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In Volume 1 we identified seven Domains, or types of knowledge and skills,
that encompass both the demands of employers and the needs of community college
students attempting to meet educational and employment goals. We also briefly
described innovative ways in which colleges and technical institutes are
imparting these competencies, based on our research of a random sample of
one-third of public, two year postsecondary institutions (see "Sources of
Information," Appendix, Volume I). We observed, however, that integrating
career preparation into all components of the community college is such
a novel approach that faculty and administrators often have difficulty
imagining how this might be accomplished. And so, in this Volume, we have
gathered actual samples of course outlines, case studies and other learning
activities, project/authentic assessment methods, and organizational
arrangements to clarify how large and small, urban and rural colleges have
integrated academic and career preparation.
Instructors and administrators have shared outstanding documents with us, and
selecting, formatting, and editing them has presented challenges. In attempting
to create useful, yet succinct information, we have taken liberties with the
length and arrangement of the materials incorporated in Volume II of the
Sourcebook. We have tried hard to maintain the aspects which offer the greatest
guidance to colleges wishing to adapt novel practices for the benefit of their
own students. Even so, it was not possible to include every worthwhile
example we discuss in Volume I, so at the end of Volume II we have added a
directory of names to contact for additional information. However, it is our
strong determination to not besiege innovative faculty and campuses
described in this monograph with requests for information that are essentially
included in this publication; we believe these examples should be adequate to
spark ideas for local programs.
We caution against the wholesale adoption of any course or approach--community
colleges are local institutions, and need to respond to local conditions and
environments. We offer the descriptions included in Volume I and the samples of
Volume II as a creative springboard for other two year colleges to envision the
possibilities that can occur at a local site.
Directions for Using Volumes I and II
Table of Contents
The Table of Contents for Volume II allows the reader to identify the Model
and Description (described in Volume I: Introduction, section: "Directions for Using
Volumes I and II"); the college from which
this example was taken; and the Domains Assessed (described in Volume I: Introduction,
section: "The Domains of Career Preparation,"). To
make cross-referencing Volumes I and II simple, we noted which innovations in
Volume I are accompanied by a sample in Volume II [II-"section number"] and which ones
have only a name for further contact to gain descriptions beyond what is
included in Volume I [N]. Although we have separated "transfer" and "Associate degree"
courses, the two are often quite similar in skill outcomes. The distinction
occurs in the title of the course, academic background of the instructor, or in
the way the course is structured. We suggest that readers consider
"transfer-eligible" and "Associate-level" strategies together because of this
substantial overlap. Note that the last four examples are not curricular, but,
rather, are organizational schemes to encourage faculty knowledge and
administrative skills, so they do not have Academic or Domain designation.
All of these samples depend upon learner-centered, active teaching and
learning pedagogy. No curricular innovation can overcome didactic,
lecture-oriented instruction.
Samples
Each sample has the following classifications at the top of the page:
- Domain--which Domain(s) of Career Preparation are addressed; the final
four samples [II-43],
[II-44],[II-45],
and [II-46] describe administrative arrangements and activities
for faculty to learn about skills required in the workplace, so
these four samples do not have a Domain or Model designation
- Model--which model of integrating academic study and career preparation
was implemented[1]
- Strategy--whether this learning activity or arrangement was planned and
delivered independently by a single instructor or jointly by a group or team of
faculty
- College--name and state
- Contact person--if additional information is necessary
In addition,
each sample includes several of the following:
- Career Preparation Innovation--a capsule overview of a particular
innovation adopted by this college
- Description--part of the course outline, usually taken verbatim from
materials supplied by the college or instructor so there is considerable
variety, OR a description of the innovative professional development or
administrative arrangement
- Sample Learning Activities or Student Evaluation Methods--unique
assignments that guide the student in making connections between what is
learned in school and how it will be used in everyday practice
- Topics; Texts; Course Content; Competencies; Instructor
Comments--appropriate to explaining about the course or the instructor's
concerns about the course materials
- Program Objectives and/or Activities--the goals and activities by which
the college implemented professional development or administrative
arrangements
As we stated in the "Introduction" to Volume I, there is
always a danger in describing and providing examples of exemplary practices,
for all of the reasons listed there. Given this caveat, we trust these samples
illustrate possibilities for career preparation that is truly multidimensional
and from which colleges might design effective, innovative, and flexible
learning experiences for all students.
[1] Readers who are familiar with the Models of Postsecondary Integration published by Grubb and Kraskouskas (1992) will note that the earlier models are encompassed in this current description, and that others are added. It is not the intention in this monograph, nor was it in the earlier one, to settle on an absolute number of models. Knowledge and practice of how community colleges might address the learning needs of students as well as the demands of employers is continually evolving.
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