Academic Majors (All Students)

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Mobile County Advisory Council March 24, 2004
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Demographics
U.S. Chamber/ADECA, 2003
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Business GrowthSince 2002(Manufacturing
Sector)161 Projects49 Counties
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Ability to Secure Qualified Applicants (By Size)
Percent of Responses
DOL/ETA 2003
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Ability to Secure Qualified Applicants (By
Industry Category)
DOL/ETA 2003
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Distribution Of Degree-Seeking Undergraduates
All degree-seeking undergraduates
Baccalaureate students
Sub-baccalaureate student
NCES Feb. 2004
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Academic Majors(All Students)
32.9
Social Studies
20.4
Science
Mathematics
Liberal Arts and General Studies
Interdisciplinary Studies
Fine and Performing Arts
English/Literature and Humanities
NCES Feb 2004
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Career/Technical Education

• Value-Added

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Who Are We?

• 232,638 Students
• 2,138 Programs
• 2,450 Teachers
• 130 Local administrators
• 130 Local Education Agencies (LEA)
• 250 million/year
• State 93
• Federal 7

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• Launch
• (Life After High School)

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Business Model

• Strategic
• Plan

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Vision

• Career/Technical Education is a rigorous,
  progressive, and vital part of the total
  educational system, providing students with life
  skills and helping to prepare them as a workforce
  in which business and industry is confident.

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Goals

• Improve the image of career/technical education.
• Provide relevant and focused professional
  development.
• Establish and maintain effective partnerships to
  promote workforce development.
• Provide leadership for the continuous development
  and utilization of rigorous, progressive, and
  research-based career/technical education
  curricula.
• Recruit and retain highly qualified
  career/technical teachers and administrators.

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Goals

• Increase the academic skills of career/technical
  students.
• Meet or exceed the minimum requirements of state
  and federal legislation.
• Improve articulation with postsecondary
  education.
• Enhance and support the use of technology.

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• BIC
• ISO

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• Communication
• Plan

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Whats in the Plan?

• Content
• Brand
• Talents Movie
• Print Media
• Talents Portfolio
• Celebrities of Distinction Campaign (posters and
  famous students)
• Brochures
• Surveys

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More

• Audio
• 6 Radio Spots
• 1 TV Commercial
• Canned Presentations
• Partnership with AIDT
• Annual Report (accountability)

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High School Apprenticeship
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Anniston Army Depot
HIGH SCHOOL
ANAD CO-OPCLASSROOM
15 to 24 months
TECHNICAL COLLEGE
TRAINEE TARGETED to JOURNEY LEVEL
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General

• Time frame - morning or afternoon
• Training - combination of classroom and lab
• Curriculum determined by the company
• Student Qualifications
• Enrolled in school full-time
• Minimum of 2.5 GPA
• Lives within 35-mile radius

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Students will

• Be interviewed and assessed according to company
  policy.
• Adhere to company training and school policies.
• Sign training agreements with parents, company,
  school, etc (not a contract).
• Be evaluated.
• Be paid a training wage.
• Continue training after graduation.
• Be hired full-time upon successful completion.

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Company will

• Assist with identification of program content and
  other necessary program elements.
• Provide staff for mentors, trainers, and advisors
  to participants, particularly in final stages.
• Pay a reasonable training wage.
• Hire successful completers of the program.

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State will

• Assist to develop program elements defined by the
  company in coordination with school requirements.
• Coordinate the program with appropriate
  company/AIDT staff, school officials, and SDE.
• Tract student progress.

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Local School System will

• Recruit student candidates.
• Assist SDE and company staff to coordinate the
  program.
• Coordinate/assist with program marketing and
  student commitment and follow-up.

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Program Description

• Essential elements of specified industry will be
  included in curriculum/program development.
• Classroom and lab training will be conducted at
  training center or plant.
• Curriculum will include Coordinated Studies
  course.
• Program will replicate plant processes and
  operations (tool room, supplies, etc.).

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Program Development

• Company(s) will identify program elements.
• AIDT will support the program.
• SDE will ensure proper high school credit
• Plans will be jointly developed between company
  and SDE to ensure appropriateness.
• Training materials for instructors and student is
  the joint.

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Auburn Training ConnectionDevelopment of
Industry Skills Set

• Identifying workforce skills needed for Auburn
  industry

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Industry and Stakeholder Participants

• Langcourt, Ltd.Geoff Slater
• Chamber of CommerceLolly Steiner
• City of AuburnJennifer Norton
• City of AuburnEd Gardner
• Auburn City SchoolsDibba Spears
• Capitol Vial, Inc.Bonnie Huckaby
• DonaldsonJay Harris
• FalkFred Haas
• Alabama Technology NetworkHenry Burdg
• Vermont AmericanPat Sankovsky
• Auburn MillworksRussell Spratlin
• Weston SolutionsCarlton Rogers
• SMC SouthBrenda Davis
• Leonard PetersonRoger Lethander
• Southern UnionMary White
• Hoerbiger HydraulicsJim Hampton
• Hoerbiger DriveTechEric Winkler
• Briggs and StrattonTim Beasley
• Touchstone PrecisionPricilla Dismukes

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Assumptions

• The focus of the skill set is on the needs of
  existing industry.
• Although each employer is concerned about its
  individual workforce needs, initially the skill
  set will focus on the job concentrations that
  employ the largest number of workers.
• Occupational and technical skills are important
  however, Auburn industry encourages primary
  emphasis and priority on enhancing basic academic
  and employability knowledge and skills.
• Learning outcomes must articulate with additional
  2-year and 4-year education opportunities.

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What are the Specifics of Auburns Industry?

• What is the nature of Auburns industry?
• What are the dominate manufacturing processes?
• What are the dominate job concentrations?
• What are the dominate materials used?
• What are the most recruited jobs?

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The Method

• Inventory Auburn manufacturing establishments.
• Identify key manufacturing processes and
  sub-processes.
• Map manufacturing processes.

Industry Survey
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Auburn Manufacturing Defined

• Establishments are engaged in the thermal,
  chemical, and mechanical transformation of
  materials or substances into industrial or
  finished goods/products.
• 45 Auburn establishments fit the definition that
  involves some 2,855 existing jobs.

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Material Processing Activities
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Employer-Workforce Knowledge Skills Gap

• Knowledge Skill Types
• Academic Knowledge and Skills
• Employability Knowledge and Skills
• Occupational and Technical Knowledge and Skills

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What are Academic Knowledge and Skills?

• Academic skills, such as mathematics, writing,
  etc.
• Mathematics
• Science
• Reading
• Writing
• Penmanship

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Enhanced Academic Knowledge and Skills
Auburn industry desires enhanced academic
Knowledge and skills in
Literacy Reading comprehension and understanding
written instructions Writing the English language
with clarity and without ambiguity Quality and
style of handwriting Mathematics Basic
math Geometry, trigonometry, and algebra
(fractions) Applied technical math/shop
math Verbal Ability to communicate with
co-workers and in team meetings
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What are Employability Knowledge and Skills?

• Broadly applicable skills, such as working in
  teams, analyzing and solving problems, etc.

• Listening - Teamwork
• Speaking - Building Consensus
• Adaptability - Attendance
• Reasoning Problem Solving
• Organizing Planning
• Using Social Skills
• Gathering Analyzing Information

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Enhanced Employability Knowledge and Skills
Auburn industry desires enhanced
employability Knowledge and skills in
Basic Computer Operations Keyboarding
Word Processing Database Applications
Spreadsheet Applications Operating
Systems Reasoning/Problem Solving Application of
Academic Skills to Real World Problems Teamwork/Sm
all Group Work Teams Communication
Skills Accountability Timeliness Work
Ethics Technical Writing Reliability and
Dependability Attendance Attitude Workplace
Expectations Safety Standards
Print Interpretations (Blueprint reading) Metric
System Basic Mechanics (leverage, vectors,
inertia) Characteristics of Materials Personal
Financial Management Problem Solving Multi-tasking
Time Management How to Think How to
Listen Observation How to Ask Questions How to
Work Neatly and Tidily (5s) How to Read Measuring
Devices Job Readiness Ability to Fill Out
an Application Correctly Resume
Preparation Interviewing Skills
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What are Occupational and Technical Knowledge and
Skills?

• Occupational and technical knowledge and skills
  that tend to be specific to an industry or
  concentration, such as skill using inspection
  tools, knowledge of manufacturing processes, etc.
• Welding
• Electricity

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Auburn Industry Manufacturing Processes Map
Actual Map
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Auburn Industry by Type

• Small Gasoline Engines
• Sterile Fill Packaging
• Automotive Wheels
• Wooden Kitchen Cabinets
• Heavy Truck Mufflers
• Hardware Tools
• Wire Fabrication
• Gear Couplings
• Wooden Laboratory Furniture
• Commercial Printing
• Newspaper Printing
• Automotive Parts
• Automotive Hydraulics
• Instant Printing
• Limestone Quarry
• Conveyor Bearings
• Wooden Doors
• Screen Printing

• Electronics
• Ready-mix Concrete
• Batteries
• Rebuilt Motorcycle Cylinders
• Brake Plates
• Asphalt Paving Components
• Advertising Specialties
• Precious Metal Jewelry
• Interior Exterior Signs
• Welding, Hydraulics, and General Machine Shop
• Ceramic Molds
• Door Hardware
• Embroidery
• Sports Balls

Covers 85 of the manufacturing jobs
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Job Concentrations Needed in Auburn Industry
Production Set up, operate, monitor, control, and
improve manufacturing processes and schedules to
meet customer and business requirements. Typical
Job Classifications Operator, production
associate, and assembler.
Maintenance, Installation, and Repair Ensure that
the maintenance of the manufacturing system
fulfills customer and business requirements,
install and repair equipment on the manufacturing
floor. Typical Job Classifications Industrial
maintenance mechanic and industrial maintenance
technician
Manufacturing Skill Standards Council definitions
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Enhanced Occupational and Technical Knowledge and
Skills
Auburn industry desires enhanced occupational
and technical knowledge and skills in
Separating Processes (Machining and
Shearing). Assembling Processes (Fastening and
Bonding). Materials (Metals, Polymers, Wood, and
Wood Composites). Maintenance Technology. Measurem
ent and Layout. Process Improvement Initiatives
(Lean, Six Sigma, ISO, etc.). Basics of the
Manufacturing/Business Economy.
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Career/Technical Education
Alabama Department of Education C/T has some
existing courses of study in place that match
basic needs. Cabinetmaking and Millwork
Electrical Technology HVACR
Drafting Design Technology Industrial
Maintenance Technology Precision Machining
Technology Welding Technology
Coordinated Studies
Construction Cluster-2
Manufacturing Cluster-6
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New Courses of Study Needed

• Assembling
• Mechanical Fastening
• Bonding (except welding)
• Materials
• Metals
• Plastics
• Wood
• Measurement and Layout
• Process Improvement Initiatives
• Manufacturing/Business Overview

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Teaching Methods Needed

• Use a variety of teaching methods that align with
  industry environment.
• Case Studies
• Panel of Experts
• Report-Back Sessions
• Team Work (i.e., small groups)
• Industry Guest Speaker/Teachers
• Brainstorming

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Course of Study Coverage/Gap Map
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Auburn Industry Aligned and Articulated C/T
Program
The process prepares high school graduates for
local manufacturing employment with the option
for additional (2-year 4-year) education.
Enhanced Academic Knowledge and Skills
Auburn Industry Occupational and
Technical Knowledge and Skills
Industry Aligned C/T Program
Occupational and technical skills are important
however, Auburn industry encourages primary
emphasis and priority on enhancing basic academic
and employability knowledge and skills.
Enhanced Employability Knowledge and Skills
Learning Objective Teamwork Communication
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• Credentials

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Postsecondary Transition

• Statewide Articulation
• ECEP

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What Works?

• Research Project
• Annual Report

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(No Transcript)