American Income Partners Basic Program by tyv18830

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									Developing a Contextualized Cross-
Curricular Basic Skills CTE Program:
LATTC’s Utilities & Construction Prep
Dr. Allison Tom-Miura
Noncredit Basic Skills Instructor and Program
Director Career Advancement Academy
BSI Regional Meeting
May 7-8, 2009
UCP Program Overview
   Set of 11 different noncredit courses from two
    different disciplines (Basic Skills and Vocational
    Education)
   Total of 306 instructional hours delivered Mon-Fri.
    from 7am-12pm, over 12 weeks (17 std hrs)
   Taught by seven different instructors
   Includes both college readiness and workforce
    preparation outcomes and standards
   Work with industry advisors and nonprofit partners
Course Breakdown
   Contextualized Math, English and Mechanical Basic Skills – 99
    hours
   Applied construction basics (terminology, tools, safety and
    skills) – 54 hours
   Workplace fitness and conditioning – 54 hours
   Industry overview and employment readiness (soft skills, career
    exploration and financial literacy) – 45 hours
   Workplace success skills (teamwork, communications and
    leadership) – 36 hours
   College readiness – 18 hours
Student Profile
   80% male and 20% female
   60% African American, 35% Latino, 3%
    Asian, 2% White
   ~70% first-time college students
   ~90% were not currently attending college
   ~25% do not have HSD or GED
   ~98% low-income
Student Success Data
   85% of students complete the UCP program
   95% of those that complete continue their college
    education and/or work (full-time and part-time)
   Majority of students that continue their education
    matriculate into college credit, college level classes
   100% of students that didn’t have HSD or GED prior
    to program continue in college to earn it – many
    have already earned them
   A number of our students have been released from
    probation (during and after completing our program)
Other Student Successes
   Significant positive changes in student
    attitudes, behaviors and confidence
   Positive and sustaining relationships students
    build and maintain with their classmates,
    instructors and industry professionals (allies,
    advocates & mentors)
   Intergenerational and multi-level learning,
    support and assistance our students give each
    other that change their lives in positive ways
Program Development Process
   Gap analysis/labor force demand with industry
    representatives and CTE field
   Career pathways planning and industry research and
    networking
   Basic Skills instructor researches and builds relationship with
    CTE department/disciplines (curriculum content, workplace
    standards, department and industry culture, sharing of faculty,
    facilities and resources)
   Identify, collect and select existing curriculum and develop
    student learning outcomes and contextualized basic skills
   Recruit, orient and train faculty
   Ongoing refinement of curriculum and faculty coordination
    and training
Utilities Career Pathways
                                        Electric Station                       Electrical Distribution                                                ADVANCED
                                        Operator ($/yr)                           Mechanic ($/yr)                                                    EMPLOYMENT




                  Electrical Craft Helper               Maintenance and                           Steam Plant Asst.                                 UPGRADE
                      ($46K-63K/yr)                  Construction Helper ($/yr)                        ($/yr)                                      EMPLOYMENT




Pre-Electrical Craft            Lineman Training              Solar Installation             Supply Water Cert 1       Wastewater Cert 1
  Helper (54 hrs)                   (54 hrs)                      (54 hrs)                         (_ hrs)                  (_ hrs)        ENTRY LEVEL TRAINING
                                                                                                                                           (Short-term CTE college courses)




                                  Meter Reader                                     Customer Service Rep
                                    ($13/hr)                                             ($13/hr)                                                  ENTRY-LEVEL
                                                                                                                                                   EMPLOYMENT




                                                   Utilities and Construction
                                                          Prep Program
           CAHSEE Test                               contextualized basic skills
                                                                                                            GED Test                               PREPARATION
                                                            (315 hours)




                                                     CASAS Reading and                                                                            RECRUITMENT
                                                     Math Test > 6th grade                                                                        & ASSESSMENT
                                                           Funded by Career Advancement Academy,                                                                  8
                                                           California Community College Chancellor's
                                                                            Office
Hurdles
   Finding the right faculty/faculty training
   Determining and refining the content of the
    curriculum
Faculty Selection and Development
   More than finding people that           Integrate the practice of inquiry
    meet minimum qualifications              in our program as teaching and
    and are content experts                  training tool
   Instructors must have both the          Instructors use inquiry with our
    capacity and desire to approach          students to get to know them and
    teaching as a student of learning        build relationships with them
   Instructors must have a teaching        Instructors use inquiry with each
    philosophy and teaching                  other and with selves to unlearn
    techniques that facilitate college       assumptions, myths and
    readiness, workplace readiness           stereotypes of our students that
    and supports/sustains our                are barriers to our effective
    students’ motivation                     teaching, our students’ learning
                                             and our relationship-building
                                             with students to support their
                                             motivation
Curriculum Content
   Essential pieces of our                Willingness to regularly practice
    curriculum and program extends          inquiry and evaluate our
    beyond workplace, CTE and               program
    typical basic skills content           Accept that we are not experts in
   Curriculum and teaching must            knowing what our students need
    focus on building upon students’        and want and that there is no
    strengths and their high level of       “magic bullet”
    motivation by teaching them            Students needs and wants are the
    critical thinking, relationship-        drivers of our curriculum and
    building and leadership skills so       teaching (“It’s all about the
    they can effectively navigate           students”)
    systems in pursuit of their goals      Integrate teaching of higher level
    (persistence)                           skills
Program Success
   Received our first FIN grant that is integrated into our
    program
   Created and maintain a safe space for our faculty to practice
    inquiry about our own teaching and our learning about our
    students, ourselves and our teaching
   Built enough trust help each other in our unlearning and
    development process
   Built a strong relationship with our CTE Department and
    industry partners
   Expanding our nonprofit partnerships and strengthen our
    programs ability to more effectively support our students on
    and off-campus
Ongoing Challenges
   Faculty recruitment and development
   Case management
   Support services for our students
   Role of counseling vs. providing CTE
    advising coupled with teaching our students to
    navigate college and employment systems
Contact Information
   http://www.lattc.edu/dept/lattc/WED/UtilityPr
    ep.html
   Leticia Barajas, Dean, Academic Affairs
    & Workforce and Economic Development
    barajal@lattc.edu
   Dr. Allison Tom-Miura, CAA Program
    Director and Noncredit Basic Skills
    Instructor tommiuaj@lattc.edu
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