BUILDING REFLECTIVE LEADERSHIP:RESEARCH INTO PRACTICES ATE LEADERS USE TO DEVELOP AND MAINTAIN INDUSTRY-RELEVANT CURRICULUM, PROGRAMS, & INSTRUCTIONLouise Yarnall, Raymond McGhee, & Joseph Ames

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

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

Research Team and Advisors

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

Manjari Wijenaike, former ATE Center director

Steve Wendel, NCME

David Jonassen, University of Missouri

SRI Team and Ames Associates

Evaluator and Advisory Panelists

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

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

Research products - Instruction

Cases of ongoing, classroom-level processes that support continual instructional updates

Cases of technician education instruction

Peek at findings so far Model of industry-community college

instructional partnerships Partnership sub-study: Early highlights &

starting cases

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

Model: Strategic Need

Model: Formation Processes

Model: Partnership Capital

Model: Outcomes/Outputs

ATE-CC Partnership Conceptual Model

Strategic Need

Address labor supply needs

Retrain incumbent workers

Improve technician training

ATE center roleTalking with industry

Organizing work groups with faculty

Marketing/outreach

Trust-building meetings

Industry community link

Historic presenceIn region

Articulates labor need first

FORMATION PROCESSES

Establishing trust/norms/comm.(Fusing social & org. capital)

PARTNERSHIP CAPITAL

Resource Leveraging

Productive meetings: PD, new technology, standards alignment

Establish agreements around equipment, labs / resources

Instructional materials sharing

Industry adjuncts

Creating partnership capital(Partnership implementation)

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

OUTCOMES/OUTPUTS

Sustaining the partnership (Producing results)

Organizational boundary maintenance

Partnership Complexity-# organizations-# sectors-# states

STAGES: Emergence Transition Maturity Critical Cross Roads

External Resources

State & local funding 1/x

CC support

Administratorsupport forATE leader

Partnership sub-study: Early findings

Cases Uses: ATE community leaders can

compare their own situations to these cases, deriving insights

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

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

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

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”

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

Thank you louise.yarnall@sri.com