Working Wired - Michigan State University pdf/TSI 2001 Proceedings.pdfThe 2001 Summer Institute Report is published by the Michigan Partnership ... “Working Wired: Empowering Workforce

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Working Wired:Empowering Workforce Development

in an Information Society

2001 Summer Institute Proceedings

Community and Economic Development Program • April 2002

Acknowledgements

Thanks to Sponsors

Under the guidance of the MP/EDA Summer Institute Planning Committeeand with the support and assistance of State Director Rex LaMore, AssociateState Director John Melcher and Community Development Specialist FaronSupanich-Goldner, CEDP Program Assistant Reynard Blake coordinatedplanning for the 2001 Summer Institute. The following individuals served asmoderators for concurrent sessions: Reynard Blake, Susan Cocciarelli, TomColeman, Linda Patrick, Joe Rahn, and Katherine Willis.

Special thanks to Kathy Smith, CEDP Administrative Assistant, andKassandra Ray-Smith, CEDP Secretary.

Special thanks to the Summer Institute presenters and keynote speakers.

The 2001 Summer Institute Report was edited by David D. Cooper(Professor, College of Arts and Letters, Michigan State University, and EditorialConsultant to the CEDP), Amina Newsome (Editorial Assistant), and FaronSupanich-Goldner, with assistance from CEDP graduate student HarmonyFierke-Gmazel.

The 2001 Summer Institute was made possible in part by a grant from theU.S. Department of Commerce, Economic Development Administration.Sponsorship was also provided by the Charles Stewart Mott Foundation and theMichigan Economic Development Corporation. Further support was generouslyprovided by the following dedicated organizations: Council of MichiganFoundations, Cyber-State.org, Ingham County Economic DevelopmentCorporation, Merit Network, Inc., Michigan AFL-CIO Human ResourcesDevelopment Initiative, Michigan Nonprofit Association, Michigan Virtual HighSchool, Michigan Virtual University, Neighborhood Associations of Michigan,and Southeast Michigan Council of Governments. At Michigan StateUniversity, the following units served as cosponsors: Office of the Provost,Vice Provost for University Outreach, College of Social Science, School ofLabor and Industrial Relations, Urban Affairs Programs, Urban and RegionalPlanning Program, and the Institute for Public Policy and Social Research.

The 2001 Summer Institute Report is published by the Michigan Partnershipfor Economic Development Assistance and the Community and EconomicDevelopment Program at Michigan State University. The statements, findings,conclusions, recommendations, and other data in the Report are solely those ofthe Institute presenters and do not necessarily reflect the views of thegovernment or the University.

Layout/Design: David D. Cooper and Faron Supanich-GoldnerCover Design: Sharp Designs

MSU is an Affirmative Action, Equal-Opportunity Institution

I. Introduction / Rex LaMore v

II. Morning Keynote / Jack Litzenberg 1

The Sectoral Employment Development Learning Project

III. Morning Concurrent Sessions 5

Emerging Workforce / Mike Souden, Susan Meston

Underutilized Workforce / Mark Wilson, Marcus Jefferson, John Duley

Current Workforce / Brad Dyer, Mark Strolle, Scott McDonald

Policy for State and Local Government / Katherine Willis,Jeff Ogden, Charles Monsma

IV. Luncheon Keynote / Alan Shaw 18

Toward a New Workplace Ethic of Craft and Community

V. Town Hall Discussion 21

VI. Afternoon Concurrent Sessions 25

Emerging Workforce / Mike Richter, Nancy Davis, John Austin

Underutilized Workforce / Linda Hanks, Michael Bradley,Mark Wilson

Current Workforce / Thomas Schumann, Kathryn Tarr

Policy for State and Local Government / Rosalyn Jones,George Erickcek

VII. Appendices 36

2001 Summer Institute Day Agenda

Speakers and Presenters

2001 MP/EDA Award Presentation

List of Participants

Recent Publications of the MSU Center for Urban Affairs

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Introduction

Rex LaMore

In 1987, with the support of the U.S. Department of Commerce, EconomicDevelopment Administration, Michigan State University established theMichigan Partnership for Economic Development Assistance (MP/EDA). Thepurpose of MP/EDA is to “promote and support the expansion of economicdevelopment efforts in the State of Michigan through the provision of research,training, capacity building and technical assistance to economic developmentagencies and community based organizations serving distressed communities.”Each year since its inception, MP/EDA has organized and conducted, withnumerous public and private partners, a Summer Institute focusing on a currentissue in community and economic development. This report summarizes the2001 event, “Working Wired: Empowering Workforce Development in anInformation Society.”

The 2001 Summer Institute explored the transformation of the nature ofwork in the 21st century. To ensure full participation in the emerging digitaleconomy for all Americans, it is critical that workforce development effortstake into account the importance of information technology. This focus grewout of the theme of the 2000 Institute by continuing a focus on a technology-based economy and the many aspects of the Digital Divide that keep poor,immigrant, and other underutilized workers from fully participating in theeconomy.

The 2001 Summer Institute, held on July 10 at Michigan State University,was designed to help community leaders, educators, economic developmentpractitioners, and community builders to address these issues. This year’sSummer Institute featured workshops on information technology skilldevelopment for the emerging workforce, the underutilized workforce, and theexisting workforce, and an examination of state and local level policies that mayencourage workforce development in an information technology society.

The 2001 Summer Institute, summarized in the following pages, is anexpression of our continued commitment to providing citizens access to neededinformation. The 2001 Summer Insititute, this report, and the numerous otheractivities sponsored by the MP/EDA are the result of the generous support ofmany individuals and organizations throughout the State. We are grateful fortheir support. An informed free people, engaged in a great cause, is a force forincredible transformation. As we seek to identify and implement the essentialelements of sustainable communities, the participation of citizens and theirfreely created civic organizations will be pivotal to that process.

Introduction v

Morning Keynote

Jack Litzenberg

The Sectoral Employment Development Learning Project

In 1997, the Sectoral Employment Development Learning Project(SEDLP) began in order to document and evaluate selected sectoral programsand to disseminate the findings to policy makers and practitioners. The projectis supported by the Ford, Charles Stewart Mott and Annie E. Caseyfoundations, and the Aspen Institute. SEDLP’s purpose is to open paths ofeconomic advancement to low-income individuals. Industries are targeted inwhich employment opportunities for low-wage individuals could be expanded.Sector projects are visible in the low-income communities they serve. Theneeds and challenges of individuals in these communities affect the design ofthe services offered.

The sector projects aim to create changes that will have an impactbeyond individual participants. For example, programs may create new pathsinto a high-wage industry or aim to improve the job quality and chances foradvancement in an industry that employs the working poor. Sector programsemploy a range of strategies to accomplish their mission, including employmenttraining; operating a business; providing consulting services to the industry; andengaging in policy advocacy work. Implementing a sector program oftenrequires strong partnerships between several organizations. These may includeemployer associations, community-based organizations, labor unions, communitycolleges and local government offices.

Training Programs

The six programs included in the SEDLP program employ a range ofstrategies and work in a variety of industries. The training programs of SEDLPaid communities in New York, Chicago, Detroit, San Antonio, and SanFrancisco. In New York City, the Garment Industry Development Corporationprovides training to employed and unemployed individuals in the garmentindustry. The Paraprofessional Healthcare Institute of the Bronx supportstraining of low-income women of color in paraprofessional health care skills.

The goals of the Jane Addams Resource Corporation of Chicago are toretain and grow local industry, provide community residents with educationalservices and offer job training in the metalworking industry for incumbent andunemployed workers. Focus: HOPE, a civil and human rights organizationbased in Detroit, offers precision machining and metal working training to innercity youth and young adults. This Detroit based organization also operatesbusinesses that provide hands on experience in parts and services for theautomobile and related industries.

Morning Keynote 1

Industries are

targeted in which

employment

opportunities for

low-income

communities might

be expanded.

2001 Summer Institute Report

In San Antonio, Project QUEST, a nonprofit organization works withemployers, community colleges and others in coalitions to develop trainingprojects for low-income individuals. The Asian Neighborhood Design Program,a community development corporation in San Francisco, provides training incabinetry, carpentry and other construction trades.

The Participant Study is a three-year longitudinal survey designed todocument the experiences of sectoral program participants with respect totraining, employment, retention and advancement. The study measuresemployment and earnings outcomes of participants before and after theyreceive program services. The survey is completed at the start of the training,and at ninety days, one year and two years after training.

Key Findings about Respondents’ Earnings

Respondents’ earnings showed dramatic improvement because ofincreases in both hours worked during the year and earnings per hour. Overall,participants reported an average increase of $7,203 in their annual earnings oneyear after training. Non-incumbent workers (those who began the programunemployed or underemployed) increased their earnings by $9,048. Amongrespondents who were employed both before and after training, median annualindividual earnings increased by 64 per cent, from $8,580 to $14,040. Twenty-one percent of survey participants moved out of poverty on the basis ofearnings alone in the 12 months following training. When participants ofincumbent worker training programs are excluded, this figure rises to 27 percent.

For the sample as a whole, the number of hours that participantsworked increased an average of 601 hours per year, but this change isattributable entirely to increases among non-incumbent participants. Non-incumbent participants worked an average of 805 more hours during the yearafter training than during the baseline year. Among incumbent workers,average hours worked per year actually decreased slightly, yet remained at afull-time level of 1,949 hours per year, while annual earnings rose slightly,increasing by $786. Thus their increase in hourly earnings more thancompensated for the reduced number of hours worked. Among all participants,average earnings per hour at their main job increased by 20 per cent ($1.72 perhour) during the year after training, compared to the previous year.

Key Findings About the Employment Status of Respondents

In the baseline survey at the start of the training, 74 per cent reportedhaving worked at some point during the year. In the year following training, 94per cent reported having worked at some point. In the year after training, 59

2

Twenty-one

percent of survey

participants moved

out of poverty on

the basis of

earnings alone.

per cent of the employed respondents worked year-round at their job(s),compared to 32 per cent of the employed respondents who worked all year attheir job(s) during the year before the start of training. Among the employedrespondents, 87 per cent reported holding at least one job in the sector forwhich they received training.

Key Findings About Job Quality

Improvements in participants’ earnings per hour indicate they foundhigher quality jobs after training. However, other factors including participants’satisfaction indicate that job quality also improved. In general, participants hadaccess to a better benefits package through their post-training employment.When asked about their primary employment, 78 per cent reported they hadaccess to employer-provided health insurance in the year after training,compared to 50 per cent in the baseline year. Similarly, in the year aftertraining, 73 per cent of jobs provided paid vacation, compared to 44 per centbefore training.

Key Findings About the Training Experience

Eighty-seven per cent of respondents reported they completed theirtraining, and 82 per cent said they used the skills or knowledge learned in theprogram on the job. One year after training, 60 per cent of all respondents (70per cent when incumbent workers are excluded) reported that the training theyreceived in the program helped them get a new job. Of respondents, whoreported participation in previous training experiences, 41 per cent said that theprevious training led to a job, and 55 per cent said they used the skills orknowledge from that other training on the job. Among those who did notcomplete the training program, the reason cited most frequently was a healthproblem involving either themselves or a family member.

Conclusion

In an environment that emphasizes increasing the work behavior oflow-income individuals, sectoral employment programs address the criticalquestion of how to improve the quality of employment opportunities available toindividuals striving for economic self-sufficiency. One year after completingtraining, participant outcomes are extremely positive. They demonstrate thattrainees made significant strides in the labor market. Survey respondentsreported substantial gains in annual personal earnings and earnings per hour;higher employment rates; increased work hours; and improved job satisfactionand job quality one year after enrolling in the training program.

Despite these substantial improvements in economic status, a significantnumber of respondents still do not earn enough to lift themselves and their

3Morning Keynote

Eighty-seven

percent of

respondents

reported

completing the

training.

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families out of poverty. While significant gains were made, many respondentshave quite a distance to go before they will achieve economic self-sufficiency.As we track the labor market experiences of these respondents over time, wewill see if they are able to build on the progress they have made thus far.Results of the two-year follow-up survey of these participants, which will bepresented in forthcoming publications, will shed more light on these issues andprovide more information on how participants fare over time in the job marketand in their respective industries.

For more information about the Sectoral Employment DevelopmentLearning Project, go online to www.aspeninstitute.org/eop.

2001 Summer Institute Report4

1. Emerging Workforce

As technologycontinuously reshapes today’sworkplace, educators struggle toteach skills young people will needto be effective and successfulworkers. As the need fortechnologically competent workersgrows, educators have to redefinewhat needs to be taught and howbest to teach it. Educationalstandards and teacher preparation,according to presenters MikeSouden and Susan Meston, mustincorporate technology skills ineducational strategies in order toadequately prepare young peoplefor the “wired” workplace.

Mike Souden, Director of theRegional Education Media Centerof Michigan, first discussed theprogress educators have made inintegrating technologycompetencies into the existingeducational standards framework.

Based on a 1991 Departmentof Labor report, technology wasrecognized as a necessarycomponent for preparing youngpeople for the work force. “TheSecretary’s Commission onAchieving Necessary Skills”(SCANS) report, Mr. Soudenargued, provides a broad set ofobjectives for preparing youngpeople with critical workplacetechnology skills.

Those skills include the abilitiesof students to select equipment andtools, apply technology to specifictasks, and to use computers andother information technologies.Since 1991, Mr. Souden reported,the development of the World WideWeb, the improvement of dataprocessing programs, and the riseof e-mail and wireless technologyintensify the challenge to includetechnology in the learning process.SCANS also identifies writing,speaking and interpersonal skills asbasic skills for students.Technology can be used to createdocuments such as reports andgraphs. It can also be used as apresentation tool for clearlyexpressing ideas. The Web allowsstudents to interact with peoplefrom culturally diversebackgrounds.

While SCANS objectives arenot yet being fully realized,educators are taking the first stepsin incorporating technology skillsinto educational standards. New,better defined standards forinformation and technologyliteracy, for example, are beingdeveloped for students, teachers,and administrators. Mr. Soudenobserves, “it is not a teacherproblem but a teaching styleproblem.”

Mike Souden

discussed

preparing young

people with critical

workplace

technology skills.

Morning Concurrent Sessions 5

MorningConcurrentSessions

�

Presenter Susan Meston,Deputy Superintendent of theMuskegon Area IntermediateSchool District, next addressed thequestion of how technology ischanging the way that learninghappens in the classroom.Schools are increasing teachers’technological literacy, she noted, byproviding basic computer training,explaining what technology can do,and locating Internet resourcesthat teachers can use. Byintegrating technology intoinstructional methods, teachers canlearn how to effectively presentcontent in multimedia lessons,engage in distance learningopportunities, and take theirstudents on electronic field trips.

Distance learning provides agood opportunity for students toconnect with each other acrossstate and county lines. Anelectronic field trip allows studentsto travel electronically to a newplace. Ms. Meston described howone class recently took anelectronic fieldtrip to the ColumbusZoo. “Is it as good as going to thezoo? Heck no! You don’t get thesounds and smells,” she admits.“But to have the ability to share inan experience – like seeing a newborn manatee – is a great learningopportunity.”

Both Ms. Meston and Mr.Souden remarked that byintegrating technology intoinstruction, students can and do

take a more active role in theirown learning. As teachers givesome of the control for learning tothe students, a different learningclimate emerges. With more groupactivities involving data collectionand problem solving – activitiesoften accompanied by moreclassroom movement and a highernoise level – resistance cansometimes arise from teachers,administrators, or parents whoselearning experience included asocial expectation that studentsshould be quiet, passive, andseated. “So it’s a political issue aswell as a learning issue,”commented Mr. Souden.

Along with the many learningpossibilities technology offers somenew considerations and challengesfor teachers and schools. With agreater access to sharinginformation, teachers and studentsneed to be aware of copyrightedmaterial, plagiarism rules, and howto evaluate Web resources foraccuracy and suitability. Schooldistricts need to developacceptable use policies for theInternet and set budgets forteacher training.

Preparing today’s students forthe “wired” workplace presentsmany challenges and opportunitiesfor educators. Standards for whatneeds to be taught, how thatinformation should be taught, howteachers need to prepare to teach,and what learning looks like when

6 2001 Summer Institute Report

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2. Underutilized Workforce

Mark Wilson, AssociateProfessor of Geography, Urbanand Regional Planning at MichiganState University began the sessionwith an examination of the socialcontext of technology. Informationin the age of technology is ofgrowing importance. Informationitself is a major product ofadvanced societies. In fact, Mr.Wilson called information acommodity. For example, whenwe buy a vehicle we look at morethan just the manufacturedproduct. The cost of the vehicleincludes the insurance, advertising,data processing, design, distribu-tion, and even telecommunicationcosts. Many types of services andinformation, Mr. Wilson stressed,are embodied in the vehicle. Theexample shows that the value ofintangible things has risen. Inother words, the informationcontent of the vehicle increases invalue.

We have evolved, Mr. Wilsonexplained, from an agriculturaland manufacturing society to aservice society that emphasizes theimportance of informationgathering. As we change theways in which we produce things,

we change the types ofoccupations and industries thatmake them. This directly impactsjob and career choices. Children,he noted, increasingly go intoprofessions other than those oftheir parents, and they change jobsor professions more often.Today’s jobs are increasinglyfocused on the informationindustry. In the “informationsociety” technology influences theway we behave, work, and interactas people. This means thattechnology has become a socialcontext, Mr. Wilson stated.Moreover, there are economic,social, and political forces thatshape the development and powerof technology. It is important, then,to understand that these forces arebeing decided within our socialframework and to acknowledgethat we are a part of theframework shaping process.

Mr. Wilson next asked thequestion, “can we help shape ourtechnological futures?” If so howdo we? Answers to thosequestions raise important issuesabout access to technology and theability to use technology, Mr.Wilson said. Can one use acomputer? Does one haveproximity to the technology athome, at work, at school, at thelibrary, or other locations? Also,why is one seeking information viathe technology? Would one bebetter off seeking the informationelsewhere? Then there are


it occurs are just some of theimportant issues which surfacewhen examining the emergingworkforce.

- Reported by Mary Carlson

Mark Wilson

examined the

social context of

technology.

questions about the cost of Internetaccess. Can one afford the costof the computer hardware, Internetservice provider fees andtelephone billing costs?

Mr. Wilson compiledinformation based on a recentsurvey of Michigan residentsconducted quarterly by theInstitute for Public Policy andSocial Research. Generally, thesurvey results found the Michiganexperience to be very similar to thenational experience in terms ofcomputer and Internet access. Ofthe Michigan households surveyed,51.5 per cent have a computer.Forty two per cent of Michiganhouseholds surveyed have Internetaccess.

Knowing how to accessinformation, Mr. Wilson argued, isan important part of being amember of the knowledgeeconomy. Once citizens haveaccess to such knowledge, thenumber and range of servicesavailable to them will be greatlyenhanced.

“Technology is a means to anend,” Mr. Wilson concluded, “andnot an end it itself.” “Thecomputer does not substitute forknowing math and being literate.Technological skills are not asubstitute for knowledge; they are,an additional requirement neededin this information society as weprepare for and compete in ourtechnological future.

Marcus Jefferson and JohnDuley followed with a look at waysto bring technology skills to lowincome residents of Lansing. “Weactually bring technology to thepeople in a unique way,” said Mr.Jefferson, Director of Closing theGap. Planning for the programstarted about three years ago,according to program founder Mr.Duley. Current program partnersinclude the City of Lansing, theCapitol Area District Library,Lansing Community College, HeadStart, the Black Child and FamilyInstitute, and New HorizonsComputer Learning Center.

Closing the Gap began throughthe Greater Lansing HousingCoalition (GLHC), also founded byMr. Duley. The GLHC wasorganized to assist low-incomeresidents of Greater Lansingpurchase their first homes.

In 1997, GLHC wasencouraged by the Federal officeof Housing and UrbanDevelopment (HUD) to place acomputer learning center in aMeridian Township low-incomehousing community. The purposeof this center was to offercomputer resources to children inthis community. GLHCdetermined that computer learningresources could also benefitHabitat for Humanity new homeresidents and those usingresources of transitional housing


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organizations. The underservedsegment of the community alsoincluded Head Start parents andWork First participants. Closingthe Gap, according to Mr. Duley, isdesigned to help people gainaccess to computers, securecomputers of their own, and gainfurther computer training. Amotivating factor for involvementin the Closing the Gap program isthe ability of participants to have acomputer in the home. This willhelp their children competesuccessfully in the race to becomeand remain technologicallycompetent. The program alsotargets people of varying levels ofcomputer knowledge and skill,especially important for clientsentering the world of computerinvolvement for the first time. TheClosing the Gap team hopes theprogram will eventually help levelthe workforce playing field.

- Reported by Dewey Lawrence

Resources DevelopmentIncorporated has changeddramatically over the past decade.Ten years ago, he pointed out, theorganization was workingexclusively with displaced workers.Current programs involve moreincumbent workers needing trainingand job preparation to meet newdemands for higher level basicskills. The ability to read and dosimple math at the sixth grade levelused to be sufficient to land adecent blue-collar job. For thesame job today, the basic skillrequirement in mathematics couldvery well involve algebra andstatistics in addition to simplearithmetic. High school graduationis now required for many blue-collar jobs.

Besides occupational skills,employers invariably want workerswho can work well on a team,have effective communicationskills, and are able to resolveconflict. There is also what Mr.Dyer called a “universal demandfor computer literacy.” Inresponse, his organization, often inpartnership with communitycolleges, has been preparing newand incumbent workers in new skillsets through its RegionalWorkforce Development Centers.Mr. Dyer emphasized that presentday employers are complex, oftenrequiring very specific skill sets.His organization is involved, then,in customized training for skill sets

3. Current Workforce

Brad Dyer from the AFL-CIOHuman Resources DevelopmentIncorporated started the session.The private nonprofit organization’smain work, he explained, issoliciting state and local grants insupport of workforce educationand training activities throughoutthe state.

Mr. Dyer described how thework of AFL-CIO Human


Brad Dyer

described

customized

training to match

worker skill sets

with employer

needs.

cooperation between industry andtraining providers in order to bettermatch needs with skills. Heencouraged workforcedevelopment programs to workmore closely with communitycolleges to provide upgrade andtraining for the new workforce inaddition to keeping abreast offuture workforce needs. Reflectingon the future, he speculated thatthe baby boomer retirement couldcause problems if the currentworkforce and new entrants arenot sufficiently trained to “moveup.”

Mark Strolle was the secondspeaker. He is a quality networkrepresentative at UAW Local 602where he oversees training andtransition programs. He started outby introducing the mission andactivities of UAW. He explainedthat the mission of the UAW isbroader than that of a bargainingagent. The Union is also activelyinvolved in social services such asraising money for charitable causesand forming educationalpartnerships with local schools.

Mr. Strolle next addressedchanges in the manufacturingworld during the last decade. Hecontended that transitions in automanufacturing spell the biggestchallenges faced by currentautoworkers. He recalled the timehe was hired at a Lansing plant in1978 when manufacturing required

10

that match the requirements ofspecific employers.

Mr. Dyer next gave anoverview of technologicaladvancement in the last decadeand its impact on employment invirtually every sector. Skills neededfor specific jobs, he contended,have not only been upgraded but in“some cases jobs themselves havebeen redefined or have virtuallydisappeared.” For example, in themanufacturing sector, he remarked,“today you may need the trainingsimply to continue the job you havebeen doing.” Incumbent workersneed to adapt more rapidly becausecompanies are under increasingpressure from global competition tomodernize. He also addressedsweeping changes in the buildingtrade and construction industrywhere current workers areincreasingly required to usetechnologies that did not exist fiveyears ago.

The ability to stay abreast ofnew information technology isequally important for jobs in theservice sector. Mr. Dyer cited anexample of changing skill setswithin his own organization.Compared to a decade ago, newlyhired secretaries need highercompetency in skills such asproducing reports, managingcontracts, using cost allocationsoftware, and bookkeeping.

In his final remarks, Mr. Dyerstressed the need for closer


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only basic mass production workskills. Demands on the skills sets ofthe current workforce havechanged dramatically, he noted.“No longer do we hire workers inthe Lansing motor plant like theway I was hired in 1978.” Autoplant applicants today go throughan elaborate screening process,Mr. Strolle explained. They have topass tests in basic reading, writing,math, and computer competencies.They also have to show evidenceof newer “soft” skills like theability to work in groups.

Referencing a recent screeningtest, Mr. Strolle shared a surprisingstatistic that reflects the lack ofbasic skills among the currentworkforce. As high as 80 per centof applicants fail the assessmenttest. Recent high school graduatesfail at a higher rate than olderworkers. If in the past “peoplewere not interested in the workersfrom the neck up” these days, Mr.Strolle said, mental skills are farfrom ignored.

Mr. Strolle discussed how theUAW Local 602 was helping itscurrent workers in skills upgradeby using Internet technology toencourage participation andlearning within the organizationitself. The UAW Local has a skillcenter, staffed in part by LansingCommunity College instructors,where its members can hone theircomputer skills. He explored someof the ways the Local was taking

advantage of Internet-basedcommunication tools like e-mailand interactive chat rooms topromote communication andlearning within the organization.Computer skills are essential, henoted, not only for factory flooroperations but also for themembers to participate fully in theUnion, a trend, he speculated, thatwould significantly change the wayunions operate in the future.

In his concluding remarks Mr.Strolle stressed the importance ofcomputer literacy for school kidsbefore they get into the workforce.He also emphasized the continuingneed to modernize the currentworkforce in order to keep pacewith the demands of theinformation age. “There is a realneed,” he remarked, “to embraceinformation technology because ofits ability to help people learn andparticipate in our society.”

Scott McDonald from theMichigan Laborer’s Training andApprenticeship Institute (MLTAI)closed the session. He focused onhis personal experience withcontinued training and learning in asuccessful effort to reach the levelof competency he enjoys today.Noting the technologicaladvancement in the building tradeand construction industry within thelast five years, Mr. McDonald gaveexamples of dozens of jobspreviously labeled “unskilled,” but

11Morning Concurrent Sessions

Scott McDonald

explored the need

to prepare today’s

labor force for

versatility more

than anything else.

4. Policy for State and LocalGovernment

Katherine Willis began herpresentation by introducingCyber-State.org, a nonprofit

now requiring specialized trainingand certification. It is increasinglydifficult, then, for journeymen toremain in or have any careermobility without constant trainingand certification in newtechnologies. Like the previousspeakers, Mr. McDonaldemphasized the increasingimportance of basic reading andmath skills at a level previously notconsidered necessary for“unskilled” labor. Today’s needfor higher level basic skills is evengreater due to the fact thatpotential trainees must passtraining certifications for newtrades and upgrades. This, heobserved, is a special problem forolder workers long out of highschool.

Like the previous speakers,Mr. McDonald attempted to dispelthe myth of the traditional bluecollar worker. Workers today aretaking increasingly complex jobsrequiring high levels of skill andsophistication. He stronglyemphasized the need to preparetoday’s labor force for versatilitymore than anything else. Moving tonew jobs and learning new tricks tokeep old jobs both require training.

MLTAI offers apprenticeshipsin building trade and constructionskills ranging from low tech to hightech. These apprenticeshipprograms prepare people for thechanging workforce. Laid offworkers can also explore new

careers Mr. McDonald talkedabout the challenges faced by hisorganization in helping workersfully utilize these opportunities.

The biggest challenge faced byMLTAI is recruiting clients forapprenticeships. Although peoplesee value in apprenticeships andcontinuous training, most workers,according to Mr. McDonald, arestill reluctant to change. This istrue especially among olderworkers whose initial excitementoften wanes when they are askedto read thick training manuals.Even though there is a 35 per centincrease in wage rate for anyonewith a 16-hour training certificatefrom the institute, there is still awidespread misperception amongworkers, according to Mr.McDonald, that they can stoplearning once they are employed ina trade. To overcome thisresistance, MLTAI offersincentives for members to join.Nonetheless, only 20 per cent ofmembers have gone through sometraining at the center. Mr.McDonald concluded with theremark that the challenge is toinspire the rest.

- Reported by Tamara Juarez


computers. Metro Detroit, Ms.Willis noted, has the lowestpenetration of ownership ofcomputers in the home, whilecentral and southern Michiganenjoy the highest rates.

Although the survey found noincrease in the rate of computerownership, results did show a ninepercent increase in the number ofpeople using the Internet. This,according to Ms. Willis, could beattributed to the variety of availablelocations that offer Internet access,including businesses, schools, andlibraries.

Ms. Willis also presented some1999 data on technology use andeducation. According to surveyresults, people with lowereducation levels are becomingincreasingly involved in Internetuse, and they are applying suchinformation technologies in muchgreater rates. Nonetheless, resultsalso showed that individuals withlower education rates and in lowerincome brackets are still less likelyto be using computers andaccessing the Internet.

Other results showed that 58per cent of new users are women,44 per cent are over the age of 65,and 17 per cent under the age of25. One third of new Internetusers have a high school degree;one third have a college orvocational degree.

Of all Michigan residents usingthe Internet, the majority of


Katherine Willis

presented data on

technology use

among Michigan

residents.

formed in 1998 by the MichiganInformation TechnologyCommission, a group of fiftyMichigan leaders representing thebusiness, nonprofit, healthcare,government, and philanthropysectors. Cyber-State.org seeks tomake Michigan a world leader inthe use and development ofinformation technology in a waythat benefits everyone. Theorganization, Ms. Willis explained,has four concrete goals: increaseMichigan’s online population;expand the availability ofinformation technologies forlearning; support informationtechnology entrepreneurship; andencourage access to onlineinformation.

Cyber-State.org, in partnershipwith Public Sector Consultants,conducts an annual survey ofMichigan residents to find out whois online. After briefly describingthe survey’s methods, Ms. Willisanalyzed the results. The mostcurrent survey found that from1999 to 2000 ownership rates ofcomputers was essentiallyunchanged, a statistic consistentwith national trends. According toMs. Willis, the portion of thepopulation with higher income andeducation may already haveacquired the technology. Also,with the steady demise of freeInternet service providers, peopleat lower and middle income rangeshave less incentive to buy

individuals connect using modemaccess, and 14 per cent usebroadband connections, themajority of which are in the DetroitMetro area. Ms. Willis added thatresults show most individuals arehappy with their current connectionspeed.

Data from a March, 2000survey addressed reasons whypeople are not acquiring and usingthe Internet. There are a numberof obstacles, including literacy andlanguage limitations. According toMs. Willis, another barrierimpacting workforce developmentis the lack of local informationavailable on the Web.

Ms. Willis concluded herpresentation by briefly examiningsome policy implications,particularly those relating toeducation. While there is astatewide plan for educationtechnology, Michigan is only one ofsix states without allocation foreducational technology. At thelocal level, one option Ms. Willissuggested are local district bonds,which can be financed with localschool districts. Part of theproblem, however, is that bondfunds can only be used to purchasehardware, and cannot cover otherrelated expenses such as planningfor the integration of technologyinto curricula, technologydevelopment for teachers, andtechnical support.

Jeff Ogden followed with aoverview of Michigan programsthat encourage development ofInternet infrastructure. Some ofthe programs he mentioned lastedonly a year or two, and others areongoing. Some are privatelyfunded, while others are centrallymanaged.

The Michigan InformationNetwork was among the programsMr. Ogden reviewed. Its goal is tocreate a state-wide network insupport of a variety of schoolbased applications, including videoand Internet use and access. LinkMichigan, another programintroduced by Mr. Ogden,encourages development in areasof the state without advancedtelecommunications access. Otherprograms include the GatesFoundation Grants to libraries andNSFNET, a collaboration of theNational Science Foundation, MeritNetworks, IBM, and MCI.

Mr. Ogden stressed throughouthis presentation that the Internet isa public/private partnership thathas accomplished much over avery short time. This theme ofworking among different groupsand across traditional lines is,according to Mr. Ogden, especiallyimportant when talking abouteducation and work forcedevelopment.

Mr. Ogden next questioned theassumption that technology is a


good thing. He asked whethertechnology is important for its ownsake, or rather as a means to anend. He raised several questions.Is more technology itself a goodthing? What is the purpose ofmore technology? What is thegoal?

Mr. Ogden then examined thephrase “working wired” by raisingcritical questions. Does “workingwired” mean technology based jobsfor the unemployed andunderemployed or more trainedworkers for a technology hungrybusiness sector? Does it includetelecommuting? Is it a tool tofacilitate education?

In Michigan, Mr. Ogdenpointed out, a local call to theInternet without per-minutecharges is available to 98 per centof all telephone exchanges. Giventhat statistic, he asked, “are wedone? [H]as Michigan conqueredthe digital divide? How can wemove beyond where we currentlyare?” In many cases, he noted,institutions such as libraries,community colleges, and schoolsmay be able to offer moreadvanced access to the Internetand better Internet applications notreadily be available in privatehomes. In addition to greaterInternet access , there is a also aneed to make sure that Internetinformation is available in alanguage that people understand,including important information on

local jobs, entertainment, and otheritems of local interest.

Mr. Ogden then began talkingabout the future of technology byintroducing Internet 2, a Michiganbased effort created by some ofthe largest colleges, universities,and research organizations in thecountry. Its goal is to developnetwork capabilities that wouldallow new applications currentlyunavailable on the commercialInternet. He examined some of thepolicy and development issuesraised by the advanced capabilitiesof Internet 2. When thinking aboutthe regulations and policies of anew Internet, Mr. Ogden posedkey questions: Should there bemore competition or moreregulation? In addition, is thegovernment’s role to get out of theway, or is it to intervene? If itintervenes, does it do so by passingrules and laws or by creating anincentive based system? Mr.Ogden wrapped up his presentationby demonstrating a new capabilityof the Internet through a real-timevideo link with his office.

Charles Monsma shifted thefocus of the session to state andlocal governments in Michigan.First, he outlined Michigan’sworkforce developmentinfrastructure and its recentchanges. Workforce developmentprograms are handled by 25Michigan Works agencies located


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have been going through strategicplanning processes.

As an example, Mr. Monsmacovered the strategic planningprocess taking place in WashtenawCounty. That began with anenvironmental study to determinelocal trends. Based on thesefindings, the workforcedevelopment agency designed areport card to determine what wasgoing well, and what wasn’t. InWashtenaw County, the report cardoutlines five goals.

The first two are demand sideemployer goals: development ofsector based workforcedevelopment strategies andaddressing workforce needs ofsmall and medium sized business.Small business, according to Mr.Monsma, is where most of thegrowth is occurring both at nationaland local levels. One of the mostpressing needs for smallbusinesses, especially start-up techfirms, is skilled employees. Inaddition, small businesses are lesslikely to have the internal resourcesto provide training, recruit workers,and do other types of services thatthe workforce developmentagencies and their partners couldbring to them.

The next development goalsare supply-side goals. The thirdaddresses the needs of thecounty’s working poor. The fourthharnesses the untapped humanresources in the county to address

around the state. These agenciesare part of the MichiganDepartment of CareerDevelopment and the MichiganEconomic DevelopmentCorporation. The Michigan Worksagencies, Mr. Monsma explained,have taken over a number ofprograms formerly administeredby the Department of Education,including Adult Education .

Over the past few years, theseagencies and the employers theyserve have faced a tremendouslabor shortage and skills gap,particularly as they relate to theuse of technologies, computers,and technical employment training.Even though many of its clientshave been hired, the traditionalaudiences served by the MichiganWorks agencies have not had theskills necessary to enter into highlevel jobs where advancedtechnology skills are needed.

Meanwhile, the Federalgovernment passed the WorkforceDevelopment Act which expanded,Mr. Monsma noted, the role oflocal workforce developmentagencies. They were called on touniversalize their services in orderto play a more active role indeveloping workers for high leveljobs. The federal mandate alsocalled for an integration of localworkforce development servicesinto a more comprehensive system.Concurrent with these changes,local Michigan Works agencies


Charles Monsma

discussed the

Washtenaw County

strategic planning

process for

workforce

development.

the current labor shortages,including high school and collegegraduates and persons withdisabilities.

The final goal aims to improvesystem wide planning efforts andcustomer outcomes through aconcerted quality assuranceinitiative. This initiative calls onlocal agencies to put more of theirenergies into outreach in order togain better understanding of theneeds and values of localbusinesses.

The next step involveddeveloping an operational plan.With community input, the fivegoals were narrowed down tothree broad objectives. Thedemand side objective seeks toincrease the number of MichiganWorks service customers whoobtain employment at small andmedium sized employers by fivepercent per year over a three yearperiod. The second objective, onthe supply-side, aims to increase by10 per cent the employment oflow-income workers, includingpersons with disabilities, in full-timejobs with employer based healthbenefits. This objective alsotargets a 10 per cent increase inWashtenaw County high schoolstudents participating in careerpreparation experiences.

Partnerships are an integralpart of the Washtenaw strategy.There is a strong need, Mr.Monsma stressed, for closer

17

contact between, for example, theschool systems and the workforcedevelopment agencies, and closercontacts with the universitysystem, social service agencies,transportation services, and all ofthe other support systems theworking poor need to becomeviable employees.

With broad institutionalparticipation, more knowledge ofthe market, linkages of markets toemployees, and federal and statedollars, local programs such asWashtenaw’s can succeed, Mr.Monsma concluded, in boostingregional information technologyemployment.

- Reported by Chris Foley

Morning Concurrent Sessions

18

Toward A New Workplace Ethic of Craft and Community

“The competitve ability is the ability to learn.” - Seymour Papert

Technologies and demographics in the workplace are constantly in astate of fluctuation. To meet the dynamics of these changes, the power of oldand new ethics should be explored. Throughout contemporary workplacesthere are demands for new forms of expertise and competitiveness coupledwith the new demands of an increasing pace of change and increasing diversity.Through the fostering of process oriented learning, today’s workers can enjoy asense of shared craft with productive ends.

A Traditional Workplace Training ModelThe process of how knowledge is pursued is more enduring in the

workplace than simply what types of knowledge are known. Throughexploration, reflection, creativity and collaboration, workers can adapt to newforms of technology and rise to new challenges. Exploration and discovery arerequired when adapting to new forms of media in the workplace. Reflective,analytical problem solving follows as cognitive abilities are shaped by the firststep of exploration. Creativity or creation of products is the result of anorganizational process that fosters a notion of craft in the workplace. Theoverall goal of process oriented learning is the “building of collaborative peercommunities” within workplaces that leads to a shared sense of craft.

Historically, workplaces have placed heavy emphasis on training andaccess for workers to master a new skill. These two elements represent apassive, short-term end-product oriented workplace model described as the“training model” with the main focus being “what you know.” “In a workplacewhere constant upgrading and retooling have become the norm, a regimen oftraining and re-training have become a necessity. However, training modulesoften focus on skills instead of craft and ideas instead of conceptualframeworks.”

The Developmental Workplace Model

On the flip side of the coin, the concept of “how you came to know”represents an active, long-term process-oriented workplace model, known asthe “developmental model.” Empowerment and development are key players.“The changing technological landscape does not dominate the focus of theworkers, but instead it plays a more supportive role, acting mainly as a contextthrough which they engage the craft in new ways and with others who share intheir experiences.” Developmental growth is defined as “the ability to

Luncheon Keynote

Alan Shaw


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Luncheon Keynote 19

progressively engage in a work and then to disengage in order to reflect upon it.This cycle of engaging and disengaging is especially consequential when thereis a community with which to examine the work and share in the reflections.”

There are two current perspectives that deal with learning anddevelopment. Seymour Papert of the Massachusetts Institute of Technologytook part with other researchers in a study of passive and active learning todevelop the theories of Constructivism and Constructionism. Constructivism isan active learning model that sees the learner as needing constructive (craft-like) activities to learn best. Constructionism is also an active learning model,yet it emphasizes the role that a community of learners (a peer communitywithin the workplace) can play in enhancing the capacity of the learner.

Bob Moses, founder of the Algebra Project and a civil rights organizerfor 40 years from the Student Non-Violent Coordinating Committee serves as acase study for the theory of Constructionism. “ The work of Bob Moses duringthe sixties shows how organizing more cohesive communities empoweredpeople who felt helpless in the South. The method used by Bob Moses to teachAlgebra also emphasizes building cohesive learning environments to empowerkids educationally and equip them with a sense of a learning craft and a learningcommunity in the classroom.”

Boston’s MetroLINC Program

In Boston schools, new initiatives promoting the developmental modelhave been introduced. Some of the initiatives foster a professional communityamong the teachers, while others aim to offer additional access to technology.In support of the latter, Alan Shaw has been instrumental in the development ofan online lesson plan called “MetroLINC.” MetroLINC aids teachers in thedevelopment of their sense of craft and community in the schools through thecreation and sharing of lesson plans online.

Teachers participating through MetroLINC can develop and sharepedagogy with colleagues while integrating curriculum standards (which aids inthe refining of craft). The sharing of online lesson plans also aids in thedevelopment of benchmarks for evaluation (refining of craft). The programfosters online Peer Review, mentorship and collaborative projects that facilitatethe creation of a professional learning community. Teachers utilizingMetroLINC are allowed increased exposure to new technology whilecompleting more important non-technical accomplishments. By writing up theirown lesson plans and evaluating their relevancy to various curriculum standards,the teachers use the technology to develop products of their craft that they haveownership of and that represent both engaged practice and disengagedreflection.

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20

There are three organizations that provide software that focuses ondevelopmental plans, personal learning plans, and organizational learning plans.IMANI Information Systems, the National Institute for Community Innovations(NICI), and Linking Up Villages (LUV) offer tools that complete the followingtasks: Mapping out of procedural knowledge in an institution into a type of“Concept Map”; offering a self-assessment process; developing of the “BestTools”; peer review and peer mentorships along with collaborative projects.

Technology can be applied appropriately as a means to defineprocesses that lead to a shared sense of craft and product related outcomes,engage the workforce in developmental processes such as reflection andplanning, and to develop and expand peer relationships to facilitate new and oldforms of workplace community.

For more information about these tools, go online to www.imanisystems.com,www.nici-mc2.org, or www.villagenetwork.org.


21Town Hall Discussion

Following lunch, five experts convened to interact with one another andwith the Summer Institute participants about the topics of technology andworkforce development. John Austin moderated the panel, which alsoincluded Alan Shaw, Barry Stern, Katherine Willis, and Mark Wilson. Thefollowing remarks are excerpted from the discussion.

Technology as Tool vs. Solution

Austin: Does anybody [on the panel] have a response to Dr. AlanShaw’s keynote address at lunch?

Stern: Shaw has put a theory structure behind something that hasbeen around for quite some time. It should be common sense.Ask yourself: Where are you now? Where are you going?How do we measure that? And what is working now?

Willis: Alan points out a need for community conversation as well asthat technology can be helpful as people build connections thatenable human networks. How many of you [to audience] havedeveloped networks among the people who are involved ineconomic development?

Participant: We use it to collaborate on our goals and services that weprovide.

Shaw: Technology is a tool that can serve to foster networks.Computers or other technology are not a solution or an end.

Stern: Technology is beyond our ability, it has capacity beyond whatwe can do or deliver. Computers are in schools but they arejust sitting there. Proper curriculum and programs are notbeing widely used that can fully utilize the capacity of thetechnology we have [Stern offers a scenario of how a school ofthe future might look and function, supporting Shaw’s view oftechnology as a tool.

Town Hall Discussion

Wilson: [Supports both Shaw and Stern’s viewpoints of technology andcomputers are tools.] You can be online watching televisionessentially… or you can be online using [the Internet] as atelephone. Same computer, same desk. It’s what we do withthe computer or other technology that is important.

Participant: What do you do for people who do not know how to use thecomputer for reasons such as a limited geographic region [ruralareas] or any other reason that could lead to a digital divide?

Shaw: [Discussed what has to happen for people to use the computerin the workplace for staff development or training.] How doyou add a two-way discussion element to it? For one example,once the structure is down, the technology is a gateway toconduct these discussions and to integrate responses from thebottom up to things that are coming from the top down.

Participant: [Points to the use of online discussion in Holland, Michigan, toidentify available services within the community.]

Shaw: Citizenship has evolved downward to less and lessparticipation. Technology can assist civic participation at thesmall group level where there is a need and a desire for that.But these online discussions are too often at the national scalewhere nothing can really happen…. They need to be broughtdown to the community level where change can occur.

Participant: Is the unstable workforce [due to the rapid transfer oftechnology] in terms of people not keeping their jobs longerthan a few years something that is temporary or is it structural?

Shaw: Collaborative communities in the workplace to discuss craft willhelp people who participate in them by making them aware ofnew technologies and how to use them. These dialogues withinthe communities will keep people up to date. If the dialoguesare not taking place every new wave of technology will bedisempowering to the worker. Again technology can be usedto facilitate these dialogues.


“Technology can

assist civic

participation at the

small group level...

online discussions

are too often at the

national scale

where nothing can

really happen.”

- Alan Shaw

Town Hall Discussion 23

Willis: Enabling cohorts within the workforce development process toshare their experiences so that the individuals within the cohortscan grade where they stand in comparison to others in thegroup. How, practically, can cohorts use technology to buildwith each other?

Wilson: Technology can not only be used as a tool but as a weapon. Itcan deskill jobs. Jobs that once used a range of skills can bebroken down into just keyboard entries. How do you avoidthose jobs? How do you make sure people are well paid forthose jobs? Technology is not good or bad, people will havedifferent experiences. We need to be aware of who thewinners and losers are in the workforce.

Stern: [In reference to previous question:] There are more jobs fortemporary and contract workers. It is more stable for some,less for others. People are using technology to improvethemselves as they see fit. There are a number of self-servicetools. Every person who wants access to the Internet can getit at Michigan Works service centers. However, is there reallya digital divide or is it a reading divide? Can people with lowlevels of math and reading skills use the Internet profitably?

The Digital Divide

Austin: [To Stern:] Are you concerned that online job searches are notuseful to certain people?

Stern: [Some people thrive] when they are given the opportunity.However, many people couldn’t pass an eighth grade readingtest. Can they navigate the Internet effectively?

Participant: [Concerning the same topic, a participant stated that she did notbelieve she would need to teach people how to access thecomputers once they were available:] I noticed however thatmany people were afraid of the computers. Once they weretaught basic skills, they became very excited. They thenlearned much more on their own. The programs are set up toguide people around. Even with low reading levels, no one hasany problem once they get past their fear.

24

Shaw: If there is an importance to have math and reading skills toaccess the Internet, along comes a big push for the literacyprograms. The notion that everyone should have access to theInternet is starting to become a social norm. This creativeenergy the people need to go out and volunteer in literacyprograms, and at churches and schools. This is happeningworldwide. Technology is not the question. It is all about whatis going on in the community. Are we getting empoweredcitizens? We are looking for the bottom up response. Whatother elements come into play with the need for access? Wecan’t lose the active citizenship.

Participant: Access is available but still need to be addressed because somefamilies still don’t have enough [access]. [To Shaw:] How doyou empower young people to become leaders in thecommunity that were previously afraid of the technology?

Shaw: It is critical to find leaders. Leadership can not be handed tothem though. They have to build it from the ground up.Examples: make money for community projects; tell stories ofthe history of the community. What ever the issue is, it is acatalyst.

Participant: When you meet with business owners to discuss what isimportant to them, why are dress code and other work skillsmore important than technology skills?

Stern: When someone shows up with all the skills, they will get the jobover someone that only possesses one or the other.

Shaw: A lot of young people are not knowledgeable about the workenvironment. People will enter the workforce with onlytechnology skills. In college they learn all these environmentissues as well.

- Reported by Tim Harms and Brandon Dunn


25Afternoon Concurrent Sessions

5. Emerging Workforce

Mike Richter, Nancy Davis,and John Austin discussed currentinitiatives taking place throughoutMichigan to ensure that youngpeople are adequately prepared tomeet the new demands of theexpanding information technologyage. Such demands represent anincreasing concern for manyeducators and policy makersthroughout the nation. With arapidly growing number of jobsavailable in the InformationTechnology field, more and morepeople are beginning to recognizethe importance of preparing youngpeople to fill these newoccupations.

Mike Richter, of the CISCOAcademy, began the session bydescribing the academy’s vision.He stated that for the past fiveyears, the academy, based atLansing’s Eastern High School, hasbeen striving to put its vision of e-learning into practice. This visionnot only includes studentsbecoming more proficient inworking with computers, but it alsoembraces the idea that in the nearfuture people from many differentbackgrounds will be able to benefitfrom e-learning activities.

Mr. Richter described a newpilot program in Lansing SchoolDistrict high schools that offers

students the opportunity to enroll inan intensive two-year coursedesigned to help them prepare fora career in the informationtechnology field. Although thecourse emphasizes independentWeb-based learning and testing, aclassroom instructor offersstudents additional guidance andinstruction.

One of the advantages of thecourse is that students leave withpractical skills and experience. Forexample, in addition to the Web-based learning, students have theopportunity to gain valuable hands-on experience by working on realprojects. According to Mr.Richter, instructors, parents, andstudents agree that thecombination of Web-basedlearning and testing along with“real world” experience preparesstudents for the beginnings of acareer in information technology.In addition, students have theopportunity to earn computercertification.

Although the courseconcentrates on the specifics ofcomputer technology, Mr. Richterstated it is also designed toencourage and promote morecomprehensive learning. Forexample, not only does the courseenable students to gain valuable

AfternoonConcurrentSessions

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school environment. Ms. Davisdescribed this new initiative as anatural “evolution of school,”which takes into account the newimpact that the Internet is havingon everyday life. Through thisinitiative, students are able to enrollin Web-based AdvancedPlacement (AP) courses. Unlikethe CISCO Academy courses,these online courses are notoffered with a “face-to-face”classroom instructor. Instead, theinstructor guides the courseprimarily through the use of theInternet, with such activities asonline tests, assignments, andconversations in live chat rooms,via e-mail, and by telephone.According to Ms. Davis, thesecourses offer more opportunitiesand provide students with skills thatthey would not learn in a traditionalclassroom.

Although the program is only ayear old, over 800 students haveenrolled in its AP courses. Inaddition, over 8,000 students haveused the Oracle InternetAcademy’s AP Exam Review tool.As more and more online coursesare developed, Ms. Davispredicted, they will reach studentswho are not in traditional highschools.

Ms. Davis next emphasized theimportance of training teachers tobecome online instructors who canintegrate technology into everydayclassroom activities. If teachers

information about computertechnology, but the skills studentslearn are readily transferable tofields such as science,communication, and mathematics.The CISCO Academy recognizesthat some students in the coursemay not enter the computertechnology field. Nonetheless, thecourse is still useful to thesestudents as a stepping-stone intomath and science.

Evaluation results after the firstyear of the program have beenvery positive. Over 85 per cent ofstudents agree that the class willhelp them in the future, and 89 percent report that they would takethe class again if they have theopportunity. According to bothMr. Richter and students involvedin the course, this uniqueopportunity provides a challengingand useful learning experiencewhile fulfilling an important needin the community .

Nancy Davis, ExecutiveDirector of Michigan Virtual HighSchool (MVHS), continued thediscussion with a description of asimilar project, the Oracle InternetAcademy. MVHS is a nonprofitorganization that began in July of2000 with funds from the MichiganLegislature. This organization iscurrently providing services toexisting schools across the statewith the hope of expanding Web-based learning possibilities into the


aren’t properly trained on the useof technology in the classroom,students will not receive theeducation that they need to ensuresuccess in the new high techworld,” Ms. Davis stated.Moreover, with the implementationof the new Teacher TechnologyInitiative (TTI) that provides everyeligible Michigan teacher with a laptop computer, it is essential thatteachers receive the training to usethese computers effectively in theclassroom. For this reason, MVHSalso provides support for teacherswho are either interested inbecoming online instructors or arestruggling with the use oftechnology in their classroom.According to Ms. Davis, theorganization has had many inquiriesfrom teachers who are interestedin becoming online instructors.

John Austin, of Public PolicyAssociates, next discussed theeducation agenda of the stateregarding the adequate preparationof school aged youth in the use oftechnology. According to Mr.Austin, Michigan is focused on theoutcomes that programs such asthose described by Ms. Davis andMr. Richter will have on the long-term success of students whenthey leave the school environment.These technological initiatives arestill very new, making it difficult toknow what effects they will haveon students’ futures. Policy makers

27

seem to agree, however, on theimportance of investing in initiativesthat will teach young people how tomanage the new technologies. Mr.Austin spoke about another importantissue that must be considered whendiscussing technology and education:the large achievement gaps inschools. According to Mr. Austin,closing the gap in achievementbetween schools in low incomeareas and those in middle or higherincome areas is a major priority forstate policy makers. With thegrowing importance of technology ineveryday life, many policy makersare concerned that schools withoutthe resources to purchase computersor to train teachers and students willfall even farther behind.

In order to ensure that theseunder- performing schools do not lagbehind, the state is focusing ontraining teachers to becomeproficient in integrating technologyinto their classroom activities. Mr.Austin stated, “We must focus as asociety on issues of equity. Oneessential component in achievingequity in the school system is toensure that our teachers are trainedand have the skills necessary toadequately prepare our students formeaningful careers and lives.” Stateleadership understands the impactsthat early childhood investments instudents can have on theproductiveness of their futures. Forthese reasons, state policy makersare especially interested in

Afternoon Concurrent Sessions

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targeted for participation. ITCoffers three paths toward work inthe IT sector and has an 81 percent graduation rate.

The first step for participants,Ms. Hanks explained, is to enroll ina five-week introductory IT skillscourse. After completion,participants move on towardcertification in NetworkAdministration, Desktop Support,or Network Installation. All ofthese educational paths are basedon three major principles: hands-on activity; multiple learningdevices; and a curriculumconstantly updated to IT industrystandards. Internships,communication classes, and groupprojects are among the teachingapproaches used at ITC.

A particular aspect ofinformation technology trainingaddressed by Ms. Hanks focuseson the problem of over-qualification. Employers lookingfor workers with basic skills innetwork and systemsadministration often do not hireentry-level applicants with highlyadvanced qualifications. Toprotect against such a barrier toemployment, ITC developedDesktop Support, a program thatteaches a wide skill set as opposedto more technically specific skills.

Focus: HOPE partners withseveral companies to moveparticipants into successful jobplacements. For example, Focus:

6. Underutilized Workforce

Linda Hanks and MichaelBradley began the session bydiscussing the work of Focus:HOPE’s Information TechnologiesCenter (ITC) launched in Januaryof 1999. Ms. Hanks noted that900,000 IT jobs will need staffingnext year. ITC places emphasison teaching technical as well aspersonal skills necessary to movethe underutilized workforce intothese high demand IT positions.

ITC’s prerequisites and targetpopulation are importantcomponents of the program. To beeligible, a participant must possessa driver’s license, reliabletransportation, and a high schooleducation or its equivalent. Ms.Hanks clarified that theserequirements mirror those criticalto acquiring positions in the ITindustry. Minority youths andthose living in inner cities are

investigating the role thattechnology programs can have inhelping disadvantaged studentsmeet their expectations. Programssuch as those described by NancyDavis and Mike Richter may beimportant ways of both addressingthese issues of equity in the schoolsystem and of ensuring thatstudents are adequately preparedto enter the world of informationtechnology.

- Reported by Catherine Stauffer


Linda Hanks and

Michael Bradley

discussed the

Focus: HOPE

Information

Technologies

Center.

29

HOPE has built a relationship withFord Motor Company and itsoutsource companies so thatprogram graduates have a readyavenue toward employment. ITCworks with program graduates untilthey find jobs. Ms. Hanks stated,“we educate, but we educate toplace.”

Ms. Hanks described ITC asemphasizing both technical andpersonal skills. The ITC curriculumis tailored to suit the needs ofemployers. Program expectationsinclude being drug-free, adhering toa 10 per cent absence maximumstandard, and observing the ITCdress code. Ms. Hanks explainedthat standards of professionalismare as important to the success ofprogram participants as technicalskills training.

Michael Bradley of the CISCOAcademy, also discussed the ITC,concentrating on early challengesfaced by the program. CISCOAcademy, a partner of ITC, reliesheavily on the concept thattechnological training and personalskills development are prerequisitesfor success. Understanding whatemployers want, Mr. Bradleyreiterated, is the key to fashioning acurriculum that not only produceshirable graduates, but also keepsthe program up-to-date with the ITindustry. Mr. Bradley brieflyillustrated one of the basicproblems faced by the program:the lack of teachers to staff theprogram.

Afternoon Concurrent Sessions

Mark Wilson, of MichiganState University, next spoke aboutthe role of information technologyin everyday life. Mr. Wilsonexplained that in the informationage, information technology iscritical to the economic and socialfundamentals of life. Hemaintained that information is acommodity that our economic wellbeing and future is highlydependent upon. In this way,technology and society are boundtogether. As technology changes,so too does our social reality.

Mr. Wilson went on to point outthat there are economic, social, andpolitical forces at play in thecreation of new technologies. Therole of specific technologies in thesocial organization of particular agegroups is a good example of thekind of dramatic social changes weshould be aware of.

Mr. Wilson then referenced thesame technology use survey heanalyzed in the morning session.He reported that results of thesurvey reflect geographical, racial,and gender differences inreference to technology access andusage.

Mr. Wilson closed with a briefdiscussion of technology in theworkplace and its affects on theworkforce. He also stressed thattechnology should be viewed as ameans and not an end to successfuland fulfilling workplace endeavors.

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7. Current Workforce

Thomas Schumann began thesession with a brief history ofMichigan Virtual University(MVU), a nonprofit founded in1998 by Governor John Engler andthe Michigan EconomicDevelopment Corporation. Two-thirds of the Board of Directors,Mr. Schumann explained, are frombusiness and industry; one-thirdrepresents government and highereducation.

MVU’s mission is to meet thestate’s specific workforcedevelopment and educationaltraining needs through Web-basedtechnology, projected nationally tobe an $11 billion industry by 2003.MVU is not an educationinstitution. It does not issuediplomas. Through signedagreements with 28 CommunityColleges and 14 four yearuniversities, MVU serves as a“portal broker,” according to Mr.Schumann, making coursesavailable to new domestic and

international markets. Among the 30 Virtual

Universities throughout the nation,Michigan Virtual University is thefirst to focus primarily onworkforce development. Twoyears ago MVU took on anadditional charge to helpaccelerate Michigan institutions’ability to offer online education. AVirtual High School was alsoadded.

In addition to its educational roleas a staff development tool MVU isalso an economic developmentinitiative dedicated to attracting newindustry to Michigan. “By improvingthe [information technology] skills forthe Michigan education community,”Mr. Schumann acknowledged, “theIT workforce will be strengthenedacross the state.”

Mr. Schuman next describedthe MVU audience as consisting ofK-12 teachers, staff, administra-tors, and students across the state,including charter, public, andparochial schools as well as highereducation institutions. MVU alsoserves nonprofits and smallbusinesses with 25 employees orless. Overall, MVU serves 850,000users, making it the largest onlinetraining initiative in the world.

MVU also teams with theMichigan Community CollegeAssociation on an IT curriculumfor their M-tech centers. Bycombining resources, per unitcourse costs were dramatically

While a technologically proficientand competent workforce isentirely necessary, technologicalskills should not be a substitute forbroad education. Our futuresuccess, he concluded, will becontingent upon our proper andbalanced preparation today.

- Reported by Jill Harper


Thomas

Schumann

described

Michigan Virtual

University’s

programs to update

worker skills.

development needs based on acomprehensive survey by KelloggCommunity College funded with agrant from the State of Michigan.Conducted in Barry, Branch, andCalhoun counties, Ms. Tarr saidthe survey examined “ key issuesinvolving the workforce, . . . theeffectiveness of the currentprograms, and what needs to bedone in the future to enhance theprogramming.” She focused on thetopics of county population, thelabor market, the new economy,and workforce readiness.

Barry and Branch countiesMs. Tarr reported, are growingfrom an influx of population fromKent County. Branch County ismushrooming in population, whileCalhoun County is declining. Thebirth to 19 year old population inthe three county area is declining,while the 65 and over age group isincreasing rapidly.

Meanwhile, Ms. Tarr notedthat the labor market has shiftedfrom high wage/low skill jobs tomedium wage/high skillemployment. Since there are notenough people to fill the currentdemand for technical careers,there is a need, she emphasized,for “21st Century Literacy” skills,including strong academic thinkingand reasoning ability along withteamwork skills and proficiency intechnology. “Everybody who hasworked in an office in the past fiveyears,” Ms. Tarr said, “knows that

reduced. MVU contributes tosmall business developmentthrough programs like OperationUp-Grade that offers 700 coursesto update workers’ skills andconfer programming certifications.

Kathryn Tarr of KelloggCommunity College followed witha presentation on fundingresources for workforcedevelopment. In the past, shenoted, the Federal governmentprovided appropriations forworkforce training for theunemployed and underemployedthrough programs like theRoosevelt administration’s CivilianConservation Corps. More recentefforts include programs such asthe Manpower DevelopmentTraining Act, the ComprehensiveEmployment and Training Act, andthe Job Training Partnerships Act,each reflecting the nationaleconomy of the time andcongressional willingness toprovide funding. Today, Ms. Tarrexplained, the WorkforceInvestment Act of 1998 createsWorkforce Development Boardsacross the country. Made up ofrepresentatives from management,labor, education, and industry, theBoards control and oversee thetraining funds that come fromWashington and distribute thefunds to various training entities.

Ms. Tarr moved on to interpretsome findings about workforce

Afternoon Concurrent Sessions 31

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8. Policy for State and LocalGovernment

This workshop covered twolevels of workforce development.Rosalyn Jones first addressedinformation technology (IT)outreach for small businesses, andGeorge Erickcek next introducedcontemporary policy issuesinforming workforce development.

Rosalyn Jones works for theMichigan Economic DevelopmentCorporation (MEDC) of Lansing.She oversees the CollegeRecruitment and RetentionCampaign, an outreach programdesigned to encourage ITgraduates to choose tech positionsin the state. According to datafrom the Information TechnologyAssociation of America (ITAA),1.6 million IT jobs were createdlast year. Half of the availablepositions, Ms. Jones stressed, areunfilled. Thirty per cent of thepositions are available in theMidwest, the majority in Michigan.Using marketing research, MEDC

the requirements in those officeshave changed drastically and if youhaven’t changed with them youhave been left in the cold.”

The New Economy, Ms. Tarrcontinued, consists mostly of“flattened organizations.” There isno longer a separation in mostcompanies’ hierarchy from the“rank and file” to the president.Workers are involved in decisionmaking in companies that operateon a 24/7 basis. These findingshave important implications forworkforce readiness. General andadvanced literacy skills must beincreased and improved uponespecially at a time of decliningsupply of workers due to earlyretirement. “People have to learnhow to solve problems,” Ms. Tarrasserted. “They have to learn towork in teams. They have to learnto make their own contribution . .. as a part of a whole, and wehave to teach them how to dothat.”

As a result of the abovefindings, the WorkforceDevelopment Board asked KelloggCommunity College to proposesolutions to these problems.Among them, it was determinedthat workforce development needsto begin with K-12 students.Students are not exploringoccupational and career paths eventhough 7th and 8th grade studentsare required to fill out anEducational Development Plan.

Ms. Tarr offered that “kids needto be given [more]guidance as tothe importance of the classes thatthey are taking . . . [and] parentsneed to be more involved.” Role-modeling and guidance by adults inour society, she concluded, areessential to effective workforcedevelopment.

- Reported by Patricia Wood


identified people and keycommunities in the midwest—Chicago, Cincinnati, Columbus,and Indianapolis— in an effort toalert skilled workers of the jobopportunities available inMichigan.

In August of 2000, MEDCconducted a survey of 250Michigan businesses (60 per centof them with 100 or feweremployees). The survey includedmultiple questions about thebusinesses’ college recruitmentefforts in the fields of informationtechnology, life sciences, andengineering. Fifty-six per cent ofthe reporting businesses noted thatthey had positions available inengineering, 47 per cent in IT, and12 per cent in science.

Regarding recruitment, 56 percent of the companies stated thatthey have difficulty recruitingcollege students. Small companieshave an especially tough time,according to Ms. Jones. In light ofthese findings, MEDC started atargeted recruitment program inJanuary, 2001, at 13 midwesternuniversities. Among otheroutcomes, the program encouragedstudents and future graduates inthe IT, science, and engineeringfields to submit professionalprofiles on MEDC’s website. Ms.Jones related these efforts toanother MEDC initiative, theMichigan Recruitment Alliance.The Alliance helps small

businesses recruit qualified collegemajors in high-tech fields.Businesses participate in theAlliance through posting jobopenings on Careersite andparticipating in a minimum of twooff-campus events including jobfairs and marketing campaigns.The Michigan RecruitmentAlliance also builds relationshipswith university placementprofessionals at the target schools.Ms. Jones briefly mentionedfuture endeavors with other like-minded organizations to attract andretain high-tech graduates fromMichigan and other midwesternstates.

While Ms. Jones’ talkaddressed challenges with highlyskilled individuals, GeorgeErickcek’s presentation centeredon people with low skills and thepolicy issues involved in theplacement of individuals marginallyattached to the workforce. Hisdiscussion covered contemporaryknowledge on workforcedevelopment, a case study of theMichigan Works! program, thestrengths and weaknesses of theinformation age, and visions of howto use technology more effectivelyin workforce development.

Mr. Erickcek, an economistwith the W. E. Upjohn Institute forEmployment Research, is not quite“won over,” he admitted, “by thepower of the Internet.” While


Rosalyn Jones

addressed

information

technology

outreach for small

businesses.

conceding the positive effects ofhow the World Wide Web works asa catalyst to connect prospectiveemployers with workers, he arguedthat personal relationshipsbetween workers and employersare more important.

The first part of thepresentation addressedcontemporary policy issues onworkforce development programs.Mr. Erickcek argued that demand-side factors , those targetingbusinesses themselves , may bemore important than supply-sideprograms that target at-riskworkers. Mr. Erickcek mentionedthat research has found thatmillions of individuals remainunemployed, even in the best oftimes. Economic developmentefforts help, but they are notsufficient to address the problem.Almost a third of welfarerecipients, for example, faceemployment barriers that reducetheir odds of employment by 50 percent.

Supply side programs areburdened by what Mr. Erickcekcalled the problem of“displacement effects.” Thishappens, for example, when a jobtaken by a person graduating froma training program “displaces”another person who may havebeen successful in getting the jobwithout the program .The problemof displacement effects, he noted,is that it does not necessarily

decrease unemployment rates.According to Mr. Erickcek, supplyside programs work best whenbusinesses are directly involved intheir design and implementation.

Mr. Erickcek cited researchshowing noted that effectivetraining programs share a numberof characteristics, including clearperformance goals They seek toplace people in quality positionswith good earning potential. Theylink graduates to employers’ hiringnetworks. Effective programs alsoscreen and provide diagnostic teststo determine who is best servedby the training.

In addition, research indicatesthat with low skilled jobs, soft skills,such as timeliness, teamwork, andself-confidence, are moreimportant than hard skills. Mr.Erickcek also noted that temporaryemployment services aresuccessful because people areplaced in work environmentswhere their performance can beobserved, unlike an interviewwhere it is impossible to make aperformance judgment.

Mr. Erickcek went on todiscuss Michigan Works! , acustomer-driven workforcedevelopment system that helpsemployers find the skilled workthey need and workers locategood jobs that provide economicself-sufficiency. The programfeatures a talent bank thatmatches employers and job


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seekers. It provides access toother job boards (electronic ortraditional), along with resume andcover letter assistance and one-on-one assistance. The program isavailable to anyone that seeks touse it, thus avoiding the stigma,Mr. Erickcek explained, oftargeting only risky or undesirableworkers. Its strengths areproviding personal assistance topeople who are “computerilliterate” and its public and privateaccessibility.

Mr. Erickcek closed by statingthat existing policies addressing themarginally employed workforcecould be strengthened with better“personal touch” efforts whenhelping people get through toughtimes of unemployment. He alsourged that businesses stayinvolved in workforce developmentplanning during both good and badeconomic times. Jobs programsmust be designed, moreover, tolower displacement costs andprovide career opportunities.

— Reported by Michael Hicks


8:00 – 8:30 Registration

8:30 – 8:45 Welcoming RemarksRex LaMore, Project Director, Michigan Partnership forEconomic Development Assistance (MP/EDA), Michigan StateUniversityJohn Schweitzer, Urban Affairs Programs, Michigan StateUniversity

8:45 – 9:30 Morning Keynote AddressJack Litzenberg, Senior Program OfficerCharles Stewart Mott Foundation

9:45 – 11:45 Morning Concurrent Sessions

Session 1Emerging WorkforcePresenters Mike Souden and Susan Meston with facilitatorLinda Patrick and recorder Mary Carlson

Session 2Underutilized WorkforcePresenters Mark Wilson, Marcus Jefferson, and John Duleywith facilitator Reynard Blake and recorder Dewey Lawrence

Session 3Current WorkforcePresenters Brad Dyer, Mark Strolle, and Scott McDonald withfacilitator Tom Coleman and recorder Tamara Juarez

Session 4Policy for State and Local GovernmentPresenters Katherine Willis, Jeff Ogden, and Charles Monsmawith facilitator Katherine Willis and recorder Cathy Stauffer

12:00 – 12:30 Fourth Annual MP/EDA Award PresentationPresentation by Rex LaMore, MP/EDA State Director

Appendices

Appendix 1: 2001 Summer Institute Day Agenda


�� 37

12:30 – 1:30 Luncheon AddressAlan Shaw, Executive DirectorLinking Up VillagesIntroduction by Reynard Blake

1:30 –2:00 Townhall DiscussionPanelists Barry Stern, Alan Shaw, Katherine Willis, and MarkWilson, with facilitator John Austin and recorders Tim Harmsand Brandon Dunn

2:15– 4:00 Afternoon Concurrent Sessions

Session 5Emerging WorkforcePresenters Mike Richter, Nancy Davis, and John Austin withfacilitator Susan Cocciarelli and recorder Chris Foley

Session 6Underutilized WorkforcePresenters Linda Hanks, Michael Bradley, and Mark Wilsonwith facilitator Reynard Blake and recorder Jill Harper

Session 7Current WorkforcePresenters Thomas Schumann and Kathyrn Tarr with facilitatorJoe Rahn and recorder Patricia Wood

Session 8Policy for State and Local GovernmentPresenters Rosalyn Jones and George Erickcek with facilitatorKatherine Willis and recorder Michael Hicks

4:00 Reception and Networking

John Austin is senior project manager at Public Policy Associates of Lansing,and serves as an elected member of the State Board of Education.

Michael Bradley is lead instructor for Network Administration at Focus:HOPE in Detroit.

Nancy Davis is executive director of the Michigan Virtual High School inLansing.

John Duley is founder of the Greater Lansing Housing Coalition and theClosing the Gap project of the Black Child and Family Institute in Lansing.

Brad Dyer is director of the Michigan State AFL-CIO Human ResourcesDevelopment, Incorporated, in Lansing.

George Erickcek is senior regional analyst for the W.E. Upjohn Institute forEmployment Research in Kalamazoo.

Linda Hanks is information technology manager for Focus: HOPE in Detroit.

Marcus Jefferson is executive director of the Closing the Gap project of theBlack Child and Family Institute in Lansing.

Rosalyn Jones is research and development coordinator at the MichiganEconomic Development Corporation in Lansing.

Jack Litzenberg is senior program officer in the Charles Stewart MottFoundation’s Pathways out of Poverty program.

Scott McDonald is apprenticeship coordinator at the Michigan LaborersTraining and Apprenticeship Institute in Perry.

Susan Meston is the deputy superintendent of the Muskegon AreaIntermediate School District.

Charles Monsma is director of the Institute for Community and RegionalDevelopment in Ypsilanti.

Jeff Ogden is the Merit associate director for MichNet in Ann Arbor.

Mike Richter is a math and computer teacher at Eastern High School inLansing.

Thomas Schumann is vice president for academic affairs at Michigan VirtualUniversity in Lansing.

Appendix 2: Speakers and Presenters


Appendices 39

Alan Shaw is executive director of Linking Up Villages in Dorchester,Massachusetts.

Mike Souden is director of the Oakland Regional Educational Media Center inWaterford, Michigan.

Barry Stern is director of the Office of Policy and Planning at the MichiganDepartment of Career Development in Lansing.

Mark Strolle is quality network representative for United AutoWorkers Local602 in Lansing.

Kathy Tarr is vice president of college relations at the Kellogg CommunityCollege in Battle Creek.

Katherine Willis is president of Cyber-State.org in Ann Arbor.

Mark Wilson is an associate professor of urban planning at Michigan StateUniversity in East Lansing.


Appendix 3: 2001 MP/EDA Award Presentation

Each year at the SummerInstitute, the MichiganPartnership for EconomicDevelopment Assistance(MP/EDA) presents an awardfor notable achievement incommunity and economicdevelopment.

The purpose of this awardis to recognize excellence inscholarship and action incommunity and economicdevelopment in Michigan.Applications are welcomedfrom practitioners in communitysettings at any level, as well asfrom students, faculty andresearch staffs of Michigancolleges, universities, and research institutes.

At the 2001 Summer Institute, John Duley was awarded the 7th MP/EDACommunity and Economic Development Award. Mr. Duley has contributed tothe Lansing area community for many years through his leadership andinvolvement in a wide range of activities to promote social justice and improvecommunity conditions. In selecting him as this year’s recipient, the awardscommittee identified in particular his visionary planning and tireless work inrecently launching Closing the Gap, a technology skills training program of theBlack Child and Family Institute.

To suggest a nominee for a future MP/EDA Community and EconomicDevelopment Award, contact the MSU Center for Urban Affairs [email protected] or (517) 353-9555.

Past Winners of the MP/EDACommunity and EconomicDevelopment Award:

1997 Lindon RobisonSteve Gold andMarcelo Siles

1998 Susan Turner

2000 Doug LynottJoe Rahn

State Director Rex LaMore (r) presentsJohn Duley the 2001 MP/EDA

Community and Economic Development Award.

Pho

to:

Bet

te D

owns

41Appendices

Wanda Acevedo-FerrerGrand Rapids Community College

Carlos AlexanderUnited Water

Kimberly AlsupMSU/CUA

Barbara ArbuckleDetroit’s Workplace MI Works

John AustinState Board of Education/Public Policy Associates

Mike BehrenbrinkerPeckham Inc.

Reynard BlakeMSU/CUA

Sharon BlizzardCEI Community Health

Michael BradleyFocus Hope-CISCO Academy

Aleshia BrooksGreater Lansing Urban League

Demetrius BrownUniversity of Wisconsin

Catherine Burton-SnellAllegan County Intermediate School District

Rosemary CareyMichigan Education Association

Mary CarlsonMSU/CUA

Karen CarottaUnited Way Community Services

Elaine ChaneyPresbyterian Village-Redford

Leslee ClerkleyAnn Arbor Housing Commission

Student CloutierGoodwill Industries

Susan CocciarelliMSU/CUA

Michael ColeCatalyst Consulting

Rhonda ColeBranch Co Eco Growth Alliance

Tom ColemanHNTB Michigan Inc.

Gwendolyn Coney

Gregory ConyersThink Detroit

Mary CopelandParents Empowering Network

Rachel CopelandMichigan Primary Care Association

John CzarneckiMichigan Economic Development Corporation

Nancy DavisMichigan Virtual High School

Jeremy DemingBoys & Girls Clubs of Lansing

Tommie DennieMuskegon Housing Commission

Cris DobyCharles Stewart Mott Foundation

Bette Downs

Deborah DrennanC.O.T.S

John DuleyGreater Lansing Housing Coalition

Brandon DunnVirtual University

Brad DyerMichigan AFL-CIO HRDI

Jonathan EdelmanUniversity of Phoenix Grand Rapids

George ErickcekW. E. Upjohn Institute for Employment

Latreena EwingNorth Star CDC

Chris FoleyMSU/CUA

Elaine Furu-BakerCalhoun ISD

Judy GardiMSU Extension

Christine GeithMSU Global

Lori GerstheimerFlint-Genesee Economic Growth Alliance

Stephanie GingerichCity of East Lansing

Callie GlaveBranch County Economic Growth Alliance

Jose GomezMSU/CUA

Barbara GordonCity of Kalamazoo

Edgar GordonCity of Kalamazoo

Gina GraceSparrow Health System

Appendix 4: List of Participants


Gregory HandelDetroit Regional Chamber

Linda HanksFocus Hope Info Technologies Center

Rhonda HardyUniversity of Illinois Extension

Tim HarmsVirtual University

Jill HarperMSU/CUA

Sally HarrisProject for Urban & Regional Affairs

John HeidemanWayne State University

Michael HicksMSU

Chris HnatiwTri-County Regional Planning Community

Thelma Hoggard

Melissa HuberMSU/CUA

Gail HudnutMichigan Economic Development Corporation

Marcus JeffersonClosing the GAP/Black Child & Family Institute

Johnnie JohnsonUW Extension

Sharon JohnstonPresbyterian Villages of Michigan

Rosalyn JonesMichigan Economic Development Corporation

Dan JorankoMSU

Tamara JuarezMSU/CUA

Tim KafferAdvent House Ministries

Janis KelloggNEMCOG

Young-Tae KimMSU/CUA

Doug KleinLansing Community College

Allyson KnoxLansing Regional Chamber of Commerce

Richard KohnAdvent House Ministries

Martha KwantCEI-CMH

Rex LaMoreMSU/CUA

Dewey LawrenceMSU/CUA

Rosemary LeeMFIA

Sam LeikenCouncil for Adult & Experiential Learning

Paula LeonardSTRIVE

Ralph LevineMSU

Matt LevyPublic Sector Consultants

Jack LitzenbergCharles Stewart Mott Foundation

Jim LundayMichigan League for Human Services

Paul McConaughyCapital Area United Way

Scott McDonaldLaborers Training & Apprenticeship Institute

John MelcherMSU/CUA

Trina MiddletonNeighbors of Belknap Lookout

K. MiltonHickory Hollow

Charles MonsmaInstitute for Community & Regional Development

Jean MorciglioLansing Community College

Collette MoserFRA/ERE Agriculture Economic

Belinda MosesFamily Empowerment Institute

Betty Nelson

Arun NeupaneMSU/CUA

Dennis NortonGreater Bibleway

Dan OegemaCity of Grand Rapids

Jeff OgdenMerit Network Inc.

Linda PatrickFlint MSU Extension

John PeckUS Department of Commerce EDA

Dawn PhillipsFamily Independence Agency

L. Joseph RahnHastings Industrial Incubator

43Appendices

Matthew RomanEaton County Community Development Dept.

Kassandra Ray-SmithMSU/CUA

Lindsey ReamesUS Department of HUD

Kourtney RiceCEDAM

Mike RichterEastern High School

Christine RoederCity of Farmington Hills

Leslie RothMichigan Works!

Terri SanchezGrand Rapids Department of HUD

Thomas SchumannsMichigan Virtual University

Alan ShawLinking Up Villages

Kathy SmithMSU/CUA

Mike SoudenRegional Education Center of Michigan

Celeste StarksMSU/CUA

Cathy StaufferMSU/CUA

Ron SteinerOciana County Economic Development

Barry E SternMichigan Department of Career Development

Deborah StrohaverJackson Community College

Ray SumlarCommunity University

Faron Supanich-GoldnerMSU/CUA

Lynda SweigartGoodwill Industries

Kathy TarrKellogg Community College

Cynthia TelferAnn Arbor Housing Commission

Jonelle ThibauMichigan Works! Association

Mark ThomasMSU Extension

Carol TownsendGrand Rapids MSU Extension

Tonya UpthegroveGreater Lansing Urban League

Deborah VanHowewykU of M Urban & Regional Planning

Van VarnerMSU Extension

Bobbie WallaceInkster Housing Commission

Bettie WarfieldCommunity University

Dennis WashingtonPublic Sector Consultants

Richard WearsHUD

Chris WeaverSTRIVE

Brian WegenerMSU Extension

Garrit WierdaMichigan Works!

Cathy WilhmLansing Community College

Betty WilliamsCoalition for Children

Katherine WillisCyber-State.org

Patti WoodMSU/CUA

Greta WuPeckham Vocational Industries

Laurel YarochKent County Literacy Council

Johnson Lyles YolandaWarren/Conner Development Coalitions

Donna YoungMichigan HRDI

Community News and Views: Capacity Building. (Winter 2001), Vol. 14, No. 1.

Organizational Capacity and Housing Production: A Study of NonprofitOrganizations in Michigan (October 2001).

The People’s House: Reflections from Public Housing Residents andPartners. (Fall 2001), Vol. 1, No. 1.

Christine Hall, Justin Linker, and Chris Shay (October 2001). Prospects for anAffordable Housing Trust Fund in Michigan. Community and EconomicDevelopment Briefs, No. 3.

John T. Metzger (September 2001). Michigan’s Affordable Housing Crisis.Community and Economic Development Briefs, No. 2.

Matt Syal and Chris Shay (August 2001). Implementing a BuildingRehabilitation Code in Michigan. Community and EconomicDevelopment Briefs, No. 1.

Community News and Views: Working Wired. (Summer 2001), Vol. 13, No. 1.

Community News and Views: Housing. (Spring 2001), Vol. 12, No. 3.

Discovering the Digital Frontier: Opportunities for Community BasedOrganizations and Low Income Communities (2000). Summer InstituteReport.

Community News and Views: University and Community. (Summer 2000),Vol. 12, No. 2.

Proceedings of the Urban Vision 2 Summit (2000). Prepared for the State ofMichigan House of Representatives Bipartisan Urban Caucus.

Community News and Views: Information Technology. (Spring 2000), Vol. 12,No. 1.


Recent Publications ofthe MSU Center for

Urban Affairs

45Appendices

Creating Sustainable Communities: The Role of Community BasedOrganizations (1999). Summer Institute Report.

The State of Michigan’s Cities: Summaries of Six Mayoral State of the CityAddresses (1999). Compiled by Linton Ellis. Edited by Rex LaMore &Faron Supanich-Goldner.

Community Income and Expenditures Model Implementation Manual.How to Get the Information You Need to Create and Maintain LocalCommunity Wealth: A Self-Guided Handbook for Communities (2nded.). (October 1999).

Community News and Views: Youth Development. (Fall 1999), Vol. 11, No. 3.

Susan Cocciarelli, Melissa Huber, & Faron Supanich-Goldner (August 1999). AManual for Directing and Documenting CEDP Outreach and ResearchInitiatives.

Community News and Views: Sustainable Communities. (Summer 1999), Vol.11, No. 2.

Community News and Views: Urban Land Use. (Spring 1999), Vol. 11, No. 1.

Ralph Levine (October 1998). The Relationship Between CommunityPsychology and Community Development: A Systems Approach.

Community News and Views: Urban Policy. (Fall 1998), Vol. 10, No. 3.

Proceedings of the Urban Vision Summit (1998). Prepared for the State ofMichigan House of Representatives Bipartisan Urban Caucus.

Rex LaMore (July 1997). The Community Income and Expenditures Model:Rethinking the Paradigm of Poverty and Economic Development.

Rex LaMore (1997). The Fundamentals of University Outreach and theMSU/CEDP Model. Visit us online at

www.msu.edu/unit/cua

Our Mission at CEDP . . .

Michigan State University is the nation’s premier land-grant university, and inthat tradition the MSU Center for Urban Affairs Community and EconomicDevelopment Program is committed to developing and applying knowledge toaddress the needs of society—primarily urban communities. Specifically, ourmission is “to facilitate the use of university and community resources toaddress urban issues that enhance the quality of life.”In carrying out the CEDP mission, we . . .• Provide training and direct assistance designed to increase the capabilities

of community-based organizations.• Assist community-based organizations with identifying concerns in the

community and developing adequate responses to urban problems.• Conduct research that assists in the development and implementation of

innovative problem-solving strategies.• Promote and expand MSU’s capacity to provide needed training, direct

assistance, and research to address issues in urban communities.

How we reach out to the community at CEDP . . .

The CEDP was established in downtown Lansing, Michigan, in 1970. Sincethat time, the CEDP has expanded its outreach office to additional cities inMichigan and has a statewide capacity to initiate and support innovative prob-lem-solving strategies to improve the quality of life in Michigan communities.The Community and Economic Development Program maintains a full-timepresence in targeted communities. Each targeted city has a resident communitydevelopment professional who lives there and works with various communityadvisory committees. This university outreach faculty member fosters pro-grammatic relationships with local development groups and organizations tofacilitate the flow of new innovations and information between the universityand the community.

To contact the MSU CEDP . . .

Michigan State University Center for Urban AffairsCommunity and Economic Development Program1801 W. Main StreetLansing, MI 48915(517) 353-9555Visit us on the Internet at http://www.msu.edu/unit/cua

CEDP Mission

Documents

Working Wired - Michigan State University pdf/TSI 2001 Proceedings.pdfThe 2001 Summer Institute Report is published by the Michigan Partnership ... “Working Wired: Empowering Workforce