The COVID-19 pandemic presented both challenges and opportunities for career and technical education (CTE). As another academic year draws to a close, the time is right to reflect on lessons learned and how evidence can guide us moving forward. Recent publications include:
ACTE works with Ford Next Generation Learning (Ford NGL) to support the Career Academy section under the New and Related Services Division. Career and technical education (CTE) administrators, learn more about how this innovative model is transforming education. Attend Career Academies = Meaningful Employer Engagement >amp; Sustainable Community Support! This pre-conference workshop offers a deep dive into career academies with insights for sustainable implementation.
Learn more about this workshop and other pre-conference offerings at ACTE’s CareerTech VISION, happening Dec. 1–4 in New Orleans, Louisiana. Register by Aug. 15 to secure the in-person member early bird rate.
By: Teri Cothren, President
Over the past quarter, your association has been actively carrying out the mission to align education and industry to build a strong Alaska workforce and there have been several great opportunities to celebrate Career and Technical Education (CTE)!
On April 7, 2021, the Alaska House Education Committee hosted a meeting on “reports from the field” regarding CTE around the state. Alaska ACTE was one of several presenters and had the opportunity to share about the association and how it supports CTE. Several of our partners and training and education providers also presented on the opportunities and challenges of providing CTE during the pandemic and looking ahead. Information on the hearing can be found on our advocacy page.
This legislative session has highlighted the value of and support for CTE through the sponsorship of the following bills:
AK ACTE Clearing House Update
We continue to implement the development of the Alaska ACTE Clearinghouse to increase access to CTE instructional, general safety, and leadership resources. In February AK ACTE partnered with DEED to provide an overview during their Spring CTE Workshop. On March 24th, we partnered with Project ECHO to provide a webinar to promote how the clearinghouse can increase access to teaching resources for CTE instructors and administrators and discussed with attendees how it can strengthen CTE instruction across the state. The video recording and slide deck can be accessed here.
Do you have resources to share with your fellow CTE colleagues across Alaska? It’s an easy submission process! Just follow the instructions here.
We are also actively looking and applying for funding to support the development of the clearinghouse.
LOOKING FOR PROFESSIONAL DEVELOPMENT?
We are excited to be planning our annual Professional Development Conference to be in person this fall! Please save the date to join us at the Hotel Captain Cook in Anchorage on October 4-5 and stay tuned for more details in the future. We look forward to seeing you all again and reconnecting to grow and strengthen CTE in Alaska!
If you’re planning to complete some professional development over the summer, utilize your membership benefits to access the Alaska CTE Learn portal. You’ll find free resources as well as a variety of CTE continuing education credit courses that are engaging and self-paced.
NORTHWEST REGION UPDATEBy: Brett Piatela, Northwest Region Rep Northwest Arctic Borough School District Greetings from the Northwest Arctic! This past year has been a challenge for CTE Instructors around the state and it has been no different in our region. Educators have been forced to adjust to new technology and offer instruction remotely. As we shift back to instruction with students in the classroom, educators will be able to incorporate lessons learned during remote instruction to create robust lessons in the future. Middle school students from the NWABSD participated in Alaska Native Science and Engineering Program (ANSEP) remotely. Students worked with a staff member onsite and were guided by ANSEP staff remotely to build projects such as marble roller coasters, a trebuchet, and each participant was also able to build their own computer! Kotzebue High offers a design and fabrication class that utilizes a computer-aided drafting program RHINO 5 to create 3-d computer models and renders. The class also uses many different mediums for computer aided manufacturing. Students who have attended 2 years in this class are earning an industry recognized RHINO 5 level 1 user certification. They also offer the opportunity to train with state of the art drones learning valuable flying skills and content knowledge. The goal is for students to be prepared to earn their Small Unmanned Aircraft Systems certificate and become remote pilots in command. Napaatugmiut School students went on a winter culture trip. Eight high school students, two staff members, and one community volunteer camped for two and half days off the Kivalina Trail. Students learned things from making coffee to winter survival. Along the way they learned place names in Inupiaq. They also climbed a mountain and saw a herd of caribou! Alaska Technical Center has Post-Secondary opportunities in the northwest region. The current training programs for enrollment are: Construction Trades Technology, Process Technology, Health Care Occupations- Certified Nursing Assistant, Medical Terminology, Introduction to Health Care Professions, Professional Skills in the Workplace, and Culinary Arts. Red Dog and Teck continue to offer their apprenticeship program for NANA shareholders. Currently Red Dog offers seven registered apprenticeships. There are six apprenticeships available with the maintenance department: industrial millwright maintenance, heavy equipment mechanic, electrical and instrumentation technician, powerhouse operator/mechanic, light vehicle mechanic, and weld combination. The mill operations offer one apprenticeship: Mill Operator. |
SOUTHWEST REGION UPDATEBy: Colin Stewart, Southwest Region Rep The South West Region of Alaska is starting to see improvements with the ability to return to In-Person Learning and Covid winding down. To keep students involved in CTE many different things have been done to facilitate distance learning opportunities. In LKSD the CTE program has sponsored home internet packages through GCI. This at home internet access has allowed students from around LKSD to take advantage of online CTE courses they would not otherwise have access to during at home learning. These are all foundational courses that lead into full career pathways that will be offered at LKSD next school year. Bristol Bay Region CTE:Bristol Bay Region CTE developed a complete catalog of CTE courses for distance delivery to the pandemic. These courses were all foundational courses to lead into full career pathways. Courses included: Drone Essentials, Professional Skills for the Job Hunt, Medical Terminology, Introduction to Nautical Skills, Drivers License Prep, Alaska Business Week, Energy Literacy, and Preparing for College Success. These courses were even offered to out of region students in other rural parts of Alaska. This was a great opportunity for rural students to stay engaged in relevant CTE courses and will continue to be offered next year as additional opportunities for students.
Yuut Elitnarviat:
Annually Yuut Elitnarviat runs a comprehensive construction training program that builds a house from the ground up. Students will learn from multiple instructors in Framing, Electrical, HVAC, Plumping, Roofing / Siding, and Finish Carpentry. LKSD purchases all materials for the project then owns the house when finished. They are currently working on the third house in the series. After the houses are completed they are moved via barge or ice road into nearby villages that are in need of teacher housing. This partnership has been greatly beneficial to both entities and will continue in the future. |
2021 Board Elections will be happening in October, during the Professional Development Conference. The following positions are up for election. If you are interested in running for a board seat, please submit your application here.
President Elect – 3 year term
The President-elect shall perform the duties of President in the absence of the President; succeed to the office of President for any unexpired term in the event of a presidential vacancy; assume other duties assigned to the office by these bylaws and the operational procedures as adopted by the Board of Directors. The President-Elect will transition to the President role for 1 year and then to Past-President for 1 year, totaling a 3 year term.
Secretary – 2 year term
The Secretary shall be responsible for maintaining and keeping records of all Alaska ACTE Board of Directors and membership meetings and proceedings, assist the President in the timely notification of regular Board of Directors and annual membership meetings, maintain accurate records of elections and results, ensure that the corporate records and reporting are complete and maintain historical association records.
Treasurer – 2 year term
The Treasurer shall chair the finance committee; ensure revenue and expenses are accounted for monthly and make financial reports to the Board each month; provide for an annual external review of the financial records of the association and an the report of finances be presented at the annual membership meeting;
Southwest Region Representative – 2 year term
The regional representatives of the Alaska ACTE shall recruit and communicate with regional members, serve as liaison between regional members and the Board of Directors, assist the association with building local and regional partnerships, and serve on Alaska ACTE committees.
by: Missy Fraze, Past-President
Let’s all celebrate together!! February is CTE Month and we have so much to celebrate in our state!
2020 proved to be quite the year for educators across Alaska. Who would have thought we would spend nearly a year teaching and learning from home? As we usher in a new year, we know that 2021 will not mean a return to ‘normal’. And that may not be a bad thing! We’ve explored a lot of new learning technologies due to the COVID-19 pandemic. Many of our education partners across the state have stepped in to help continue providing educational opportunities in Career >amp; Technical Education. Alaska EXCEL quickly adapted to the challenges of travel restrictions and rural internet challenges to develop packets for use offline. Alaska Resource Education jumped in to offer STEM camps and classes in Alaska’s natural resources that included hands-on kits that were mailed directly to schools and families. Another big opportunity available to ALL students across Alaska is the JA Inspire Career Fair. This online career event is designed to provide students the opportunity to find employment and learn about career opportunities in their region. More information is on page 4!
As we continue to move through this pandemic, I challenge you to build your education network. Find your teaching peers across Alaska who teach in the same content area and share best practices. Identify your secondary and post-secondary partners to build strong bridges for students as they transition out of high school. Find employers in your region and learn what skills they need in their workforce so you can help students find careers. Together, we can build a strong Alaska workforce and come back from this pandemic stronger than before.
Alaska ACTE is committed to helping our members because we believe we are the network that aligns education and industry to build a strong Alaska workforce!
NORTHERN REGION UPDATEBy: Ronnie Hawley, Northern Region Rep
Partnerships Make a Strong CTE Program North Slope Borough School District continues to leverage its network to expand access to CTE programming. Working with their long-standing partner, Illisagvik College, they have offered First Aid/CPR, Introduction to Construction Trades and Electrical Maintenance Level 1 to students in NSBSD. In addition, NSBSD works with ANSEP and Alaska EXCEL programs to provide STEM and CTE programming to students. Alaska EXCEL and ASRC Energy came together to host an informational session for high school students interested in the Nutaaq program. This year many students are enrolled in the Smart Girls Rock STEM program that is facilitated by Alaska Resource Education. Career Planning Remains Key Updates to the AKCSI student courses and planning infrastructure has improved PLCP documents that are more accurate and informative for students and families. Dr. Julie Williams taught a Career Planning and Exploration course from September to December, In addition, Paxton-Patterson career exploration modules will begin on a site specific basis following staff training this year. CTE in the schools is strong In addition to partnership programs, NSBSD is still investing in CTE programs in the schools. Barrow High School teacher, Mr. Ruotsalainen, teaches a metals course and a CAD course. Mr. Hawley instructed students in the NCCER Core and will begin exploration in welding, carpentry, and small engines during 2nd semester. Project Lead the Way training will begin this semester and students as early as elementary school will have access to STEM classes in Biomedical, Computer Science and Engineering. Not to be upstaged by construction, Mr. Samuelu and Mr. Calderwood have created an “Arts Action Committee” to create materials for districtwide virtual winter productions. They are also involved with an innovative project creating podcasts with students. Their ‘Shed the Music’ to learn more about building character strengths. |
SOUTHCENTRAL REGION UPDATEBy: Tyler Gilligan, Southcentral Region Rep
Alaska ACTE’s Southcentral Region comprises schools, colleges, and training programs in Anchorage, Mat-Su, Prince William Sound, Kenai Peninsula and Kodiak. Below are highlights from a two programs. Prince William Sound College (UAA) PWS C received an NSF grant titled “Alaska Tech Learners”, which pays for teachers and students to complete college courses in web engineering and mobile applications development. The Tech Learner courses qualify participants to earn an Occupational Endorsement Certificate in Web Engineering and in the future will include OEC courses in Digital Communications/Social Media, Mobile Applications, and Networking. The Tech Learners project has been working with school districts to use a “shared teaching model” where students receive support and instruction from their local teacher while earning college credit by submitting their work to PWSC faculty. All course work for teachers and students is paid for by the NSF grant. Kenai Peninsula Borough School District The KPBSD school district encompasses three geographic regions: Central, Southern and Eastern Kenai Peninsula. Last fall, in each of these regions, COVID cases increased and reached the RED high-risk operating- level. Students and staff immediately had to shift from face-to-face learning to the remote learning model. In response, a CTE proposal was submitted to the district for specific schools and programs within the district to continue in-person training. The target programs identified involve extensive hands-on training that includes welding, construction, and automotive. These courses provide students with a hands-on curriculum that includes a wide range of activities intended to provide skills to meet the labor market. Each of the participating schools had to adhere to a detailed mitigation plan and safety guidelines, symptom-free protocols screening, and PPE mandates for each session. To limit the number of students and potential contact tracing, a schedule allowed students to stay in the same cohort group for each session. For the welding, construction, and automotive programs, each CTE program utilizes the Canvas’s learning management system. The blended-learning delivery platform provides support through the Miller Education and Training Welding program, NEPRIS, OSHA, and Snap-On student excellence program. |
There is a lot happening across Alaska. Here is a breakdown of things to look for!
Networking >amp; Professional Development Events
By: Teri Cothren, President
Over the past quarter, your association has been actively carrying out the mission to align education and industry to build a strong Alaska workforce and there have been several great opportunities to celebrate Career and Technical Education (CTE)!
On April 7, 2021, the Alaska House Education Committee hosted a meeting on “reports from the field” regarding CTE around the state. Alaska ACTE was one of several presenters and had the opportunity to share about the association and how it supports CTE. Several of our partners and training and education providers also presented on the opportunities and challenges of providing CTE during the pandemic and looking ahead. Information on the hearing can be found on our advocacy page.
This legislative session has highlighted the value of and support for CTE through the sponsorship of the following bills:
AK ACTE Clearing House Update
We continue to implement the development of the Alaska ACTE Clearinghouse to increase access to CTE instructional, general safety, and leadership resources. In February AK ACTE partnered with DEED to provide an overview during their Spring CTE Workshop. On March 24th, we partnered with Project ECHO to provide a webinar to promote how the clearinghouse can increase access to teaching resources for CTE instructors and administrators and discussed with attendees how it can strengthen CTE instruction across the state. The video recording and slide deck can be accessed here.
Do you have resources to share with your fellow CTE colleagues across Alaska? It’s an easy submission process! Just follow the instructions here.
We are also actively looking and applying for funding to support the development of the clearinghouse.
LOOKING FOR PROFESSIONAL DEVELOPMENT?
We are excited to be planning our annual Professional Development Conference to be in person this fall! Please save the date to join us at the Hotel Captain Cook in Anchorage on October 4-5 and stay tuned for more details in the future. We look forward to seeing you all again and reconnecting to grow and strengthen CTE in Alaska!
If you’re planning to complete some professional development over the summer, utilize your membership benefits to access the Alaska CTE Learn portal. You’ll find free resources as well as a variety of CTE continuing education credit courses that are engaging and self-paced.
NORTHWEST REGION UPDATEBy: Brett Piatela, Northwest Region Rep Northwest Arctic Borough School District Greetings from the Northwest Arctic! This past year has been a challenge for CTE Instructors around the state and it has been no different in our region. Educators have been forced to adjust to new technology and offer instruction remotely. As we shift back to instruction with students in the classroom, educators will be able to incorporate lessons learned during remote instruction to create robust lessons in the future. Middle school students from the NWABSD participated in Alaska Native Science and Engineering Program (ANSEP) remotely. Students worked with a staff member onsite and were guided by ANSEP staff remotely to build projects such as marble roller coasters, a trebuchet, and each participant was also able to build their own computer! Kotzebue High offers a design and fabrication class that utilizes a computer-aided drafting program RHINO 5 to create 3-d computer models and renders. The class also uses many different mediums for computer aided manufacturing. Students who have attended 2 years in this class are earning an industry recognized RHINO 5 level 1 user certification. They also offer the opportunity to train with state of the art drones learning valuable flying skills and content knowledge. The goal is for students to be prepared to earn their Small Unmanned Aircraft Systems certificate and become remote pilots in command. Napaatugmiut School students went on a winter culture trip. Eight high school students, two staff members, and one community volunteer camped for two and half days off the Kivalina Trail. Students learned things from making coffee to winter survival. Along the way they learned place names in Inupiaq. They also climbed a mountain and saw a herd of caribou! Alaska Technical Center has Post-Secondary opportunities in the northwest region. The current training programs for enrollment are: Construction Trades Technology, Process Technology, Health Care Occupations- Certified Nursing Assistant, Medical Terminology, Introduction to Health Care Professions, Professional Skills in the Workplace, and Culinary Arts. Red Dog and Teck continue to offer their apprenticeship program for NANA shareholders. Currently Red Dog offers seven registered apprenticeships. There are six apprenticeships available with the maintenance department: industrial millwright maintenance, heavy equipment mechanic, electrical and instrumentation technician, powerhouse operator/mechanic, light vehicle mechanic, and weld combination. The mill operations offer one apprenticeship: Mill Operator. |
SOUTHWEST REGION UPDATEBy: Colin Stewart, Southwest Region Rep The South West Region of Alaska is starting to see improvements with the ability to return to In-Person Learning and Covid winding down. To keep students involved in CTE many different things have been done to facilitate distance learning opportunities. In LKSD the CTE program has sponsored home internet packages through GCI. This at home internet access has allowed students from around LKSD to take advantage of online CTE courses they would not otherwise have access to during at home learning. These are all foundational courses that lead into full career pathways that will be offered at LKSD next school year. Bristol Bay Region CTE:Bristol Bay Region CTE developed a complete catalog of CTE courses for distance delivery to the pandemic. These courses were all foundational courses to lead into full career pathways. Courses included: Drone Essentials, Professional Skills for the Job Hunt, Medical Terminology, Introduction to Nautical Skills, Drivers License Prep, Alaska Business Week, Energy Literacy, and Preparing for College Success. These courses were even offered to out of region students in other rural parts of Alaska. This was a great opportunity for rural students to stay engaged in relevant CTE courses and will continue to be offered next year as additional opportunities for students.
Yuut Elitnarviat:
Annually Yuut Elitnarviat runs a comprehensive construction training program that builds a house from the ground up. Students will learn from multiple instructors in Framing, Electrical, HVAC, Plumping, Roofing / Siding, and Finish Carpentry. LKSD purchases all materials for the project then owns the house when finished. They are currently working on the third house in the series. After the houses are completed they are moved via barge or ice road into nearby villages that are in need of teacher housing. This partnership has been greatly beneficial to both entities and will continue in the future. |
2021 Board Elections will be happening in October, during the Professional Development Conference. The following positions are up for election. If you are interested in running for a board seat, please submit your application here.
President Elect – 3 year term
The President-elect shall perform the duties of President in the absence of the President; succeed to the office of President for any unexpired term in the event of a presidential vacancy; assume other duties assigned to the office by these bylaws and the operational procedures as adopted by the Board of Directors. The President-Elect will transition to the President role for 1 year and then to Past-President for 1 year, totaling a 3 year term.
Secretary – 2 year term
The Secretary shall be responsible for maintaining and keeping records of all Alaska ACTE Board of Directors and membership meetings and proceedings, assist the President in the timely notification of regular Board of Directors and annual membership meetings, maintain accurate records of elections and results, ensure that the corporate records and reporting are complete and maintain historical association records.
Treasurer – 2 year term
The Treasurer shall chair the finance committee; ensure revenue and expenses are accounted for monthly and make financial reports to the Board each month; provide for an annual external review of the financial records of the association and an the report of finances be presented at the annual membership meeting;
Southwest Region Representative – 2 year term
The regional representatives of the Alaska ACTE shall recruit and communicate with regional members, serve as liaison between regional members and the Board of Directors, assist the association with building local and regional partnerships, and serve on Alaska ACTE committees.
After three years on ACTE’s board of directors as Health Science Education Division vice president, Linda Romano feels like she “grew into a leader.” Read her recent conversation with Techniques‘ managing editor. Romano shared her thoughts on ACTE’s inclusion, access, equity and diversity (IAED) initiatives and offered encouragement for aspiring leaders in career and technical education.
First of all, the relationships I built as part of ACTE’s board of directors matter so much to me. I have always felt like part of this CTE family. As a member, I always felt very welcome. But when I became a board member, it was a whole different experience. People embrace you. People understand you. They make you feel so valued. Fellow board members and staff at ACTE are always so supportive and they’re always there, a phone call away.
And the other part is VISION. The process to prepare for ACTE’s CareerTech VISION is so exciting and also kind of overwhelming when you see everything that it takes to put that whole event together. You know, being part of that, making decisions and conducting board activities… Having that come through successfully leads to a feeling of achievement.
Mostly, ACTE offered a place like home for me. It felt very welcoming and inviting. I have loved being part of pandemic-related change and challenges, which we faced together. I enjoyed opportunities to support members through webinars and the Dear Linda blog series. It has been my honor to make a difference and serve the members.
I’m really going to miss it. I’m going to miss every part of it.
I grew into a leader. I know I still have more work to do, but I’m not afraid anymore. Sometimes, classroom teachers feel voiceless. As I became part of the board, I developed a deeper, broader understanding of ACTE’s work. I started out thinking, I’m going to take care of my division. But then there are so many other opportunities. My time as ACTE’s Health Science Education Division vice president has encouraged me to get involved with my inner passion. There’s this committee, and that committee. I also serve as a mentor in ACTE’s Inclusion, Access, Equity and Diversity (IAED) Mentorship Program.
ACTE has helped to develop and discover different passions within me. That helps me when I go back to the table on curriculum work. If I think, I want to try this. I have an entire network of CTE educators in the United States — to benchmark with, to offer resources, to get support.
I feel like I grew so much and developed into a leader. The experience gave me confidence.
I would tell them to put the fear aside. If you feel the slightest little glimmer toward leadership opportunities, go for it. Try it. It seems overwhelming. You think, I’m not going to be able to do this and balance work and school and family. But it can be everything that you dream is possible because of the support you will receive. You go in. And you enter a place filled with people who will embrace you. ACTE staff, members and the board of directors: Everybody is there to welcome you in and support you.
As leaders in CTE, we opened our hearts, eyes and minds. We strengthened our voices to speak on behalf of these important issues. The board of directors released a statement; I think that was a huge step. As was formulation of the IAED Advisory Group. We began to develop new and more diverse webinars. The ideals of inclusion, access, equity and diversity drove our professional learning opportunities. I feel very proud of ACTE for that.
ACTE has proven a willingness to have conversations that might be uncomfortable. They created a forum to have those conversations. And people are embracing it. So, yes, I think there has been strong movement toward increasing equity in our CTE learning spaces. I hope these efforts will continue among ACTE membership.
I want to add how grateful I am for the opportunity to have served on ACTE’s board of directors. And how grateful I am to know you.
Welcome to our series, COVID-19 Innovations. Here, we chronicle the innovative ways that career and technical educators continue to engage students as lifelong learners and prepare them for rewarding careers, even as the COVID-19 pandemic has upended the 2020–21 school year.
In March 2020, HBI moved quickly to launch its CTEtechWorks learning management system (LMS). This blended learning solution for residential construction had been in development, but HBI sped up the process when COVID-19 hit.
CTEtechWorks offers multiple types of instruction, including videos and simulations, and allows for self-paced learning. The content includes employability skills and safety topics as well as trade-specific content in plumbing, HVAC, electrical and solar. HBI partnered with virtual reality (VR) provider Interplay Learning to add digital training simulations and VR. Students learning from home can take part in computer-based simulations, such as troubleshooting and repairing a leaking toilet. When in the lab, students use VR tools to further immerse themselves in these simulations. Closed captioning and Spanish translation are available.
The LMS also includes written assessments that can be completed online; performance assessment still needs to be completed in person. In addition, HBI offers an employer-based option for earning credentials. If a student who left their program without earning an HBI credential — due to COVID-19 restrictions — is hired by an employer, that employer can complete an HBI skills evaluation for the student. The employer may then report the results to the instructor, leading to the credential award.
HBI has had a lot of interest in CTEtechWorks: More than 15,000 student and instructor users have completed 112,000 blended learning courses, including single courses, full learning paths and certification assessments.
ACTE’s latest publication, High-quality CTE During COVID-19: Challenges and Innovations, generously sponsored by MajorClarity, describes challenges faced by CTE educators during COVID-19. The publication shares examples of innovative practices and provides recommendations for how CTE leaders can better prepare the post-COVID-19 workforce, embracing lessons learned during the pandemic.
Career and technical educators often limit the use of personal computers and digital devices (except for accessibility), particularly during active learning, in flipped classrooms, or in tech-enabled labs with advanced tools and instruments. Yet, we aim to turn out critical thinking, self-regulated and self-directed, lifelong learners. If we profess that goal, we must embrace systems and methods that scaffold learning wherever it occurs. That means adapting courses and inviting students to “bring your own devices” to every learning event.
Boundaries between physical, digital and biological worlds disintegrate before our eyes thanks to disruptive, groundbreaking technologies. Many instructors readily implement virtual reality, 3D printing, simulations and gamification that challenge and spur learning. But many others still resist advanced tools.
Kevin Ashton, who coined the phrase “the Internet of Things” (IoT) in 1999, describes IoT as a technological universe where computers “observe, identify and understand the world without the limitations of human-entered data.” Enabled devices acquire their own information without input by end-users. Any digital apparatus that communicates wirelessly is a “thing” on the Internet. IoT devices transmit and receive raw data for later analysis by a person or an automated process known as machine-learning, where algorithms crunch “big data” — colossal compilations of information points created by and about humans — for patterns and associations. Data recording/reporting, transmission and storage are decentralized in cloud-based and local repositories.
Globally, IoT comprises an endless number and configuration of devices possessing the ability to connect and acquire information, speeding up data aggregation and responsiveness to end-users’ inquiries. The largest search engine processes more than 3 billion searches each day. More than half will be conducted on a mobile phone.
Nearly 15 years passed before Ashton’s IoT concept garnered measurable interest among curriculum, policy and infrastructure scholars in primary and secondary education. Beyond smart boards and courseware applications, group calendaring, and classroom management, how can career and technical education (CTE) guide students toward the extrapolation of valid, applicable data in their learning experiences?
IoT offers a perfect complement to personalized learning. Instructors can monitor analytics from anywhere and provide targeted, time-sensitive intervention. Microlearning pathways offer options for self-regulated and self-directed learning in both school and workplace education settings. Instructor-mentors work directly with students, guiding them through a recursive process:
CTE students encompass a broad array of technology experience. International higher education pundit Marianne Bray observed, “The Generation Z student population is the most dynamic, with the highest tech expectations.” As more tech-savvy, emerging-adult learners enroll in CTE classes, student-to-teacher, student-to-student, and teacher-to-faculty partnerships promote engaged and collaborative learning. Literally, the cloud is the limit. But what effect does information overload pose, especially on mental health? Informatics consultant-blogger Margie Kiesel said, “People are so inundated and overwhelmed by the deluge of information overload, that they lose the ability to think and feel.”
How can CTE educators transform the industry to meet future needs of all stakeholder groups? Our communal goal, after all, is sustainability of CTE education on an individual basis through school-based and workplace learning. John O’Brien, president and CEO of EDUCAUSE, acknowledged IoT requires “unprecedented collaboration.”
Jesse Stommel, executive director of the nonprofit Hybrid Pedagogy, counsels educators to bring unique perspectives into IoT. “We must approach the Internet of Things from a place that doesn’t reduce ourselves, or reduce students, to mere algorithms. We must approach the IoT as a space of learning, not as a way to monitor and regulate. Our best tools in this are ones that encourage compassion more than obedience. The internet is made of people, not things.”
The educator role, then, requires practitioners to remain current and accurate not only in subject-matter expertise but timely awareness of the scope, scale, reliability and security of available instructional methods. Students, colleagues, administrators, accreditors and community partners expect nothing less. Instructor-mentors find methods that harness information and technology in such a way as to encourage students’ self-regulated and self-directed learning, to embellish the material provided through structured classroom settings.
Besides task-specific knowledge and abilities, educators can easily incorporate IoT for students’ workforce preparation: job-readiness and job-retention skills that are crucial components of CTE courses.
Ashton believes IoT “has the potential to change the world, just as the internet did. Maybe even more so.” Perkins V requires us to modernize CTE training. Leveraging IoT as a teaching and learning tool will aid in meeting that mandate. We must get busy revising our courses. Encourage students, in big, bold letters, to “BYOD!”
Billie McNamara has a Master of Science (adult >amp; higher ed) from University of Southern Maine and is pursuing a Ph.D. (adult learning) at University of Tennessee–Knoxville. Her passion is guiding nontraditional CTE students toward sustainable metacognition, agency, and workforce-readiness.
What comes to mind when you think of a health care facility? Some may think about the patients they know inside those facilities, or past experiences as patients themselves. Others may think about doctors, nurses and other professionals who provide direct patient care.
Very few, though, think about the complex design of the building or the unique electrical, ventilation, medical gas, fire safety or plumbing systems. You may not consider the specialized paints, flooring, surfaces, ceiling tiles, doors, walls and lighting systems that protect the most vulnerable.
Present-day health care facilities consist of interconnected buildings, sometimes miles apart. Health care system administration is further complicated by regional weather or environmental risks (e.g., cold, heat, humidity, dryness, hurricanes, tornados, fires and earthquakes). When tasked to provide comfort and shelter for diverse patient populations, health care facilities maintenance personnel must be trained to meet high standards.
Few opportunities exist for facilities maintenance personnel to gain professional knowledge and skills. And, in some regions, individuals working in this profession receive lower salaries than the commercial tradespersons outside of these facilities. Human resource department salary surveys across the state of Kentucky’s hospitals in recent years confirm this trend. This combination makes it difficult to recruit and retain a younger workforce and leads to higher turnover.
An academic and professional development training program in Kentucky seeks to bridge the gap for new and experienced facilities maintenance personnel. From Owensboro Community and Technical College (OCTC), the Healthcare Facilities Technician (HFT) certificate and, from Institute for Healthcare Facilities Engineering Advancement (IHFEA), the Certified Healthcare Facilities Technician (CHFT) certification are built around six foundational health care facilities competencies:
These competencies integrate general building maintenance with a foundational understanding of the unique health care environment of health care. The competencies are supported by safety, compliance and regulation standards combined with direct operational application. They also address serious historical issues identified by accrediting and regulatory bodies.
Remote learning deepens the experiential learning, while also addressing requirements to provide competency-based training. These credentials establish a common standard among health care facilities locally, regionally and nationally. Key to the design and delivery of the HFT >amp; CHFT pathway is providing equal access for remote and underserved personnel. With the ability to reach rural and underserved facilities, the programs provide a recruiting, internship and development pathway for local high school and community college students, as well as those transitioning from the military.
Nocti Business Solutions (NBS), sister company to NOCTI, addresses industry needs. In collaboration with IHFEA, NBS/NOCTI led efforts to develop, test, validate and implement the CHFT credential. Alignment with a recognized personnel accrediting body like NBS/NOCTI affirmed the credibility of the new programming.
With a diverse portfolio of credential content development, NBS/NOCTI share pertinent success strategies and formulations. This translated well during the exam, pilot, blueprint and handbook steps.
NBS/NOCTI also brought to the table a sense of encouragement and excitement to be a part of the process. Together, the partners shared a genuine desire for success.
Approximately 200 individuals from around the country will take the CHFT in 2021. OCTC continues to accept applications for the HFT program. The pilot class began in spring of 2021 with more than 30 students. The Southern Association of Colleges and Schools (SACS) expects to approve the HFT program in the spring of 2022.
Several health care organizations are working with their leadership to incorporate both the HFT and CHFT into developmental pathways for existing and new facilities personnel.
CHFT launched in February 2020. And it’s easy to understand the direct impact COVID-19 had on the ability of health care to focus on much else. Personnel development and training budgets diminished as health care systems limited outpatient services. At the same time, the pandemic emphasized an even greater need for a pipeline of well-trained facilities personnel. Staffing was affected by illness, quarantines and early retirements.
For facilities maintenance personnel, remote competency-based education supports professional credentialing that meets the needs and training requirements of health care organizations. The education is provided free nationally through monthly webinars, where attendees engage in exercises and assessments with issued certificates. Those registered to take the CHFT (or are certified) access the training library at no additional charge.
These circumstances created a movement to adopt remote learning as a reasonable form of competency-based training. The model promises to advance recruitment, development and retention — particularly in rural or underserved communities. OCTC >amp; IHFEA look forward to moving past these COVID-restricted days with a standardized development pathway that prioritizes the individual and patients they serve.
Mike Canales is president of the Institute for Healthcare Facilities Engineering Advancement.
Anne Gielczyk is vice president of Nocti Business Solutions.
Meet Nicole Hampton, winner of ACTE’s national Postsecondary Teacher of the Year award. Hampton’s interview appears as part of a spotlight series on our 2021 national award winners and finalists. This award recognizes career and technical education (CTE) teachers at the postsecondary level who demonstrate innovation in the classroom, commitment to their students and dedication to the improvement of CTE in their institutions and communities.
I am a senior lecturer and CTE area coordinator at Northern Arizona University in Flagstaff, Arizona. I design and deliver courses for Bachelor of Science and Master in Education CTE programs. Typically, I teach or co-teach 14 courses (11 different preps) at the undergraduate and graduate levels each year. I advise and mentor students, serve on college and university committees, and provide administrative leadership for the CTE degree programs.
I am responsible for program evaluation, curriculum review/revisions, course scheduling, and mentoring/ supervision of part-time faculty and a graduate assistant. Additionally, I work on program articulation and partnerships with the statewide community college system as well as program outcome development and curriculum mapping and assessment for the CTE programs.
In high school, I participated in the business education program. I took every business class my school offered. I served as an officer in FBLA and participated in a co-op with a local business working as a computer specialist. This led to me my undergraduate degree in computer information systems. Upon graduation, I went to work in business and industry as a management information systems (MIS) specialist.
While working at PepsiCo, I discovered a passion for teaching as part of my job included training employees to utilize technology. This led to a desire to move into teaching as a career (at the adult education level). So, I went back to school and completed a dual master’s program – a Master of Business Administration and a Master in Education with a higher education/community college emphasis. This provided me with the background necessary to work in higher education as a teacher/trainer.
My inspiration for teaching came while working at Pepsi. As an MIS specialist, I had varied responsibilities, but I found the training aspect most rewarding. This was back in the late 1980s. I installed computers in each manager’s office. At that time, secretaries used computers to support the managers. They were not something that managers used themselves. Designing relevant training to impart a mindset shift was a challenge. The feeling of success when the passion for learning was sparked in each manager was amazing.
I then volunteered to be a part of a four-person training/roll-out team for a hand-held computer project. We trained all levels of employees, from network professionals to route truck drivers. After completing that project in New Mexico and Arizona, I was hooked! I knew I had found my career, my true passion and calling, as an adult educator/trainer.
Our programs were all online prior to COVID-19, so the impact we felt was not as significant as others. But many of our courses require students to be in schools, at businesses or at professional development/conferences. Site visits, job shadowing, fieldwork and professional development assignments had to be modified and redesigned. Even now that schools are back open, they don’t allow outside visitors, so we still utilize modified activities for many assignments. We have been creative. In some cases, students watched video presentations from prior site visits in lieu of having done their own visit. Many schools conduced virtual video tours and we used some of these. As the business world pivoted to online and virtual conferences and workshops, we took advantage — allowing our students to leverage these amazing opportunities to supplement their learning.
More significant has been the effect of COVID on the students in our program, as the majority of them are teachers themselves. In their professional lives, our students pivoted back and forth between virtual, hybrid, and in-person teaching models. Many also cared for children learning from home.
I had more “incomplete” contracts in place for the Spring 2020 semester than the prior five years combined! Our students were struggling, and I knew I had to support them. I served as an information bridge – connecting students in different districts and states to share support and resources. I shared my own successful strategies from years of online teaching experience.
Most of all, I shared my empathy. Three of my children learned from home during the past year: a junior in college, an eighth grader, and a freshman in high school. Sometimes just admitting that we were all struggling encouraged a student not to give up. This month I was very touched when I received a letter from one of our graduates:
“When the world was falling apart for so many, you stepped up and took charge regardless of your own struggles and made sure myself (and I know many others) were able to continue. You were always available when needed. I thank you for that.”
My students have always been socially distanced from each other, by virtue of our programs being online for over 15 years. A recurring complaint among distance learners is a lack of sense of community or feeling disconnected.
I use a combination of synchronous and asynchronous communication in my courses, building intentional learning communities in the online environment. Using a variety of whole class and small grouping strategies, my students use technology to connect, share ideas and experiences, provide feedback, share and conduct research, and more. One of my more popular strategies with students has involved integrating student video blogs and recorded speeches. I also incorporate purposeful group collaboration, real-time book club discussions and informal Q>amp;A sessions.
I encourage students to get to know each other in their online learning communities by way of the shoe box ice breaker. Student place items into a shoebox that represent themselves. They then take a picture to share with their group. Students spend a little time at the beginning of each meeting sharing the meaning of items from their box. This ice-breaking activity carries on throughout the term and helps student get to know each other more personally.
Data-driven continuous improvement is the cornerstone for excellence in teaching and high-quality CTE programs. Seek feedback from all stakeholders, but especially your students.
Design surveys that ask your students meaningful questions about course content and methods and utilize them throughout your course, not just at the end. I solicit feedback using a variety of methods:
I find that sometimes, amid the stress during an academic term, I can feel overwhelmed and question my effectiveness. This was especially prevalent during this past year. Early in my teaching career, I started a positive feedback file. I keep both a physical file folder and an email folder dedicated to the letters and notes I receive from students. I reach into this archive on the days when I am feeling down or obsessing about critical feedback. Critical feedback can be helpful if it is constructive and taken in context. It can be harmful if it consumes your focus and affects your outlook and passion. Create such a file. Reach in to refuel your passion as needed. And remind yourself that you are making a difference!
Is there anything else you’d like to share?
Advocacy! Advocate for your students, your program(s), and the profession of career and technical education. Share your stories and involve your stakeholders. Participate in your professional organizations at the local and national levels. ACTE has excellent resources available to help you do this; you are not alone. At least one time in your career, attend the ACTE National Policy Seminar. This advocacy-focused professional development opportunity should be on every educator’s bucket list.
LKSD and Yuut Elitnarviat continue to partner in Teacher House building projects.
North Slope Borough School District Illisagvik College
