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CTE Summit focused on challenges, opportunities in ‘tacit knowledge’

goersab — Tue, 20 Jul 2021 15:01:53 +0000

CTE Summit focused on challenges, opportunities in ‘tacit knowledge’goersab July 20, 2021

Keynote speaker sees ��Ͽ�’s polytechnic tradition as asset to faculty, graduates, potential employers

Some knowledge lives at the surface of people’s lives. It can be more easily taught and understood because it’s found in the physical realm of books or documents. But like the tip of an iceberg, this knowledge is only a small fraction of what people know, or more importantly, of what people need to learn.

“Tacit knowledge” is the knowledge that lives below the surface. Hidden like the vast iceberg below the waves, it is the know-how that lives in people’s experiences and feelings and is more difficult to impart.

M.S. CTE Program Director Deanna Schultz at CTE Summit, 2016. / ��Ͽ�

How can “tacit knowledge” be passed on to help others be successful? And what makes career and technical education programs distinct in its value of practical knowledge learned through practice?

These questions were explored at University of Wisconsin-Stout’s sixth annual CTE Summit, hosted virtually by the Emerging Center for Career and Technical Education Excellence on June 22-23.

The summit featured international presenters from Australia, Guam, Singapore and Switzerland, as well as keynote speaker University of Minnesota Professor Emeritus Theodore Lewis, who presented from his home in Trinidad and Tobago.

What is tacit knowledge?

Lewis, a ��Ͽ� alum with degrees in B.S. and M.S. industrial education, now technology education, presented on “The Tacit Knowledge Challenge for Global CTE/TVET (technical and vocational education and training).”

Keynote speaker and alum Ted Lewis / Ted Lewis

He described tacit knowledge as something people gain through experience or through interactions with others who own it. It is created through practice and, like muscle memory, it resides in the body, brain and senses.

Lewis expressed concern about what knowledge leaves an organization in the heads of departing people. “There needs to be a more secure storage mechanism for crucial knowledge and a more efficient means of transfer than just dialogue,” he said.

He explained that within CTE programs and higher education institutions, administrators, faculty, students and industry partners can collaborate in key ways to impart tacit knowledge:

Collaborate with experts in course planning and connect students with experts in their field
Consider experience-based credit for students in lieu of coursework
Consider work experience as a qualification for faculty in lieu of academic credentials
Consider work experience for candidates seeking enrollment in lieu of prior academics
Encourage field-based research by faculty and students
Provide field-based courses and workplace-based assignments

Tacit knowledge at ��Ͽ�

M.S. CTE Program Director Deanna Schultz sees ��Ͽ�'s experiential learning and required internships as a means for students to receive tacit knowledge, benefiting graduates as they move into their careers.

Deanna Schultz / ��Ͽ�

“Intentional learning that takes place in classroom projects, labs or the workplace gives students opportunities to reflect upon their learning and helps them develop,” she said. “Much like a craftsman who passes along secrets of their trade, faculty and staff pass along their tacit knowledge in the contextual learning opportunities they provide for students.”

Lewis agrees. He listed the university’s labs, experiential learning and industry experiences as making all the difference in employers looking more favorably at graduates. As an alum, Lewis believes ��Ͽ�’s polytechnic status makes it a driver of university learning.

“Polytechnics, by tradition, are action places, marrying theory and practice,” he said. “Tacit knowledge has been part of the tradition and is a mark of distinction, in keeping with the polytechnic idea.”

The art of ‘pan-boiling’

Lewis became interested in tacit knowledge as a technical training officer at the national sugar factory in Trinidad and Tobago in the late 1980s.

The final stage of sugar-making is the most important since there are expensive penalties if the grains do not meet international standards, he explained. In this stage, sugarcane juice is boiled in large vacuum pans, so that it crystallizes into sugar. The process is monitored by “pan-boilers,” who specialize in sampling the syrup to determine when the crystals reach the right consistency.

“Historically, pan-boilers learn their art through apprenticeship, older heads showing the newcomers in the heat of factory operations,” Lewis said. “This transfer of art is usually done in a cloistered way and kept within tight, unionized groupings. It is a classic case of tacit knowledge, transferred on the job with nothing written down.

“As a technical training officer, I was intrigued by this tradition of workers operating essentially in secrecy, on such a critical aspect of factory operations,” he added.

Lewis recognized that the pan-boilers’ knowledge would benefit factory engineers and scientists. For example, he explained, in the engineering aspect, sugar is boiled under vacuum conditions, which facilitate lower boiling temperatures. “Or we would have caramel instead of sugar,” he said.

With full participation of the union, Lewis developed training and a comprehensive reader on the basic engineering and science behind sugar boiling. He also engaged the chemical engineering faculty at a nearby university to develop a Sugar Technology course for pan-boilers.

“The course made for a more complete pan-boiler, one steeped in tacit aspects of sugar boiling, learned on the job,” Lewis said, “but also in aspects of boiling as seen through the eyes of engineers and scientists.

“I came out of the factory experience impressed by the guild-like approach of pan-boilers and intrigued by the notion of tacit knowledge.”

Student presentations

CTE Summit, 2016 / ��Ͽ�

The summit also included research presentations by students in ��Ͽ�’s M.S. CTE and Ed.D. CTE programs: Brigitta Altmann, Plover; Garrett Kaminski, Oshkosh; Rachel Krueger, Onalaska; Michael Selover, Rockton, Ill.; Tonya Wagner, Viroqua; and Ryan Ubersox, Waunakee.

Wagner’s dissertation, “Developing the Talent Pipeline for Women in Information Technology Through Increased Enrollment in Middle-Skill Information Technology Degree Programs,” was selected by ��Ͽ� faculty as the top dissertation and submitted to the University Council for Workforce and Human Resource Education.

Wagner interviewed four women about their experiences and perceptions in their information technology careers. She concluded there are not enough IT workers in the current talent pipeline to meet industry demands to produce innovative solutions and products or to meet the needs of a diverse global population.

“Women are an undertapped resource for both meeting employment demand and helping to increase innovation through increased diversity,” Wagner said.

��Ͽ� is recognized nationally and internationally for its CTE programs that prepare quality educators. Career and technical education programs include a bachelor’s, master’s and educational doctorate, as well as a CTE Leadership Certificate.

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CTE Summit focused on challenges, opportunities in ‘tacit knowledge’

Keynote speaker sees ��Ͽ�’s polytechnic tradition as asset to faculty, graduates, potential employers

Center partners with school districts to prepare career, tech ed educators for Wisconsin teaching license

Industry professionals who moved into classrooms thanks to 2015 law receive professional development training

Nationwide teacher shortage inspires new recruiting and retention methods

Thorn, local marketing and business education teacher, thinks administrative support can make all the difference

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Center partners with school districts to prepare career, tech ed educators for Wisconsin teaching license

goersab — Thu, 18 Feb 2021 14:19:33 +0000

Center partners with school districts to prepare career, tech ed educators for Wisconsin teaching licensegoersab February 18, 2021

Industry professionals who moved into classrooms thanks to 2015 law receive professional development training

Abbey Goers

In 2015, then-Gov. Scott Walker announced a budget provision allowing professionals to receive a teaching license without an education degree as long as they had a bachelor’s degree and demonstrated proficient knowledge in their field.

While new teachers have been hired under the experience-based license – EBL – program, bringing a new sense of experience to the classroom, it is up to school districts to provide them with the necessary professional development to meet standards for a Wisconsin teaching license. This must be done within a three-year time frame of hire, said Carol Mooney, with the Emerging Center for Career and Technical Education Excellence at ��Ͽ�.

This need to provide new professional development programming presented a challenge for districts and coordinators, including Cheryl Kothe and Chris Neff, CTE coordinators at Kenosha Unified School District and Racine Unified School District.

In summer 2016, Kothe and Neff approached Mooney at ��Ͽ�’s annual CTE Summit about offering courses for individuals in their districts who had moved from a career in industry to the classroom.

Carol Mooney, Chris Neff, Instructor Matt Janisin and Cheryl Kothe. Taken at Gateway Technical College in spring 2020, pre-COVID. / Carol Mooney

Kothe has a degree in marketing education and graduated from ��Ͽ� in 1987. She later returned for her Career and Technical Education Coordinator license. Knowing ��Ͽ�’s history of preparing CTE teachers, Kothe and Neff wanted to best prepare their districts’ EBL instructors. They asked Mooney to collaborate.

"For many years, ��Ͽ� provided an eight-week summer program for career and technical teachers that delivered the six courses needed for certification,” Mooney said. “We used that as a model for a new EBL program – our CTE Experience-based Licensed Teacher ‘Boot Camp’.”

Five years later, four cohorts have completed the “boot camp,” with 45 EBL teachers from six school districts in eastern and southeastern Wisconsin participating. What started as a partnership between the Emerging Center and the Kenosha and Racine districts has expanded to include the Green Bay Area, Milwaukee Public Schools, West Allis/West Milwaukee and Wisconsin Rapids districts.

The current cohort has 37 attendees, with 14 participants from Kenosha, Racine, West Allis/West Milwaukee and Wisconsin Rapids; 12 participants from Milwaukee Public Schools; and 15 participants from Green Bay.

“The demand for CTE teachers is high, not just in Wisconsin but throughout the country. For people who would like to serve in a role where they can guide, introduce and influence career development, it’s a great profession,” said Mooney, project manager for the Kenosha Racine CTE EBL.

CTE Experience-based Licensed Teacher ‘Boot Camp’

The “boot camp” seminars are held over a two-year period and are designed to help EBL teachers become effective CTE teachers as they earn their licenses.

“The experience is multidimensional,” Mooney said. “Attendees work with peers in a cohort. They develop core values and a cohort name, they learn and work together, all connected in a common core of CTE disciplines.”

Cheryl Kothe, CTE coordinator at Kenosha Unified School District / Cheryl Kothe

Mooney, Kothe and Neff develop each cohort’s sequence of courses based on a priority of need. A typical schedule includes four two-day seminars, which provide instruction in areas such as Special Education and Classroom Management; Instructional Methods and Lesson Planning; Evaluation and Assessment; and CTE Foundations. This is “must know” curriculum content, Mooney said.

Courses are supplemented with pre- and post-seminar activities based on overall CTE foundations, including work-based learning and career and technical student organization advisement. Courses are instructed by faculty, directors and administrators from ��Ͽ�, Gateway Technical College in Kenosha and Racine and collaborating school districts.

Charlene Smith, a technology education teacher at Tremper High School in Kenosha, was a member of the first “boot camp” cohort. She attended from 2017 to 2019 during her second and third year of teaching. Smith has her bachelor’s in architectural engineering from Milwaukee School of Engineering and was a design engineer working in fire protection prior to teaching.

Initially, she was asked by Gateway Technical College to teach a few classes because other instructors were overloaded.

“Even though it was one course each semester, I found that I really enjoyed teaching,” she said. “What inspires me is instilling inspiration in my students to create and design. I love when students experience the ‘ah-ha’ moment, where the material or concept clicks and makes sense to them.”

The “boot camp” provided Smith with teaching philosophies and gave her “background on the teacher lingo – education has acronyms for everything,” she said.

“Teaching – and teaching well – requires a lot of dedication,” Smith added. “Unfortunately, even with five years of teaching experience in my current position, I feel that there are teachers who do not look at EBL teachers as equals. I fear there will always be that stigma.”

Carol Mooney, project manager for the Kenosha Racine CTE EBL / Carol Mooney

The boot camp followed a hybrid model in past years, with Gateway campuses serving as neutral delivery sites. However, in 2020, classes were held entirely online with synchronous and asynchronous models.

Mooney thought the online classes worked well within the COVID-19 environment, but she plans to return to face-to-face instruction and activities when it is again safe.

Plans for the 2021-22 online programming are underway and will be scheduled this spring. School districts contract with ��Ͽ� through the Emerging Center for Career and Technical Education Excellence. Attendees are identified by their CTE coordinators. There is no open enrollment.

An attendee’s next step to receiving their Wisconsin teaching license is to work with their CTE coordinators and human resources to submit their professional license application to the Wisconsin Department of Public Instruction. Attendees also have the option to enroll in a graduate-level course through ��Ͽ�.

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Nationwide teacher shortage inspires new recruiting and retention methods

goersab — Thu, 21 Jan 2021 14:03:22 +0000

Nationwide teacher shortage inspires new recruiting and retention methodsgoersab January 21, 2021

Thorn, local marketing and business education teacher, thinks administrative support can make all the difference

Abbey Goers

Last June, ��Ͽ�’s Emerging Center for Career and Technical Education Excellence held its fifth annual CTE Summit.

The summit, held virtually, provided career and technical educators with valuable information about recruitment and retention as the nation faces a shortage of teachers.

David DeGuire, director of teacher education, professional development and licensing at the Wisconsin Department of Public Instruction, noted that 40% of teachers leave the profession in their first five years. At the summit, he estimated that one in five were not planning to return to teaching last fall because of COVID-19.

Debbie Stanislawski / ��Ͽ�

“The demand for teachers continues to outpace the number of graduates each year,” said Debbie Stanislawski, professor and program director of marketing and business education. “School districts continue to share that they are moving the hiring process earlier in the school year to be able to beat out their competition for getting the best teachers.”

The summit included a panel of teachers who discussed what recruitment methods work best for them and shared their experiences as CTE teachers.

Teachers need support

Kathleen Thorn, a business education teacher at Colfax Middle and High School, was a member of the panel.

Thorn is in her second year of teaching. She graduated from ��Ͽ� in 2016 with her degree in business administration and earned her second bachelor’s in marketing and business education in 2019.

Kathleen Thorn in her classroom at Colfax Middle and High School / Kathleen Thorn

Her greatest joy is being in the classroom. “I love being goofy with my students and talking with them about what has been going on in their world, asking them questions about themselves and their interests. One of my greatest strengths is creating connections with students.”

But for many, the joy of teaching is not enough. Moving from her college career to her teaching career, Thorn, like everyone, still needs a support system. As schools across the country build new teacher recruitment methods and strengthen retention practices, Thorn feels having supportive administration can make all the difference.

She is thankful for the administrative staff at Colfax, including Principal John Dachel, who gives “feedback on observations, is supportive when I am unsure of disciplinary actions and has even encouraged staff to take mental health days if they need it.”

Thorn began her MBE at ��Ͽ� in the online program. So when she needed to adapt her teaching to COVID-19, creating an online model in spring 2020 and a hybrid model last fall, she emulated her professors’ approach.

Colfax administration held professional development opportunities for teachers to make the necessary possible changes to adapt their classrooms to COVID-19, including training on Google Classroom features and capabilities; and implementing provided cameras and headsets to better engage virtual students at home, Thorn said.

The Colfax district also has a mentor program to help new teachers connect with co-workers.

Kathleen Thorn teaching in her classroom / Kathleen Thorn

“The mentorship program at Colfax is wonderful. My mentor Jennifer Steinke has been incredibly supportive, both professionally and personally. Having good relationships with co-workers is all the more reason for teachers to stay at their schools,” Thorn said.

She enjoys working with teaching assistants and student teachers to show her students that marketing and business education might be a great career to pursue. Last fall, Thorn worked with a prestudent teacher from ��Ͽ�’s MBE program.

“It’s fun to see the next generation of teachers develop their skills in the classroom,” Thorn said.

Stanislawski believes in the importance of recruiting young people into the field of teaching. “We need to continue to prepare entrepreneurial marketing and business teachers to meet the needs of our communities, schools and learners,” she said, adding, “��Ͽ� prepares graduates who can plan, implement and evaluate instruction with their learners at the heart of their decisions.”

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CTE Summit focused on challenges, opportunities in ‘tacit knowledge’

Keynote speaker sees ��Ͽ�’s polytechnic tradition as asset to faculty, graduates, potential employers

Center partners with school districts to prepare career, tech ed educators for Wisconsin teaching license

Industry professionals who moved into classrooms thanks to 2015 law receive professional development training

Nationwide teacher shortage inspires new recruiting and retention methods

Thorn, local marketing and business education teacher, thinks administrative support can make all the difference

Thorn, local marketing and business education teacher, thinks administrative support can make all the difference kathleenthorn_mbe_alumna_1.jpg

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Teacher shortages addressed at Career and Technical Education Summit

powersp — Thu, 02 Jul 2020 14:19:13 +0000

Teacher shortages addressed at Career and Technical Education Summitpowersp July 2, 2020

Gen Z may offer solution

How to attract and retain diverse teachers because of a growing shortage nationwide was the main topic of University of Wisconsin-Stout’s fifth annual Career and Technical Education Summit held recently.

At the virtual conference June 23-24, David DeGuire, director of teacher education, professional development and licensing at the Wisconsin Department of Public Instruction, noted that 40% of teachers leave the profession in their first five years. Because of COVID-19, DeGuire estimates one in five are not planning to return in the fall.

“We just don’t have enough teachers willing to teach in our schools,” he said. “We know we need CTE teachers.”

The future may be helped by a generation born from the late 1990s to the early 2010s by focusing on how teachers can positively change their community.

“Generation Z is really interested in making a difference and seeing a change,” DeGuire said. “We have to help them understand teaching is a great way to do that.”

Other ways to attract teachers may include connecting school district alumni who are interested in coming back and teaching; encouraging CTE instructors to recruit their own successor; looking at community members and veterans to fill the void; and creating opportunities for students to learn about a teaching career.

A panel of three ��Ͽ� alumni talked about their experiences as CTE teachers. Kathleen Thorn teaches business education at Colfax Middle School; Scott Sayles, teaches business and marketing at the Eden Prairie (Minn.) High School; and Andrew Kleiber is a technology education teacher at Winona (Minn.) High School.

They were joined by Tracie Nielson, a business and marketing teacher in the Kenosha School District. ��Ͽ�’s Debbie Stanislawski, professor and program director of marketing and business education, moderated the panel.

Thorn, a first-year teacher this past school year, said her district has a mentor program that helps new teachers make suggestions or ask questions.

Sayles, who has taught about 3½ years, said new teachers are more inclined to stay in the profession if they feel like they’re part of the district and are involved in student programs. “Let them try new things and have a safety net if they do fall,” he said. “It makes new teachers feel valued.”

Kleiber encourages students who are excelling to teach other students. This helps them see teaching as a career option.

Thorn said she has requested teaching assistants to build relationships with students and show them that marketing and business education might be a great career to pursue.

Nielson decided to teach after working in the retail field. She took a nearly $20,000 pay cut but has found the career to be rewarding.

Keynote speaker Alex Manuel, executive director of the Washington State Professional Educator Standards Board, talked about educator shortage and educator diversity in the workforce. Encouraging paraeducators and those with certifications to become CTE educators can help fill the need. Immigrants with degrees from other countries are another potential pool of diverse teachers as well, she noted.

During the conference, current and former ��Ͽ� students also presented research:

Pete McConnell, master’s in CTE student, on experience-based licensure
Greg Benz, doctorate in CTE student, on career and technical education leadership with Deanna Schultz, associate professor and CTE program director for the master’s program
Tricia Makowiak, master’s in CTE graduate, on online teaching strategies for CTE
Alyssa Haynes, master’s in CTE graduate, on employer-sponsored certification training.

��Ͽ� prepares CTE teachers for K-12 school districts through its undergraduate education degree in family and consumer sciences, marketing and business education and technology education. ��Ͽ� also offers a bachelor’s degree in career, technical education and training, preparing students to teach in post-high school settings such as community colleges, public and private technical colleges and industrial training programs.

The university’s Master of Science in career and technical education is for educators and industry professionals interested in gaining technical skills and advancing their careers. The Doctorate of Education in career and technical education prepares leaders who contribute to the vision, direction and administration of secondary or postsecondary educational programs.

###

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Debbie Stanislawski

How to attract and retain diverse teachers because of a growing shortage nationwide was the main topic of University of Wisconsin-Stout’s fifth annual Career an capture.jpg

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Debbie Stanislawski

Debbie Stanislawski is ��Ͽ�'s Program Director for Marketing and Business Education (MBE). In this role, she provides academic advising to all students in the MBE major, leads curriculum development and implementation, and teaches courses on assessment, curriculum design, and instruction. Debbie also oversees clinical experiences for aspiring educators. Additionally, she teaches leadership courses within the doctoral program and mentors graduate students in career and technical education, guiding them through their thesis and dissertation work. Before joining ��Ͽ�, Debbie gained valuable experience teaching middle and high school business in Wisconsin and Illinois. Her time in the PK-12 education system ignited her passion for preparing future educators. Debbie's research interests include instructional technology, particularly in exploring how educators at ��Ͽ� integrate generative AI into their coursework. She is also deeply involved in research focused on the comprehensive preparation of future teachers for their roles in career and technical education. In her free time, Debbie enjoys kayaking, hiking, training hunting dogs, and traveling.

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Degree: B.S. Business Education

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Degree: Wisconsin Teaching License #250 Business Education (Grades 6-12)

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Opportunities in CTE Through Collective Impact

schusterg — Fri, 14 Feb 2020 13:22:15 +0000

Opportunities in CTE Through Collective Impactschusterg February 14, 2020

A summary report from the 4th Annual CTE Summit at the University of Wisconsin-Stout

June 20-21, 2019

Sylvia Cheuy, consulting director from the Tamarack Institute, kicked off the 4th annual ��Ͽ� Career and Technical Education Summit on June 20, 2019 with an inspiring keynote speech emphasizing the value of collective impact. Collective impact is a cross-sector approach to solving complex social and environmental issues on a large scale. For success in collective impact, there needs to be a common agenda with continuous communication, and those involved must be willing to collaborate over a long-term commitment (Sylvia Cheuy, 2019). This model and its application to CTE was reflected in the theme for the 2019 event, Opportunities in CTE Through Collective Impact: Understanding the Power of Together. Recognizing that many stakeholders engage in work which is critical to workforce development, the focus was on collective impact, specifically community building, sharing resources, systems change and collaboration.

Following the keynote, Sylvia facilitated a panel consisting of individuals from various sectors related to career and technical education, training and the workforce. Although they came from a variety of backgrounds, one commonality that the panel members shared was their engagement in collective impact work. The panel consisted of Karen Katz, Office of Children's Mental Health-Wisconsin; Stacy Eslick, Reach Higher Initiative; KT Gallagher, Dunn County Health, Dunn County Health & Human Services; Cristy Linse, Creating a Healthier Community , ��Ͽ�; Andrea Gabel, Wisconsin Economic Development Corporation; and Chelsea Powell, Higher Expectations Racine County. Each panelist introduced themselves through the lens of their collective impact work, stating the issue/opportunity that they were working to address, accomplishments to date, results and learnings, and next steps for their work. The engaging conversation highlighted work happening across the state.

Summit participants then had opportunities to share ideas, learn and network with other professionals engaged in workforce development through small group discussions throughout the afternoon. Participants took a closer look at the issues and opportunities in career and technical education through the lens of collective impact, using a variety of tools and techniques to identify areas for collaborative work.

At the end of the afternoon, a networking reception offered more opportunities for attendees to connect and share ideas. Student and faculty research was also featured, with researchers present to share findings from their projects.

The next morning, summit participants were welcomed back by Sylvia Cheuy with a question and answer session on collective impact. The conversations and activities from the previous day had stirred interest in this collaborative strategy for addressing large social dilemmas. Referencing her expertise and lived experience, Sylvia discussed common themes from the prior day’s conversation and shared stories of other communities' experiences using collective impact.

Lively roundtable sessions followed the opening session and included Ben Neuhaus, District Administrator, Florence School District; Michael Lee, Community Engagement at the Pablo Center at the Confluence; and Joe Folsom, Director, Pierce County Economic Development Corporation, all individuals whose organizations are involved in collaborative community engagement. Other roundtable sessions included representatives from the Wisconsin Department of Public Instruction (DPI), with Karin Smith and Gregg Curtis representing ACP, Wisconsin Pathways, and their integration with CTE; and Sharon Wendt and Robin Kroyer-Kubicek providing information from the Wisconsin DPI CTE Team. These interactive roundtables offered participants an opportunity to get to know educational leaders from across the state and learn about their unique and diverse programs and educational supports. Many of the roundtable presenters related their work to collective impact, partnership and shared goals. From there, summit participants moved to a final breakout session to reflect on what was learned and share recommendations and next steps. This information recorded for future planning.

After a full morning of discussions and networking, the event wrapped up with a group discussion facilitated by Deanna Schultz, Director of the Emerging Center for CTE Excellence. The next ��Ͽ� CTE Summit is scheduled for June 23-24, 2020. Save the date!

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CTE Summit focused on challenges, opportunities in ‘tacit knowledge’

Keynote speaker sees ��Ͽ�’s polytechnic tradition as asset to faculty, graduates, potential employers

Center partners with school districts to prepare career, tech ed educators for Wisconsin teaching license

Industry professionals who moved into classrooms thanks to 2015 law receive professional development training

Nationwide teacher shortage inspires new recruiting and retention methods

Thorn, local marketing and business education teacher, thinks administrative support can make all the difference

A summary report from the 4th Annual CTE Summit at the University of Wisconsin-Stout 20180618_cte_summit_084.jpg

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College president, an alumna, to be featured Feb. 18-19

powersp — Wed, 12 Feb 2020 15:38:06 +0000

College president, an alumna, to be featured Feb. 18-19powersp February 12, 2020

Suddick to speak for Career and Technical Education Executive in Residence

An alumna who is president at the College of Lake County in Grayslake, Ill. is the 2020 Career and Technical Education Executive in Residence at University of Wisconsin-Stout.

Lori Suddick will speak from 4 to 5:30 p.m. on Tuesday, Feb. 18, on the “Cultural Relevance Through the Lens of Demographic Shifts” in room 110 of Jarvis Hall Science Wing. Admission is free.

As part of the CTE Executive in Residence program, Suddick also will meet with students and faculty throughout Tuesday, Feb. 18, and Wednesday, Feb. 19. From 10:30 to 11:30 a.m. on Wednesday, Feb. 19, she will hold a virtual roundtable for distance education students in room 205 of Sorensen Hall.

Suddick earned her Ed. D. in Career and Technical Education in 2017 from ��Ͽ�. She believes that pursuing a doctoral degree gave her the opportunity to add new insight and expertise to her professional focus on ensuring equity in access and success of students in higher education through a lens of cultural relevance relative to the demographic shifts in society.

At the College of Lake Country, Suddick is focused on building a collaborative high-performing student-focused culture where every student succeeds, and every employee thrives. As a first-generation college student, she is passionate about the transformative power of education for individuals, families and communities. She is committed to significantly increasing student access and success while eliminating racial and socioeconomic disparities in educational attainment. She is committed to building innovative and collaborative community partnerships for workforce solutions and economic development.

Suddick has served as a national coach for the American Association of Community Colleges Guided Pathways project which focuses on building a systemic design framework to achieve equitable student success outcomes.

Kathryn Feuerhelm, interim director of the Emerging Center for Career and Technical Education Excellence, said Suddick brings a unique combination of lived experience and education supporting career and technical education. “Her commitment to building community partnerships and increasing student access are relevant across all disciplines, making this presentation applicable to educators and community partners alike, Feuerhelm said. “Equity and access are important conversations to have, specifically through the lens of economic development and workforce education.”

Along with honoring graduates who contribute to the advancement of the field, the CTE Executive in Residence program helps expand the vision of contributing to the business and industry supply chain of graduates who possess the skills, knowledge and aptitudes to meet the current, near future and futures of work that have yet to be envisioned.

��Ͽ�’s bachelor’s, master’s and doctoral CTE academic programs are outgrowths of one of the university’s first majors, industrial education, dating to the early 1900s. The CTE master’s program has been offered for 75 years, since the Graduate School opened in 1935. ��Ͽ� began offering a doctorate in CTE in 2013, the university’s first doctoral program.

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Kathryn Feuerhelm

An alumna who is president at the College of Lake Country in Grayslake, Ill. is the 2020 Career and Technical Education Executive in Residence at University of lorisuddickfeature.jpg

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2020 CTE Executive in Residence

schusterg — Mon, 02 Dec 2019 15:41:17 +0000

2020 CTE Executive in Residenceschusterg December 2, 2019

This year's CTE Executive in Residence is Dr. Lori Suddick. She has served as president at College of Lake County (CLC) since May 2019.

Tuesday, February 18-19, 2020

Dr. Lori Suddick, President, College of Lake County

Dr. Lori Suddick has served as president at the College of Lake County (CLC) since May 2019. Lori has 21 years of higher education experience serving in faculty through executive leadership roles. At CLC, Lori is focused on building a collaborative high-performing student-focused culture where every student succeeds and every employee thrives.

As a first-generation college student, she is passionate about the transformative power of education for individuals, families, and communities. She is committed to significantly increasing student access and success while eliminating racial and socioeconomic disparities in educational attainment. Lori is also committed to building innovative and collaborative community partnerships for workforce solutions and economic development.

Lori has served as a national coach for the American Association of Community Colleges (AACC) Guided Pathways project which focuses on building a systemic design framework to achieve equitable student success outcomes. She currently serves on the following Boards: Community Colleges for International Development (CCID), Lake County United Way, Lake County Workforce Development Board, Lake County Partners, and Lake County High School Technology Campus.

Proud ��Ͽ� alumni, Lori earned her Ed.D. in Career and Technical Education in 2017. Lori believes that pursuing a doctoral degree afforded her the opportunity to add new insight and expertise to her professional focus on ensuring equity in access and success of students in higher education through a lens of cultural relevance relative to the demographic shifts in society.

2020 Executive in Residence Program Itinerary

Tuesday, February 18, 2020
Noon - 1:00 p.m.	Lunch with the Chancellor & Key Leaders
1:00 - 1:30 p.m.	1:1 meeting with Chancellor
1:45 - 2:20 p.m.	Classroom Visit
4:00 - 5:30 p.m.	Keynote Address: Cultural Relevance Through the Lens of Demographic Shifts
5:30 - 6:30 p.m.	Reception

Wednesday, February 19, 2020
8:00 - 9:00 a.m.	Breakfast meeting with student organization leaders Jarvis Hall Science Wing, 3rd Floor Atrium
9:30 - 10:00 a.m.	Flextime for classroom visits, conversation about Center for CTE Excellence, updates, etc.
10:30 - 11:30 a.m.	Virtual Roundtable: for distance education students Sorenson Hall, Room 205
11:45 a.m. - 12:45 p.m.	Lunch with CTE Team

Emerging Center for CTE Excellence

All Emerging Center for CTE Excellence News

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Keynote speaker sees ��Ͽ�’s polytechnic tradition as asset to faculty, graduates, potential employers

Center partners with school districts to prepare career, tech ed educators for Wisconsin teaching license

Industry professionals who moved into classrooms thanks to 2015 law receive professional development training

Nationwide teacher shortage inspires new recruiting and retention methods

Thorn, local marketing and business education teacher, thinks administrative support can make all the difference

This year's executive in residence is Dr. Lori Suddick. She has served as president at College of Lake County (CLC) since May 2019. suddick_lori.jpg

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Emerging Center for CTE Excellence

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Educational “boot camp’ designed for Experience Base Licensed (EBL) Educators

schusterg — Wed, 13 Nov 2019 16:46:15 +0000

Educational “boot camp’ designed for Experience Base Licensed (EBL) Educatorsschusterg November 13, 2019

Focused on assessment and the opportunity to plan activities that could be immediately implemented in their classrooms and used for further analysis and reflection.

The ��Ͽ� Emerging Center for Career and Technical Education Excellence is deeply committed to providing professional development opportunities to enhance educators’ effectiveness and supporting the pipeline of highly qualified teachers. For the third year in a row, ��Ͽ� has facilitated a fast-paced educational “boot camp’ session designed for Experience Base Licensed (EBL) Educators.

Over the course of this two-day “boot camp” seminar, Marketing and Business Education Program Director Debbie Stanislawski co-facilitated a cohort of Career and Technical Education (CTE) EBL Educators from Racine and Kenosha. The session focused on assessment and offered educators the opportunity to plan activities that could be immediately implemented in their classrooms and used for further analysis and reflection.

Learners began the seminar by exploring the purpose of assessment, including formative and summative assessment within CTE. The cohort examined new formative assessment techniques called CAT’s (Classroom Assessment Techniques) and discussed how they might integrate these new techniques in their CTE lesson plans. All participants completed a questioning strategy self-assessment that allowed them to consider their own use of wait time, complexity/level of Bloom’s Taxonomy of questions, use of probes after students answer questions to help students think critically. CTE performance assessments and rubrics were also discussed as a way to vary and assess student learning. Seminar participants also examined good criteria for rubrics and peer reviewed a rubric they have used.

In addition to application and reflection on practice during the seminar, implementation and reflection are a part of seminar follow-up activities. For example, participants were to choose a performance assessment in their CTE classroom and align the assessment to objectives and standards, then reflect on what the performance assessment tells them about student learning and possible changes needed when using the assessment again.

The second day of the session included examination of teacher made tests and application to participants’ classrooms. The participants had the opportunity to peer evaluate a CTE sample teacher made test based on best practices for selected response and constructive response items. In addition, they learned about analyzing assessment data. Follow up activities also include implementation and reflection on this learning related to their teacher made tests.

The final portion of the seminar involved exploration of grading practices which led to discussions about similarities and differences among grading policies within different schools. Lastly, the educators examined feedback provided to students and the impact of feedback (both positive and critique) on effort and strategies within the learning process.

The cohort of EBEs returned to their respective districts full of ideas to implement and strategies to try. The group will reflect on their experiences to share results and recommendations and will meet again as a group in the spring for the next “boot camp” in the series, CTE Foundations. For more information on opportunities for EBLs, contact the ��Ͽ� Emerging Center for Career and Technical Education Excellence.

Emerging Center for CTE Excellence

All Emerging Center for CTE Excellence News

CTE Summit focused on challenges, opportunities in ‘tacit knowledge’

Keynote speaker sees ��Ͽ�’s polytechnic tradition as asset to faculty, graduates, potential employers

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Industry professionals who moved into classrooms thanks to 2015 law receive professional development training

Nationwide teacher shortage inspires new recruiting and retention methods

Thorn, local marketing and business education teacher, thinks administrative support can make all the difference

Focused on assessment and the opportunity to plan activities that could be immediately implemented in their classrooms and used for further analysis and reflect 20150113_debbie_stanislawski.jpg

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Experience-base License “Boot Camp” Report

schusterg — Tue, 12 Nov 2019 18:41:57 +0000

Experience-base License “Boot Camp” Reportschusterg November 12, 2019

Cohort 1: Fall 2017 to Spring 2019

This boot camp consisted of a cohort of experience-base licensed teachers from Racine Unified School District and Kenosha Unified School District who attended a series of four seminars from Fall 2017 through Spring 2019. The “boot camp” seminars were designed to help the participants, hired as content experts, become effective CTE teachers. Each seminar consisted of two days of face-to-face instruction with faculty identified by the University of Wisconsin-Stout as having expertise in the seminar content as well as K-12 experience. The face-to-face sessions were followed by online interaction and assignments over the remainder of the fall or spring semester. Demographic data describing the participants is provided in Appendix A.

Before the first seminar, participants were asked to respond to survey questions about their past experience, and identify their strengths and areas for improvement based on a list of learning objectives for the four seminars. Over 40% of the participants had more than 10 years of industry experience in their content area, followed by 21% with 7-10 years and 21% with 4-6 years. Their education or teaching related experience prior to being hired varied as widely as the participants, from substitute teaching or being a professional educator in a different discipline or grade level to training individuals or groups at work, teaching Boy/Girl Scouts, exercise classes, church classes, or coaching. On a scale of 1 to 5, with 5 being a very effective teacher, 58% of participants rated themselves a 4 prior to the seminars. Table 1 indicates the strengths and areas for improvement identified by participants in their teaching prior to the seminars.

Read the Full Report

Emerging Center for CTE Excellence

All Emerging Center for CTE Excellence News

CTE Summit focused on challenges, opportunities in ‘tacit knowledge’

Keynote speaker sees ��Ͽ�’s polytechnic tradition as asset to faculty, graduates, potential employers

Center partners with school districts to prepare career, tech ed educators for Wisconsin teaching license

Industry professionals who moved into classrooms thanks to 2015 law receive professional development training

Nationwide teacher shortage inspires new recruiting and retention methods

Thorn, local marketing and business education teacher, thinks administrative support can make all the difference

Experience-base License “Boot Camp” Report Cohort 1: Fall 2017 to Spring 2019 20180921_edd_cte_06.jpg

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Emerging Center for CTE Excellence

Working in partnership to advance workforce education.

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ACTE Opportunity Fund Region III CTE Teacher Shortage Project

schusterg — Mon, 21 Oct 2019 18:21:28 +0000

ACTE Opportunity Fund Region III CTE Teacher Shortage Projectschusterg October 21, 2019

ACTE Region III initiated a discussion on CTE Teacher Shortage that began at the region level and soon became a national discussion through the Association

In 2018, Region III was the recipient of funding through the ACTE Opportunity Fund for the purpose of conducting research surrounding this issue. The project consisted of two components: (1) Research and (2) Data Collection. The research component included identifying best practices in dealing with teacher shortage, identifying the existing CTE teacher preparation programs within Region III and identifying other stakeholders across the country that have an interest in these efforts. The second component involved collecting data to determine the supply and demand in the field. For simplicity the project limited the CTE areas to agriculture, family and consumer science, health science, business and industrial technology. Katrina Plese was hired as the project coordinator and the University of Wisconsin-Stout (UW Stout) was contracted to complete the data collection. This document is a summary of the findings from the one year of research and data collection.

Facing these challenges, stakeholders in Career and Technical Education must continue the research to determine the best course of action. Currently the supply and demand data for CTE teachers, with the exception of agriculture, is very limited. Other data such as the total number of positions within the state, the number of programs that closed due to lack of a qualified instructor and attrition rates of CTE instructors does not exist. Through this project it was determined that some states within Region III do collect useful data, but with limited human resources, obtaining the data was difficult or not made available. It is important to note that participation was voluntary and in the end, researchers had to rely on public websites to find existing teacher preparation programs and data. Efforts to refine the process are needed.

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ACTE Region III initiated a discussion on CTE Teacher Shortage that began at the region level and soon became a national discussion through the Association teach-cte-cta.jpg

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Contact Information

Deanna Schultz
Director
715-232-5449
schultzdea@uwstout.edu

Kathryn Feuerhelm
Outreach Specialist
715-232-2496
feuerhelmk@uwstout.edu

Emerging Center for CTE Excellence

Working in partnership to advance workforce education.

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June 20-21, 2019

College president, an alumna, to be featured Feb. 18-19

2020 CTE Executive in Residence

Tuesday, February 18-19, 2020

Dr. Lori Suddick, President, College of Lake County

2020 Executive in Residence Program Itinerary

Emerging Center for CTE Excellence

Educational “boot camp’ designed for Experience Base Licensed (EBL) Educators

Emerging Center for CTE Excellence

Experience-base License “Boot Camp” Report

Emerging Center for CTE Excellence

ACTE Opportunity Fund Region III CTE Teacher Shortage Project

Contact Information

Emerging Center for CTE Excellence

Tacit knowledge at ��Ͽ�