Month: November 2020

Meet Eryn Ruder, instructor of environmental science and anatomy and physiology at the Scarlet Oaks Campus of Great Oaks Career Campuses in Cincinnati, Ohio. Ruder’s spotlight interview is the first in a new feature on ACTE’s educational institution members (EIMs).

Great Oaks is a public career and technical education (CTE) school district serving 36 school districts in southwest Ohio. Each year, thousands of area students prepare for college and career at a Great Oaks Career Campus.

Professional certification is available in a wide range of career fields. These include health care, high-tech manufacturing, biotechnology, construction trades, culinary arts, agriculture, cosmetology and more. Great Oaks offers more than 30 different programs on four campuses as well as satellite programs in 28 of the district’s 36 affiliated school districts. Each year, more than 22,000 area students take Great Oaks classes. Career training and personal enrichment programs are also available for adults.

Great Oaks has a tradition of providing career programs to meet community needs. Partnerships with local business, education and community agencies help shape the programs offered.

Eryn Ruder, Great Oaks Career Campuses, EIM

Tell me a little about your upbringing. What led you to your field?

I grew up with my younger sister and brother in Butler County, Ohio, in an area called Overpeck. We had a five-way intersection and a post office. Overpeck is known for large aggregate deposits/gravel pits. It was also the birthplace of seismologist Charles Richter. My parents just celebrated 50 years of marriage; they live in the same house where I grew up.

My love of science comes from family time spent outdoors. I love camping, picnicking, hiking, fishing, “creek tromping,” and hunting for fossils, salamanders, turtles and snakes.

I come from a long line of educators. My great aunt began her career as a teacher in a one-room schoolhouse in Rockcastle County, Kentucky. She retired as an elementary teacher from Ohio’s Hamilton City schools. My mother as a job coach, teaching and training clients with developmental disabilities throughout Butler County. While working toward a zoology degree, I volunteered to tutor elementary and middle school science students. This is when I fell in love with teaching.

You mentioned you have a degree in zoology. Where did you attend school?

I graduated from New Miami Local Schools. I earned my bachelor’s degree in zoology from Miami University in Oxford, Ohio, and a master of education from Mount Saint Joseph University.

What barriers did you face in pursuit of postsecondary education? How did you overcome those obstacles?

Neither of my parents have college degrees but they always made it clear that my siblings and I could go to college and earn degrees. We all three completed advanced degrees. My brother and I both teach with master’s degrees in education and my sister earned a doctor of nursing practice and teaches at Case Western Reserve University in Cleveland.

I became a nontraditional college student when I got married at 20. I took time off my senior year when I gave birth to my daughter. She was 18 months old when I received my bachelor’s degree in 1996.

How did you come to the position you’re in now at Great Oaks?

I took an alternative pathway to the classroom. I was never an education major. In the final year of coursework for my zoology degree, I realized that I wanted to pursue education as a career. I obtained an Ohio substitute teaching license and worked as a substitute teacher throughout Butler County, then as a building sub at New Miami. I went in every day. If all the staff members were present, I would tutor in math and science classrooms.

I started working on my graduate degree at Mount Saint Joseph in 2006. I completed the testing required to teach life sciences and upgraded my licensure. Northwest Local School District hired me to teach biology at Northwest High School and I entered my own classroom in 2007, where I taught until June 2015. I began teaching science at Scarlet Oaks in August 2015.

How do you like working on campus?

I absolutely love teaching at Scarlet Oaks. I appreciate the diverse student population and the amazing experiences our campus has to offer. Great Oaks Career Campuses leverage technology to support students — great during a normal school year and even more so while remote learning. The district offered encouragement as I transitioned to deliver course content using the Grid Method of instruction for mastery learning. A team of Grid Method teachers, across all campuses, promotes collaboration. The transition to remote learning was smooth for those of us using it. Great Oaks finished the year by hosting a virtual workshop with Chad Ostrowski, creator of the Grid Method, to provide further support and to train more instructors.

Is there anything else about your life that you’d like to share?

We lost our youngest son, Alec, to suicide on Oct. 1, 2018, and it changed my life in so many unpredictable ways. Someone recommended a book by Iris Bolton (1983), My Son… My Son: A Guide to Healing After a Suicide in the Family. In it was this quote,

“There is a gift for you in your son’s death. You may not believe it at this bitter moment, but it is authentic, and it can be yours if you are willing to search for it. To other eyes, it may remain hidden. The gift is real and precious, and you can find it if you choose.”

I have always been very open and accepting of my students in regard to mental health but even more so in the wake of losing Alec. I completely changed the way I teach.

During this rapid change to remote learning, I was able to help other teachers use the tools that made the transition easy for my students and me. Tools I never would have had without Alec.

My daughter, Mackenzie, is a Columbus College of Art and Design graduate and works as an educator at the Innovation Pointe Makerspace, within the MidPointe Library System. She is also an illustrator and graphic novelist.

My surviving son, Conner, is a Great Oaks graduate. He completed the computer science technician and networking program at Live Oaks and has recently been hired by the West Clermont School District (a Great Oaks feeder school) as a computer technician. We are very excited to add another family member working in education!​

Do you have any advice about the higher learning experience that you would offer to students who intend to pursue postsecondary education in CTE?

My educational journey did not lead to the career I thought it would when I started. But while the path was winding and sometimes very difficult, it was worth it.

It is never too late to shift gears to pursue a career that you find fulfilling.

educational institution membership with ACTE.

Meet Khaaliq Salim, director of the Danforth Campus at Francis Tuttle Technology Center. Salim’s interview appears as part of a spotlight series on ACTE’s educational institution members (EIMs).

Francis Tuttle Technology Center provides professional and career advancement training opportunities at various levels. High school students who attend our partner schools and home school students who live within the district — and who meet the requirements — attend classes at no cost other than those that come with specific courses.

The school is named in honor of Dr. Francis Tuttle, a former public school superintendent whose visionary leadership led to the formation of the entire CareerTech system. Now, as one of Oklahoma’s 29 technology center districts providing CareerTech training for high school students and adult learners, as well as services for business and industry customers, Francis Tuttle remains a vital component of the economic development arm of Oklahoma’s education system.

Khaaliq Salim, Francis Tuttle Technology Center, EIM

Tell me a little about your job on campus. What’s your job title and what do you do?

I am the director of our Danforth Campus, opening in August 2021 with an entrepreneurial theme. Career-training programs on the campus will include cosmetology, automotive service, interactive media and pre-nursing. In addition, the campus will house four college prep academies for high school students: computer science, engineering, bio-sciences >amp; medicine, and entrepreneurship.

Francis Tuttle’s business incubator, Launch Pad FT — as well as a pre-accelerator — will also be on campus, working work with early stage businesses owners to ensure they have the necessary resources, guidance and mentorship to thrive in the new economy.

Can you tell me a little about your upbringing?

I grew up in Tulsa, Oklahoma, with my parents and four siblings. My mom is retired from education; she worked as an elementary school teacher and a counselor. My dad retired from the county health department. Although my parents did not have much money, we were fortunate to go to private school and magnet schools through high school. My parents instilled in us the value of getting a good education, as they both have college degrees. Currently, four of the five Salim children work in the field of education.

What was your education experience like? What did you study?

I went to Langston University (Langston, Oklahoma) for my undergraduate studies. I majored in mathematics and industrial technology, and I thought I wanted to be an engineer. Then I received my master’s degree in teaching, learning >amp; leadership from Oklahoma State University. Later, I went back to get my secondary principal and superintendent certifications.

After getting the opportunity to teach my senior year in college, I was bitten by the teaching bug immediately. I found my passion when I was able to witness students’ “a-ha!” moment.

What led you to your field?

I taught math and electronics at Langston University for eight years. After leaving Langston, I took 18 months off from teaching and ventured into the corporate world. To put it bluntly, I hated it. Cubicle work life was not for me. I made a decision and took an alternative certification route in order to teach at the secondary level. That is when the opportunity at Francis Tuttle Technology Center became available.

How do you like working at Francis Tuttle Technology Center?

This is my thirteenth year at Francis Tuttle. I have served in a variety of roles on several of our campuses including infusion instructor, career transitions instructor and assistant instructional director. In 2019, I was promoted to instructional director. I love working with instructors and students every day.

Francis Tuttle’s mission is “preparing our customers for success in the workplace.” It is extremely rewarding to see the satisfaction a student has when they pass a certification test or get a job offer. Knowing we played a small part in their success lets us know we are doing the right thing. Our leadership team, instructors and staff are the very best at helping students succeed.

Do you have any advice that you would offer to students who intend to pursue postsecondary education in CTE?

I have learned that not everyone should follow a traditional four-year college pathway. A technical education provides specific, hands-on training our graduates need to earn rewarding, well-paying careers. Career and technical education has been a well-kept secret for too long. It is time for us to get the word out regarding the many advantages it provides.

Learn more about educational institution membership with ACTE.

Meet Danna Goss, Technical Applications Program instructor at High Plains Technology Center in Woodward, Oklahoma. Goss’s interview appears as part of a spotlight series on ACTE’s educational institution members (EIM).

High Plains Technology Center High Plains Technology Center operates as part of a network of 29 career technology centers across the state of Oklahoma. High Plains trains individuals for success in the workplace. A wide variety of course offerings make career education possible for students from all walks of life: career training, professional and personal interest, online classes and business solutions.

Danna Goss, High Plains Technology Center, EIM

What is your job title and what do you do?

I am the Technical Applications Program’s (TAP) freshman instructor and also lead teacher of TAP. TAP focuses on creating a learning environment that promotes higher-level thinking about real world situations and increases student collaboration. Our goal is to use the technology in TAP to allow career exploration in trades and industry, emphasizing science, math and engineering components. TAP, offered in grades six through nine, introduces and exposes students to all career opportunities offered at High Plains Technology Center. By identifying students’ needs at an early age, setting goals, providing individualized career plans, and teaching skills, student success will increase.

Can you tell me a little about your upbringing?

I grew up on a family farm near Empire, Oklahoma, and then moved to El Paso, Illinois — and I was always involved in agriculture. Our family raised show pigs. We were actively involved in 4-H and the National FFA Organization, showing pigs and judging livestock. My parents always focused on teaching me to do my best; they encouraged me to be a hard worker and dedicated to a given job and/or assignment.

What was your education experience like?

I was fortunate to have some amazing teachers that allowed my free spirit to roam, and to think outside the box. I was able to be creative in my approach, within reason, in order to meet their end goals. I also had some very rigid teachers who taught in a very structured and organized manner. I respected the rules and their authority but would tend to get distracted and cause mischief.

I attended Northeastern Oklahoma A>amp;M College and Oklahoma State University, where I was as a member of the livestock judging teams. I graduated with a bachelor’s degree in animal science and agricultural business. While working with young students at livestock judging camps, I became interested in teaching. I obtained a master’s degree in education from Southwestern Oklahoma State University and later pursued a second master’s in educational leadership.

School was a place for me to learn but also to make connections with others. I enjoyed school. Involvement in extracurricular activities (4-H, FFA, and athletics) allowed me to find the “why” in learning. I found that nontraditional education — applying skills in a hands-on learning environment — taught me the most. I believe that is why teaching TAP for High Plains Technology Center is great fit for me.

What led you to your current role in CTE?

This is my 26th year to teach. I began my teaching career in 1995 in Elk City, Oklahoma. I taught fifth, sixth and eighth grade science, I then taught seventh and eighth grade in Canute, Oklahoma. In 2010, I began teaching in the Biomedical Science Academy at Western Technology Center in Burns Flat, Oklahoma.

In 2016, I went to work for High Plains Technology Center to start a new program for middle school students. Together with my teaching partner Lisa Steadman, we created and built the Technical Applications Program for students in grades six through nine.

How do you like working at High Plains Technology Center?

High Plains Technology Center is an amazing place to work with a family atmosphere. The administrative team is creative, unique and grounded in their approach to student learning.

Is there anything else about your life that you’d like to share?

I enjoy living on the farm and being actively involved in the agriculture industry. We raise show pigs, show cattle and Australian Shepherd dogs. My husband and I have five children and seven grandchildren to enjoy. I believe that my background and experiences bring life and application to my classroom each day.

Do you have any advice that you would offer to students who intend to pursue postsecondary education in CTE?

Chase your dreams! Set high standards and expectations for yourself. When you find your “why” in learning, your purpose will become clear and vivid. The opportunities in career and technical education are tremendous; the skill development and training one can obtain will lay a strong foundation for college and career success.

Learn more about educational institution membership with ACTE.

Meet Jack Day, wind technology instructor at High Plains Technology Center in Woodward, Oklahoma. Day’s interview appears as part of a spotlight series on ACTE’s educational institution members (EIM).

High Plains Technology Center High Plains Technology Center operates as part of a network of 29 career technology centers across the state of Oklahoma. High Plains trains individuals for success in the workplace. A wide variety of course offerings make career education possible for students from all walks of life: career training, professional and personal interest, online classes and business solutions.

Jack Day, High Plains Technology Center, EIM

Tell me a little about your job on campus. What’s your job title and what do you do?

I work as wind technology instructor. I instruct adult students of varying ages and backgrounds in the exciting and expanding field of renewable energy. Specifically, my experience involves wind turbine generator maintenance, repair, troubleshooting and operation.

Can you tell me a little about your upbringing?

My upbringing was a bit nontraditional in the fact I was adopted and raised by my paternal grandparents. I was born in Pawnee, Oklahoma, and we frequently moved between there >amp; Cleveland, Oklahoma. Once, we moved to Berryhill, Oklahoma. My grandfather owned and operated a semi-truck. My grandmother mainly worked kitchen or janitorial positions.

From an early age, I spent weekends doing farm chores and helping with truck maintenance. During the summer months, on weekdays, I rode along with my grandfather to load >amp; offload materials.

What was your education experience like?

Money was tight. I knew the probability of my grandparents paying for college was slim to none. Honestly, I wasn’t interested in that route anyway. During my eighth grade year, we moved to a small town north of Wichita, Kansas, named Valley Center. It was there, in high school, I pursued career and technical education (CTE) programs offered on campus.

I excelled in every one of my CTE classes. I knew my pathway would find me in a technical, hands-on environment. Upon graduation I enlisted in the United States Navy, where I made a 20-year career.

While enlisted I took advantage of every school offered. My military vocational training was categorized by the level of complexity. More complex training courses counted as credit toward a college degree. The U.S. Navy’s Program Afloat College Education invites college professors to join a deployed crew, for Sailors like myself to take classes. Further, I pursued my associate degree in electrical mechanical technologies from Coastline Community College located in Fountain Valley, California.

What barriers did you face in pursuit of higher learning?

My grandparents focused heavily on developing a strong work ethic. A higher education beyond high school wasn’t a topic in our home. Not that they didn’t want that for me… In truthfulness, I was a bit intimidated by the idea of going to college. I recognized my strength was not in academics, but as a hands-on, vocational learner. The Navy provided both confidence >amp; the financial ability to overcome any >amp; all obstacles.

What led you to your field in CTE?

The Navy really set me up for success. The skills I gained during my military career opened up an opportunity with Siemens Wind Power. That experience combined with being a trained Navy instructor and recruiter — leading young people — made the transition to my current position a breeze.

How do you like working on campus?

I LOVE IT!!! I’m closing out my eighth year with High Plains Technology Center >amp; it feels as if it were just yesterday that I joined the family.

Do you have any advice that you would offer to students who intend to pursue postsecondary education in CTE?

Don’t allow fear of the unknown or what appears to be an unsurmountable obstacle to stand in your way. For every problem there is a solution. Are you motivated to find the answer?

Learn more about educational institution membership with ACTE.