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MaineACCESS - Comments and Reflections

As you may know, we have been working with a Career Pathways Task Force, made up of members in the field as well as key partners, to develop a framework document that will shape a new state plan and lay the foundation for our direction for Career Pathways in Adult Education.
I have attached this document for your review. I’d like Institute participants to come having read this document – prepared to share thoughts and reflect, as this will be the document that helps shape our shared vision and will steer the direction we take with career pathways in adult education. Much of the first day of the Institute will be discussing this framework – for those of you familiar with Daniel Kim’s work on Systems Change – this is Phase 1 “building the container”, which will help us move to Phase II “creating the vision and transforming change structures.”
We have developed this page to track your comments, reflections, etc. on this document. We will review these reflections as part of the Institute.
So please read the attached document and then click on "Item Entry" above to add your comments and reflections.

Career Pathways Framework Document

 

Contributor: Carolyn May, Women, Work, and Community

Maine ACCESS

This document has loads of great information for those of us trying to get a better idea of Career Pathways.

I have one concern - based on the number of 50+ year old workers who have been laid off and missed several months of earnings, I wonder whether folks will be retiring at "normal" retirement ages.

I would like to see the possibility of self employment offered to students after they receive a credential or certificate. Maine has mostly small businesses, and a lot of folks who don't want to "work for someone else".

Contributor: Carolyn Blaisdell

Correctional Education

Since our mission in corrections is to prepare students for successful reentry into society,the focus on career pathways makes sense.

Contributor: Clyde Clark

Subject: Resources Needed

Career Pathways is definitely the direction adult education in Maine should go. My concerns are funding, marketing, and available time to begin this paradigm shift.

Contributor: Mark Harmon-KVCC

Subject: Pathway Preparation

In my opinion, what will best serve AE students who are transitioning into college are the following:

a. Solid Mathematics/Algebra preparation-Many community colleges have “pre-algebra” and “basic math skills” credit courses (not developmental courses) that we can offer in the dual enrollment format for those who are not quite ready for College Algebra). Additionally, I would like to see more courses in Technical Math offered in the dual enrollment format for those students who are considering going into the trades. As College Algebra is a prerequisite for many other courses, successful completion of this course is incredibly important. Students who continue to have difficulty here can become frustrated and are more at risk for “giving up.”

b. Solid Writing Skills-KVCC is currently working on a credit-bearing writing course (not developmental) that is similar to the preparatory math course concept. Many students write well-enough that they don’t really need developmental work, yet, they are not quite ready for College Composition or Technical Writing courses. This will help bridge that gap. Once established, we can offer this course in the dual enrollment format. In addition our current College Composition offerings, Technical Writing courses need to be offered in the dual enrollment format to those students on a pathway to various trade programs.

c. Solid Reading Skills. This section of Accuplacer should be given to students as soon as they express an interest in college transitions. While we offer no reading courses, students who do not have solid skills in this area are quite likely to fall behind in their courses. “Reading for College” preparatory courses make a good deal of sense. While we don’t require them prior to enrollment in college courses, this may be something that should be looked at.

d. Solid Computer skills and some introduction to online/distance learning is also needed. We are now running a course in these skills at Rockland and the Capital Area Consortium. While this is a credit-bearing course, like the others, it is designed for students not yet ready for more advanced courses. One transitioned to college, many former AE students need to take online courses for various reasons. If they are already familiar with Learning Management Systems (LMS), such as Blackboard or Moodle, they are more likely to successfully participate in the course. A lack of preparation is one of the most common reasons for attrition in these courses. As many community colleges require some form of training for students prior to allowing enrollment into an online course, AE students with access to this will be ready to begin immediately as they transition on to campus. They will also be more likely to persist to course completion.

e. Career Counseling/Exploration-As we know, students who are in course work they find rewarding and interesting, are more likely to persist to completion. Credit-bearing career/advising coursework should also be offered in the dual enrollment environment (we are now doing this with the Capital Area Consortium). Pathway choice based on personality, personal interest and aptitude data is more likely to be successfully completed.

f. Many AE students will need assistance with completion of college applications, the FAFSA and other admissions paperwork. This process can be confusing and frustrating. If “Registration to Go” workshops were held by the colleges at the various AE sites, this could be completed more efficiently and completely the first time. While actual registration will have to wait pending financial aid awards and program acceptance, advising as to which courses the student should take could also be offered at the same time. If they are not offered a placement into a program immediately, applicable preparatory coursework and clear direction on what to do improve the odds of acceptance could also be discussed.

While I am certainly happy to offer Psychology, Sociology, Medical Terminology and other courses in the dual enrollment format, it makes sense to me to ensure that we have addressed the issues I raised above as well. I am sure that you have heard of what Pat Hughes is doing at RSU 3 Adult Ed with her “virtual world.” It address many of these issues in a very interesting format. Our partnership with that project has been both fascinating and invigorating for our Math and English faculty.

Contributor: Pat Hughes

Subject:

I think knowing that both low and higher level literacy students will need guidance on how to find a career pathway is important. I think the document shows that both levels need help and Adult Education is one of the best portals to start that process. It'll be a worthwhile conference.

Contributor: Kate Rotroff

Subject: Maine Access

The document provides a clear case for adult education's participation in preparing workers. The example of a health care pathway is helpful.

Within Gorham Adult Education we have a fairly well-defined pathway to nursing that includes tutoring to help potential students prepare for the assessment for CNA eligibility, a CNA program offered in collaboration with Gorham House, and college transition for those who want to move beyond CNA. We also offer career counseling. This has been an informal process to this point. Our goal is to make this an integral part of the program beginning next year.

I am struggling with where to put GAE's limited resources, both financial and human resources. At our last Southern Maine Adult Education Alliance meeting we talked at length about business development and pathways. The small programs, of which Gorham is one, expressed concern that we cannot do this alone. In areas like Cumberland and York counties, where programs are close together, I hope that there will be incentives for programs to develop pathways jointly.

What role does providing training for existing employees play in this plan? I have spent a great deal of time this year visiting Gorham employers to ask them about employment opportunities, what they look for in new employees, what skills are lacking in existing employees and how employees move ahead in their organization. Based on this information we are piloting a workplace written communications skills class this winter. A USM writing tutor and the director of the local business exchange are co-teaching the course. For our program I think this may be the way we begin to build a new pathway that responds to the needs of our community.

If I had one wish, in terms of basic information to think about possible pathways, I would like a basic list of high-growth, high-demand, high-wage industries in Maine. I hate the “I don’t have time excuse” but I will never sort through all that data to identify what is in demand in our area.

Contributor: Lorraine Christensen

Subject:

It should be amazing. I wonder if there should be more information provided around MARKETING the pathways , one established, to the citizens to maximize our success!