Career Pathways Partnership Excellence Awards: 2013 – 2016
Sponsored by Kuder, Inc., the Career Pathways Partnership Excellence Award emphasizes the importance of career guidance and advising, professional development for educators and employers, and the employer role in providing work-based learning opportunities for students. The awards were given at the National Career Pathways Network annual conference.
1st PLACE WINNER: Law Enforcement Pathway, School of Law and Public Service, Jack E. Singley Academy, Irving, Texas
The Mission of the School of Law and Public Service at Jack E. Singley Academy is to provide high-quality educational experiences that ensure honor and help students achieve success in lifelong careers serving their communities. In the Law Enforcement program of study, students focus on careers in police work, emergency call centers, courts, and prisons.
Students enrolled in Law Enforcement can earn 18 college credits through Brookhaven College in Dallas, which are transferrable to Texas universities such as Sam Houston State University. The pathway courses are Principles of Law, Public Safety, Corrections and Security AND Disaster Response (grade 9); Correctional Services (Dual Credit) AND Court Systems and Practices – Law Enforcement (Dual Credit) (grade 10); Law Enforcement I (Dual Credit) (grade 11); and Practicum in Law, Public Safety, Corrections, and Security – Law Enforcement (Dual Credit) (grade 12).
The School of Legal Studies was established when the Academy opened in 2001. The two program options available to students were Law and Law Enforcement. The programs were designed to accommodate 140 students per program, per grade level. Enrollment had fluctuated between the two programs in the past and the current trend shows higher enrollment in Law Enforcement. Students spend 90 minutes at the school-site with the teacher-coordinator every other day and five to ten hours per week at the worksite with a company supervisor. Students are interviewed in May of their junior year and begin training during the summer and start their official employment in late August, continuing through the end of May of their senior year. The teacher-coordinator visits the employer every six weeks to check on student progress. Students are given the opportunity to transfer their school-site knowledge into a worksite. The Irving Police Department gives senior students work assignments inside the jail, where they experience booking and internal operations. Students are also placed in the 911 center, city courts, family advocacy center, and emergency management facilities.
Since the beginning of the Law Enforcement program, there has been continued enrollment growth. In 2010, enrollment was capped at 140. In 2013, the enrollment grew to 160, and current enrollment is 200. This indicates that the students are experiencing success and see value in the program. (Contact: Shawn Blessing, Irving ISD, firstname.lastname@example.org)
Alamo Academies, San Antonio, Texas
Alamo Academies provides tuition-free career pathways in critical-demand technical occupations in aerospace, IT and security, advanced technology and manufacturing, healthcare, and heavy equipment.
This national award-winning dual-credit model is operated in partnership with over 100 industry partners, Alamo Colleges, over 65 area high schools, chambers of commerce, cities, and community organizations.
The curriculum is driven by industry-projected workforce demand. Students are bussed to college campuses daily and engage in 2½ hours of instruction required to complete technical college programs of study, earning level I certificates of completion as part of the AAS degree pathway. Students earn 30+ college credits at no personal cost, enabling them to receive both a college degree and high school diploma. Students are also paid almost $3,000 through an eight-week on-site industry internship.
Results to date include 1269 graduates (95% continued to higher education or careers) and high levels of success among first-time-in-college, economically disadvantaged, and minority students. Over 2300 industry certificates have been awarded, and, since 2006, graduates have earned scholarships totaling over $16.1 million. (Contact: Gene Bowman, email@example.com)
12 For Life, Florence City Schools, Florence, Alabama
The 12 For Life program is a unique partnership formed between Southwire Cable Wire Manufacturer and the Florence City School system. This innovative program is one of two models in the United States that incorporate on-site academic instruction, implement a soft skill development training class, where students are employed by Southwire serving in various capacities while meeting production standards. In addition, other businesses have connected with the program and offered specialized employment for Florence High School students in fields such as healthcare, fashion design, and culinary food science. The 12 For Life program has evolved and formed partnerships with numerous college institutions that provide scholarships and apprenticeship experiences for qualified students. The program currently has acquired nearly $20,000.00 in award money. The culminating objective of the 12 For Life experience is to graduate students from high school while simultaneously equipping them with a vision and skill set that enhances their ability to be productive in any career endeavor. (Contact: Corey Behel, firstname.lastname@example.org)
Ranken Microenterprises, Ranken Technical College, St. Louis, MO
The Importance of Apprenticeships in Technical Education
Ranken Technical College’s Advanced Manufacturing Technology (AMT) program is a DOL approved and designated apprenticeship model, designed to meet the needs of both our students and St. Louis area manufacturers. Our students graduate ready to operate, troubleshoot and maintain high-tech, digitally-controlled equipment in the team-oriented environment of modern advanced manufacturing.
Attendees will gain an understanding of how Ranken’s accredited Advanced Manufacturing Technology (AMT) Associates degree program was established in cooperation with area manufacturers, ensuring that graduates meet industry needs and standards. They will understand how classroom academics are integrated with our work-based experience program: 45% of our student’s time is spent in actual manufacturing environments. 100% of our students are hired within 6 months of graduating – most before. Attendees will gain an understanding of our “pipeline” process which develops interest among middle and high school students, and an insight on the importance of “soft skills” and a solid work ethic.
(Contact: Don Pohl, email@example.com)
Manufacturing Career & College Connect, Chicago, Illinois
The mission of Manufacturing Career & College Connect (MCCC) is to empower, support, and prepare young people in their pursuit of career pathways that lead to self-sufficiency while creating conditions that are conducive to community transformation. MCCC grew out of the work of Manufacturing Renaissance (MR) with Austin Polytechnical Academy (APA), a Chicago Public School (CPS) on the west side of Chicago that opened in 2007. MR is an independent nonprofit organization working to rediscover, redefine, and rebuild advanced manufacturing.
Since 2007, MCCC has worked with over 90 local manufacturing companies to provide advisory support for technical and career preparation program design and operations; over 125 field trips to local facilities, colleges, and tradeshows; over 250 paid work-experiences and 55 full-time job placements. MCCC also designed and installed the WaterSaver Faucet Manufacturing Technology Center on site and established a National Institute for Metalworking Skills (NIMS) accredited machining training program in which students have earned 280 NIMS credentials.
In 2015, MCCC established the first dual-credit Manufacturing Technology course in the Chicago Public Schools district.MCCC staff members also develop and provide work-readiness and leadership capacity building and mentoring activities, helping participants learn to apply themselves in the workplace and the community. (Contact: Erica Swinney, firstname.lastname@example.org)
Engineering Technology (ET) Degree Program, Florida Advanced Technological Education Center (FLATE)
FLATE's versatile career pathway for the Engineering Technology (ET) Degree program integrates the national Manufacturing Skill Standards Council (MSSC) certification, creating an educational model designed to meet Florida’s need to increase its advanced manufacturing workforce. The ET program provides a variety of entry points for college and career pathways and articulates 15 college credit hours for holders of a current MSSC credential. Secondary students have curriculum and testing options to earn the MSSC credential and either enter college with 15 credit hours toward the ET major or be ready to work in good paying, high-skill jobs. Veterans and other adult learners have opportunities to earn the credential as part of the ET program, or through testing and continuing education opportunities.
The program's statewide articulation agreement has become a model for other CTE programs. FLATE developed and maintains the alignment of ET curriculum to the MSSC external standard in partnership with the Florida Department of Education (FLDOE) and Florida’s manufacturing employers. Employers work with ET program advisors to provide job opportunities through FLATE’s “Hire an ET Grad” online connection. Since 2007, 17 of Florida’s 28 community and state colleges have adopted the ET Degree program, and a 2014 state-level reported sample found 73% of ET graduates employed. Outreach to students through FLATE’s signature “Made in Florida” tours to advanced manufacturing facilities has impacted thousands of middle and high school students. FLATE’s program has been instrumental in seeding programs in Florida and nationwide, and shares its knowledge through a series of Best Practice Guides. For more information, contact Marilyn Barger at email@example.com.
Dual Enrollment Academy (DEA), Tool and Die/CNC Pathway, Waukesha County Technical College
DEA is a comprehensive career pathway program offered to high school seniors with a career interest in the manufacturing industry as tool and die machinists/CNC operators. The goal is for students to complete the first credential along the career pathway and to support their continuation of the pathway, while also filling the immediate need for skilled employees. DEA is a collaboration involving Waukesha County Technical College (WCTC), eight local industries, and thirteen high schools. The career pathway curriculum includes a total of 22 college credits, which converts to 5½ high school credits. Curriculum and activities are developed and reviewed by WCTC in collaboration with WCTC advisory boards and are approved by the WCTC district board. The curriculum offered to students in DEA consists of the same courses that are offered to traditional college students enrolled in the Tool and Die/CNC program. For more, contact Sandra Maylen at SMaylen@wctc.edu.
Youth CareerConnect (YCC) Integrated Technology Education Program (ITEP), Ivy Tech Community College, Kokomo Region
Indiana is a national leader in automotive and manufacturing industries, and the Kokomo Region is a center of automotive and manufacturing in the state. A major concern of Indiana’s manufacturing industry is the gap between the number of skilled workers needed and the number available, now and in the foreseeable future. The YCC/ITEP program seeks to provide awareness of careers in advanced manufacturing and manufacturing technology relating to technical occupations such as industrial automation, industrial electrical, industrial mechanical, process operations, quality assurance, logistics and supply chain, precision machining, and welding. The program is implemented through the collaboration of Ivy Tech Community College – Kokomo Region, ten area school corporations partnering through traditional high schools, and three area career centers, along with FCA Fiat Chrysler and other employer partners and regional economic and workforce development entities. For more, contact Janice Bailey at firstname.lastname@example.org.
1st Place Winner:
Information Technology Dual-Credit Program (Moraine Valley Community College and Moraine Area Career System, Palos Hills, Illinois)
The Moraine Area Career System (MACS) coordinates CTE efforts in the southwest suburbs of Chicago through an intergovernmental agreement involving six high school districts and Moraine Valley Community College (MVCC). The partnership’s Information Technology Dual-Credit Program provides students with the opportunity to take classes at both the high school and community college that will lead to employment in the IT workforce. The program enables high school students to earn stackable certificates that articulate into upper-level stackable certificates that lead to two-year degrees.
The program uses classroom simulation and virtualization. Students begin exercises in the classroom and complete them online. Students visit the college and use its facilities to complete elements of college-level dual-credit coursework. Employers serve on advisory committees and work with faculty. Many local employers have also encouraged their technical staff to serve as adjunct faculty members, guest speakers, judges at our student skills competitions. Several of the partnering companies employ former students.
CONTACT: John Sands at email@example.com.
2nd Place Winner:
(Alamo Area Academies, Inc., and Lockheed Martin, San Antonio, Texas)
The Alamo Academies is an innovative, national award winning STEM-based instructional model operated by the Alamo Area Academies Inc., a non-profit organization, in partnership with industry, the Alamo Colleges, area high schools, chambers of commerce, multiple cities, and community organizations. The Academies’ demand-based education model provides at-risk youth with tuition-free career pathways into high-demand STEM occupations (aerospace, advanced manufacturing, IT and security, nursing, and heavy equipment). Students are bused to the Alamo Colleges campus daily, where they engage in two hours of instruction needed to complete one-year technical college programs of study, earning Level I certificates of completion as part of the Associate of Applied Science (AAS) degree pathway.
2-year program, students earn 31–34 college credits at no personal cost, allowing them to
receive both college degrees and high school diplomas. Students are also paid almost $3000
through 8-week on-site industry internships. The program is universal, so the only
eligibility criteria are that students be in good standing and are college ready, and have a
desire to participate in target occupational pathways. Upon graduation, students can
either attain high-wage/ high-skill careers in STEM occupations or continue with their
higher education pathways. The Academies successfully addresses the region’s need for
high-tech, high-skilled http://www.ncpn.info/CP-Award-Winners-previous.phplabor by developing a pipeline of college educated career-ready
talent to staff new jobs and replace a retiring workforce.
CONTACT: Gene Bowman at firstname.lastname@example.org.
3rd Place Winner:
Heritage High School Governor’s STEM Academy and Newport News Shipbuilding Career Pathways (Newport News, Virginia)
The Heritage High School Governor’s STEM Academy offers a program of study designed to expand options for students to acquire skills in STEM. The program combines academic coursework and research experience with a challenging and focused school environment. One of the career pathways within the Academy is Engineering and Technology. Students studying this pathway take courses such as Engineering Explorations, Engineering Studies, Electronics Systems Technology I & II, and Technical Drawing and Design. Curriculum is adopted from the Career and Technical Education (CTE) State Framework and evaluated and monitored by members of the school’s administrative staff and advisory council.
extensive partnership with Newport News Shipbuilding (NNS) Career Pathways program has
been established. Students connect with employees in Engineering and Technology through
work-based experiences such as job shadowing. Students meet with members of the shipyard
leadership team, experience engineering at work, and see first-hand the importance of
career readiness skills. Opportunities are made available to earn certifications such as
Pre-Engineering Assessment, Electronic Technology Assessment, Basic Installation Technician
Certification Test, Workplace Readiness Skills, and AUTOCAD. Students are prepared to enter
programs leading to bachelor’s degrees,
associate degrees, apprenticeships, and employment.
CONTACT: Toinette Outland at email@example.com.
1st Place Winner:
Toyota North American Production Support Center and Bluegrass Community and Technical College
The goal of the AMT Program is to produce technicians for advanced manufacturing who are as capable as any in the world. The AMT Program has 3 major phases: K–12 engagement and recruiting, an associate degree, and a 1–2-year internship. Toyota visits schools, promotes STEM, and arranges tours to the manufacturing plant and the campus for students in 5th grade, middle, and high school. The total pathway curriculum includes the Gateway to Technology STEM program (middle school), Project Lead the Way (high school), the AMT multidisciplinary technical program (general education courses, math, five core courses, and activities designed to develop well-prepared lean manufacturing workers), and worksite activities that connect classroom learning to real-world tasks.
The program was developed by Toyota’s North American
manufacturing headquarters and was implemented through a partnership with Bluegrass Community
and Technical College. The success of the Bluegrass pilot program has led to active programs
in five additional states, developing programs in three states, and discussion of a program
in Mexico. Participating institutions include the KY FAME (Kentucky Federation for Advanced
Manufacturing Education) industrial collaborative, the Kentucky Department of Education,
Project Lead the Way, the Bluegrass Area Development District and Workforce Investment Board (WIB), and the National Research Center for Career and Technical Education (NRCCTE).
CONTACT: Dennis Parker, firstname.lastname@example.org
2nd Place Winner:
Career Readiness Certificate (CRC) Program, Woodrow Wilson Rehabilitation Center (WWRC)
The Virginia Workforce Council (VWC) adopted the Career Readiness Certificate (CRC), administered by Virginia’s community colleges, as a state performance measure for workforce investment boards in January 2008. The CRC Program is based on the ACT-developed skill database, which contains over 18,000 detailed job profiles. By matching job profile information with individual scores on the WorkKeys assessments, employers can make reliable decisions about hiring and training and determine program development needs. Successful completion of AC'’s WorkKeys assessments in applied mathematics, reading for information, and locating information leads to the attainment of a CRC, a portable skills credential identified by employers as critical to workplace success. WWRC served as a pilot location to provide "proof of concept" in using Aztec’s Learning Management System in combination with WorkKeys testing.
students use the Aztec curriculum to pre-test, remediate, and post-test workforce-related
academic skills. Students are selected to sit for the WorkKeys exam based on assessment
and/or Aztec pre- and post-test results, WorkKeys test preparation materials, and CRC
lab coordinator recommendations. In July 2009, WWRC was approved as an official WorkKeys
Test Administration Site. The Internet-based assessment option provides instant scoring and
feedback. WWRC’s CRC Program is recognized as exemplary by the Virginia Department of
Education and encouraged in schools. The program has also been replicated in adult
education and literacy programs across Virginia. Presentations to area business
organizations have raised awareness and resulted in placement of WWRC training graduates.
CONTACT: Sharon Mullen, Sharon.Mullen@wwrc.virginia.gov
3rd Place Winner:
Ranken Technical College
Technology and electronics continue to influence the automotive industry, in both manufacturing techniques and driver/passenger amenities. As a result, area manufacturers, dealerships, and repair shops need technicians who possess advanced skills. In response to this need, Ranken offers three majors in its Automotive Division: Automotive Maintenance, Collision Repair, and High-Performance Racing. Certificates can also be earned in Fleet Management/Supervision and through evening courses. Our goal is to provide students with the comprehensive knowledge and technical skills required to secure solid employment in the automotive field. These programs are operated in conjunction and cooperation with several industry training, standards, and certification organizations, including the General Motors Automotive Service Education Program (ASEP), the Toyota Technicians Education Network (T-TEN), Honda’s Professional Automotive Career Training (PACT), the National Institute for Automotive Service Excellence (ASE), NAFA Fleet Management Association, and the National Automotive Technicians Education Foundation (NATEF).
Through manufacturer specific programs, students
receive advanced, brand-specific training on current products, complete appropriate academic
coursework, and participate in worksite internships at area dealerships. Students who choose
a general focus also receive advanced automotive training and intern with area shops, including
Dobbs Tire and Auto Centers.
CONTACT: Don Pohl, email@example.com