Career Preparation Innovation

Description (Course Outlines)

Sample Learning Activities

rag trade

labor union

piece work

1. A __________________ is an organization formed to protect apparel factory workers' rights and ensure safe working conditions.
2. Also called section work, _______________ is assembly line production of apparel where each swing operator does one part of the production.
3. An American slang term referring to the clothing business is ______________.

Advance Organizer (Lecture Outline)

• Why is it important to consider consumer's wants and needs?
• Why is it important for a designer to understand fashion cycles and develop a sense of timing?
• Fashion cycles have two distinct features. What are they?
• Identify and define the five states of the Fashion Cycle.
• Compare the length of a fashion cycle for these two types of fashions: fad and classic.

Career Preparation Innovation

Description

High school students at-risk for college failure are "recruited" to enroll in the "Bridge" Program, which includes 15-16 units per semester, part credit and part noncredit. In addition, returning adults are enrolled in the program. The key elements included in the specially designed foundation program include Foundation Academics and two contemporary technology classes--Industrial Technology or Business Technology. Now in its fourth year, the results have been positive, with non-Bridge students enrolling in the credit-bearing courses.

Outline of courses

Applied Physics (3 credits): For each subunit encompassing the topics of Force Transformers, Power, Energy, Resistance, Rate, Work, and Force, students spend approximately two hours in lecture/discussion, one hour in math skills lab, and two hours in hands-on physics applications. Subunits are related to the mechanical, fluid, electrical, and thermal principles on which modern equipment operates. Course texts are Physics for Technicians (CORD) and Is Your Math Ready for Physics (Gleason).

Introduction to Business Technology (3 credits): Provides a historical perspective related to the role of technology associated with American business operations; emphasis is on the technological advances made in a variety of business settings while specifically focusing on applications in accounting, advertising, finance, human resources, management, and research and development. Students generate text using a word processor; perform business calculations using an electronic spreadsheet; search, add, and update database records and reports; prepare financial statements using an electronic spreadsheet; write checks and reconcile checkbook using financial software; access resources electronically; evaluate his or her own entrepreneurial skills; prepare an advertising plan and campaign; and develop a business plan for a new product. Course uses Computer Simulations for Business (published by Allyn and Bacon, 1990).

Applied English Fundaments (3-6 credits): Reviews fundamental concepts in grammar and mechanics while developing organizational skills for the building of paragraphs and short essays. Practice is on a variety of writing skills including selection of topic, formulation of thesis, achievement of unity and coherence, proper choice and use of transitional elements, and proper choice and development of basic methods of expansion.

Applied Math (3-6 credits): Builds skills and confidence in arithmetic competencies while making a transition from arithmetic to algebra. Course emphasizes a practical approach whereby students solve real problems in an applied setting. The relationship of math to a variety of business and industrial settings is stressed throughout the course.

Practical Reasoning (1 credit): Utilizing an instructor-designed Logic Assessment Inventory and interactive software to identify possible fallacies in students' logic, this course teaches students to recognize and avoid self-defeating thinking as a means to stress reduction, greater assertiveness, effective decisionmaking, and improved personal relationships. Text: Caution: Faulty Thinking Can Be Harmful to Your Happiness (Cohen).

Applied Reading (3-6 credits): Provides students with individual and group instruction in reading skills through diagnostic/prescriptive techniques. In addition to improving reading comprehension skills and reading rate, Applied Reading addresses word analysis skills, sight vocabulary, word meaning, spelling, and study skills.

Sample One Semester "Bridge" Option

** Applied English	3 credits
** Applied Mathematics	3 credits
Applied Physics	3 credits
Intro to Contemporary Business Tech	3 credits
Intro to Contemporary Industrial Tech	3 credits
Contemporary Practical Reasoning	1 credit

** Credit not applied toward A.S. degree

Sample Two Semester "Bridge" Option

Semester One	Semester Two
** Applied English - 3 credits	** Applied English - 3 credits
** Applied Mathematics - 3 credits	** Applied Mathematics - 3 credits
** Applied Reading - 3 credits	Applied Physics - 3 credits
Intro to Business Tech - 3 credits	Intro to Industrial Tech - 3 credits
Principles of Academic and Personal Development - 3 credits	Multicultural Problems and Issues - 3 credits
	Practical Reasoning - 1 credit

**Credit not applied toward A.S. degree

DOMAIN:	Foundation Academics/Job Specific/Work Organization
MODEL:	Cluster (Bridge into Licensed Health Careers)
STRATEGY:	Jointly designed and funded with JTPA, JOBS, and College
COLLEGE:	Penn Valley Community College, Missouri
CONTACT:	Deborah Mann (816/759-4036)

Career Preparation Innovation

Transitional program to prepare re-entry, disadvantaged applicants for admittance and successful completion of the Licensed Practical Nurse program.

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Description (Program Components)

Historically, welfare recipients have not been successful in gaining admittance into the college's practical nursing program, even though a good number already possess Nurse's Aide or similar licenses. Those who enter often fail to succeed and complete the program due to academic and/or personal barriers. Penn Valley made a commitment to its community partners, the local Private Industry Council and the State's Welfare-to-Work program, to develop and initiate an intervention to address this problem and reverse this negative and disturbing trend. The mission was twofold: (1) to prepare participants to pass the LPN entrance exam and (2) to help ensure completion for program participants.

The program has two major components: (1) academic preparation and (2) a clinical component at a health care facility. Areas of emphasis include academics, study skills, learning style identification, communication, parenting skills, assertiveness, budgeting, and other support services as needed. The program strives to recognize participants as complex adults with multiple but not insurmountable barriers. The program is in its sixth cycle and results thus far are impressive and exciting.

To date, 79% of the participants have completed the academic portion of the program; of those, 75% gained admission and enrolled in the LPN program, and of that group 80% completed the LPN license. The total success rate is a little under half, an ambitious outcome for a program that entails 1,400 hours (nearly a calendar year @ 30 hours per week) of classroom and clinical preparation before entering the 12-month LPN curriculum.

Program Outline (in classroom hours)

Reading comprehension and writing skills (50); Math (55); Science (84); general study skills (15); individual learning style identification and application (10); Survival Skills (78 hours, of which 30 occur during Orientation Week); Academic Lab (55); CPR (8); Career Planning (6); Field trips to a long-term care facility, hospital, Blood Bank, funeral home, and library (15); and Orientation, Pre- and Posttesting, Health Occupations Entry Exam, and celebrations. In addition, each participant completes approximately 1,000 hours of clinical experience, meeting license requirements for Nurses Aide, Certified Medical Technician, Restorative Nurse Assistant, or Insulin Plus Assistant.[3]

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DOMAIN:	Generic Technical/Systems
MODEL:	Infusion
STRATEGY:	Joint planning and delivery
COLLEGE:	Cape Cod Community College, Massachusetts
CONTACT:	Carol Dubay (508/362-2131) Luise Speakman/Michael L. Bejtlich

Career Preparation Innovation

Under a mini-grant for integrating SCANS skills into courses, instructors from Nursing and Management developed a modified Harvard Case Study Method to analyze conflicts related to resource allocation/prioritization of care-giving.

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Sample Learning Activity

Read the following case carefully, and make use of the appended guidelines to determine the best solution, using a systematic, critical, problem-solving approach.

Jane, a recently licensed RN on a surgical unit, has been asked several times during her shift for some medication for pain by one of her assigned patients, Mr. Smith, who had abdominal surgery two days ago. Jane decides to administer a placebo, for which there was no order. Mr. Smith reports that he did not get any relief from pain with the medication he received. Jane reports her intervention regarding Mr. Smith's pain to the night nurse, and the following morning the night nurse reports Jane's medication intervention to you, the Nurse Manager. How will you handle Jane's behavior?

(Wise, Leading and Managing in Nursing,St. Louis: Mosby, 1995.)

List all the facts of the case in "bullet fashion" under the following headings (SWOT):

• STRENGTHS - Positive attributes of the internal environment
• WEAKNESSES - Negative attributes of the internal environment
• OPPORTUNITIES - Positive attributes of the external environment
• THREATS - Negative attributes of the external environment
• NON-SWOT FACTS - Other facts that don't fit into the above (four) categories

In your document, the actual facts themselves will be bulleted under the heading (e.g., STRENGTHS:). You must list at least fifteen facts in each of the first four categories, and there is no numerical requirement for the last. You may array your facts down the page or in two separate columns if you like. Facts are facts, not suppositions. Don't make things up or project into the future. The facts are the evidence based on your research.

• Problem Statement: The problem is in the present, so write it in the present tense! Only list a single problem. Hint: The problem is different from the symptoms.
• Alternative Solutions: List at least five alternative solutions to potentially solve your problem. Your solutions must be numbered for later identification in the criterion chart. Your solutions must be within the realm of reason and actually address the problem identified previously.
• Criterion: Create your own version of a criterion chart such as the one appended. The purpose of the criterion chart is to aid as a tool in the comparison of alternative solutions against criterion which must include (but are not limited to) the following: (1) +Feasibility--The reasonableness that the solution could be implemented; (2) +Effectiveness--If implemented, the degree to which the alternative would solve the problem; (3) +Efficiency--The degree to which inputs will effectively be used in the process of solving the problem; (4) -Cost--The attending financial costs involved?; (5) -Risks--The probability that adverse consequences will be generated (6) -Time--How long to implement this solution; and (7) +Ethical Correctness--How morally correct is this solution?
• Best Solution: Next, discuss each alternative and how it stacked up to the criterion.
• Implementation: Explain how your best solution will be put into action. Be specific.
• Feedback: Who will you get feedback from, in order to assure that the problem (challenge) has actually been solved? Why is this feedback important?
• Charts and Visuals: Your case must include at least two visual charts or graphs.
• Research: You are responsible for conducting extensive outside research.

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DOMAIN:	Foundation Academics/Generic Technical
MODEL:	Applied (in Corrections Program)
STRATEGY:	Independent planning and delivery
COLLEGE:	New Hampshire Technical College-Laconia
CONTACT:	Roy Whalen (603/524-3207)

Career Preparation Innovation

Transformations is an inmate program offered by the New Hampshire Department of Corrections and NHTC-Laconia. Simulated business activities provide a context for acquisition of basic skills. To date, program graduates have demonstrated significantly lower recidivism statistics and higher average pay rates compared to similar groups that have been returned to their communities. Although the entire Transformations program includes several aspects of technical education, and is block scheduled, only one component is reported here.

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Description (Course Outline)

Management with Computers (3 Credits)

A systems approach to computers as coordinated business tools; integration of software applications in data sharing and communications. Emphasis on analysis and selection of hardware and software to complement the management/business decisionmaking process.

Text

Boyce & Boyce. (1990). Sails for Rent. Cincinnati, OH: South-Western Publishing Company.

Course Outcomes

Gain an understanding of information management using word processing; develop promotional material; use spell and grammar check; originate introductory information; combine information; use graphics in letterhead; gain knowledge of information management using databases; create databases; merge database with word processing file; design and test a spreadsheet; update, expand, modify, and print spreadsheet; produce charts and graphs and make financial decisions accordingly; import information from one file to another; import spreadsheets into word processing documents; gather information and plan, write, and edit report; use forecasting to predict future activities; update and combine databases; and prepare mailing to selected customer base.

Topics

• Creating Promotional Materials: spell check, grammar check, originating introductory paragraphs, merging files, and writing memos
• Reaching Customers: create and key in database template and records, merge-print letters, print mailing labels, design targeted customer database, write letters, and print selected mailing labels
• Reporting: Plan spreadsheet and input template; perform manual error check; input graph data and print data; add sections for payroll, operating expenses, and profit/loss information; use functions in spreadsheet; and schedule using spreadsheet
• Expanding on Reports: edit information for improving financial reports, expand spreadsheets, make decisions from spreadsheets, import spreadsheet information and graph, verify work, and produce report
• Planning for a Business Future: design surveys, personalize orders, design spreadsheets for analysis, fax, and add graphs

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[3] The combination of short-term basic skills remediation, followed quickly by a clinical experience from which participants earn state licenses, progressing on to a higher level of academic preparation and clinical experience for a more complex career represents the spiraling ladder of training and education which W. Norton Grubb has advocated. In addition, this program demonstrates a productive and efficient relationship between a state agency, a local community funding provider, and a public educational institution-a model that reveals the potential for benefits to students, the community, and the institutions themselves from collaborative fiscal and delivery systems.

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