time?” Stein said following the ceremonies. “These 30 all were offered full-time work. We get calls all the time ‘Do you have a student prepared to go into the work force?'”
Click here to read the original article article in its entirety.
LAS VEGAS, Nev. — Darlin Delgado’s past inspires her pursuit to help students in poverty.
“I was one of them,” said Delgado, principal at Las Vegas-based East Career and Technical Academy.
Delgado’s family migrated from war-stricken El Salvador to Sin City when she was a child. The search for a better life wasn’t easy. She didn’t speak English, and her father’s job as a dishwasher at the Dunes Hotel didn’t pay much.
An attentive teacher eventually reached out to the young girl, stressed the value of an education and gave her some helpful resources.
That gave Delgado a purpose, she said, and inspired her to one day become a teacher.
Today, connecting disadvantaged students to careers is a hallmark of Delgado’s school, which operates in one of Las Vegas’s poorest areas.
Despite the challenge, the academy’s emphasis on career-technical education is helping students in poverty surpass state averages in areas where they typically fall behind.
Click here to read the original article in its entirety, which was originally published on June 4, 2019 On IdEdNews.org.
Someone just asked me what post-secondary CTE success looks like. There are so many great programs out there, and I’d like to hear about some of them! Do you have an example of a post-secondary CTE program doing awesome things to engage and train students? Comment below or connect with me to share your example.
From freshman orientation, Parker Ferguson took an interest in the offerings of the agriscience and engineering class at Highland High School. Three years later, the 17-year-old junior has stuck with it, learned to weld, earned two internships and sold pieces he made at the school and at the county fair.“I like the freedom and that I get to work with my hands,” Ferguson said. “Mr. [Curtis] Willems teaches us how to use all of the tools and the proper safety procedures, and then he sets us loose, and we get to build whatever projects we want.”
Ferguson plans to pursue a precision manufacturing degree after high school and use that to get a job in computer numerical control manufacturing. Such a path makes Ferguson an example of the value of career and technical education, or CTE, offered in Gilbert’s high schools.
Click here to read the original article, which was posted on May 29 in the Gilbert Community News.
by Marlys Mason | Originally posted on May 27, 2019 in The Owensboro Times | Click here to read the original article
Daviess County and Owensboro Public Schools know that not all students need a four-year, liberal arts degree to find success in the workplace. The leaders in both districts have collaborated to create a Community Campus, which offers high school students opportunities in industrial and other technical fields that can put them in high demand in the labor market upon graduation.
Local companies and factories are providing opportunities for technical students to pre-apprentice in order to help students become skilled workers, filling positions during worker shortages.
“Reigniting interest in technical careers is imperative due to the expected growth in these sectors and forecasted retirements,” said Stacy Edds-Ellis, Owensboro Community and Technical College’s Dean of Academic Affairs.
OPS Superintendent Nick Brake said that his mantra is that 14 is the new 12, meaning 12 years of education will not provide the necessary requirements for acquiring a job that will provide the income needed in the U.S.
“College is not for everyone, but students cannot be content with a high school diploma,” Brake said.
DCPS Superintendent Matt Robbins agrees and said he believes a district’s goal is to prepare students for success and “provide the keys to unlock the door to the future by ensuring all students are truly college and career ready.”
Click here to read the original article, which was posted on March 27, 2019 in The Owensboro Times
In January, five community programs throughout the state of Minnesota were awarded $95,000 in grant funding to develop and implement paid learning opportunities for 16- and 17-year-old students. The funding came from the Youth Skills Training Program at the Minnesota Department of Labor and Industry (YST@DLI), which was created in 2017 with funding from the Minnesota legislature (Minn. Stat. 175.46) to help communities create local programs that give high school students exposure, training, certifications and paid work experience in five high-demand, high-growth industries: advanced manufacturing, agriculture, automotive, health care and information technology.
To be successful, local programs rely on connections between industry and education to ensure student experience is meaningful and relevant. Five pilot programs were awarded grants last year to develop paid learning opportunities in manufacturing, health care and information technology; this year, programs in Elk River, Hutchinson, Marshall, Red Wing, St. Paul, White Bear Lake and Winona will enable students in 27 school districts to get paid work experience in manufacturing and health care.
“Employers throughout the state are reporting an increasing number of unfilled positions in high-paying jobs that require a certification or two-year degree and describe significant challenges to find qualified and trainable employees to fill these skilled positions,” said Rich Wessels, Youth Skills Training Program Senior Project Manager. “The YST program is a way to address this issue by connecting industry with education to provide students with opportunities to learn about and gain hands-on experience.”
Click here to read the complete article, which was originally published in April 2019 on ACTE’s IndustryConnect blog.
In Beaufort County, North Carolina, programmers are in high demand. Job forecasts conducted by local workforce development boards show a 94% growth rate for programming jobs among 27 eastern NC counties from 2016-2021; programming skills, along with tooling, machine and drone operation skills, have been among the most in-demand job skills listed by local and regional manufacturing businesses for three straight years.
When Beaufort County Schools (BCS) saw an opportunity to fund an extension of the district’s coding program into K-12 classrooms across the district and at the local community college, administrators didn’t hesitate to apply. Last fall, North Carolina Superintendent Mark Johnson announced that 16 school districts, including Beaufort County, had been awarded grants totaling $800,000 through the second round of the Coding and Mobile App Development Grant Program, which was launched in 2017 with funding from the state’s general assembly.
“BCS’s strategic STEM plan, the use of Digital Learning Competencies training, and the injection of real-world needs provided through our advisory process and partnerships with our local industries produced the perfect conditions for synergy around STEM including coding,” said Wendy Petteway, BCS Career and Technical Education Department Director. “We needed to expand beyond where we were and extend coding into K-12 across the district and at Beaufort County Community College, and the coding grant has provided the opportunity for that expansion.”
Click hereto read the entire article, which was originally posted in ACTE’s IndustryConnect blog in March 2019.
It’s no secret: Healthcare workers are in high demand. Ten of the top 20 fastest-growing occupations nationwide are in health care; certified nursing assistants, physical therapists and nurse practitioners are among the most sought-after (United States Department of Labor, 2018).
Across the country, CTE instructors are doing great things in the classroom to prepare students for in-demand careers. They’re collaborating with industry and workforce development representatives; they’re securing certification opportunities; and they’re providing unique hands-on learning experiences that engage today’s youth in high-demand, high-skilled, high-paying jobs. The pharmacy technician program at the Area 31 Career Center at Ben Davis High School in Indianapolis, Indiana, is one such example.
Click here to read the entire article, whicih was originally published on ACTE’s PAGES blog in January 2019.
For Career & Technical Education programs to succeed, collaboration between business and education must occur. As President & CEO of Realityworks, Inc, I’ve seen firsthand the impact of successful partnerships: Not only do students learn valuable academic, technical and employability skills, but they do so through relevant, workforce-driven programs that provide valuable real-world, hands-on learning opportunities.
State CTE policies are a key part of successful industry-education collaboration. In previous blog posts, I explored the welding and manufacturing program that Michigan educators worked with industry representatives to expand thanks to funds from House Bill 4313, and the health occupations program that Oregon educators worked with local businesses to develop with funds from a career-readiness grant. This month, we’re looking at St. Petersburg College (SPC) in Pinellas County, Florida. In April 2018, the four-year state college was awarded a $1,596,858 grant to start a Mechatronics and Electromechanical Technician training program.
Read the full article from ACTE’s Industry Connect November 2018 blog here.
Rebooting a career is not unlike dealing with a locked-up computer. Sometimes a skilled technician is needed to step in and help find a solution.
Creating IT Futures provides the “Help Desk” for career changers and entry-level workers looking to break into the burgeoning Information Technology (IT) sector. Through its IT-Ready program, participants learn foundational skills which enable them to hit the reset button on their future.
Greg Bartell, of Champlain, Minnesota, was faced with this problem after spending six years in retail and food service management following college. He wanted something different after hitting a roadblock in his career and working 70-plus hours a week.
IT-Ready would offer him that opportunity. Despite having a limited background in computers and IT, Bartell told WorkingNation that getting into IT-Ready would provide him the certainty that his previous career did not.
On April 28, Fast Company announced the winners of their 2020 World Changing Ideas Awards. Their annual awards program focuses on social good; the 3,000 entries from this year represent innovative businesses, policies, products and concepts that are helping to make the world a better place. Leaders in social entrepreneurship, philanthropy, venture capital and activism select the winners. Our Hydroponics Educational Systems received an Honorable Mention in the Education category of the awards. We couldn’t be more thrilled.
Designed with education in mind
Our Hydroponics Educational Systems were inspired by teachers. Before we debuted these systems last year, teachers in all areas of education – agriculture, Family & Consumer Sciences, science and STEM – had been telling us how important it was that they teach STEM concepts, sustainability and modern agriculture in their classrooms. They wanted to incorporate the farm-to-school movement into their programs. We created our Hydroponics Educational Systems to help teachers engage their students in all those topics – especially students who had never been to a farm, grown their own food or even seen green lettuce before.
Teachers can use our Plant Lab Educational Hydroponics System and Plant Producer Educational Hydroponics System to start growing fresh, healthy food in their classrooms right away. Their vertical design and built-in water, air flow and grow lighting are ideal for growing in a classroom. Each system also includes lesson plans, teaching resources and starter materials.
To meet teachers’ varying growing needs, we developed two different systems. The larger Plant Producer system can grow production-level quantities of greens while the smaller Plant Lab system lets users experiment with different quantities of plants on each of the unit’s three levels.
Growing student engagement year-round
As a company, our mission is to provide educators with products that engage students in workforce needs while improving social, emotional, and physical health through interactive technology. Our Hydroponics Educational Systems are a great example of our mission. We’re thrilled at the recognition from Fast Company’s 2020 World Changing Ideas Awards, and we’re proud to be helping teachers “grow” the farm-to-school movement and address other important concepts year-round.
Click here to read the original post, published on Realityworks’ blog on April 28, 2020.
By Timm Boettcher, President & CEO of Realityworks, Inc.
This week has been nothing short of a GIGANTIC week for Career and Technical Education (CTE). On Monday, February 10, CTE received well-deserved recognition in the President’s State of the Union address. In that address, President Trump stated, “My budget also contains an exciting vision for our nation’s high schools. Tonight, I ask Congress to support our students and back my plan to offer vocational and technical education in every single high school in America.” Following that address, President Trump did just that. In his budget recommendations to Congress, released shortly after the address, the President called for an additional $900M in investment in CTE.
WOW. You may be asking yourself, “what is this CTE and why such a huge increase and bold move?” Well, the answer is quite simple to me and frankly, LONG overdue. I’ve been working with CTE programs for more than 23 years. I will start by first explaining it with a phrase I borrowed from my good friend Doug Majors, CTE President at Meridian Technical Center in Oklahoma. He said, “There isn’t a day that goes by that you could live without CTE.
The impact of CTE
Now, you are probably saying, “really?” But the answer is 1,000% yes. CTE programs in our country produce the workforce our businesses need to run effectively and the resources we need to live every single day. They produce many of the folks you need at the hospital, like a CNA. In fact, CTE programs produce the talented individuals in factories across the country that run the machines and even the robots that build the goods we consume, like the car you drive. On top of that, CTE programs produce the automotive technicians that you need to repair these high-tech cars. CTE programs produce the professionals we need in our certified childcare centers. And really, what is more important than having a properly trained professional care for our children?
The list goes on. CTE also produces the professionals we need in our restaurants. (And I’m not in favor of giving up going out to eat!). Speaking of going out to eat, CTE produces the talent that grows and raises all our food – and we need that. CTE produces the plumbers, carpenters, and electricians we need to build our homes. And who doesn’t want a safe, well-built home? CTE produces all sorts of technicians from manufacturing to electronic to computer programming. Look around – do you have an electronic device near you, in your hand, or your pocket? Yeah, CTE was instrumental in making that.
As I look around the plane I’m taking from Minneapolis to San Francisco today, I realize CTE was instrumental in building this plane. I sure am glad that a high-quality CTE program trained the folks that built this plane.
Everywhere we look, we see examples of CTE
By now, you’re probably saying, “wow, CTE is everywhere!” And you’d be right. This country was built by our forefathers who were apprentices – and apprenticeship is a big part of CTE as well. In CTE I can get work-based learning experiences and explore careers to make sure the career path I am choosing makes sense for me. Pretty awesome.
I applaud the President for his bold proposal. I think it is desperately needed to make sure we maintain a strong, vibrant, healthy economy. We have to be careful in how we do it and that it doesn’t come at the cost of something else that is needed but I will tell you, investment in CTE is absolutely needed – just remember the need for CTE in your daily life the next time you grab a bite to eat, get in your car or on a plane, head to your hotel, your home, or office, or use a computer. CTE helped build it all, and without CTE, you simply wouldn’t have it.
This blog was originally written on February 14, 2020 for Realityworks, Inc. Click here to see the original.
Editor’s note: This article originally appeared on WeAreTeachers.com on January 21, 2020. You can see the original post here.
At the beginning of the school year, I had an idea: What if my students started a classroom garden that helped supply food to our school cafeteria? The students would have a hands-on, purposeful opportunity to learn about plant science. Plus we’d help our food services department cut costs.
I asked my administrators if I could test out a new plant lab garden system from Realityworks. I’m only in my second year of teaching, but they trusted me, and my request paid off. Now, the whole school benefits from nutritious salad greens that my students grow right in our classroom garden.
Engaging Students From the Start When students entered my classroom in the fall, the first thing they noticed was the flashy and futuristic-looking equipment. They were immediately curious and excited to learn about this state-of-the-art indoor garden.
The process of growing produce was simple. The starter kit included everything we needed to grow 42 beds of butter lettuce. The kit came with seeds, reusable growing cups, Rockwool, and starter nutrients that have lasted us the whole year so far. It also came with a user guide, LED grow lights, fans, a water pump, and a seven-gallon water tank.
Teaching the Future of Agriculture Through this hands-on classroom garden project, my students learned exactly how to grow food through a modern system of indoor gardening called hydroponics. Farmland is all around our school, so it’s hard for my students to imagine that hydroponics is rapidly becoming a popular way of growing food in our country. But this project helped.
In a nutshell, hydroponics is an alternative farming technique that’s great for areas that don’t have a lot of cropland. It eliminates the need for soil. Instead, it uses a water pump to circulate nutrients through Rockwool growing cups that hold plants. This helps grow healthy vegetables just about anywhere. Plus it allows farmers to easily maintain optimum growing conditions for their indoor crops.
From proper ear tag attachment to artificial insemination, there are tools that add value to class time.
By Willie Vogt | November 19, 2019 | This article was originally published on FarmProgress.com.
The days of the high-school field trip to the farm may be numbered. Or more limited. With falling budgets and rising concerns over liability, students don’t get the same “real-world” chance to engage with agriculture on a deeper level than a corn maze.
Yet agriculture offers opportunities for future high school and college grads in a range of industry roles. What’s a teacher to do?
For agriculture teachers at the high school level, new tools are opening opportunities for teaching and informing students about agriculture. One tool is a simulator, which can offer students a noninvasive experience, yet provide real-world benefits.
“I use the AI simulator,” says William Fritz, Mount Pleasant High School agriculture education instructor, Rolla, N.D. “We’re in an area where there isn’t a lot of livestock. I have 69 students and only four have livestock; they’re mostly grain farmers.”
Fritz notes that Rolla has 1,300 residents, and there are many even in the small town who have never been near a cow. And with fewer cattle in the area, providing students access is a challenge. “It’s easier to [use the simulator] than trying to line up a farmer that allows us to practice AI in their cattle.”
The simulator Fritz acquired is from Realityworks, an Eau Claire, Wis., company that makes training tools for health science, agriculture and other career and technical education programs. The AI simulator, or Bovine Breeder as it’s called, and the Bovine Injection simulator, offer students the chance to try out artificial insemination or ear tagging in a way that’s educational and risk-free.
For Fritz, the simulator — which is a life-size cow rear end in his classroom — is a way to keep students engaged. When it first arrived, there were the occasional snickers and bawdy comments, but as students get more engaged, Fritz says they’re learning a real-world skill.
“Most of the cattle producers around here use bulls,” he says. “When I teach the AI unit, I share that this is a career where you can make a living. Many don’t have a clue that an [AI tech] is an actual job.”
Getting past the ick factor
A simulator is a simple way to avoid some of the challenges of working with actual cattle. Yet Fritz informs even the novice student that the simulator is a tool, and that working live animals can be different. However, he also notes that the simulator is accurate when it comes to AI training.
“I’ve had experienced people check it out, and they tell me it’s very real,” he says.
And that’s what Whitney Judd, Coalmont, Tenn., a CTE teacher in agriculture, is finding out with the two Realityworks units she has in her classroom. Both the Bovine Breeder and the Bovine Injection Simulator are available to her class.
“With the injection simulator, you use water in a syringe — and you can keep reusing those, and the ear tags,” she notes. “Students can learn that skill.”
Noting that Grundy County is an economically disadvantaged area of Tennessee, any insight into jobs has value. Yet Judd ran into the problem of not being able to take students to farms for practice. Like Fritz, she needed an alternative.
Judd’s school has a career in tech education program, and a Perkins educational grant offers money for teaching tools. “I have a very proactive and supportive CTE director,” she says. “She wants high-end, quality, top-notch supplies, and she wants our kids to get those experiences — to go out and be able to do better in society.”
The Perkins grant is the Carl D. Perkins Career and Technical Act of 2006, which provides federal funding to states and discretionary grantees for improving secondary and postsecondary career and technical education programs. It’s a source of outside funding teachers can access, provided they create a valid use case.
That CDT coordinator support and the Perkins grant helped Judd acquire the Realityworks tools. The higher upfront cost can challenge some schools, but teachers see the value. Add in the fact that you’re not facing the liability of taking students off campus by bus to a busy farm with live animals, and these tools offer value.
Fritz also used Perkins grant funding to acquire that class’s Bovine Breeder. “I knew that the money might be available, and I planned ahead to ask for it. I’d seen the system in a trade show,” he says.
Hitting the sweet spot
“We’ve hit a need educators have,” says Jamey McIntosh, Realityworks product marketing manager. “We continue to hear story after story about the need for students. Less come from the farm, and things you once assumed they knew or expected to understand, they don’t. We have to go back and teach that stuff.”
In a world where even small-town youth are more removed from the farm, dropping a cow reproductive system simulator in their midst can be a challenge. Fritz notes that he did have a couple male parents concerned about the simulator during conferences earlier in 2019. “But their wives told them to get over it,” he says. “The kids are surprised about how artificial insemination actually works.”
For McIntosh, the key to these products is their value in an education environment more directly concerned with STEM (science, technology, engineering and math) education. “This hits STEM because it has a big science component,” he says. “For the breeder, there’s the science of the reproduction cycle of the cow. For the injection simulator, they can learn about the process, but also about why cows are injected or tagged.”
Judd notes she has her vice principal’s sons in her class. “He’s excited, and so are other parents,” she says. “Kids graduate, then they come back; and when they see the simulator, they say wish they could have had that hands-on experience.”
By Timm Boettcher | Originally published in the October 2019 issue of ACTE’s Techniques magazine. ACTE members, log in to read the complete article.
Ask Cody Waits, Director of the Office of Skills Development for the Arkansas Department of Commerce, how important it is for a successful postsecondary career and technical education (CTE) program to be responsive to workforce needs, and he won’t hesitate to answer: It is vital.
“It’s vital to the success of not only the program, but also to those who participate in the program,” said Waits. “If postsecondary CTE programs are not responsive to workforce needs, they are preparing program participants for skills or jobs that are not available. If they get it right, they create a pipeline of talent for companies to source talent and can create corporate confidence that economic developers can leverage in competitive situations.”
Strong partnerships between education and industry are key to getting it right. In the almost two decades that I have been working with representatives of education, industry and workforce development programs, I’ve seen firsthand the great things that can happen when administrators, teachers and businesses collaborate. Education–industry collaboration helps postsecondary programs tailor curriculum to match industry requirements; it helps businesses connect with future employees through tours, speaking engagements, job shadowing and work experience opportunities; and most importantly, it helps ensure that students learn the skills needed for employment in high-wage, high-skill and high-demand jobs.
However, successful postsecondary CTE programs must be living, breathing entities that constantly reinvent themselves.
Successful postsecondary CTE programs in action
To ensure his Pinellas Technical College (PTC) – Clearwater Campus students are prepared for what lies ahead, campus director Jakub Prokop created a community engagement program. Prokop says the program is helping to foster a deeper level of collaboration between the Florida college and its business and industry partners.
“In today’s changing student demographic, we found that there are extra steps we can take to prepare the next-generation workforce,” said Prokop. “This new approach to community engagement will provide multiple levels of benefits for all stakeholders while bringing current industry standards into the classrooms and labs of PTC.”
Beginning this year, students considering PTC will start seeing logos and information about the community engagement program’s business partners — businesses they might someday work for — on the college’s website and in recruitment materials. Current students will hear about those business partners through email and other college communications.
In return, those business partners will participate in an annual event during which they will interview recent or soon-to-be graduates. The program will not only provide the curriculum and equipment feedback PTC has regularly gotten from its business partners, but will incentivize prospective students and motivate current ones.
“Postsecondary education can be difficult because students often have a life they’re managing as well — kids and spouses, etc. Our population, generally, they’re weak in the ability to set things aside and focus solely on their education,” said Prokop. “With this program, we’re building internal motivation and persistence in our students, while keeping our business partners at the forefront of their minds.”
Log in to ACTE’s online member portal to continue reading this article, which was published in the October 2019 issue of “Techniques” magazine.
Posted September 16, 2019 for The Daily Reporter | Click here to read the original article
BATTLE CREEK — Early Childhood Education students at Kellogg Community College have a new space to hone their skills on campus this fall.
KCC’s new Early Childhood Education Learning Lab is a traditional college classroom refurbished earlier this summer to resemble a preschool classroom that will help train students to become educators. ECE officials at KCC say the new space supports national accreditation standards and provides students with better opportunities to apply their studies in a controlled environment where they can safely experience the types of situations they might face in the workplace.
Ann Miller, manager of Early Childhood and Teacher Education at KCC, said the new lab will serve as a training ground, giving instructors better opportunities to support individual learning with immediate feedback in a more clinical, consistent setting.
“We really wanted an opportunity to have a hands-on experience for the students in an environment that is safe for them to be able to explore and come up with different learning concepts and best practices,” Miller said. “And we’re intentionally aligning the space with what our students are expected to need in the field.”
This article was originally written for The Daily Reporter. Click here to read the complete article.
In the first of this two-part series for ACTE’s Industry Connect blog, we profile a Western Wisconsin CTE program that’s doing some exciting things to engage CTE students.
Excitement was palpable as Altoona elementary, middle and high school students crowded into the middle school gym on April 25. The students were there to display a variety of handmade, interactive projects for the Western Wisconsin school district’s fifth annual Maker Fair. For the participants, the fair was an opportunity to show off projects that many had made using skills learned in the district’s Career and Technical Education (CTE) courses, like graphic design, woodworking and coding. For the organizers, the fair was an opportunity to celebrate how far the district’s CTE program has come since their first Maker Fair in 2014.
“When I started in 2014, I was the tech ed department,” said School District of Altoona Technology Education Teacher Jeffrey Ballentine. “Enrollment had been declining steadily since the mid-90’s, and we knew we had to make some changes. A makerspace was the first initiative we started, and with that initiative came a Maker Fair.”
In 2014, Ballentine was teaching one section of CTE courses to fourth-and fifth-graders and one section of CTE courses to ninth- through 12-graders each day, while middle school students received no CTE instruction. He typically saw no more than 10 students per class, and coursework focused on a more “modular” approach.
“Back then, we’d set up stations – a hydraulics lab station, a woodworking station, etc. Students would complete small tasks at each station, but not usually a complete project,” recalls Ballentine. “While they learned skills, this approach didn’t seem to carry as much interest with students – it didn’t give a real-world experience for them.”
To give Altoona students more real-world experiences, renew interest in CTE programs and address a growing skills gap in business and industry, the district started shifting toward a more project-based learning approach.
“When I speak with industry leaders in our area, they’re saying they want our kids to be able to do things like use a ruler, a tape measure, implement math into a program to operate a machine – things that require hands-on learning experiences,” said Dan Peggs, Altoona School District Superintendent, who was principal of Altoona Middle School when the shift towards more project-based learning was made. “Project-based learning is a way to let students flex a variety of tech ed ‘muscles,’ learn needed skills, work with tools and technology… in a way that suits them.”
Grants Enable Program Growth
In 2014, the district applied for and received a $20,000 state education grant to enhance science, technology, engineering and math (STEM) offerings for fourth- and fifth-graders, including a makerspace – and subsequent Maker Fair. This initiative gave Altoona students a chance to invent and create projects using resources like computers and audio/video editing tools.
“It’s a popular movement,” said Ballentine. “It’s about sharing how you made something and what your experiences were.”
The movement was so popular, in fact, that the next year – in conjunction with a $23 million referendum to remodel several district buildings – the School District of Altoona applied for, and received, a $25,000 grant from the Wisconsin Economic Development Corporation (WEDC). The grant’s purpose: to create the Altoona Intermediate and Middle School Fabrication Laboratory, or Fab Lab, in what was previously an elementary school multipurpose space.
“We’ve received several smaller grants, and we get some donations from our community,” said Ballentine. “But without that WEDC grant, I think that our Fab Lab would have been turned back into a gym, and we wouldn’t be where we are today.”
A project-based learning environment designed to provide students with the skills needed to create products and develop skills needed to meet workforce demands, the Fab Lab initially began with a laser engraver, a 3D printer, a vinyl cutter and Lego robot. In addition to equipment, the grant also enabled the district to add a second CTE instructor, Bill Steinke, so courses could also be offered at the middle school in response to increasing demand.
“Our administration believes in hands-on learning, and as a technology and engineering teacher myself, I believe in providing educational experiences that engage kinesthetic learners,” said Ballentine. “Research shows that kinesthetic learning better engages learners and bridges the gaps between theoretical learning and practice.
More student engagement meant higher demand for CTE classes. According to Ballentine, enrollment in the School District of Altoona’s CTE program has increased almost 5 times since the Fab Lab opened its doors in October 2016. That year, 14 sections of CTE courses were offered; during the 2019-2020 school year, Ballentine, Bill Steinke and Sarah Steinke, who joined the department in 2018 to teach fourth- and fifth-graders, will together offer 20 CTE courses. Classes now range from metal fabrication, building construction and welding to graphic design, mechatronics and digital fabrication. Fab Lab equipment has been added to as well; recent additions include traditional tools like welders, as well as a vacuum former, a 3D mill and a plastic injection molding machine.
“Not only do we have more sections available, but we have more kids per class,” said Ballentine, explaining that the district is also seeing more female students enrolled in CTE courses than ever before. “The key is to get them in early, continue them in the coursework.”
Stay tuned next month, when this article continues with a review of the industry partnerships that are helping to ensure program relevancy and reactions from Altoona students, whose CTE experiences are growing
By Holly Kays | Published August 29, 2019 for the Smoky Mountain News | Click here to read the original article
With a new school year just begun, the 300 students who participate in Waynesville Middle School’s robust agriculture program now have an array of new woodshop equipment at their disposal. “In two weeks this will be like Santa’s little helper’s woodshop,” Noal Castater, agriculture teacher at WMS since 2010, said in an interview the Friday before the first day of school.
The equipment, which includes 17 pieces of woodworking equipment and eight engines, was purchased last spring thanks to a $5,000 grant from the Carolina Farm Credit Corporate Mission Fund. Out of 100 applications, 40 received funding, with an average award of $3,800.
Woodworking, power tool use and small engine repair are lifelong skills, said Castater, and it’s important for students to gain at least a rudimentary grasp of them.
Continue reading the complete, original article on SmokyMountainNews.com by clicking here.
Originally posted by Daniel Kreisman and Kevin Stange for EducationNext.org | Click here to read the original post
Since the publication of A Nation at Risk in 1983, policymakers and politicians have worked to stave off a perceived decline in the academic preparation of American students. Stubbornly low scores on international exams and signs that many U.S. graduates are ill-equipped for college and the workforce have lent urgency to this perception, and many states have made high-school graduation requirements more rigorous in response. As a result, American high-school graduates today complete more academic courses and more advanced coursework than they did three decades ago. At first glance, this seems clear evidence of progress.
Students from Aviation High School in Queens, New York, are some of the only high school students to compete against adult professionals in the annual national Aerospace Maintenance Competition.
Students from Aviation High School in Queens, New York, are some of the only high school students to compete against adult professionals in the annual national Aerospace Maintenance Competition.
But much of those gains have come at the expense of student participation in vocational, or career and technical education, classes—a broad category of coursework that encompasses everything from welding, to sports management, to computer science. Many praise this shift, arguing that vocational education in high school deters capable students from college and prepares them for “dead-end” jobs. Yet an opposing camp points to shortages in the skilled professions, noting that not all students are college-bound and that for some, vocational training may be the difference between high- and low-paying jobs. Pushing all students to concentrate on core academic classes at the expense of vocational study, advocates say, takes the focus off the occupationally relevant skills and credentials graduates need for a smooth transition to adulthood.
This raises a central question: What is the relationship between modern-day vocational or career and technical coursework and high-school graduates’ success in college or in the workforce? Is vocational education an off ramp to college foisted upon lackluster students, or a different and less costly path toward adult success? We examined high-school and college transcripts and labor-market outcomes for about 4,000 adults to find out.
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