Category: Leadership Matters

Meet Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College. Marthinussen’s Techniques interview appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills do you hope to develop as part of the Postsecondary CTE Fellowship?

I would like to strengthen my skills in leadership, management and communication. And I would like to improve my abilities to present information in an effective and understandable way. Further, I would like to become a better manager for the employees that I supervise, providing better leadership to my team overall.

I would also like to leave a lasting impact on my students. The Postsecondary CTE Fellowship has helped me to think differently and to approach things in a more efficient manner. In my role at NOVA, I hope to provide input on organizational change when it comes to better serving underserved population groups in northern Virginia.

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

When the pandemic first hit, pretty much all hands-on activities and in-person gatherings were put on hold. We adjusted and came up with new ways of engaging students in CTE. Our team devised multiple “new” programs. For example, we launched a design challenge through our Fab Lab. The pandemic forced many people into lockdown and boredom set in quickly. Many popular activities sold out in local stores and online. So, people started to invent new methods of entertainment using recycled household items.

The design challenge: to invent and design an all-new toy or game that could be fabricated in NOVA’s Fab Lab (by 3D printing or laser cutting) using household items or materials.

Our education systems face many challenges in 2022. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

New and different challenges have emerged amid the pandemic. The transition to online learning — happening over the last two decades — accelerated dramatically in 2020. Today, nearly all students have taken at least one course online. In 2016, that number was just about half. And only 10% in 2000. Looking at the data, traditionally, white students experience stronger education, employment and earning outcomes than their Black and Latinx peers. This gap may grow even larger as more and more CTE programs move to online/hybrid delivery models.

As a faculty member at an institution that offers CTE courses, I think it is important to identify and examine barriers and develop strategies to increase access. Build equity consciousness into curriculum for students. And reinforce this message in professional development conducted among faculty and staff. You may consider how all stakeholder groups can collaborate to define common equity goals.

Further, in both remote and in-person learning, take time to assess students’ needs by seeking input from them. Do they have access to adequate housing, food and technology? To support students entering a global workforce, institutions should also identify new, more equitable methods for work-based learning. And, finally, as the pandemic continues to change the future of work, strive to align programs of study with labor market demands.

Learn more about the Postsecondary CTE Fellowship.

Please also meet:

• Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
• Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
• Tracey D. Cooper, executive director of nursing at Temple College
• Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College
• Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
• Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
• Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
• Eric Sewell, director of technical education at Southern Union State Community College
• C.J. Wurster, district director at Maricopa County Community College District
• Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
• Dr. Xue Xing, assistant professor of teaching and learning at University of Nevada – Las Vegas
• Martha Payán-Hernández, director of CTE at Fullerton College
• Dan Adams, former CTE administrator and current stay-at-home dad
• Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
• Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College
• Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College

Meet Dr. Xue Xing, assistant professor of teaching and learning at the University of Nevada, Las Vegas. Dr. Xing’s Techniques interview appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills do you hope to develop as part of the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation?

I hope to strengthen skills in the areas of communication, organizational management and networking. As an ethnic minority and international female, I find my voice is heard less often than that of my peers. Although this might be a long journey, I believe greater communication skills can help me navigate some of the challenges in my professional life. Further, skills related to organizational management and networking will help advance my career. Knowledge about institutional dynamics and positive interpersonal relationships will create opportunities for collaboration and positive changes.

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

COVID-19 has imposed great challenges on our daily and professional lives. At the beginning of quarantine, I noticed right away that maintaining the mental health of our faculty and student communities would be a challenge. I initiated a 30-day COVID-19 Warrior Challenge in my department — with a very optimistic thought that we would get back to normal in one to three months. The goal of this challenge was to establish a new life and work structure that fit the new normal. I coordinated a group of faculty and students who met every day to cheer each other up and hold each other accountable to goals. Members who completed the challenge said they felt better and more productive when adjusting to the stay-at-home life. I feel very proud of them and myself.

Our education systems face many challenges in 2021. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

I believe in taking a proactive approach to improving equitable access to education. Solutions start with identifying program areas and populations that face equity concerns. Establish career pathways that expand diverse students’ participation in those fields with purposeful recruitment strategies and favorable admission policies. Then create a supportive community that engages all learners with targeted peer and faculty mentoring to ensure their retention and success in academics and careers. And follow through. Invest in your students and invite them to become the future of CTE.

Learn more about the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

Please also meet:

• Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
• Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
• Tracey D. Cooper, executive director of nursing at Temple College
• Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College
• Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
• Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
• Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
• Eric Sewell, director of technical education at Southern Union State Community College
• C.J. Wurster, district director at Maricopa County Community College District
• Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
• Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
• Martha Payan-Hernandez, director of CTE at Fullerton College
• Dan Adams, former CTE administrator and current stay-at-home dad
• Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
• Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College
• Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College

Meet Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College. Vincent’s Techniques interview appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills do you hope to develop as part of the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation?

Leadership skills and abilities I hope to develop through my fellowship with the Postsecondary Leadership Success Program at ACTE include:

• Incorporating a shared, articulable vision and mission across a program/institution
• Developing effective teams
• Collaborating effectively with peers
• Articulating messages clearly in written and verbal communications
• Building a professional network to support one’s development as a postsecondary CTE leader
• Understanding challenges in CTE staffing and strategies for recruiting and retaining CTE faculty.

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

Our college has a competency-based education program called TECH X.  The program focuses heavily on welding. During the early part of the pandemic, when all classes moved to remote learning, our TECH X team developed how-to videos featuring the instructors.  In conjunction with the videos, students engaged in interactive, computer-based training (CBT) modules. And, while CBT doesn’t take the place of hands-on learning, it did help to keep students on track and engaged.

We also hosted regular virtual check-in meetings with students.  This allowed students to log on and ask questions or meet with the success coach for guidance regarding personal or school-related issues.

Our education systems face many challenges in 2021. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

First, we can do a better job of meeting students where they are. A large population of students I meet may be drawn to CTE but experience barriers to entry.  Most often, these barriers involve transportation and child care.  Owensboro Community and Technical College provides free bus passes for students, but the bus does not run 24/7 and some programs run at night. They can get to class but they have a hard time getting home. We have gone as far as providing students with Uber rides, but that isn’t a permanent solution.

Further, tackling a different issue, we can improve high-quality CTE program of study by working to recruit and retain key faculty. Instructors who, both, care about student success and demonstrate expertise in their field can help set a program apart from the rest.

Learn more about the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

Please also meet:

• Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
• Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
• Tracey D. Cooper, executive director of nursing at Temple College
• Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College
• Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
• Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
• Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
• Eric Sewell, director of technical education at Southern Union State Community College
• C.J. Wurster, district director at Maricopa County Community College District
• Xue Xing, assistant professor of teaching and learning at University of Nevada, Las Vegas
• Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
• Martha Payan-Hernandez, director of CTE at Fullerton College
• Dan Adams, former CTE administrator and current stay-at-home dad
• Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
• Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College
• Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College

Meet C.J. Wurster, district director at Maricopa County Community College District. Wurster’s Techniques interview appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills do you hope to develop as part of the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation?

One of the things I most appreciate about this program’s design is how it really allows participants to seek out opportunities for growth in areas they feel are most valuable to their career trajectory. After completing an initial inventory on my current skills and interests, I identified tools that would support me in becoming a more effective leader.  This led to my focus on building leadership skills in three areas:

1. Developing and articulating a shared vision
2. Developing an increased understanding of access and equity issues in CTE, and identifying strategies for addressing gaps that exist
3. Understanding strategies to support data-informed decision-making

Through personal research, regular check-ins with my mentor, and monthly connections with other fellows, I have learned to approach the development of these skills in a thoughtful and meaningful way.

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

Particularly helpful during the pandemic’s early days was my college’s commitment to effective communication. My team and I connected every morning to discuss updates and how to address any challenges we faced. This was critical to establishing the idea that we all faced this new uncertainty together. We also incorporated weekly virtual meetings with all of our CTE instructors — across multiple campuses — to discuss and share as we shifted to online and then eventually back to hybrid and in-person classes. These weekly meetings sometimes featured open discussions, or instructors facilitated conversations about best practices. to share.

The college’s beauty and wellness programs (cosmetology, aesthetics and massage therapy) were among the first to return to in-person instruction. To maintain social distancing, we adopted an innovative hybrid approach where half of each cohort began the day in person while the other half participated in a live online environment. Midway through the day, they would switch to the other learning modality. This allowed students to learn their hands-on skills, while also maintaining the safest environment possible.

The work that our CTE faculty and instructors have done with students in the face of a pandemic has been truly amazing and inspiring.  Students have also shown tremendous resilience and grit as they remain committed to their educational pursuits.

The past 19 months have changed the community college student experience for years to come. And this brings up some important questions: What new expectations do students have of their college-going experience? And how do we ensure equitable access to CTE programs that may be delivered online, hybrid and/or in person?

Our education systems face many challenges in 2021. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

In many ways, CTE programs are incredibly well positioned to support the nation’s economic recovery. CTE programs can offer a short completion time and lead to immediate workforce entry. Further, enrollment in CTE can support upward mobility for individuals who may be unemployed or underemployed due to the pandemic. Career and technical education programs, delivered through flexible models, also may accommodate other demands on our students’ time, such as daycare needs or work schedules.

Educators have an opportunity to identify strategies that address basic student needs, such as food or housing insecurity, by connecting CTE students to college and community resources. These are not easy challenges to solve. But, as the value of CTE increases, we must also increase our focus on creating the optimal student experience to support equitable access.

Learn more about the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

Please also meet:

• Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
• Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
• Tracey D. Cooper, executive director of nursing at Temple College
• Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College
• Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
• Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
• Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
• Eric Sewell, director of technical education at Southern Union State Community College
• Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
• Xue Xing, assistant professor of teaching and learning at University of Nevada, Las Vegas
• Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
• Martha Payan-Hernandez, director of CTE at Fullerton College
• Dan Adams, former CTE administrator and current stay-at-home dad
• Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
• Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College
• Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College

Meet Eric Sewell, director of technical education at Southern Union State Community College. Sewell’s Techniques interview appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills do you hope to develop as part of the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation?

I hope to learn skills that will help me meet people where they are and work with them to realize their full potential. The skills we learn in the Postsecondary Leadership Success Program are practical and the program structure allows us to practice implementation. Each month as we meet, I look forward to growing in a new area. As a leader I want to stretch my understanding and rid myself of any biases that might be present. Through working with other leaders, I hear how they are improving their organizations and it inspires me to try new methods and adopt strategies to make my school more efficient.

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

During a global pandemic, it can be hard to motivate students who are hands-on learners. Students find it difficult to practice their technical skills from home. To alleviate this, we implemented simulation software that helped some students virtually, but we did not find a genuine replacement for hands-on learning. To keep students safe, we had to limit the number of students in labs. We also offered nontraditional times for students to participate in labs. The pandemic brought a whole new meaning to flexibility and change. We had to come together to fight to keep our students and faculty safe while still training the future workforce.

Our education systems face many challenges in 2021. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

As we hope that the worst of the pandemic is behind us, we must be ready to face the challenges that the future holds. We continue to see a decrease in enrollment, and this affects underserved students the most. Over the next year, we hope to work with prospective students and employers to offer flexible schedules and help the already strained workforce receive training. The challenges that arose in 2020 taught us to think outside of the box. At all times, we must try to do what is best to meet student and employer needs. I hope to help each person in their unique situation. Together, CTE trains the workforce of the future.

Learn more about the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

Please also meet:

• Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
• Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
• Tracey D. Cooper, executive director of nursing at Temple College
• Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College
• Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
• Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
• Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
• C.J. Wurster, district director at Maricopa County Community College District
• Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
• Xue Xing, assistant professor of teaching and learning at University of Nevada, Las Vegas
• Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
• Martha Payan-Hernandez, director of CTE at Fullerton College
• Dan Adams, former CTE administrator and current stay-at-home dad
• Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
• Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College
• Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College

Meet Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College. Kinsinger’s Techniques interview appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills do you hope to develop as part of the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation?

Through the program I hope to gain valuable skills that allow me to empower others and become more efficient in my work. I hope to learn — from speakers and others in the program — how to be more intentional with my focus areas and purpose. Too often it seems as though I am running from fire to fire. What needs my greatest attention at this moment, that’s where my focus lies. I hope to prioritize my work to better serve others in and outside of our institution. I also strive to achieve a better work life balance.

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

I will never say that COVID-19 is a good thing, but it has taught us many things to help us improve in the future. For example, how can we provide opportunities for students to engage with other students from around the globe? Prior to the pandemic, I led numerous study abroad opportunities a year. These experiences had a great impact on students, but they’re limited to students who can afford or are willing to travel abroad.

Since we were unable to travel, we created a virtual exchange for students to connect from Denmark, the Netherlands and Iowa. There was no cost to participate, providing greater access for students to engage and develop their global competence. Even when travel returns for study abroad, I foresee continuing virtual exchanges to provide opportunities for all students.

Our education systems face many challenges in 2021. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

This is a question that I have struggled a lot with lately. We must be aware that there will be unintended consequences to many actions, especially when those with great privilege (including myself) are leading the efforts. I think the first step to creating greater equitable access to CTE is to approach all situations with an open mind.

Be willing to listen. Admit when you have made mistakes and surround yourself with a team of diverse individuals. Self-reflection is a big piece of this — once again, for me included. Educators must consider how they have or have not encouraged equitable access.

Next, we need to engage diverse stakeholders in the planning process. As we develop programs and strategies we must continually ask, “Whose voices need to be heard?” Then, after implementing plans and strategies, we must continue to evaluate and reflect. Our work will never be done.

Is there anything else you’d like to share?

We are all stronger together. If we are going to tackle the complex problems facing our communities and the world, we need to build diverse teams that are willing to work together for the common good.

Learn more about the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

Please also meet:

• Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
• Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
• Tracey D. Cooper, executive director of nursing at Temple College
• Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College
• Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
• Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
• Eric Sewell, director of technical education at Southern Union State Community College
• C.J. Wurster, district director at Maricopa County Community College District
• Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
• Xue Xing, assistant professor of teaching and learning at University of Nevada, Las Vegas
• Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
• Martha Payan-Hernandez, director of CTE at Fullerton College
• Dan Adams, former CTE administrator and current stay-at-home dad
• Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
• Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College
• Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College

Meet Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College (BTC). The Techniques interview with Lafayette appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills do you hope to develop as part of the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation?

Through the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation, I hope to develop leadership skills in the following areas:

1. Mentoring and supporting program chairs to administer programs and develop program tools and documents that put student success first
2. Inspiring faculty to integrate digital tools and online resources into their curriculum — to enhance quality, flexible delivery of instruction that supports student learning and success of underserved populations
3. Engaging in strategic program management to address the changing demands of students, employers and industry

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

The pandemic environment added a sense of urgency to innovating the flexible learning opportunities at Blackhawk Technical College. As an institutional leader, I have championed innovation by collaborating with my peers across the college to identify strategies and resources for integrating digital tools and teaching strategies to support learners. Further, we consistently work toward a greater awareness of equity, diversity and inclusion in CTE.

At the start of the pandemic, faculty shifted content delivery to virtual. We combined online content with hybrid in-person learning, and we continued to adopt more digital resources. Additionally, we leveraged in-person clinical simulation sessions with remote technology. This has been a remarkable innovation for BTC.

I also gathered student feedback on their learning experience during the pandemic. This data will be used to support more focus on technology during student orientation and in a review of courses to ensure technology resources and support are readily available.

Our education systems face many challenges in 2021. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

The challenges students face during a global pandemic were reflected in the persistence rates of many BTC students. We saw an initial dip in returning student registrations from spring 2020 to fall 2021 as students sorted out how to juggle the competing demands on their time. Some of the stimulus activities to support families will help, along with ensuring quality child care is available, because many of our students are parents with children.

BTC has taken steps to increase institutional supports in areas of scholarship and financial aid. This work helps improve equitable access to CTE programs for students in our district.  We engage with industry partners regularly, through advisory boards and committees, to promote the benefits of CTE. Continued communication goes a long way in garnering the support of employers and legislators. And we need their support to shape our programs and hire our students.

Learn more about the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

Please also meet:

• Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
• Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
• Tracey D. Cooper, executive director of nursing at Temple College
• Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College
• Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
• Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
• Eric Sewell, director of technical education at Southern Union State Community College
• C.J. Wurster, district director at Maricopa County Community College District
• Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
• Xue Xing, assistant professor of teaching and learning at University of Nevada, Las Vegas
• Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
• Martha Payan-Hernandez, director of CTE at Fullerton College
• Dan Adams, former CTE administrator and current stay-at-home dad
• Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
• Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College
• Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College

Meet Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell. The Techniques interview with Thomas appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills do you hope to develop as part of the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation?

I am so grateful for this professional opportunity. And I would like to focus on three areas to increase my skills as a leader:

• Interpersonal skills
• Team building skills
• Visionary planning skills

Now, more than ever, we must be able to interact with a variety of people in a variety of settings to grow CTE. And I look forward to practicing and building on my interpersonal skills this year. Similarly, team building is vital for the success of any project.  The more cohesive and high functioning the team, the better the outcome.

I am interested in developing skills to create teams where everyone is a functioning member with open communication. In cohesive, functional teams, members think outside the box to devise creative approaches and solutions. Lastly, it is important for career and technical education (CTE) to be visionary in its approach to training. CTE is vital for the future of our country and will provide many high-wage jobs. It will require visionary planning among leaders to plant this seed in our current and future workforce.

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

The first thing I felt when the pandemic started, and I was sent home to work? Panic. We were in the middle of so many things — and they were going so well. I knew it would be difficult to keep these projects going in a remote environment. I had worked very little in Zoom or with any other virtual meeting software. Virtual meetings can be difficult. And, having sat through several, I knew I had to do something different.

So, I signed up for a class on how to lead virtual meetings. It was the best thing I could have done and well worth the investment. It made working virtually so much easier and allowed me to concentrate on projects and students and colleagues to get things done, rather than worrying about technology. I have practiced and shared what I learned so many times. This professional development allowed for some very meaningful conversations. And those conversations led to very interactive virtual meetings and more progress than I ever imagined on our projects.

Our education systems face many challenges in 2021. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

The focus of education, and not just CTE, must be equity. Not all students need the same things to succeed. And many of them don’t know what kind of help to ask for. There are also students who will not ask for help, even if they do know what they need. As CTE educators, we need to keep our ears and eyes open and truly see our students. Talk to current and prospective students. Get to know them and learn about what they need to be successful. Then provide them with the contacts to get assistance.

Additionally, it is important to align our CTE programs with the needs of the local workforce. Doing so helps to ensure that students have high-wage jobs waiting for them when they complete their education. Our world is changing rapidly so it will be important for CTE educators to encourage students to be lifelong learners. Encourage them to start out with a certificate, and get another certificate, maybe a degree… Keep learning and growing in their chosen career field.

Learn more about the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

Please also meet:

• Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
• Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
• Tracey D. Cooper, executive director of nursing at Temple College
• Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College
• Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
• Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
• Eric Sewell, director of technical education at Southern Union State Community College
• C.J. Wurster, district director at Maricopa County Community College District
• Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
• Xue Xing, assistant professor of teaching and learning at University of Nevada, Las Vegas
• Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
• Martha Payan-Hernandez, director of CTE at Fullerton College
• Dan Adams, former CTE administrator and current stay-at-home dad
• Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
• Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College
• Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College

Meet Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College. The Techniques interview with Phelps appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills do you hope to develop as part of the program?

When I entered the program, I was confident in which skills I hoped to acquire. However, based on the diverse group of speakers and course curriculum, I quickly realized that I would learn more than I could have imagined. My perspective regarding leadership has evolved, and previous hopes have been strengthened.

The fellowship will continue to challenge my thinking, broaden my perspective and strengthen collaborations with colleagues. Additionally, these experiences have emphasized the importance of relationship-building within higher education. Thus, I aim to approach my work by telling a relevant story, grounded in data, that aligns with the strategic plan and mission of the institution and its members.

In what ways have you innovated to engage students >amp; inspire colleagues in career and technical (CTE) through the COVID-19 pandemic?

Prior to the COVID-19 pandemic, most of student engagement was face-to-face at academic and social events. When the immediate change was made to offer all classes remotely, students and their families were stressed. They felt isolated and worried about what the future would hold. Many CTE program students were concerned about the impact of virtual classes on their hands-on learning activities. Montana Tech faculty pivoted quickly to record lectures, produce videos via Go-Pro, and utilize existing online resources to engage with students. This approach utilized many methods of learning. And we attempted to meet each learner’s needs while maintaining safety.

Working with TRIO Student Support Services, Café Zoom meetings offered an opportunity to engage with students and provide pertinent information. This was innovative within our educational community! It took time to build trust and for students to share their feelings. But soon it became clear that students felt empowered to share their concerns when university leaders participated in the meetings.

While our approaches during the COVID-19 pandemic were not perfect, we strived to meet student needs during an unprecedented time. Importantly, we continue to recognize that students yearn for a sense of normalcy. Genuine and empathetic response to student stress is critical to retain trust and rapport.

Our education systems face many challenges in 2021. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

CTE in secondary schools is where the workforce pipeline begins. But CTE remains unknown to many students and even educators. Career and technical educators must tell their story and the stories of their programs. This increases awareness of high-quality, short-term certificates and two-year programs that lead to high-skill, high-wage careers.

Within career pathways, there are different levels of educational requirements. But unless students are told a holistic story, many only hear about careers that require a four-year degree. Due to stigma around CTE careers, high schools often use these programs as alternative pathways when all students could benefit. Rather than making assumptions about academic potential, all students deserve high-quality career exploration. And that includes access to information regarding apprenticeships and work-based learning.  It is also crucial that CTE programs allow “on/off ramps” where students have an opportunity to leave the program and return without repercussion.

Since the COVID-19 pandemic began, student outreach has taken various forms. Zoom, Microsoft Teams and online classes substitute for face-to-face interaction. While virtual platforms may not replace in-person education, all platforms may work based on context. However, education systems must determine what each student requires. To do so, we reach out to students individually to assess needs. For example, once a student is enrolled, we may apply multimodal approaches to learning and provide accommodations as well as a trustworthy advisor. We will continue to aspire for equitable access to CTE by approaching conversations with curiosity and humility.

Learn more about the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

Please also meet:

• Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
• Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
• Tracey D. Cooper, executive director of nursing at Temple College
• Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
• Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
• Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
• Eric Sewell, director of technical education at Southern Union State Community College
• C.J. Wurster, district director at Maricopa County Community College District
• Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
• Xue Xing, assistant professor of teaching and learning at University of Nevada, Las Vegas
• Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
• Martha Payan-Hernandez, director of CTE at Fullerton College
• Dan Adams, former CTE administrator and current stay-at-home dad
• Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
• Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College
• Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College