Feeds:
Posts
Comments

Posts Tagged ‘IGEN’

By Terri Berryman, Project Director, IGEN Career Pathways, College of Lake County
(This article appears in the December, 2012 issue of The ACUPCC Implementer)

ACUPCC ImplementerIllinois Green Economy Network (IGEN), which was formed in 2006, is a President led initiative involving all 48 community colleges in the state of Illinois.  IGEN has four main areas of focus – green campus, green communities, green curriculum and green careers.  In 2011, the College of Lake County, on behalf of the IGEN, was awarded a $19.37 million grant from the Department of Labor (DOL) as part of round one of the Trade Adjustment Act Community College Career Training (TAACCCT) grant program.  The grant, IGEN Career Pathways, brings together seventeen community colleges working as a consortium to create 31 on-line blended and hybrid degree and certificate programs in green career fields.

Basic RGBThe grant’s goals are aligned with the four priorities outlined by the DOL: to accelerate progress for low-skilled and other workers; to improve retention and achievement rates to reduce time to completion; to build programs that meet industry needs, including pathways; and to strengthen online and technology-enabled learning.  Seven strategies are being used to meet these priorities:

  1. Create and deploy transition services to prepare low skilled adults for career opportunities;
  2. Retain students through communications until career placement;
  3. Accelerate program completion time through embedding general education outcomes;
  4. Provide new or redesigned blended online green career certificate and associate degree programs;
  5. Provide on-line entrepreneurship training, integrating green economy skills as needed;
  6. Offer a continuum of completion by stacking certificates and degrees and articulating to a Bachelor’s;
  7. Develop, evaluate, and disseminate a green careers online, technology-enabled adult learning system for TAA and other workers.

The project is leveraging the NTER Learning Management System that was created for the Department of Energy.  The system has been customized to provide a platform for blended on-line learning for instructor led classes.  A critical feature of the system is use of 3D modeling for learning which enables faculty to animate 3D objects to meet course objectives.  Because the course content is open-source, any college in the country will have access to the course content including images and models.

Creating academic programs that lead to job opportunities is a major focus of the TAA grant, in order to make it easier for displaced workers to learn new job skills and train for new green careers. The grant targets five industries – STEM, Advancing Manufacturing, Architecture and Construction, Agriculture and Natural Resources, and Transportation. Programs include a wide-range of career fields such as local foods, sustainable agriculture, green buildings management, weatherization, automotive recycling, solid waste, wind turbine technician, and many more.  By the end of the three-year grant period, the 17 participating colleges will create 193 courses in sustainability-related fields and provide instruction to 2,000 students.

A key piece of the grant is the creation of Adult Transition Services on five of the partner college campus.  This effort is designed to help low-skilled adults access the services they need to prepare for college coursework.  The five colleges are working together to create a referral network of services needed to assist these adults, such as skills brush-up, test taking, career assessment, and success planning.  Once in place, these referral networks will allow dislocated workers and other adults with a head start on their college careers.

Another strategy being used to accelerate progress and improve retention is embedding general education courses into career programs.  These courses are being developed jointly with general education and career instructors.  The first such course to be offered will be a joint HVAC and technical writing course.  Students enrolling in this course will receive 3 credits in HVAC and 3 credits in technical writing.  This allows for a compressed time frame for the Associate of Applied Science degree and for contextualized content designed to retain students through completion.

In the final phase of the grant all of the information and course content will be shared with all 48 community colleges in Illinois.  IGEN Career Pathways is an exciting project designed to take Illinois community colleges to the next level in their greening of careers efforts.

Advertisements

Read Full Post »

By Kate Gordon, Director of Advanced Energy & Sustainability at the Center for the Next Generation, and Senior Fellow at the Center for American Progress
(This article appears in the October, 2012 issue of The ACUPCC Implementer)

ACUPCC ImplementerI’ve spent many years making the case that transitioning to a greener, more advanced energy economy will create jobs, spur economic growth and put America on a path toward global technological leadership. But lately, I’ve been thinking that I’ve placed too much emphasis on the stuff side of this equation—the need for investment in the products that make up the greener economy, like the wind farms, smart grid systems and efficient cars—and not enough on the people side—the high-quality workforce that can actually dream up, make, and install all that stuff. What does America need provided in advanced education, experience, and skills in order to prepare a workforce of students to meet the needs of the new green economy?

My colleague, Ann O’Leary, tends to focus her work on people more than on stuff, and she knows well that education and training are absolutely fundamental to any strategy for economic growth.  She has a new report out, jointly produced and co-authored by The Center for the Next Generation and the Center for American Progress (CAP), showing that our primary international competitors, China and India, are gearing up to seize a larger share of the future economy through greater investments in education. That report, “The Competition That Really Matters,” compares U.S., Chinese and Indian investments in the next-generation workforce. The research shows that a highly ambitious commitment to education is the heart of economic revitalization in China and India, leading them to expand the number of children enrolled at all levels of the education system, producing up to five times as many college graduates each year.

Meanwhile, approximately 44 percent of American workers do not have any education beyond high school. By 2018, only 36 percent of jobs will be open to workers with a high school diploma, while 63 percent will require at least some form of post-secondary education. The math is simple. At this pace, we will fall well behind the competition—and forfeit lucrative jobs in the process.  What does this mean? Americans run the risk of consigning another generation to low-skill, low-wage jobs—and higher rates of poverty.

Given these sobering results, Ann and her co-authors, Donna Cooper and Adam Hersh, argue that the American education system needs a shot in the arm. They contend that we need to make human capital investments, especially in young people—and that investing in education will yield the highest rate of return.

I think they’re right, but I also think that for a green economy, we need to go a step further.

The emerging advanced energy economy worldwide is already creating millions of jobs and generating trillions of dollars in economic activity. These jobs run the gamut — research and development, engineering, architecture, advanced manufacturing, construction, operations and maintenance. They provide well-paid opportunities for low-, middle- and high-skill workers.

Figure 1: From “Preparing America’s Workforce for Jobs in the Green Economy: A Case for Technical Literacy”, Center for American Progress April 2011

But is the American higher education system educating and training Americans to be able to access these jobs?  Talk to employers across the advanced energy spectrum, and they’ll tell you we don’t have a workforce capable of matching job needs, especially in the manufacturing and construction sectors, which comprise nearly half of the new energy economy. Not only do we need to provide better access to educate our children, we need to better prepare our future workforce for highly technical and skill-based jobs in the emerging energy sector.

In the past, we’ve addressed this issue in large part by splitting up our educational goals and our workforce training goals.  Different federal agencies work on K-12 education (Department of Education) and on training programs for specific industries and occupations (Department of Labor).  In the schools that have tried to incorporate both, we’ve too often seen a split between the “academic” tracks and the “vocational” tracks, forcing students to choose between hands-on careers and academic studies even before they’ve had a chance to show their own particular interests or potential.

There has to be a better way.  We need our graduates with skills to become journeyman electricians installing large solar arrays as well as with the intellectual tools for a career as a Ph.D. engineer designing new and more efficient future projects.

My former CAP colleagues, Louis Soares and Stephen Stiegleder, and I call this foundational knowledge “technical literacy,” and we talk about how to get there in a new paper for the green economy symposium of the Duke Forum for Law & Social Change.  “Preparing America’s Workforce for Jobs in the Green Economy: A Case for Technical Literacy” argues that the clean energy revolution will be more capital and labor intensive than the high-tech or biotech revolutions. It will also require more workers, nearly half of whom will need technical skills in traditionally “middle-skill” jobs like construction, and manufacturing.

This vision of a more technically literate workforce requires that all students get an education that is both academic and practical.  If campuses are concerned about providing a “sustainable” education, their curriculum must reflect the economic changes forecasted to our jobs and necessary skill-set. Higher education has begun the transformation (and comingling) of campus and curriculum to create  “living laboratories” to address these needs, investing student time into campus energy projects such as designing solar arrays for residential buildings, and assessing the campus’s greenhouse gas emissions reduction strategies.

But these programs take time to implement, and require a re-thinking of faculty time, classroom learning objectives, and campus planning.  Are campuses doing enough to prepare students with these opportunities?

Moreover, while individual campuses may be pursuing solutions, what about the big picture for American education?  Is the current system flexible enough to accommodate the needs of our students and workers? The two primary federal programs aimed at providing technical workforce training are underfunded and short-sighted; and public and private workforce training schemes are disjointed.

The key to creating a more coherent post-secondary education system that delivers technical literacy is for business and education leaders to leverage their knowledge of labor markets, skills and pedagogy to build new curriculum and instructional models.

Community colleges, situated as they are at the crossroads of higher education and workforce training, are an ideal starting point. The Illinois Green Economy Network (IGEN) and the Greenforce Initiative, as well as the Sustainability Education and Economic Development (SEED) Center, provide excellent examples of their successful programs.  Other initiatives have been successful in creating partnerships which link community needs with educational output, including the Tompkins County Climate Protection Initiative (TCCPI), which links local colleges, school districts, and community partners together in join climate-action initiatives which provide ample opportunity for hands-on skill (and leadership) development for students.

Beyond them, my co-authors and I recommend two approaches to promote and expand innovative community-college–industry partnerships. The first is to use existing federal, state and local funds to promote innovation and use more research to identify best practices. The second is to use these partnerships for large-scale experiments, supported by a federal grant program, to demonstrate that they’re achievable.

Campuses with living laboratory and community or corporate partnerships are ahead of the curve.  Those already preparing students for a changing economy will remain competitive in the coming years, as the foundation of American education is changed by increasingly unsustainable financial obligations and demand for appropriate skills and education.   But for these efforts to translate into real jobs for America’s next generation, our national policymakers need to make a clear commitment to a more advanced and sustainable energy future and a skilled workforce to maintain it. Otherwise, we will risk putting training dollars into ossified programs that will prepare workers for jobs that simply do not exist.

——————————————-

About The Center for the Next Generation: The Center for the Next Generation works to shape national dialogue around two major challenges that affect the prospects of America’s Next Generation – advancing a sustainable energy future and improving opportunities for children and families. As a nonpartisan organization, the Center generates original strategies that advance these goals through research, policy development and strategic communications. In our home state of California, the Center works to create ground-tested solutions that demonstrate success to the rest of the nation.

Read Full Post »

By Sarah Brylinsky, Program Associate, Second Nature
(This article appears in the October, 2012 issue of The ACUPCC Implementer)

ACUPCC ImplementerThe celebration of the 10th Anniversary of Campus Sustainability Day (CSD) needed a topic appropriate to a moment in time when campuses have shown that the impossible is possible – changing the way they teach, operate, build, and plan in order to reduce emissions and prepare students to lead a just and sustainable future – while recognizing the challenges and opportunities still present in their journey to integrating deep sustainability education. This year, Second Nature and the CSD supporting organizations, including AASHE, the National Wildlife Federation (NWF), The Society for College & University Planning (SCUP), USGBC, Focus the Nation, Tree Campus USA, the SEED Center, and IDEAS, are calling on campuses to participate in a national day of dialogue around a critical question which invites conversation on both success and continued roadblocks: How is higher education preparing students for a changing climate?

Campuses across the country are organizing discussions to gather input from students, faculty, and staff on the best practices and remaining challenges for providing students with the skills and experiences they need to prepare for a changing climate, society, and economy, using three guiding questions to form a common national dialogue.

Campus Sustainability Day 2012

Here’s how to participate:

#1: Screen the Keynote Broadcast on Your Campus
October 24th 2012, 2pm – 3:30pm EST
Join thought leaders in campus sustainability as they discuss best practices and challenges for preparing students for a changing climate, with an emphasis on curriculum, research, and experiential learning.

Featuring Geoffrey Chase, leader of the Ponderosa Project, Julie Elzanati, Director of the Illinois Green Economy Network, Julian Keniry, Senior Director of Campus and Community Leadership National Wildlife Federation Campus Ecology Program, Neil Weissman, Provost of Dickinson College, and Debera Johnson, founder of the Partnership for Leadership in Sustainability, this panel invites questions from the audience to discuss best practices for creating ecological curriculum, advancing experiential and living laboratory learning, and engaging faculty and the surrounding community in meaningful and critical education.

This is a live, interactive event!  Panelists will base their discussion on questions provided by you – the audience – during the panel, and will be screened using live video in Google+ Hangouts on Air.  The panel will be screened live to Youtube – no special login or software is necessary to watch, and you will be provided with the link after registration.  To ask questions, you will need a Google or YouTube login to leave comments on the video as a question for the panelists.  Institutions are encouraged to participate in the keynote broadcast as a way to jumpstart regional conversations.

#2: Host or Participate in a Regional Conversation 
October 22nd – October 26th 2012, Times and dates vary by region
Register or learn more here

How are you preparing students for a changing climate?  We want to hear from campuses across the country, and gather input from students, faculty, and staff on the best practices and remaining challenges for providing students with the skills and experiences they need.  Host a conversation on campus, gather for a virtual conversation with campuses in your region, or tune-in to one of the regional conversations organized in your area.  

Use these questions to guide the conversation:

  1. What is your college/region doing to prepare students for a changing climate?
  2. Where do challenges still exist for your campus/region in creating successful sustainability and climate programs, and what are the solutions to these challenges?
  3. How can your campus/region ensure that all students acquire the skills and education necessary to prepare for a changing climate, society, and economy, regardless of their course of study or career goals?

Be sure to appoint a student liaison to take notes – your conversations will be turned into a national guiding document on “Best Practices for Preparing Students for a Changing Climate.”

For questions about Campus Sustainability Day, please contact Sarah Brylinsky, Program Associate, Second Nature at sbrylinsky@secondnature.org.

Read Full Post »

%d bloggers like this: