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Identifying Powerful Pathways.
Dr. Todd M. Oldham Vice President Economic and Workforce Development and Career Technical Education
Session Agenda ►Overview: the Conceptual Framework Guiding Career Pathways at MCC
► What We’ve Learned
► Influences on MCC’s Workforce Practice
► Developing the Data Model to support the Creation of a Career Pathway System ► Application of Data Framework ► Implication and Application of Data: ► Instructional Design & Delivery of Curricula ► Student Pipeline ► Staffing & Operations ► Partnerships
Context for Career Pathway Work The mission of the Economic Development & Innovative Workforce Services (EDIWS) division is to support the businesses and organizations within the greater Rochester area with innovative integrated credit and non-credit workforce and career technical education. • Actively create and promote a robust applied-STEM, CTE and middle-skill career pathway system • Support investment in curricula and equipment for academic CTE and industry targeted workforce programming • Proactively address shortage in educational pipeline (future workforce) and skills gaps in existing (incumbent) workforce • Aggressive and pervasive outreach to Rochester business and industry using B2B best practices
Career Pathways: A Systems Understanding A Career Pathway is a series of connected education and training programs and student support services that enable individuals to secure a job or advance in a demand industry or occupation. Career Pathways focus on easing and facilitating student transition from high school to community college; from pre-college courses to credit postsecondary programs; and from community college to university or employment. Applied Economics Perspective of Mission: Increase the number of NY’ers with certificates, credentials, and degrees that are aligned to well paying careers identified and measured within the local economy.
Source: National Governors Assocation: State Sector Strategies Coming of Age
Labor Linking & Careers Pathways
Labor Market Information System
Labor Market Information System
Support for economic development and workforce development partners focused on increased need for access to qualified technical workers
Source: National Governors Assocation: State Sector Strategies Coming of Age
Modularized Educational Pathway 6-9 credits
Sequences/Modules Stack into College Credentials
Visual adapted for presentation from Batec.org
Definition: What is a Middle-Skilled Worker? “Middle Skill” occupations refer to those job titles that require education and/or training beyond high school, but not a four-year college degree. Most job titles in the Middle Skills category require one of the six following educational/training credentials: • High School diploma (or equivalent) + apprenticeship • High School diploma (or equivalent) + moderate on-the-job training • High School diploma (or equivalent) + long-term on-the-job training • Post-secondary non-degree award (e.g., certificate programs such as Medical Assistant and Certified Nurse Aide) • Some college, no degree • Associate Degree Other terms – New Collar, Gold Collar, Middle Wage, Community College Labor Market
Common Middle-Skilled Workforce Clusters Advanced Manufacturing (skilled production)
Skilled Trades / Apprenticeship
Travel, Hospitality & Tourism
Transportation & Logistics
Information & Computer Technology
Summary of Recognized Elements of a Functional Career Pathway An introduction to career opportunities in a region’s high-wage, high- demand employment sectors.
Addresses the basic skills needed to succeed in postsecondary education and training.
Incorporation of stackable credit certificates along an associate’s degree pathway. Continuing upgrade training.
Internships, co-ops and employment as part of a curriculum. Social and academic supports throughout as necessary (Alssid et al., 2005; Sass, 2007; Pedersen, & Truman, 2007).
Fink & Inkelas Five-Point Typology Representative of a Learning Community Model
1. Paired or clustered courses. 2. Smaller cohorts among large enrollments, including learning communities. 3. Coordinated or team-taught series of courses. 4. Learning communities for special populations. 5. Residentially based learning communities. (Fink and Inkelas, 2015, p. 12)
Structured-Based Solutions Implied by Structure Hypothesis Improved access to information & navigation • More intensive and intrusive advising • Use of technology to streamline bureaucracy
Variables to consider when evaluating a career pathway • Occupations Linked/Mapped and Aligned to College programming • Occupational Demand and Industry Growth (Replacement & New) • Supply (Completions) and Demand Analysis • Wages & Time for Wage Progression • Benefits as a Percent of Total Compensation* • Index to Regional Self-Sufficiency Standards & Regional Metrics • Occupational Churn and Attrition • Occupational Demographics – 10 Year Age Out Rate • Credentials, Competencies and Skills required by employers • Ability of workers to ladder to next step occupations within the career pathway(s)
Talent Management and Analysis Competitive Factors and Alternative Opportunities: • Wage range • Desired education • Skillsets • Experience Factors to compete for scarce supply of workers: • Identified career progression • Mission driven organization (e.g., environmental purpose, community focus, etc.) • Professional development/growth • Tuition reimbursement • Organizational culture • Physical work environment
Compiling A Regional Dataset: MCC’s Model Define the occupations that are Linked to Community College Program Publicly Sourced Decomposed Government Data
Student Labor Market Outcomes Data
Regional Member Checking and Triangulation of the Compilation Partner Advisors Industry Associations Economic Developers Secondary CTE Educators Industry Partners
CTE Academic Advisory Boards
CTE Faculty Alignment to Other Studies/Literature Cross Referencing Other Data Sources
DATA DRIVEN CAREER PATHWAY MODEL
Online Job Posting Data
Monroe Community College 2003-2017 Graduate Wage Outcomes in New York State MCC Students 5 Year Hourly Wage
% Change at 5th Year
% of Self% of Self% of 4-Year Sufficiency for Sufficiency for Degree Wage 1 Adult & 1 2 Adults & 1 in the Region Child Child 109.8% R 80.6% 75.3%
Computer Systems Technologies (AAS)
Computer Information Systems (AAS)
Electrical Engineering Technologies
Mechanical Engineering Technologies
Optical Systems Technology (AAS)
Tooling & Machining (AAS)
Welding, Non-Credit (CER)
$ Increase at 5th Year
Est. Return on Education
50 %ile for Peer Group th
% of 50th %ile
Supply and Demand Analysis: 102 Occupations across 28 Groupings
Electrical Engineering Technology
87.6% of 4-Year Average Wage
82.3% of Mid-Career Wage @ 5-Year Mark
Understanding the Impact to the Student / Future Worker
What Defines a Powerful Career Pathway? Creating a Rubric for Evaluation Within five years: • Attained 85% of peer occupational group median wage in 5-years • Positive year-over-year wage growth for student cohorts • Met or passed Monroe County self-sufficiency standards •
1) Single Parent - $18 hr., 2). Two working parents + 1 preschooler - $25hr.
• Achieved 60% attainment of four-year average wage (Monroe County) • Performance metrics for students of color and females Overall: • Significantly greater lifetime earnings over low skill occupation
Modularizing a Career Pathway with Local Labor Market Data
Understanding Career Pathways using Labor Market Outcomes Academic Award
Actualizing the Continuum to Scale Functional Career Pathways • Modular and Stackable Curricula Design • Micro-credentials • Early College HS, 1+1, Dual Enrollment Sequences • Active and Measurable Job Placement • Emphasis on Self-Sustaining and Family-Level Wages • Accelerated and Cohort-Based Instructional Options • Emphasis on the non-traditional/contemporary student characteristics and background • Leading toward Measurable Pathways to Equity • Increased Appreciation for Risk, Innovation and Non-Traditional Models To Serve NonTraditional Populations • Increased demand by industry for bundled competency based education
Block Schedule for Classes Increased Student Support o Faculty & Peer to Peer
Active Job Placement
Early College Career Exploration •
Aligned secondary and post-secondary integration o Early College HS/Dual enrollment Sequences o 1 + 1 Programs
Public awareness for middle-skills occupations City School District, Industry Associations, Economic Dev.
Early College HS: Career Pathways System Project Overview • New 3.5 year project to launch in February 2019 • Focus on developing formal linkages between BOCES, CTE HS programs and MCC Engineering and Applied Technologies programs • Address select Middle Skills gaps by graduating more students at the postsecondary level (MCC) • Goal increase MCC yield on CTE oriented students among RCSD, BOCES, Greece and CTE Charter Schools • Provide nearly $650K worth of scholarships for high school students taking CTE courses at MCC • Create systematic regional awareness and promotion of Applied-STEM career pathways housed at MCC and their linked job opportunities
LMI as a Retention Tool: Email Blast to Student
Availability of Workers by Wage Level - Upskilling
Availability of Workers by Occupation - $15 hour
Transitioning the Workforce – Industry 4.0
Implications on Operations and Staffing • Curriculum Development and Apprenticeship • Embedded Education to Employment Services • Corporate Relations Management • Business to Business (B2B) Marketing • Customer Relationship Management •
Business/Labor Market Intelligence
• Academic Recruiter/Program Coordinators • Integration of Credit and Non-credit programming organized along AAS/AOS educational pathways
A 21st Century Approach to Regional Workforce Education
A partnership between MCC, Monroe County, and area businesses to recruit, train, and place workers quickly into the most in-demand careers in the region with a focus on short cycle training.
Renewed for 3 years: $1,469,187
www.mcclmi.com - Resources
Select References Alssid, J., Gruber, D., Jenkins, D., Mazzeo, C., Roberts, B., & Stanback-Stroud, R. (2005). Engaging institutions in workforce development: Career pathways for disadvantaged adults. New Directions for Institutional Research, 2005(128), 83-97. Ferguson R., Schwartz, R.B., & Symonds, W.C. (2011). Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century. Report issued by the Pathways to Prosperity Project, Harvard Graduate School of Education. Fink, J. E., & Inkelas, K. K. (2015). A History of Learning Communities Within American Higher Education. New Directions for Student Services, 2015(149), 5-15. doi:10.1002/ss.20113 National Governors Association (NGA), Center for Best Practices. (2014). State Sector Strategies Coming of Age: Implications for State Workforce Policymakers. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&uact=8&ved=2ahUKEwiSpq3gjvjgAhVlS9 8KHcHEAg4QFjADegQIBhAC&url=https%3A%2F%2Fpeerta.acf.hhs.gov%2Fsites%2Fdefault%2Ffiles%2Fpublic%2Fuplo aded_files%2FImproving%2520Employment%2520Outcom Oldham, T. M. (2017). The impact of a cohort-based learning model on student success within vocational technical certificates at a community college (Doctoral Dissertation). Retrieved from http://gateway.proquest.com/openurl?url_ver=Z39.882004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10261248 Rosenbaum, J. E., Deil-Amen, R., & Person, A. E. (2006). After admission: From college access to college success. New York, NY: Russell Sage Foundation. Sass, S. A., Pedersen, G. L. & Truman, G. H. (2007). The career pathway model: small steps to big leaps. Community College Journal of Research and Practice, 31:6, 453-461. doi:10.1080/10668920701357692 Scott-Clayton, J. (2012). The Shapeless river: Does a lack of structure inhibit students’ progress at community colleges? (Working Paper No. 25). Retrieved from the Community College Research Center (CCRC) website: http://ccrc.tc.columbia.edu/publications/lack-of-structure-students-progress.html
Dr. Todd M. Oldham Vice President Economic and Workforce Development and Career Technical Education [email protected] www.linkedin.com/in/toldham