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ED 401 845
AUTHORTITLEINSTITUTION
SPONS AGENCY
REPORT NOPUB DATECONTRACTNOTEAVAILABLE FROM
PUB TYPE
EDRS PRICEDESCRIPTORS
ABSTRACT
DOCUMENT RESUME
HE 029 696
Rodriguez, Esther M.; Ruppert, Sandra S.Postsecondary Education and the New Workforce.State Higher Education Executive OfficersAssociation.National Inst. on Postsecondary Education, Libraries,and Lifelong Learning (ED /OERI), Washington, DC.
PLLI-96-8005Oct 964-3-3JAH-6-PE02233p.State Higher Education Executive Officers, 707Seventeenth Street, Suite 2700, Denver, CO80202-3427.Reports Research/Technical (143) Viewpoints(Opinion/Position Papers, Essays, etc.) (120)
MF01/PCO2 Plus Postage.Career Education; College Bound Students; EducationalPlanning; *Educational Policy; Educational Resources;*Education Work Relationship; Futures (of Society);Job Training; *Labor Force Development; Labor ForceNonparticipants; *Long Range Planning; *NeedsAssessment; Noncollege Bound Students; Planning;Policy Formation; *Postsecondary Education; ReentryWorkers; School Business Relationship; StatePrograms; State School District Relationship;Statewide Planning; Work Experience Programs
This report is intended to provide a framework forstate-level policy and planning in relationship to postsecondaryeducation's role in workforce development. Underlying the report is aset of principles and priorities designed to reflect and shapecurrent policy agendas, and which will address the needs ofcollege-bound high school graduates, workers needing retraining orupgrading of skills, unemployed and underemployed workers, andemployers. In separate sections the report covers topics such as: the
role of postsecondary education as a factor in workforce development;broadening the school-to-work framework; building a collaborativesystem of education and training; capitalizing on the distinct roles
of learning providers; improving learner productivity; helpinglearners make informed choices; connecting learning and work, anddefining skills needed by new employees; and supporting teachers andfaculty. In a final section the report defines an agenda for statehigher education boards that includes high school feedback andadmissions, articulation with and transfer to postsecondaryeducation, follow-up of program completers and better employerfeedback, integration of classroom-based and work-based learning, andeffective coordination and planning. The names of participants andinstitutional leaders at two 1996 conferences on this topic inRacine, Wisconsin, and Denver, Colorado, are appended to the report.(Contains 11 references.) (CH)
II
2
A
U S DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
fhis document has been reproduced asreceived from the person or organizationoriginating itMinor changes have been made toimprove reproduction quality
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position cr policy
BEST COPY AVAiLABLE
POSTSEC A
E CAT1AND THE NEWORKFO CE
byEsther M. RodriguezSandra S. Ruppert
SHEEOSTATE HIGHER EDUCATION EXECUTIVE OFFICERS
Barbara Lieb, Project OfficerNational Institute on Postsecondary Education,
Libraries, and Lifelong Learning
U.S. Department of EducationOffice of Educational Research and Improvement
3
U.S. Department of EducationRichard W RileySecretary
Office of Educational Research and ImprovementSharon P. Robinson
Assistant Secretary
National Institute on Postsecondary Education,Libraries, and Lifelong Learning
Carole B. Lacampagne
Director
October 1996
Prepared for the National Institute on Postsecondary Education,
Libraries, and Lifelong Learning, Office of Educational Research and
Improvement, under purchase order number 4-3-3JAH-6-PE022.
Individuals undertaking such projects are encouraged to express
freely their professional judgment. This report, therefore does not
necessarily represent positions or policies of the U.S. Department of
Education, and no official endorsement should be inferred.
Esther M. Rodriguez is associate executive director
of the State Higher Education Executive Officers.
Sandra S. Ruppert is a higher education consultant
at Educational Systems Research.
The State Higher Education Executive Officers is a
nonprofit, nationwide association of the chief executive officers serving
statewide coordinating boards and governing boards of postsecondary
education. Its objectives include developing the interest of the states in
supporting quality higher education; promoting the importance of state
planning and coordination as the most effective means of gaining public
confidence in higher education; and encouraging cooperative relationships
with the federal government, colleges and
universities and other institutional state-based association. Fifty states and
Puerto Rico are members.
Copies of this report are available from the SHEEO Office, 707 Seventeenth Street, Suite 2700, Denver, CO 80202-3427,.(303) 299-3686
FOREWORD
The passing of the industrial age and the com-ing of the information age have created extraor-dinary changes in the economy and sometimesdisruptive changes to the nation's workforce. Formany Americans, the nature of work haschanged, and with it, the skills and knowledgeneeded to be successful in the workplace. Andthere is growing recognition that education andtraining are inextricably linked to employmentopportunities and economic well-being.
A skilled, educated and motivated workforceis the essential ingredient for building and main-taining strongly com-petitive state andnational economies.Without such a work-force, our security isseriously threatened.For the past decade,leaders in business,government, educa-tion, and labor haveexpressed concernsabout the flaggingskills and abilities ofAmerican workers.As a result, nearlyevery state hasincluded educationand training, some-times called a "work-force developmentcomponent," in its
plans.The purpose of this report is to provide a
framework for state-level policy and planningrelated to postsecondary education's role inworkforce development. At the foundation is aset of principles and priorities designed to reflectas well as shape current state policy agendas.Taken collectively, the principles and priorities
represent a statement of state postsecondary edu-cation leadership and commitment to workforcedevelopment. Taken separately, each statementreflects a specific objective designed to advancethe call for state leadership; encourage a "com-mon language" that will bring higher educationmore centrally into workforce development dis-cussions; help policymakers and educators focuson the needs of learners; and promote coopera-tion and coordination among education sectors,employers and local, state and federal govern-ment entities.
THE PURPOSE OF THIS
REPORT IS TO PROVIDE A
FRAMEWORK FOR
STATE-LEVEL POLICY AND
PLANNING RELATED TO
POSTSECONDARY
EDUCATION'S ROLE IN
WORKFORCE DEVELOPMENT
economic development Enhancing the
Education and
Strengthening theconnection betweenpostsecondary educa-tion and workforcepreparation has longbeen one of SHEEO'shighest priorities. In1992, in Building aQuality Workforce: AnAgenda for Postsec-ondary Education,SHEEO urged itsmembers to developpartnerships withother education lead-ers to prepare andretrain their states'workforces. In 1995,SHEEO commis-sioned the report
Connection Between Higherthe Workplace: A Survey of
Employers by Carl Van Horn. And, in 1996SHEEO published The Roles of PostsecondaryEducation in Workforce Development: Challengesfor State Policy by Robert A. Wallhaus. Both doc-uments focused on the current economic climatedriving the need for higher education to play aleadership role in statewide workforce prepara-
tion systems. Much of this report's content issynthesized from the collective wisdom and bestthinking of leaders in higher education, business,industry, and government who joined SHEEOand its co-sponsoring organizations at two recentmeetings.
The first meeting was a WingspreadSymposium called Toward More EffectiveLearning Environments: The Role ofPostsecondary Education in WorkforcePreparation held February 22-24, 1996 in Racine,Wisconsin. In May 1996 a two-day WesternRegional Conference on the Role ofPostsecondary Education in WorkforcePreparation was held in Denver, Colorado.Appendices A and B provide a list of participantsat the Wingspread and Western Conferencemeetings. The common aim of both was to linkpostsecondary education to state and nationalworkforce preparation agendas currently beingdeveloped across the country.
The foundation for this report is theStatement of Principles and Priorities. It is basedon comments made by participants at theWingspread Symposium and expanded at theWestern Conference, and has been used to fuelfurther workforce development discussionsinvolving community colleges and technicalinstitutes, as well as baccalaureate degree-grant-ing colleges and universities. This report does notendorse a particular-set of strategies that statesshould adopt. Specific strategies need to be basedupon each state's existing economic, educationaland social conditions. However, we do provideexamples to illustrate how broad objectives arerealized at the state level. More importantly, thisframework provides direction to help state high-er education coordinating and governing boardsdevelop an agenda within statewide workforcedevelopment systems.
6
4.4tisf.'4 I
ACKNOWLEDGMENTS
The SHEEO workforce preparation agendaemerged from our association with several orga-nizations and individuals who have contributedgreatly to the knowledge of workforce develop-ment in this country. We asked many to advise usduring informal and formal discussions on thespecific roles of state higher education boards,colleges and universities related to workforcedevelopment. And, we have borrowed liberallyfrom their work. In particular, we have relied onthe understanding and counsel of RobertWallhaus, Carl Van Horn, Peter Ewell, DennisJones, Daniel Hull, Henry Spille, W. NortonGrubb and Anthony Carnevale.
We could not have moved forward on thisagenda without financial support and organiza-tional collaboration. The following organizationsand individuals co-sponsored our conferencesand provided critical suggestions for developingthe programs. The Wingspread Conference:Education Commission of the States (ECS),Charles S. Lenth; The Johnson Foundation,Susan Poulsen; American College Testing(ACT), Donald J. Carstensen and Thomas H.
Saterfiel; Educational Testing Service (ETS),Herbert Flamer; and the U.S. Department ofEducation, Office of Educational Research andImprovement (GERI), Barbara Lieb. TheWestern Regional Conference: WesternInterstate Commission for Higher Education(WICHE), Richard Jonsen, Dewayne Matthews,Jere Mock and Cheryl Blanco; The CollegeBoard, Janice Weinman and Irene Spero; ETS;BankAmerica Foundation, Caroline Boitano;and US West Foundation, Theresa Montoya.
Finally, this work and our continuing activitiesare guided by state higher education leadership.We would especially like to thank the 1996SHEEO Committee on Workforce Education andTraining for their commitment to this initiative:Jeffrey Baker (Chair), Kenneth H. Ashworth,Hans Brisch, James A. Busselle, Roy C. Carroll,Marc Gaspard, Diane S. Gilleland, BruceHamlett, Larry Isaak, Richard S. Jarvis, StephenM. Jordan, Stanley Z. Koplik, Katharine Lyall,Bryant Millsaps, Marilyn Quinn, Kala Stroup,and Richard D. Wagner.
7
POSTSECONDARY EDUCATION'S ROLE INPREPARING THE NEW WORKFORCE
A college education is highly valued in oursociety. Clearly, postsecondary education's vitallink to economic security is but one of its benefits;yet for many students, policymakers, and the pub-lic it is the single most compelling reason toattend college. There is mounting evidence thateducational attainment determines the "haves"and "have nots" in our society. According to cur-rent U.S. Census Bureau data, more educationmeans more earnings. And the highest earningsaccrue to those persons with education beyond thehigh school level. Put simply, from an individual'sperspective, when it comes to getting and keepinga good job, a college education can make a signif-icant difference.
EDUCATION CONTINUES TO BETHE TICKET TO HIGHER
EARNINGSMean annual earnings for persons
aged 18 and over,by level of education: 1992
Professional
Doctorate
Master's
Bachelor's
Associate's
Some College
HS graduate
Not HS graduate
$74,560
$54,904
$40,368
$32,629
$24,398
$19,666
$18,737 -
$1.2,809_
Source: U.S. Bureau of Census, Statistical BriefAugust 1994
As skill requirements continue going up acrossthe board, a higher-than-ever premium is placedon education and technical knowledge. There is
little doubt that given the current trend, thedemand for postsecondary education will continueto rise. To a large extent postsecondary educationwill be expected to deliver the new workforce. Atthe same time, colleges and universities them-selves are undergoing structural and organization-al changes driven by the demands of a changingeconomy. Like business and industry, the newwatch words for postsecondary education include:cost, quality, customer service-, accountability,convenience, and choice.
These internal and external forces make a com-pelling case for colleges and universities to be amore integral part of a workforce development sys-tem that is directly responsive to the educationalneeds of students, employers, and the public. Ifhigher education fails to respond to these chal-lenges, it will face increasing regulation by publicauthorities and decreasing public and private sup-port. Additionally, competition from the privatefor-profit sector will likely increase.
Within this changing economic and politicalenvironment, colleges and universities must try toaccommodate several groups of learner andemployer "clients":
college-bound high school graduates:Over 60 percent of high school graduates enroll inpostsecondary education following graduation.Recent surveys of college freshmen consistentlyshow that being "able to get a better job" is thenumber one reason in deciding to go to college.'
mom workers needing to retrain or upgrade skills:
Colleges and universities also are being asked toprepare returning students for further educationand work. Often these older students want moreeducation but not necessarily a degree. A recentpublic opinion survey suggested that rapid techno-logical change and new careers mean that peoplemust continually retrain and retool. Getting edu-cated once is not enough in our knowledge-based
8 BEST COPY AVAILABLE
economy. The survey found that interest in addi-tional education is highest among those whoalready have college training, and those with col-lege training are the ones who are most often con-tinuing their education in one form or another.'
Nom unemployed and underemployed workers:Emerging state strategies will have to address theeducation and training needs of individuals whocurrently live in poverty and are either jobless orwork for low pay. A great majority of these citizensare under-educated and lack the skills needed forsuccess in the workforce. For the most part, theyhave had limited opportunities for adult educationand job training, and if such training is available,it has tended to be in short-term programs thathave not helped under-prepared individuals makesuccessful transitions to the workplace.'
employers: Complementing the educationand training requirements of learners are the needsof employers for a ready-trained workforce. Recentnational and state surveys of employers indicatethat they are eager to work with colleges and uni-versities to upgrade the skill levels of entry-levelemployees, and to provide continuing educationand retraining for their current workforces.4
Given these facts, why is higher education stillat the periphery in discussions about workforceconcerns and in the search for solutions? What ispostsecondary education's role in addressing work-force needs? What can state higher educationleaders do to create an environment that is
responsive to what students, employers, policy-makers, and the public want from postsecondaryeducation?
Principles and PrioritiesThe Statement of Principles and Priorities on
page 3 was developed by SHEEO to define theleadership role that postsecondary educationshould play in workforce development in thestates. The statement is designed to reflect as wellas shape state policy and planning agendas and itis offered here to fulfill two purposes.
On the one hand, the statement, in its entirety,can be considered a tool to help rally commitmentto a broader and more learner-focused approach topostsecondary education's role in workforce devel-opment systems. It can serve as a conceptualframework and "reminder" that workforce-relatedissues must be addressed as part of policy delibera-tions on issues of postsecondary education access,cost, and quality. The state higher education lead-ers involved in its development suggest the state-ment also could be used to help define the roles ofstate higher education coordinating and govern-ing boards within this system, and they encourageits distribution to governors' offices, legislaturesand other state agencies.
On the other hand, the statement can beviewed as nine interrelated objectives, any one ofwhich can be the basis for a separate state levelinitiative. In the sections that follow, each of theseobjectives is described in more detail.
STATEMENT OF PRINCIPLES AND PRIORITIES*
Create a vision for postsecondary educationin workforce development
The following principles provide the basis for buildingan effective workforce development system:
Imo The highest priority should be placed upon enhanc-ing workplace skills at all levels of education.
All levels of education need to significantly expandwork-based learning opportunities and place learning con-
tent into work contexts.
imm Learning is continuous, and the readiness to learn is
the most critical skill of all.
10 The capacity to build upon prior learning, and tomake seamless transitions from one learning experience to
another, is essential.
mu Workforce development efforts must be tailored tothe distinctive training and educational needs of regionaleconomies, communities and employers.
Broaden the "school-to-work" frameworkThe above principles are consistent with federal work-
force development block grant legislation as well as theSchool-to-Work Opportunities Act. However, they must bebroadly conceived to draw upon the full contributions of alleducation, training and learning providers (including col-leges and universities, community colleges and vocational-technical institutions). It is better, for example, to empha-size "education-to-careers-to-further education" than thenarrower, linear perspective implied by the term "school-
to-work."
Build a collaborative systemof education and training
State Higher Education Executive Officers (SHEEOs)and other state education officials should play a leadershiprole in developing and implementing statewide workforcedevelopment systems, and participate in human resourceinvestment councils and similar state-level entities. At thesame time, these state education leaders should be recep-tive to changes that are necessary to achieve effectivecoordination and division of responsibility with other unitsof state government, and to ensure broad collaborationwith all stakeholders, including business and labor.
Capitalize on the distinct rolesof learning providers
The roles of learning providers should be diffe'rentiated
to capitalize upon their distinctive missions and strengths.At the same time they should work toward coordinationand sharing of resources to maximize their collective con-
tributions.
Improve learner productivity .
Expanded efforts must be made to improve "learnerproductivity" by:
NE= making education and training "learner-centered"
Eno holding high expectations for learners
mom supporting active learning
Nom capitalizing on technologies to achieve flexibility and
_ access to learning
mom making effective use of the time and resources oflearners as well as providers.
Help learners make informed choicesLearners must have sound information and Counsel
upon which to base optimal choices regarding _learning.experiences.
Connect learning and workLearning providers must strive to build effective part-
nerships with business and create effective linkages withwork-based and other modes of learning.
Ensure an effective systemLearning processes should incorporate a common lan-
guage and understanding that are shaped by high stan-dards of performance, as well as incentives to support highlevels of achievement; all learning providers should be held
accountable to identified performance standards.
Support teachers and facultySHEEOs and other state education officials should work
together to ensure that teacher education programs andprofessional development opportunities for practicingteachers are responsive to the need to better prepare ele-mentary and secondary students for work and further edu-
cation and training.
* The term "learner" is used in its broadest sense to encompass thefull scope of possible education, training and learning experiences;and similarly the term "learning provider" is used to capture the fullrange of sponsors of these learning experiences.
n
CREATE A VISION FOR POSTSECONDARYEDUCATION ON W RKF RCE EVELOPMENT
All who participated in our discussions, fromeducation, government, business, and communi-ty sectors, underscored the critical and essentialcomponent of postsecondary education leader-ship committed to a vision for workforce prepara-tion. A necessary first step is to establish a visionand set goals for the state that are based on sharedbeliefs and which articulate clearly the role ofpostsecondary education.
The following principles provide the basis for build-
ing an effective workforce development system:
® The highest priority should be placed uponenhancing workplace skills at all levels of educa-
tion.
Mena All levels of education need to significantlyexpand work-based learning opportunities and
place learning content into work contexts.
cz= Learning is continuous, and the readiness tolearn is the most critical skill of all.
MIMI The capacity to build upon prior learning, andto make seamless transitions from one learning
experience to another, is essential.
® Workforce development efforts must be tai-lored to the distinctive training and educational
needs of regional economies, communities and
employers.
In particular, discussants emphasized that statehigher education leadership must play a pivotalrole in this "vision-setting" process by respondingin highly visible and clearly defined ways to callsfor preparing a new workforce. A few recent stateexamples where this has occurred:
MI. In the North Dakota Plan for Identifyingand Responding to Workforce Training Needs,both the new seven-year plan and the new strate-gic academic plan approved by the State Board ofHigher Education are more "customer focused"than previous plans and have specific objectivesaimed at workforce education and training. Thegoal of the plans is to "create a collaborative,responsive workforce training capacity with theUniversity System that is capable of anticipatingand meeting the needs of students, business,industry, and the economy of North Dakota."
1mm The Illinois Board of Higher Education setsout in its 1996 Workforce Preparation ActionPlan the need for improved preparation amongall learners. It identifies six goals: (1) academicand technical skills development; (2) currentworkforce skill advancement; (3) access to careerinformation, education and training; (4) transi-tions to work; (5) linking classroom and work-place learning; and (6) collaboration, quality andaccountability.
® The Minnesota Education to EmploymentTransitions Council has developed a plan thatincludes this simple vision statement: "AllMinnesotans will make successful education andemployment transitions." There are 10 guidingprinciples for getting it done: (1) establish and bedriven by multi-sector partnerships; (2) establisha lifelong approach to workforce concepts; (3)establish standards by which to measure success;(4) encourage learners to take primary responsi-bility for their own success; (5) value diversity;(6) balance learner and workforce needs; (7) pre-pare learners for the future; (8) recognize learnerscurrently in the workforce; (9) create learningopportunities in developmental and applied con-texts; and (10) coordinate existing resources.
11_
BROADEN THE "SCHOOL-TO-WORK" FRAMEWORK
Our discussants frequently raised the need forpostsecondary education to adhere to a "commonlanguage" when discussing workforce develop-ment issues. It should include a clear statementthat resources of colleges and universities will sup-port the education and training of the Americanworkforce. This common language can be thebasis for improved communication with othereducation sectors, across local, state and federalprograms, and with employers.
To date, state-level discussions about educa-tion, employment and training have focused pri-marily on the needs of non-college bound youth.This emphasis has been spurred in part by the fed-eral School-to-Work Opportunities Act which isdesigned to help youths make the transition fromeducation to employment. But, this focus ignoresthe fact that more than half of high school gradu-ates continue their education in postsecondaryprograms. According to recent data from the U.S.Department of Education, in 1994, sixty-two per-cent of high school graduates were enrolled in col-lege the October following their high school grad-uation. And an even greater percentage of stu-dents enrolled in postsecondary education beforethe age of 30.5
The principles outlined In this report are consis-
tent with federal workforce development block-
grant legislation as well as the School-to-Work
Opportunities Act. However, they must be broadly
conceived to draw upon the full contributions of all
training and learning providers and to facilitate
continuous learning. It is better, for example, to
conceptualize these premises in terms of "educa-
tion-to-careers-to-further education" than the nar-
rower, linear perspective implied by the term"school-to-work."
Many meeting participants argued that school-to-work programs must be tied to postsecondaryeducation because of the high premiumAmericans place on college degrees. This opinionis consistent with a national study that found thatnearly eight out of ten Americans are convincedhigh school graduates should go to college becauseit improves their job prospects.' Discussants point-ed out that the School-to-Work OpportunitiesAct can offer a framework for involving both sec-ondary and postsecondary education in workforcepreparation.
THE SCHOOL-TO-WORK
OPPORTUNITIES ACT CAN
OFFER A FRAMEWORK FOR
NVOLVING BOTH SECONDARY
AND POSTSECONDARY
EDUCATION IN WORKFORCE
PREPARATION
For example, in Illinois, the federal School-to-Work Opportunities Act is a basic building blockof a collaborative process to provide workforcedevelopment services at the local level, but lead-ers in the state say that it must be expandedbeyond its narrow focus as a vehicle to help stu-dents make transitions from school to work. A pri-mary goal of the Illinois Human ResourceInvestment Council is to build communicationlinkages with businesses and the public, educa-tional institutions, and state agencies. Accordingto Richard Wagner, executive director of theIllinois Board of Higher Education, "The policygoal should reflect appreciation for lifelong learn-ing and education to careers."
12
-A'
BUILD A COLLABORATIVE SYSTEMOF EDUCATION AND TRAINING
Several discussants suggested a need to coordi-nate programs and services within statewide work-force development systems. They argued that theproliferation of education and job training pro-grams often creates confusion about what servicesare available a confusion that exists amongemployers as well as among potential employees.Participants suggested that state policymakers andeducators should clarify the distinction between"job training" and "education" in some casesnarrowing it because such distinction does notserve students well nor is it understood by employ-ers. Further, operating workforce development pro-grams on separate tracks frustrates coordinationand states' abilities to design systemic approaches.
SHEEOs and other state education officials
should play a leadership role in developing and
implementing statewide workforce development
systems, and participating in human resourceinvestment councils and similar state-level entities.
At the same time these education officials should
be receptive to changes that are necessary to
achieve effective coordination and a division of
responsibility with other units of state government
and to ensure broad involvement of all stakehold-
ers, including business and labor.
Several states, including Illinois, Texas,Massachusetts, Wisconsin, and Oregon, alreadyhave made substantial strides in putting togetherboards, task forces or state human resource invest-ment councils that bring together higher educa-tion, vocational job training programs, and adulteducation. Aside from their roles in getting impor-tant players together, some councils play a key rolein developing performance measures and account-ability standards, carrying out research, and devel-oping and coordinating different kinds of skillsstandards. For example, North Dakota's Workforce
Development Council grew out of the Governor'sExecutive Order to integrate workforce develop-ment and economic development policies in thestate. In spite of dwindling resources, coordinatingservices helped the state be more responsive to theneeds of its citizens.
Under the auspices of the federal government,state agencies may soon be pressured to coordinatetheir services. Currently, Congress is debating leg-islation that will consolidate over one hundredfederal job training programs and give statesauthority and management responsibilities overthe resources. Consolidation offers states theopportunity to create more effective and coherentworkforce development systems; however, it is notclear whether final legislation will require states todevelop such approaches. According to researcherW. Norton Grubb, "States could therefore simplyallocate federal funds under a new block grant inways that federal funds have previously been allo-cated, minus whatever cuts Congress imposes." Itwould merely replicate, under state control, whathas developed under federal legislation. He sug-gested that, "To realize the opportunity that con-solidation creates, it will be necessary to create anew and more unified system out of the many stateand federal education and training programs thatnow exist. That in turn requires a vision of whatsuch a system might be."
But many participants warned that states shouldnot design their workforce preparation systemsaround the potential for federal money becausethose resources are never stable and can be reallo-cated with changes in the political wind. Stateleaders have compelling reasons to develop cohe-sive workforce development systems with or with-out federal funds and need to begin to developstrategies for creating an environment to help thesystem to thrive.
13
CAPITALIZE ON THE DISTINCT ROLESF LEARNING PROVIDERS
Seamlessness another policy recommendationfor the postsecondary education sector offered by par-
ticipants will create a workforce preparation sys-tem in which each program is linked to the next levelof education and training. Programs from job train-ing, high schools, community colleges, colleges anduniversities need to be connected and articulated.
The roles of learning providers should bedifferentiated to capitalize upon their distinctive
missions and strengths. At the same time they
should work toward achieving effective
coordination and sharing of resources so as to max-
imize their collective contributions.
The discussants confirmed that both two- andfour-year colleges should participate in workforcedevelopment, and the distinct roles and issues thateach addresses should be recognized and aligned.For example, all postsecondary education institu-tions will need to develop strategies to overcomeemployer dissatisfaction.Adult education and jobtraining (includingoccupational skillsinstruction, on-the-jobtraining and work expe-rience, and sometimes COLLEGES ANDjob search assistance)have been successful atmany community col-leges and their activitiesshould continue to be supported. Degree-grantingcolleges and universities are beginning to examinetheir admission policies and procedures, and aligntraditional programs and contextually-based cur-riculum and performance assessments. Some col-leges and universities also are developing teacherpreparation and professional development pro-grams that incorporate applied teaching and learn-
PROGRAMS
TRAINING, HI
ing strategies. These activities should be recognizedand effective practices promoted.
Participants identified many examples acrossthe country where community colleges are deliver-ing employee education and training programs tobusiness and industry. For example, we heard abouta "shadow college" in Arkansas in which collegecourses are taught on the plant floor. According toWestark Community College President JoelStubblefield, "We served 149 industries last year.They approved the curriculum and described theexpected outcomes. If we fail to deliver what theywant, they get their money back. The problem ismeeting the demand because we are the only col-lege in Arkansas working directly with businessand industry in this way. With state-level support,we want to take this model to other regions of thestate and hope that colleges and universities willadopt it."
In another example, participants from Kansasdescribed how colleges and universities can usetheir research capacities to address the technical
needs of business andindustry. The major air-craft industries (Boeing,Cessna Aircraft, and
COLLEGES, Raytheon Aircraft)have teamed with fourstate universities(Wichita State Univer-sity, Kansas StateUniversity, the Univer-sity of Kansas and
Pittsburgh State University) to create an AircraftDesign and Manufacturing Research Center. Thecenter will provide comprehensive research anddevelopment to support the civil aircraft industryand will allow for technology transfer within theindustry. Most importantly, it provides educationand employment opportunities for students whowill be working and learning at the Center.
FROM JOB
GH SCHOOLS
COMMUNITY
NEED TO BE
AND ART
UNIVERSITIES
CONNECTED
ICULATED
h
IMPROVE LEARNER PRODUCTIVITY
Becoming learner-centered, according to oneconference participant, means focusing on theindividual students and helping them connect totheir goals. This requires that postsecondary edu-cation strive to understand what the goals of theindividuals are what they are trying to accom-plish and how to customize programs andcourses to meet their needs.
Expanded efforts must be made to improve"learner productivity" by:
Gam making training and education "learnercentered"
Ege21 holding high expectations for learners
1=1 supporting active learning
ESIMI capitalizing on technologies to achieveflexibility and access to learning
C=3 making effective use of the time andresources of learners as well as providers.
To ensure all students opportunities for futureeconomic benefits and higher levels of civic par-ticipation, our discussants were unanimous intheir feeling that educators need to focus on theindividual learner. In a statement that capturedthe view of many participants, Jeffrey Baker, for-mer commissioner of higher education for theMontana University System, reflected that"Many students come to colleges and universitieswith very strong aspirations for training andpreparation for careers. A key to addressing theneeds of students is gaining the involvement andcommitment of postsecondary education institu-tions and faculty."
A number of states have put learners at thecenter of their state workforce developmentplans. For example, Missouri's State Plan forPostsecondary Vocational Technical Education isspecifically aimed at identifying the learning
needs of its citizens and aligning them with newand innovative education and training deliverysystems. This also is the focus of state plans inIllinois and North Dakota.
States and their secondary schools, collegesand universities are working with various organi-zations to develop new programs and curriculumthat connect learners to the real world. For exam-ple, the Center for Occupational Research andDevelopment (CORD) develops curriculum inapplied physics, communications, mathematics,and biology/chemistry for high schools and "tech-prep" programs (generally, the last two years ofsecondary and first two years of postsecondaryeducation programs). According to CORD's pres-ident, Daniel Hull, the courses adhere to highstandards and focus on problem-solving, are prac-tical and relevant, emphasize associated hands-onlearning, and retain integrity of course content.
But many students taking applied courses areconcerned that they will be foreclosed fromfurther education and postsecondary degree-attainment because most college and universityadmission requirements include completion of acore curriculum made up of traditional courses'inmathematics, science, English, social studies andforeign languages. While this is viewed as apotential barrier to the successful transition ofstudents from secondary to postsecondary educa-tion, CORD's data suggest that four-year collegesand universities are beginning to acceptcontextually-based courses in their admissionsprocedures. Over 70 colleges and universities intwenty states now accept applied physics andmore than 40 institutions in nine states accept asAlgebra I credit the applied mathematics series.'
15
HELP LEARNERS TO MAKE INFORMED CHOICES
Neither business nor educational institutionshave been effective at communicating to thepublic about the knowledge, skills and abilitiesneeded by entry-levelworkers. Based onpublic interest pollsand voter response totax referendums foreducation, what thepublic expects fromschools, colleges anduniversities may notalign with what busi-ness has suggested itneeds and what edu-cators say they aredelivering. One par-ticipant suggestedthat one way to resolvebetween business and
CLEARLY
of "one-stop" career centers to provide "access tothe information and job exchange network andoffer high quality basic and optional services to
every Colorado jobseeker and employer."The statewide net-work of one-stopcareer centers willprovide: ( 1 ) a com-mon applicant intakeform; (2) generallabor market informa-tion; (3) accreditationand evaluation pro-cesses for serviceproviders; (4) eligibil-ity standards for ser-vices for targeted
groups; (5) advisors; (6) management of financialsupport; (7) performance-based assessments; and(8) an evaluation process.
Similarly, one-stop centers on Nevada com-munity college campuses help non-traditionalstudents, including welfare recipients and personswith disabilities, to access information on federaland state grant programs that provide support forassessment, tuition, book assistance and child-care. According to Richard Jarvis, chancellor ofthe University and Community College Systemof Nevada, "The community colleges and StateEmployment Service Division are partners.Branches on each campus ensure that studentsreceive a full range of services from admissions tojob placement without leaving the collegecampus."
DEFINE
EFFECTIVE
THE SKILLS
WORKERS AND
CITIZENS NEED AND THE
EDUCATION AND TRAINING
EXPERIENCES THAT COLLEGES
AND UNIVERSITIES CAN
PR OVIDE
the communication gapeducators is to clearly
define the skills effective workers and citizensneed and the education and training experiencesthat colleges and universities can provide. Heconcluded, "governors and legislators aredemanding that we establish better systems tocommunicate that information to students,employers and the public."
Learners must have sound information andcounsel upon which to base choices regarding
learning experiences.
Individuals often do not know where to begintheir search for information about postsecondaryeducation and job training programs. To addressthis problem, a few states are beginning to devel-op "one-stop shops" that provide easy access toprogram and services information to students andemployers. For example, the Colorado WorkforceCoordinating Council recommends the creation
16
CONNECT LEARNING AND WORK
Our discussants pointed out the need for strate-gies that will allow businesses and other employ-ers to communicate their skill requirements topostsecondary education educators. When asked,employers report they expect high quality educa-tion and training programs that meet the needs ofthe workplace and they suggest severalapproaches internships, cooperative educa-tion, and apprenticeship programs for improv-ing the connections between them and highereducation.'
The contributions and involvement of business
are central elements of successful statewide work-_
force development systems. Learning providers
must strive to build effective partnerships with
business and effective linkages with work-based
learning opportunities.
Business also would like to provide more inputinto the curriculum. According to interviews con-ducted by the New Jersey Business-HigherEducation Forum, to ensure optimal payoff fortheir education and training investment, employ-ers want their employees to be able to apply whatthey have learned. They want more responsivecurricula, and more flexibility to respond tochanging employer needs. Additionally, employ-ers want to know more about students before hir-ing them and they want easier access to thatinformation."
Notable models are beginning to emergedemonstrating how state leadership can supportbusiness and postsecondary education partner-ships that address the training needs of employ-ees. For example, Washington's WorkforceEmployment and Training Act (HB 1988) is
designed to significantly expand the state's jobretraining efforts. It is supported through a work-
force training trust fund that receives about onecent of every $100 of existing unemploymenttaxes paid by business. In the 1993-95 biennium,the trust fund generated $35.1 million for enroll-ment at community and technical colleges.
In focus groups conducted by the WashingtonState Board for Community and TechnicalColleges (SBCTC), participants reported thatbecause the training programs developed underHB 1988 require business and labor endorsement,collaboration between colleges, business andlabor significantly increased. And business partic-ipants suggested that this involvement improvedtheir relationship with local colleges. The reasonsfor improvement were that: (1) many employers,not just a few representatives, were involved;(2) training needs were identified by employersrather than by colleges; (3) college staff acceptedcurricular input; and (4) programs included prac-tical work experience in addition to classroominstruction.
17
I
Postsecondary education and business and indus-
try should work together to support the education
and training of the Amencan workforce Anthony P
Carnevale, Vice President for Public Leadership at
Educational Testing Service recently made the fol-
lowing observations about the education needed by
those who will succeed in the new economy:
lems a formal education which includes basiceducational preparation beyond high school
preparation in an occupational or appliedspecialty
E lm formal or informal training on the job
access to information technology at work
In national and state surveys requesting feedback
on their workforce needs, employers respond that
they are generally satisfied with the academic know-
ledge that recent college graduates have acquired in
their majors; however, business and industry leaders
would like colleges and universities to incorporate
into the collegiate experience the following skills:
la= leadership and communication skills
quantification skills
N om interpersonal relations and the ability to workin teams
w oo understanding the need to work with a diverseworkforce at home and abroad
1=I the capacity to adapt to rapid change
Carnevale, Anthony P,. "Liberal Education and the New Economy," Liberal Education(Washington, D.C.: American Association of Colleges and Universities, Spring 1996);. HigherEducation and Work Readiness: The View from the Corporation (Washington, D.C.: Business HigherEducation Forum, September 1995); Enhancing the Connection Between Higher Education and theWorkplace: A Survey of Employers (Denver, CO: State Higher Education Executive Officers and
Education Commission of the States,LOctober 1995).
ENSURE AN EFFECTIVE SYSTEM
States need to create a workforce preparation sys-
tem that allows agencies, educational institutionsand businesses to learn from each other the mosteffective processes for doing business. Working pri-manly with corporations to help them find andtransfer "best practices" among themselves, JackGrayson, CEO of the American Productivity andQuality Center, suggested that educators "beginthinking outside the box and perhaps borrow prac-tices from other organizations and businesses. Forexample, when health care providers wanted todesign an effective registration and admitting system,
we suggested that they look to other businesseshotels and rental car companies for help. Using abenchmarking process gives organizations opportu-nities to organize methods of learning and thenallows them to transfer that know-how to others."
Learning processes should incorporate a com-
mon language and understanding that are shaped
by high standards for performance, as well asincentives to support high levels of achievement; all
learning providers should be accountable to identi-
fied performance standards.
Attempts to develop workforce preparation sys-tems that identify and reward "best practices" arebeginning to take shape in some states. For exam-ple, in California, the State Job TrainingCoordinating Council (SJTCC) is involved in aninteragency collaborative process to design a newworkforce preparation system for the state. AmongIts many efforts, the SJTCC is charged with respon-sibility for developing a performance-basedaccountability system that will annually publishreport cards evaluating workforce preparation pro-grams and providers.
Concomitantly, the California HigherEducation Round Table made up of the chief
executive officers from all segments of public edu-cation in the state, the president of the Associationof Independent California Colleges andUniversities, and the executive director of theCalifornia Postsecondary Education Commission
recently made a formal commitment to advance
workforce excellence. To accomplish this goal, theRound Table will focus its efforts in the followingareas:
momi examine university admission and curriculum
articulation policies and practices to ascertain theircompatibility with new curricula being developedin secondary schools
® review curricula and teaching and learningstrategies to ensure their relevance and applicabili-ty to the world of work
Nom develop alliances with leaders of industry andlabor in the public and private sectors
mm strengthen existing relationships with otherentities engaged in employment training and withlocal and state agencies charged with economicdevelopment
Imo conduct regional hearings to listen andrespond to the public's concern about education,employment, and the condition of local economies.
While the SJTCC and the Higher EducationRound Table are distinct state entities, leadership inthese groups is currently attempting to align theworkforce preparation activities in which the twoare involved.
19
SUPPORT TEACHERS AND FACULTY
Many participants raised concerns that com-prehensive workforce preparation systems willnot work unless teachers are prepared to supportand enhance "learner-centered" instruction. Oneteacher from Wisconsin spoke for many otherswhen he said, "Colleges and universities need toprepare future teachers to value and impart totheir students an appreciation for lifelong learn-ing. Teachers and teacher educators will needsupport to change pedagogy. Professional devel-opment experiences will help them to preparetheir students for more context-based experi-ences."
SHEEOs and other state education officialsshould work together to ensure that teacher educa-
tion programs and professional development oppor-
tunities for practicing teachers are responsive to the
need to better prepare elementary and secondary
students for work and further education and training
But changing teacher training programs in col-leges and universities will mean that state leadersand college administrators will have to tackle acurrent faculty reward system that bases promo-tion and salaries on attainment and maintenanceof tenure, not student success. This may changeat a "new college" recently proposed to faculty atArkansas' Westark Community College.According to President Joel Stubblefield, many ofthe traditional structures and processes for edu-cating students will be eliminated: college admis-sions will be based on proficiency levels of enter-ing students; degree attainment will be based onwhether students attain defined learning out-comes; seat-time and Carnegie course credit willbe eliminated. In Stubblefield's vision "academicdepartments will be integrated to provide cus-tomized learning for the student. Because we
want students to have certain capacities to learnfor the rest of their lives, we need to organize ourinstitutions to accommodate this learning model.So, faculty will be organized around teachingidentified skills, not academic subjects."
20
P.
AN AGENDA FORSTATE HIGHER EDUCATION BOARDS
State leaders are urged to
support the following nine
objectives for linking
postsecondary education to
workforce development systems:
lems Create a vision of postsecondary education inworkforce development
mom Broaden the "school-to-work" framework
Is Build a collaborative system of education andtraining
® Capitalize on the distinct roles of learning providers
® Improve learner productivity
illila Help learners make informed choices
® Connect learning and work
Now Ensure an effective system
WISIM Support teachers and faculty
2i
SHEEO will use these objectives as the basisfor our continuing work to support a state high-er education agenda aimed at ensuring success-ful transitions from school to further educationand work. In addition, we are committed toworking with all stakeholders national andregional education organizations, governors'offices, state legislators, business and industry,colleges and universities, schools, and othereducation and training providers in initia-tives that will strengthen needed alignments.
Part of our continuing activities will be toidentify and examine successful models and"best practices" demonstrating the involvementand leadership of postsecondary education instatewide workforce preparation systems. Thesemodels will be widely disseminated and willserve as a strategy to build the leadership capac-ity of state higher education agencies, collegesand universities in these systems. Our work willfocus on the following issues:
® high school feedback and admissions,including new linkages and measures that arebeing established between high school perfor-mance and college success; evaluating work-based and other applied or contextual learningat the secondary level in the postsecondaryadmission process; using_ high school feedbacksystems for program improvements and studentcounseling.
articulation and transfer withinpostsecondary education, including articula-tion and transfer between community collegesand baccalaureate institutions; community col-lege to baccalaureate institution articulation ofoccupational programs; articulation of "tech-prep" curricula with baccalaureate completionprograms; student tracking systems and their usein providing information feedback to institu-
tions from which students transferred.
® follow-up of program completers andemployer feedback systems, including the util-ity of alumni follow-up information for programassessment and review; the design of employerfeedback systems and the utility of informationthat employers could provide for postsecondaryprogram review and assessment; informationwhich employers find important in their recruit-ment processes and in evaluating the trainingneeds of their employees.
® integration of classroom-based and work-based learning, including achieving effectiveintegration of academic and work-based learn-ing; employer contributions to and sponsorshipof work-site learning; measures of learning suc-cess in work-based experiences; effective highereducation-business partnerships; integratingtechnology-based learning into the overall edu-cational experience and evaluation of technolo-gy-based learning; integrating applied learninginto teacher preparation and professional devel-opment programs.
=No effective coordination and planning,including patterns of representation that statesuse in coordination and governance structures;responsibilities assigned to various state agen-cies for staffing workforce development initia-tives; mechanisms states use in establishingworking relationships across agencies and orga-nizations (e.g., joint studies, executive sum-mits); roles of governors, key legislators, busi-ness executives, state education leaders (partic-ularly SHEEOs); contributions to workforceeducation and training by education providers,especially postsecondary education institutions.
22
NOTES
1 The American Freshman: National Norms for Fall 1993, American Council on Educationand Higher Education Research Institute, University of California at Los Angeles (Los Angeles, CA:University of California, 1993).
2 Dillman, Don A., James A. Christenson, Priscilla Salant and Paul D. Wagner, What the PublicWants from Higher Education: Workforce Implications from a 1995 NationalSurvey, Social and Economics Sciences Research Center (Pullman, WA: Washington StateUniversity, November 1995).
3 Grubb, W. Norton, "Creating a Comprehensive Workforce Preparation System: Re-integrating Education and Job Training." Presentation before the California State JobTraining Coordinating Council, January 30, 1996.
4 Van Horn, Carl E., Enhancing the Connection Between Higher Education and theWorkplace: A Survey of Employers (Denver, CO: State Higher Education Executive Officersand Education Commission of the States, October 1995); Task Force on High Performance Work andWorkers, Higher Education and Work Readiness: The View from the Corporation(Washington, D.C.: Business-Higher Education Forum, September 1995).
5 The Condition of Education, National Center for Education Statistics (Washington, D.C.: U.S.Department of Education, Office of Educational Research and Improvement, 1996)
6 Immerwahr, John with Steve Farkas, The Closing Gateway: Californians Consider TheirHigher Education Systems (San Jose, CA: Public Agenda Foundation for the California HigherEducation Policy Center, September 1993).
7 Souders, John C. Jr., "The Coming Challenge: Are Community Colleges Ready for the New Wave ofContextual Learners?" in National Tech Prep Network Connections (Waco, Texas: Center forOccupational Research and Development, May 1996).
8 Van Horn, Carl E., Enhancing the Connection Between Higher Education and theWorkplace: A Survey of Employers. Also, several publications by the National Center on theEducational Quality of the Workforce, University of Pennsylvania provide a review of employer reac-tion to youth apprenticeships and internship programs, including: Zemsky, Robert, "WhatEmployers Want: Employer Perspectives of Youth Apprenticeships," National Centeron Educational Quality of the Workforce (Philadelphia, PA: University of Pennsylvania, 1994); Lynn,Irene and Joan Wills, "School Lessons, Work Lessons: Recruiting and SustainingEmployer Involvement in School-to Work Programs," National Center on EducationalQuality of the Workforce (Philadelphia, PA: University of Pennsylvania, 1994); and Osterman, Pauland Maria Iannozzi, "Youth Apprenticeships and School-to-Work Transition: CurrentKnowledge and Legislative Strategy," National Center on Educational Quality of theWorkforce (Philadelphia, PA: University of Pennsylvania, 1993).
9 Ibid. 23
TOWARD MORE EFFECTIVE LEARNING ENVIRONMENTS:THE ROLE OF POSTSECONDARY EDUCATION
IN WORKFORCE PREPARATIONWINGSPREAD CONFERENCE CENTER RACINE, WISCONSIN February 22-24, 1996
Arkansas lommi Missouri
Diane S. Gilleland Ka la Stroup
Director Commissioner of Higher EducationDepartment of Higher Education Coordinating Board for Higher Education
Joel Stubblefield Joseph L Driskill
President DirectorWestark Community College Department of Economic Development
Illinois moN
Richard D. Wagner
Executive Director
Board of Higher Education
Richard Fonte
Assistant for Workforce Education Policy
Office of the Governor
Kansas
Stephen M. Jordan
Executive Director
Kansas Board of Regents
Bruce Peterman
Senior Vice President
Aircraft Development
Cessna Aircraft Company
Kentucky Ism
Gary S. Cox
Executive Director
Council on Higher Education
Roy Peterson
Secretary of the Cabinet
for Education, Arts and Humanities
Montana Imo
Jeffrey Baker
Commissioner of Higher Education
Montana Systems of Higher Education
Hon. Daryl Toews
State Senator
Chair, Educational and Cultural
Resources Committee
Montana State Senate
Nevada is=m
Richard S. Jarvis
Chancellor
University and Community College
Systems of Nevada
Ann Wilson Andreini
Legal Counsel
Office of the Governor
24
North Dakota ElmGene A. Kemper
Vice Chancellor
North Dakota University System
Fraine C. Zeit ler
Director
Workforce Development Council
Governor's Office
Ohio mini
Elaine Hairston
ChancellorOhio Board of Regents
James Mermis
Director of Workforce Development
Office of the Governor
Wisconsin
David Ward
Sr. Vice President
Academic Affairs
University of Wisconsin System
Cheryl Wilhoyte
Superintendent of Schools
Madison Metropolitan School District
INSTITUTIONAL/ORGANIZATIONAL
LEADERS
Charles W. Bray
President
The Johnson Foundation
Donald J. Carstensen
Vice President, Educational Services
ACT
Herbert Flamer
Executive Director
College and University Programs
Educational Testing Service
C. Jackson Grayson, Jr.
ChairmanAmerican Productivity and Quality Center
W. Norton Grubb
Professor
School of Education
University of California
John R. Holmes
Teacher
John Marshall High School
Dennis Jones
President
National Center for Higher EducationManagement Systems
25
Rahul Kamath Susan Poulsen
Student Program Officer
Carlton College The Johnson Foundation, Inc.
Charles S. Lenth Esther M. Rodriguez
Director of Policy Studies
for Higher Education
Education Commission of the States
Barbara Lieb
Senior Researcher
Office of Educational Research and Improvement
U.S. Department of Education
Irene Lynn
Deputy Director
National School-to-Work
Opportunities Office
James R. Mingle
Executive Director
State Higher Education Executive Officers
Carla O'Dell
President
American Productivity
and Quality Center
Leno S. Pedrotti
Senior Vice President, Chief Scientist
Center for Occupational Research
and Development
Associate Executive Director
State Higher Education Executive Officers
Thomas H. Saterfiel
Vice President
Research Division
ACT
Barbara S. Uehling
Executive DirectorBusiness-Higher Education Forum
Carl Van Horn
Professor of Public Policy
Eagleton Institute of PoliticsRutgers, State University of New Jersey
Robert A. Wallhaus
Senior ConsultantState Higher Education Executive Officers
26
WESTERN REGIONAL CONFERENCE ON THE ROLE OFPOSTSECONDARY EDUCATION IN WORKFORCE
PREPARATIONDENVER, COLORADO May 2-4, 1996
Norma Rees
President
California StateUniversity/Hayward
ARIZONA
Tricia Euen
Occupational Program Specialist
Maricopa Community College District
John Merren
Director of Occupational Curriculum
Pima Community College
CALIFORNIA
Raul J. Cardoza
President
Chabot College
Diane Carey
President
Napa Valley College
Maureen DiMarco
Secretary
Office of Child Development
and Education
Warren H. Fox
Executive Director
California Postsecondary Education Commission
Sonia Hernandez
Special Policy Advisor
California Department of Education
Cheryl Hickey
Analyst
California Postsecondary Michael T. RotaEducation Commission
Vice Chancellor for Academic AffairsUniversity of Hawaii
Diane Vines
Vice President, Academic DevelopmentCSU Institute
Phillip Williams
Chair
State Job Training Coordinating Council
COLORADO tam"
Marilyn Akers
Director
Colorado School to Work
Susan McAlonan
Consultant
Colorado Department of Education
Dwayne C. Nuzum
Executive Director
Commission on Higher Education
H. Clay Whitlow
Vice President
Colorado Community College & OccupationalEducation System
HAWAII mom
27
(HAWAII cont.)
Thomas W. Si leo
Associate Dean/Eisenhower Coordinator
University of Hawaii at Manoa
IDAHO Nom
Trudy J. Anderson
State DirectorIdaho Division of Vocational Education
Mary Emery
Lewis-Clark State College
Jay Engstrom
Director
State Department of Commerce
KANSAS mom
William R. Docking
Regent
Kansas Board of Regents
John F. Welsh III
Director of Academic Affairs
Kansas Board of Regents
MINNESOTA
Leslie K. Mercer
Interim DirectorHigher Education Services Office
MONTANA
Dwight Johnson Richard A. Crofts
Director Deputy Commissioner, Academic Affairs
State Department of Labor Office of the Commissioner of Higher Education
Montana University SystemDavid White
Division Director
College of Southern Idaho
ILLINOIS mow
Sarah Hawker
Associate Director, Academic Affairs
Board of Higher Education
28
Gail Gray
Assistant SuperintendentOffice of Public Instruction
Pat Haffey
Education Policy Advisor
Office of the Governor
NEBRASKA mmi
Odus V. Elliott
Academic Officer
Coordinating Commission for Postsecondary Education
NEVADA
Ann Wilson Andreini
Legal Council
Office of the Governor
NEW MEXICO
Bruce D. Hamlett
Executive Director
Commission on Higher Education
Vonell Huitt
Education Policy Advisor
Office of the Governor
David Lepre
Deputy Director
Legislative Finance Committee
James N. McLaughlin
Campus Director
NMSU-Dona Ana
Antionette Pacheco-Perez
Senior Analyst
Legislative Finance Committee
Frank J. Renz
Executive Director
New Mexico Council of
Independent Community Colleges
NORTH DAKOTA
Eddie Dunn
Executive Director
College Technical Education CouncilNorth Dakota University System
Russ Statger
President/CEO
Bismarck Mandan Develop Association
Charles Stroup
Director
Department of Economic Development & Finance
Scott Wilson
President
North Dakota Chamber ofCommerce Executives
OREGON
David T. Conley
Associate Professor, University of Oregon
Director, PASS Project
Oregon State System Higher Education
Tim Griffin
Vice Chancellor for Corporate &Public Affairs
Oregon State System Higher Education
TEXAS am
Ken Tunstall
Director of Workforce Education
Texas Higher Education
Coordinating Board
29
WASHINGTON som
Geoffrey Gamble
Vice Provost for Academic Affairs
Washington State University
Daniel 1. McConnon
Director for Workforce Education
State Board for Community
and Technical Colleges
Doug Scrima
Senior Policy Associate
Higher Education Coordinating Board
Jane C. Sherman
Deputy Director, Academic Affairs
Higher Education Coordinating Board
Bryan Wilson
Associate Director
Workforce Training & Education
Coordinating Board
Hon. Jeanette Wood
State SenatorWashington State Senate
WEST VIRGINIA BMW
James Skidmore
Acting Vice Chancellor Community and
Technical College Education
State College and University Systems
WYOMING rzmm
Bev Aoki
Vice Chairperson
Wyoming Job Training Commission
Charles Bohlen
President
Laramie County Community College
Frank Galeotos
Director
Wyoming Department of Education
Thomas Henry
Executive Director
Wyoming Community College Commission
Joe Simpson
Deputy State Superintendent ofPublic Instruction
Wyoming Department of Education
30
INSTITUTIONAL/ORGANIZATIONAL
LEADERS
Cheryl Blanco
Program Director
Research and Policy Analysis
Western Interstate Commission for Higher Education
Barbara Bolin
Coordinator
Industry-Education InitiativesDell Computer Corporation
Anthony P. Carnevale
Vice President for Public Leadership
Educational Testing Service
Donald J. Carstensen
Vice President
Educational Services
American College Testing
John Childers
Vice President for Regions
and Governmental RelationsThe College Board
Frederich H. Dietrich
Vice President, Guidance, Access
and Assessment Service
The College Board
Arthur Doyle
Acting Vice President, Field Services
The College Board
31
Herb Flamer
Executive Director
College and University Programs
Educational Testing Service
Norton Grubb
Professor
School of Education
University of California, Berkeley
Daniel Hull
President and CEO
Center for Occupational Research and Development
Dennis Jones
President
National Center on Higher EducationManagement Systems
Richard W. Jonsen
Executive Director
Western Interstate Commission forHigher Education
Charles S. Lenth
Director, Higher Education Policy Studies
Education Commission of the States
Barbara Lieb
Senior Researcher
Office of Educational Research and ImprovementU.S. Department of Education
Rafael J. Magallan
Director of State Services
The College Board
Dewayne Matthews Sandra Ruppert
Senior Program Director
Western Interstate Commission for
Higher Education
James R. Mingle
Executive Director
State Higher Education Executive Officers
Educational Systems Research
Charles D. Schmitz
Dean, School of Education
Baylor University
Liz Schmitz
Director, Computer Learning TechnologyJere J. Mock Center for Occupational Research and
Program Director, Constituent Development
Relations and Communications
Western Interstate Commission for Irene K. SperoHigher Education
Leno S. Pedrotti
Senior Vice President/Chief Scientist
Center for Occupational Research andDevelopment
Richard Pesqueira
Regional Executive Director
The College Board
Russell Poulin
Associate Program Director
Western Cooperative for Educational
Telecommunications
James L. Ratcliff
Director, Center for the Study
of Higher Education
Pennsylvania State University
Esther M. Rodriguez
Associate Executive Director
State Higher Education Executive Officers 32
Executive Director Federal & State Relations
The College Board
Henry A. Spille
Vice President
American Council on Education
Carl Van Horn
Professor of Public Policy
Eagleton Institute of PoliticsRutgers, State University of New Jersey
Daniel Via
Research AssistantWestern Interstate Commission for Higher Education
Robert A. Wallhaus
Senior ConsultantState Higher Education Executive Officers
Janice Weinman
Executive Vice President for Programs
The College Board
U.S. Department of EducationOffice of Educational Research and Improvement
National Institute on Postsecondary Education, Libraries, and Lifelong Learning
U.S DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement (OERI)
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