New Transportation Careers Initiative
Teachers from all subject areas are being given an opportunity to participate in the Careers in Transportation Curriculum Project. Teacher participants will be involved in testing at least one lesson with a group of students during the 2010-11 school year. The lessons a teacher uses may be selected from a list of modules that are organized by transportation pathway, grade level and most appropriate academic subject. Based on his or her experience with the module, each participating teacher will provide written feedback on the "teachability" of the materials. The initiative is funded by the U.S. Department of Transportation to field-test lessons focusing on transportation careers and academic content for students in grades 6–12. The lessons give students opportunities to explore careers in transportation by exploring authentic industry problems. The lessons also enable students to master multiple levels and types of knowledge about transportation.
The lessons were designed by educators in Missouri, Nebraska, New York, Oklahoma, Texas, and Virginia. They consist of two types: Career Development Modules that make students aware of career opportunities in the transportation industry and Problem Based Learning Modules that focus on solving an authentic transportation industry problem.
This project builds on the original Career Cluster partnership with the US Department of Transportation, which, in 1999, took a leadership role in the creation of the National Transportation, Distribution and Logistics Career Cluster. Here, the Department is partnering with the National Association of State Directors of Career and Technical Education by sponsoring the development of Careers in Transportation Curriculum Materials.
The benefits to participating teachers include:
- A stipend for testing and evaluating lesson plan(s) selected from the list of modules;
- The ability to influence the future of education by contributing new curriculum material;
- The experience of helping students learn about careers in transportation;
- The opportunity to link with government, business, and industry partner; and
- Technical assistance and support from project staff.
Download Free Resources to Create Career Pathways and Postsecondary Transitions
The Illinois Community College Board has released a step-by-step guide, How to Build Bridge Programs That Fit Into a Career Pathway, which provides information on how to develop successful bridge programs to tap the talents of low-skilled adults. The guide is based on the achievements of Carreras en Salud, a health care bridge program created by Chicago's Instituto del Progreso Latino and its partners, the National Council of La Raza, Association House of Chicago, and Humboldt Park Vocational Education Center of Wilbur Wright College. This partnership was supported by the Illinois Community College Board, the Illinois Department of Commerce and Economic Opportunity, and the Joyce Foundation as part of its multi-year, multi-million dollar state policy initiative, Shifting Gears. That initiative is re-engineering adult education, workforce development and postsecondary education policies to expand job opportunities for low-skilled workers in six Midwestern states (Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin). Meanwhile, Jobs for the Future (JFF) is distributing its recent The Breaking Through Practice Guide. Breaking Through is a collaboration between Jobs for the Future and the National Council for Workforce Education. The practice guide highlights innovations from Breaking Through between 2005 and 2009. Each of its four components offers a "high-leverage strategy" to increase success with low-skilled younger and older adults. The practice guide also contains a contextualization toolkit and supplementary materials, including information about JFF's advisor training materials.
Nevada's Moen to Retire Aug. 13
Nevada's Mary Katherine Moen will retire on August 13 after serving as the state's adult education director for 11 years. Moen focused her tenure on developing infrastructure to serve the state's rapidly expanding population of adult learners. She led the program's codification of policy, developed an administrator's handbook, helped to create adult education content standards, improved the professional development system, and boosted accountability. She also served on the Executive Committee of the National Adult Education Professional Development Consortium.