Author: acte

Sara Tatreau, a recent graduate of Kent Career Technical Center in Grand Rapids, Michigan, won ACTE’s 2020 Student Trophy Design Contest. Tatreau’s design will serve as a template for trophies presented to award winners at ACTE’s CareerTech Virtual VISION. At the virtual Awards Gala, ACTE will commend Sara Tatreau and her teacher, Lawrence Ridley.

ACTE partners with Stratasys to present unique trophies that embody ACTE’s core values. Created by cutting-edge 3D-printing technology, the trophies reflect CTE’s role in preparing students for 21st century careers. They harness the power of collaboration between CTE and business and industry partners.

For her winning entry, Tatreau received a $1,000 scholarship. Kent Career Tech Center received a one-year lease of a 3D printer, courtesy of Stratasys.

“The ACTE Student Trophy Design Contest presents an opportunity for students to increase their skill area. Broaden their horizons. What other chance will they have to design a trophy?” Ridley, an engineering and architectural design teacher at Kent Career Tech, continued. “Sara Tatreau is very creative and very driven.”

Meet Sara Tatreau

Please tell me a little bit about yourself. What inspired your interest in career and technical education (CTE)? 

My parents have always encouraged me to do whatever I was passionate about. And I happened to be passionate about STEM! Anything to do with astronomy, spaceflight or aviation. I am a tactile learner, so I love working on projects and applying what I’m learning.

Attending CTE programs was an easy choice, knowing I would have fun working with projects and learning in a style that worked best for me. 

Why did you decide to enter ACTE’s Student Trophy Design Contest? 

My instructor kept an updated list of scholarship opportunities on the class page. He pointed out the opportunity to me one day. I read the description; it was right up my alley. ACTE’s Student Trophy Design Contest presented a chance to put everything I learned in class to the test, so I decided to give it my best shot.

Please describe the design process.

The design process was interesting to say the least. I had an idea in my head, which I designed in SolidWorks, while scribbling rough dimensions in my notebook. After a week or two, I realized the original concept I designed was not the one I wanted to turn in. I believe I redesigned the trophy three times before I came up with the design that I submitted. I played with different details until I produced a simple, elegant design I could be proud of.

Do you have any previous experience with 3D design and printing? 

Before my time in the engineering program, I had experience with SolidWorks and 3D printing through the Design Lab program. One unit, dedicated to 3D printing and computer-aided design (CAD), asked students to solve a problem in our lives. I also used CAD and 3D printing for my final project in the program, which was to solve yet another problem.

I entered a contest for NASA to design a combination tool that could be printed for astronauts on the space station. While I did not win the contest, I enjoyed the process of designing the prototype and 3D printing it at my school.

I also gained more experience when I volunteered at a summer camp run by my Design Lab instructor. We spent one day with the middle-school aged campers teaching them about CAD. We help campers design and 3D print their ideas. Often, I performed maintenance on the printers, along with changing filament, clearing the prints, uploading the designs and arranging them on the print bed in an efficient way.

What guidance did your teacher provide? 

During the development stage, my instructor let me go through my process with no interference. He helped me at one point when I was adding the ACTE logo. I was not familiar with certain features on SolidWorks. He taught me a couple tricks to get the end result I wanted.

What do you hope to achieve as you navigate postsecondary transitions?

I hope to earn my electrical engineering degree from Michigan State University. I also hope to encourage other young women to enter fields dominated by men. There is no better feeling than to follow your passion. I want to encourage others to do the same. Even if the career they want is not traditional for their gender.

What do you hope Kent Career Technical Center will gain from the lease of a Stratasys 3D printer? 

I hope they gain the opportunity to work with a top of the line 3D printer, and that they will get even more real-world experience during their high school years. I hope it also serves as a way to encourage them to go and try new things, because you never know what will happen if you give something your best.

Is there anything else you’d like to share?

I would like to thank my family, friends and teachers that helped me get where I am today. I could not have done it without your support and occasional reminders to blink when designing parts in CAD.

View Sara Tatreau’s winning trophy design when you tune in live for the virtual Awards Gala at ACTE’s CareerTech Virtual VISION.

The awards celebration occurs on Dec. 3 at noon.

Not yet registered for VISION? Register today.

When we’re kids, we can’t wait to grow up. We want a cool job, a paycheck, and to make a difference in the world. Many of us wait until we’re adults to take the first step toward career goals… But today’s young entrepreneurs are taking matters into their own hands at an early age in Collier County, Florida.

Middle school students enrolled in early entrepreneurship programs ideate, innovate and create a business. Often, they fail, shift gears and try again. They learn by doing and we, their teachers, learn by watching them chase their dreams.

Career and technical education in middle school

Career and technical education (CTE) exposes secondary and postsecondary students to high-demand careers. But Perkins V presents an important opportunity to expand opportunities for younger students. Middle schools can now access the benefits of Perkins Grant funding for entrepreneurship programs to support student career exposure and growth.

CTE helps students develop technical skills, yes, but CTE students also develop valuable skills such as critical thinking. They begin to embrace learning, so they can continue to thrive beyond the walls of a classroom. Middle schoolers have boundless talents and capabilities, when presented with opportunities to collaborate and be creative. All while developing critical skills around collaboration, problem solving and confidence!

What does teaching entrepreneurship mean for educators?

To be honest, we love our entrepreneurship programs just as much as our students do. Entrepreneurship education challenges everyone in the classroom to think outside the box. Educators learn to be okay with not knowing all the answers… And our students have to be okay learning in a different way. Traditionally, I am very regimented. I am very scheduled. I go piece by piece and I don’t miss a beat. That was something I had to unlearn with entrepreneurship.

It’s not prescriptive, so you have to be flexible. If we don’t cover the entire marketing piece or not every student understands the financial component of mxINCedu, that’s okay. mxINCedu empowers students with the tools and mindset to explore what it takes to be an entrepreneur.

What do students gain from entrepreneurship education?

A better question might be, “What don’t students gain from entrepreneurship education?”

Resilience

One of the most unique skills developed — and one we didn’t expect: Students developed the ability to practice resilience. By resilience we mean many are starting from scratch at this age!

Our students work with unfamiliar classmates, and they’re all sharing different ideas. They stumble. And they continue forward because, ultimately, there is a business they want to create.

Resilience involves learning how to handle rejection. Students pick themselves up, and they figure out what to do differently. Entrepreneurship education teaches middle schoolers how to navigate these challenges.

Public speaking

With finding one’s voice comes the responsibility of sharing it. That’s where public speaking skills come in. Early in her program, one student expressed fear of speaking in front of a group; she hid behind her hair. But… By the time we held our culminating event, the district’s STEAM conference, she was confident as she spoke with the ABC and NBC TV news crews. And she had fun.

Empowering students in the age of COVID-19

We live in extraordinary times. Entrepreneurship education encourages students to think about the problems they see around them and ask, How do we solve those problems with a business solution? Students generate and act on self-driven ideas. And then we see the students grow in all these ways — socially, emotionally, academically. A foundation in entrepreneurship education will benefit our students as they, and society, cope with all kinds of trauma around COVID-19.

My students who don’t feel very successful with their core classes really love entrepreneurship because they can showcase their other skills. It’s all about helping them realize: There’s a place for me. There’s a place for my little quirkiness.

Jessica Babb and Kelly Wilson are champions of student entrepreneurship at Collier County Schools in Naples, Florida. Collier County is a community of entrepreneurs, where 92% of businesses are small business with nine or fewer employees. The Greater Naples Chamber of Commerce embraced an initiative to support entrepreneurial learning in Collier County through mentorship and by sponsoring the Naples Children’s Business Fair. Wilson and Babb are also entrepreneurs in the community — real estate agents working together as a team.

Career and technical education (CTE) teachers ensure alignment between the labor market and academic skills. They teach and assess with standards’ driven assignments. CTE provides opportunities for students to meet industry standards. School counselors encourage career pathway options based on students’ interests and preferences. They do this through course scheduling and knowledge of school and community supports.

With strong collaboration and smart use of students’ individualized education plans (IEP), special education (SPED) teach self-determination and advocacy skills.

When CTE teachers, SPED teachers and school counselors collaborate, students and families become better able to explore options and set goals based on the student’s:

• Interests
• Preferences
• Strengths
• Needs
• college and career activities
• Transition plans
• Academic levels and industry standards
• Approved accommodations

“Jayden, you love to show me the videos and art you post online. Why is your Digital Media grade so low? Jayden shrugged. “I don’t like the class. I am transferring out at semester.”

Pathway success for students with disabilities requires collaborative effort.

A school counselor recognized the need for additional support and consulted with Jayden’s special education teacher and CTE teacher. All together — Jayden included — the team met to explore options available to help Jayden meet course standards.

Jayden’s plan

Prior to COVID-19

Jayden struggled to finish class assignments during class, and he did not have access to the computer program outside of class. The SPED teacher obtained a license for one of his classroom computers. The CTE teacher opened extra hours in the computer lab and made herself available to answer questions. Jayden attended the extra sessions with reminders from his teacher.

Continued support during COVID-19 pandemic

The CTE teacher encouraged all students to post questions in a class chat that he could answer for everyone. He added extra online office hours for students. With Jayden, the SPED teacher reviewed how to access and post questions in the chat. They also discussed how to set reminders on his school calendar for the extra help sessions. Additionally, the SPED teacher has helped Jayden communicate effectively with his CTE teacher.

Providing additional classroom support and career guidance can result in strong positive outcomes for SWD. Create opportunities for teachers and students to meet and talk about their progress. Build relationships of trust and encourage connections with school and community support services.

Ongoing collaboration allows teachers to provide access, equity and inclusion for all students, including those with disabilities. Students become prepared to meet industry standards. Students become empowered to

• Identify their individual interests
• Determine which classes are the best match for them
• Explain the support they need to achieve their personal employment, education or independent living goals.

Conclusion

Jayden popped into the room with a huge smile. He said, “Hey, I am all caught up! I am definitely going to take Digital Media 2 next semester.”  

When we leverage our professional strengths and collaborate effectively, relationships of trust are created. Academic support is appropriate. Accommodations are helpful and timely. Students experience strong positive outcomes. Students achieve.

Shirley Dawson, Ph.D., is an associate professor at Weber State University. She researches and teaches courses in special education law, transition planning, and teacher development.

Melanie Allen, M.Ed, is a school special education teacher. She helps students and their parents explore their career options, determine goals, and facilitates school collaboration and interagency connections.

Adam King, M.S., is an assistant principal in Davis School District. He has also worked as a special education teacher and district SPED/504 coordinator.

The research reported for 2018–19 is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324L180011 to Weber State University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Despite the rewarding and technology-driven careers available in advanced manufacturing, many students simply don’t know that such opportunities exist. Thus it is vital that educators and industry partners align their outreach initiatives to increase awareness and generate excitement about advanced manufacturing.

“What do you want to be when you grow up?” Students’ answers vary, but advanced manufacturing never tops the list. Why not? A few reasons:

1. Students might not understand what careers opportunities are available.
2. They may have a negative perception that manufacturing is a dirty job.
3. Students might question how their math and science lessons apply in the real world.

Manufacturing companies view these scenarios as a valuable opportunity to increase awareness and interest among the younger generations. To that end, outreach initiatives emphasize STEM-related programs to engage students and spark interest in advanced manufacturing.

Often, companies will partner with local school districts or community/technical colleges to support high-quality career and technical education (CTE) programs. Joliet Junior College (JJC) — located in Joliet, Illinois — offers innovative STEM programs for the community in partnership with companies such as CITGO Petroleum Corporation and Exelon.

Explore careers

Students in grades six through eight learn about various career pathways in a hands-on environment at JJC’s STEM Academy Technology Camp. Students learn about many technical areas:

• Automotive
• Architecture
• Engineering >amp; construction
• 3D printing
• Computer-aided design and drafting
• Electrical
• Industrial maintenance technology
• Manufacturing
• Orthotics >amp; prosthetics technology
• Robotics
• Welding

In partnership with CITGO Petroleum Corporation, JJC developed activity guides that highlight the importance of STEM. These resources targeted various age groups — from kindergarten through junior high school. For high school students, a unique career pathways brochure showcased occupations available at CITGO, and shared the education required in order to obtain those positions.

CITGO is also an active participant in JJC’s annual MFG Day event for high school students. This event brings together manufacturing and education. Manufacturers share about career opportunities available and highlight business-education partnerships in place to guide students as they navigate postsecondary transitions.

“Whether CITGO is sharing STEM through a camp, academy or career pathway discussion, the goal is to be a part of increasing STEM capabilities in students of all ages,” said Dennis Willig, vice president and general manager of the CITGO refinery in Lemont, Illinois.

Expand access to manufacturing pathways

JJC partners with Exelon to provide additional STEM opportunities for the Joliet community. Girls Leading the Charge, funded through a grant from Constellation, an Exelon company, educates middle school aged girls in technology and engineering skills. For the past four years, girls in grades six through eight have learned about solar power energy and engineering. This STEM-focused program progresses in three levels that increase in project scope and difficulty. Girls explore concepts in alternative energy  and participate in hands-on activities.

Participants design their own cars, and they are required to troubleshoot if the design does not work. In addition to learning about physics, mechanics and solar energy, students develop critical thinking and problem-solving skills. In the end, the girls present their designs, and share what they learned through the design, building and testing process. Opportunities like these are available when companies such as Exelon invest in their community.

“[Girls Leading the Charge] is the first camp/class of this sort we have done at JJC, and my daughter and her friend loved it!” A parent continued, “I’m a high school teacher and I have super high expectations! When I saw the girls made solar powered robots, I was blown away. Both girls are still talking about how they made the robots, and remote cars and skateboard. It’s so, so, so awesome to get them involved in STEM.”

When students are introduced to these types of programs at an earlier age, they become more aware of the opportunities that are available.

Meet local workforce needs

JJC’s operations engineering and technician (OET) program, sponsored by a partnership with Exelon, connects local talent to good paying jobs in the Joliet area. Students in JJC’s OET program earn an associate of applied arts degree while training for a career in petrochemical, nuclear or manufacturing industry. The program presents a hands-on learning environment where students also complete a summer internship.

“We admire the commitment Joliet Junior College makes to shaping and growing the individuals entering the industrial workforce,” said Sara Peters, Dresden Station communications manager. “We’re pleased to say that our local nuclear plants have benefitted from hiring several graduates of the OET program and the knowledge and skills they’ve brought to their jobs from day one.” 

Outreach initiatives make an impact

These innovative outreach programs demonstrate a strong commitment from manufacturing companies to give back to the communities they serve.

“We’re extremely fortunate to have manufacturing companies such as CITGO and Exelon in our area who recognize the importance of this outreach initiative,” said Amy Murphy, dean of applied arts, workforce education >amp; training at JJC. “Through these partnerships, we’ve been able to provide innovative programs and events for students in elementary, junior high and high school so we can collectively inspire our future workforce.”

Learn more about Joliet Junior College’s STEM programs.

Melissa Lachcik is continuing education development coordinator at Joliet Junior College.