Louise Yarnall, Raymond McGhee, & Joseph Ames

1. building reflective leadership:research into practices ATE leaders USE TO DEVELOP AND MAINTAIN INDUSTRY-RELEVANT curriculum, Programs, & Instruction Louise Yarnall, Raymond McGhee, & Joseph Ames

2. Research goals • Deepen understanding about the industry-CC collaborative cycle to develop workforce programs • Analysis framed by research model based on past research and our findings; use model to: • Tell rich stories about ATE Center cases • Describe mechanisms for iteratively translating industry input into curriculum, programs, and instruction • Describe mechanisms for sustaining the curriculum, program, and instruction collaboration with industry over time • Describe common metrics of program success

3. Research background • Title: Community College Partnership Models for Workforce Education Sustainability and Integrated Instruction • 4-year project, beginning Year 3 • 4 ATE Centers/Projects: • Wind energy, biotechnology, engineering technology, telecommunications and information technology • Different stages of engagement with industry in instructional program development: beginning, mid-life, mature • 6-7 associated colleges • Case studies

4. Research Team and Advisors SRI Team and Ames Associates Evaluator and Advisory Panelists • Louise Yarnall, PI • Ray McGhee, co-PI • Geneva Haertel • Robert Murphy • Carolyn Dornsife • Joseph Ames, Ames Assoc. • Nick Smith, Evaluator, Syracuse University • Frances Lawrenz, University of Minnesota • Cynthia Wilson, The League for Innovation in the Community College • ManjariWijenaike, former ATE Center director • Steve Wendel, NCME • David Jonassen, University of Missouri

5. Project Overview • Partnership sub-study: • Evolution of relationships between industry and community college in workforce programs • Unique stories, common mechanisms to translate industry goals into instructional programs • Classroom instruction sub-study: • Tracing industry and ATE Center influences on instructional programs • Characterizing range of workforce education instructional practices and curricula

6. Research products - Partnership • Cases of ATE Center activities contributing to life cycle of collaboration with industry in workforce program development • ATE principal investigator activities • Instructional goals • Rapid development mechanisms • Sustainability challenges

7. Research products - Instruction • Cases of ongoing, classroom-level processes that support continual instructional updates • Cases of technician education instruction

8. Peek at findings so far • Model of industry-community college instructional partnerships • Partnership sub-study: Early highlights & starting cases

9. Model: Findings and Uses • ATE community members can use this model to strengthen partnerships: • Stepping back, seeing “big picture” of your work • Using the categories in the model to “make sense” of challenges you face, identify potential opportunities • Researchers use models to make sense of complex phenomena across multiple settings • Models emerge from past empirical research and theory; they evolve based on current data

10. Model: Strategic Need

11. Model: Formation Processes

12. Model: Partnership Capital

13. Model: Outcomes/Outputs

14. ATE-CC Partnership Conceptual Model PARTNERSHIP CAPITAL FORMATION PROCESSES OUTCOMES/ OUTPUTS Establishing trust/norms/comm. (Fusing social & org. capital) Creating partnership capital (Partnership implementation) Sustaining the partnership (Producing results) Strategic Need Address labor supply needs Retrain incumbent workers Improve technician training Resource Leveraging Productive meetings: PD, new technology, standards alignment Establish agreements around equipment, labs / resources Instructional materials sharing Industry adjuncts ATE center role Talking with industry Organizing work groups with faculty Marketing/outreach Trust-building meetings Student Certificate testing (student pays) Degrees/certificates obtained Job placement/internships Classroom/ Faculty Degrees/certificates offered New courses created Instructional materials development Workplace Prepared workers placed Employee training Industry community link Historic presence In region Articulates labor need first CC support Administrator support for ATE leader External Resources State & local funding 1/x • Partnership Complexity • -# organizations • # sectors • # states Organizational boundary maintenance STAGES:Emergence Transition Maturity Critical Cross Roads

15. Partnership sub-study: Early findings • Cases • Uses: ATE community leaders can compare their own situations to these cases, deriving insights

16. Case 1: Regionally scaling a program • ATE leader role: • Facilitate regional industry, educators • Goal: • Sequence for multi-college ET program • Rapid Development Mechanisms: • Identify core courses that transfer across local fields (boating & medical devices) • Crosswalk industry standards to courses • Sustainability Challenges: • Sustain adults past 1 course

17. Case 2: National dissemination • ATE leader role: • Moving national industry materials to colleges • Goal: • Provide low-cost, up-to-date, industry-made IT materials • Rapid Development Mechanisms: • Identify IT platform providers with materials • Outreach to educators, pass costs to students, free training & materials • Sustainability Challenges: • Staying current

18. Case 3: Local industry exchange • ATE leader role: • Develop instructional materials, communicating with industry • Goal: • Enhance existing industry-college partnership in biotech • Rapid Development Mechanisms: • “SWAT” team capacity • Division of labor around “safety training” • Sustainability Challenges: • Rust belt economy • Biotech jobs pay half of old jobs • Global companies, no local loyalty

19. Case 4: Boot camp to program • ATE leader role: • Workforce program development • Goal: • Expand boot camp to college program • Rapid Development Mechanisms: • DACUM • Sustainability Challenges: • Timing market need: VC dry up • Keeping industry engaged • Facilitating discussions between educators/industry • “shop math” vs. “college math”

20. Next steps • Partnership Study: • Follow up interviews with stakeholders • Development of cases, and possibly other tools • Instruction Study: • Interviews to build cases: Describe 2 contrasting partnerships’ specific classroom instructional goals and programs • Classroom data to build cases: Select tech classes representing different levels of technical content and different emphases on technical vs. professional skills: • Instructional practice: Classroom observations and interviews • Curriculum: Artifacts rated by expert panels

21. Thank you • louise.yarnall@sri.com