Creating Curriculum for Green Jobs

1. Creating Curriculum for Green Jobs Valerie Karnes Dean, Career Technical Education Kathy AlfanoPh.D Director, CREATE Dennis Faber TIME Center Suzie Ama Faculty, Cerro Coso This ATE Center in Renewable Energy is funded by the National Science Foundation award # 1002653

2. CREATE Consortium

3. Overview/Goals The goal of this ATE Regional Center is to address the demonstrated high demand for renewable energy technicians in southern and central California as a multi-county consortium. This four year grant will allow the Center to complete objectives in five areas...

4. Agenda Welcomes & Introductions - Kathy Alfano, 5 MIN • Overview of CREATE and Workshop Agenda CREATE-Cerro Coso-Wind Tech Background - Valerie Karnes & Suzie Ama, 10 MIN • Wind Energy “environment”-programs, companies, and similar info • Curriculum development needs • Rationale for using the DACUM Process

5. Agenda DACUM and Gap Analysis Work Sessions - Dennis Faber, 15 MIN • Overview of the DACUM process • Potential Benefits & Limits • Product(s) review o   Future Trends o   Career Ladder o   DACUM Profile (including knowledge/skills & tools/ equipment lists) o   Initial Curriculum Plan(s)

6. Agenda DACUM Exercise with participants- Faculty Member/Instructor, 15 MIN • Facilitate the selection of a major duty area of faculty members and identification of the tasks required to perform that duty • If time allows, identify key knowledge and skills and tools/equipment needed to perform the tasks

7. Agenda Outcomes & Next Steps - Group,10–15 MIN • Benefits & Limits • Gap Analysis results • Potential partnerships and collaborations • National and/or regional crosswalks with existing duty, task, competency, curriculum products/models • Cerro Coso Next Steps

8. Cerro Coso Community College • Five Different Campuses • Diverse Employer Needs • Aerospace • Manufacturing • Mining • Renewable Energy • Employer Summit – • Need Technicians

9. Meeting Industry Needs Environmental Scan for Cerro Coso Community College (06-07) Emerging wind//solar industry (07-11) Employer Summit (07-10) Emerging technician jobs identified (07-08) Wind Industry Meetings (2007-2011) Existing Programs identified Met with industry – selected components Courses developed & program written Advisory Committee approval Approved by California (09) Immediate Employer Needs (2008) Wind Boot Camps/Grant Training Offered (2009-Present) National Grants Awarded (2009) Not for Credit Fast Track Program Developed

10. Challenges We Faced No in-house expertise in Wind or Solar Industry not certain what they wanted in entry level technicians Equipment – large and expensive Hiring an expert in the field

11. CREATE Benefits Collaboration of multiple colleges Shared curriculum across colleges Leveraging of equipment and brain power Networking at national levels to expand search of faculty Partnerships DACUM expertise to define the skill set

12. DACUMDEVELOP ACURRICULUM Grant #1002653

13. What is it? • A proven 4-step approach • Builds industry-driven education programs • Right experts involved at the right times • Effective, quick & low cost tool • Customized to your needs & circumstances

14. CurriculumDesign Steps TECH SCAN Environmental Scan of an Occupational Area ½ Day OCCUPATIONAL ANALYSIS DACUM Chart with Duties, Tasks & Lists 1-2 Days CURRICULUM PLANNING INSTRUCTIONAL DESIGN Initial Curriculum or Training Plan 1-2 Days Performance-based Syllabus Course Outline & Materials 1-2 Days

15. DACUM Components • TECH SCAN • Product: Assessment and scanning of an occupational area • People: Leaders and futurists in business, labor, government, and education • Process: Structured focus group – one half-day to one day • OCCUPATIONAL ANALYSIS • Product: DACUM chart, duties/tasks, and support requirements • People: Expert workers • Process: Structured brainstorming/decision making – 1-2 days • CURRICULUM PLANNING • Product: Initial curriculum or training plan • People: Technical and general education faculty, business representatives, and DACUM representatives and trainers • Process: Moderately structured problem-solving – one to two days • INSTRUCTIONAL DEVELOPMENT • Product: Performance-based syllabus/course outline and related materials • People: Instructional staff, faculty, instructional developers, and trainers • Process: Moderately structured course building – one day per course

16. DACUM Applications • New or updated credit curricula • Systematic program review • 4+2+2 programs—Tech Prep, Career Pathways • Customized training programs • Work-based learning programs • Organizational planning & needs assessment • Performance assessment • Joint ventures/collaboration efforts • Job structuring & restructuring • Employee career pathways • Skills Standards Development • Occupational scanning—focused program development

17. Benefits • Extremely responsive • Wide range of applications • Systematic • Cost effective • Encourages collaboration • Participatory approach • Positive impact on student learning • Employer/Employee buy-in

18. Limitations • Requires institutional support • Expectations that can’t be realized • Quality inputs = quality products • Verification to assure accuracy • Limited availability of panel members • Inability to suspend biases • Updates required to stay current • Not a panacea for troubled program, faculty, business

19. Success Factors • Planning time with key staff to focus/tweak activities • Key player buy-in – managers, unions, workers, faculty • Quality, balanced panels – workers, supervisors • Clear focus for job analysis • Organizational support – participants’ time, logistics… • Plan for addressing key groups’ needs & concerns • Organizational coordinating group to process information, explore options, make decisions

20. For more information about the DACUM Process highlighted in this presentation, please contact: Dennis Faber Principal Investigator TIME Center Community College of Baltimore County 443-840-4297 dfaber@ccbcmd.edu

21. Outcomes & Next Steps Benefits & Limits Gap Analysis results Potential partnerships and collaborations National and/or regional crosswalks with existing duty, task, competency, curriculum products/models

22. Cerro Coso Next Steps Advisory Committee expansion Review recommendations from DACUM & Gap Analysis Rewrite/Update Wind Tech Program Industry Review Align with AWEA seal of approval Submittal to Chancellor’s Office for approval Submit for AWEA approval Build online and on-ground modules to improve learning

23. Cerro Coso Next Steps Assess effectiveness Student Learning Completion Placement for Employment Dissemination Share curriculum Share learning modules Lessons learned

24. For more information about the Cerro Coso Community College program highlighted in this presentation, please contact: Valerie Karnes Dean, Career Technical Education Cerro Coso Community College 760-384-6258 vkarnes@cerrocoso.edu

25. Thank You!