Steps along the Path: Contextualized ESL and Workforce Education Melissa Goldberg, Workforce Strategy Center Jonathan Deutsch, Kingsborough Community College Frank Milano, Kingsborough Community College Donna Miller-Parker, South Seattle Community College
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Steps along the Path: Contextualized ESL and Workforce Education
Melissa Goldberg, Workforce Strategy Center
Jonathan Deutsch, Kingsborough Community College
Frank Milano, Kingsborough Community College
Donna Miller-Parker, South Seattle Community College
Workshop Overview Career Pathways Overview, Rationale Models for integrating skills training and ESL Kingsborough Model; emphasis on technology Questions/Answers/Discussion
CAREER PATHWAYS: What and Why?
Need for continuing skills development Sectoral and regional framework Central role for community colleges Builds on existing capacity
CAREER PATHWAYS: Distinguishing Elements
Data Driven Employers shape the design Serves the full spectrum of students/workers Based on partnerships Integrates many funding streams Process, not a program
55
Career Career Pathways:Pathways:A A SchematicSchematic
RISE Pathways components
RISE Adult Basic Ed Bridge
Other career path or bridge stages
Focal RISE employment skill levels
Other employment skill levels
Direct paths between trainingor skill levels
Training paths to jobs/skill levels and vice-versa
KEY
Entry-levelSkilledJobs
Entry-level
Technician
Jobs
SkilledTechnicia
nJobs
TechnicalProfessional &
ManagerialJobs
Semi-skilledJobs
UnskilledJobs
Workplace BasicsVocational ESL/ABE
Short-termOccup / Industry
Certificate
4 Year Baccalaureate
1-yearor
2-year TechnicalDiploma
Applied Associate
Degree
ContextualSecondary-level
ABE / ESL Bridge
AdvancedPostgraduate
Education
Intensive Work Readiness and
Support
Education Workplace
SEQUENTIAL MODEL: ESL or other basic skills precedes technical training, some general context
related to technical training if possible. Low cost Minimizes enrollment and curriculum issues Little coordination No immediate application of skills/information Less efficient, longer
Example: Foundations of Basic Manufacturing
CONCURRENT MODEL: Students co-enrolled in separate classes for basic skills and technical training
No real coordination Basic skills/ESL has general technical/workforce context Enrollment issues not significant, some scheduling
issues Increased time efficiency for students, opportunity to
apply new skills
Example: Supplemental Instruction for CNA, LPN
COORDINATED MODEL: Students co-enrolled in basic skills and technical training, instructors jointly plan and coordinate instruction
Requires additional instructor time, flexibility Curriculum planning key Additional costs Scheduling issues for students Requires student cohort
Example: Linked courses in ESL for Business and Medical Receptionist
INTEGRATED MODEL: ESL/basic skills instructors and technical instructors co-teach in classroom 50% or more of instructional time most expensive model time required for coordinated planning and assessment instructors must define roles clearly and see each other
as equal partners; requires significant flexibility Most time-efficient for students; high degree of relevance
Example: Integrated ESL/ABE and Auto Service Technician
CONSIDERATIONS
In selecting or modifying a model, consider: Student needs and skill levels Cohorts vs. individual students Scheduling Possibility of coordination and development time Faculty skills, flexibility, availability Available funding Curriculum adaptability
TECHNOLOGY-ENHANCED: Virtual Enterprise
CUNY• Third-Largest Public
University System
• Nation’s Largest Urban University
• 450,000 Students (46% of New York’s College population)
• 23 Institutions
• 11 Senior Colleges
• 6 Community Colleges
D.H. Hammond et al. Journal of Education for Business, 71 (May/June 1996), page 264
Many professors still require students to memorize their course materials and then complete closed-book examinations. We could find no record of a business meeting in which the CEO said, “Please put all your books and notes under the table and take out a clean piece of paper; we are going to make a business decision.”
Virtual Enterprise is an interdisciplinary, technology driven, simulation program in which students develop and manage global entrepreneurial enterprises in a virtual environment.
Students trade their products and services via e-commerce strategies through a worldwide network of 4,000 firms in more than 40 countries.
According to their type of business, the staff of the enterprise will tackle entrepreneurial business case issues such as marketing, sales, service, IT/IS, finance, human resource development, and administration.
The Institute for Virtual Enterprise
The Effect of Virtual Enterprise
The effect is to immerse students in a fully functioning business where taxes and insurance premiums must be paid, ad space must be negotiated, employee training must be planned, e-mails responded to, faxes sent, and most importantly, commitments to co-workers and deadlines must be honored.
The Institute for Virtual Enterprise
In the same way that commercial airline pilots are
trained in a flight simulator…
Virtual Enterprise students will use a model of business reality in order to learn the necessary competencies to be successful in the current knowledge and information based economy.
Virtual Enterprise in Action
The Institute for Virtual Enterprise
“Flavors” of VE
Business Career/Entrepreneurship Development through Simulation
Strategy for Developmental EducationStrategy for Specific Skill DevelopmentStrategy for Financial/Business Literacy
across the DisciplinesVehicle for Leadership DevelopmentCommunity/Workforce Development
IVE Learning Outcomes & Corresponding 21st Century Core Skills
21st Century Core Skills IVE Learning Outcomes
Personal Skills (ability to understand and manage self, management of change, learning to learn, personal responsibility, aesthetic responsiveness, wellness)
Intrapersonal Skills (ability to understand and manage self, management of change, learning to learn, personal responsibility)
Entrepreneurship/Business Knowledge (developing business plans, developing marketing and sales strategies, accounting skills, etc.)
Motivational Outcomes (understanding the connection between academic skills and attainment of career goals, career self-efficacy expectations)
Faculty Outcomes (shifting roles from instructor to advisor-coach-facilitator, functioning in cross-disciplinary teams)
Virtual Enterprise and ESL
ESL/TECHNOLOGY/VIRTUAL ENTERPRISE (VE)
• The emphasis of VE is on the use of technology. VE can be adapted to any
of the career interests of the students.
• ESL Students at Kingsborough created PowerPoint presentations, videos,
graphics for pamphlets, logos, business cards, and engaged in website
design as they created virtual businesses that were related to restaurants,
hotels, and cruise lines.
• The VE/ESL model is more of a coordinated one. The ESL instructor and
the (VE) content instructor were in the classroom together. The ESL
instructor also met with students during class time to support the work they
were doing with VE. For example, students that created restaurants read
Fast Food Nation, learned about nutrition and studied some ecology to make
their business more eco-friendly.
• ESL students were given information about career/educational pathways. For instance, in the case of food management:
Dietary Worker (Server, Dietary Clerk, Pot Washer) - $29,000 to $32,000
Cook’s Helper (Counter Aides/Cashiers/Storeroom Clerks) - $29,000 to $32,000
Second & Third Cooks/Dietary Technician $33,000 to $39,000
Food Supervisor - $37,000 to $45,000 (ServSafe/DOH Certification)
Food Service Manager - $42,000 to $50,000 (A.A.S. Degree)
Food Service Director - $75,000 (Bachelor’s Degree or required years as a manager)
CAREER PATHWAYS
• Students acquire workforce skills. They learn how to set-up a business, market products and engage in public speaking.
• Students acquire computer literacy. Students learn how to create websites, use blogs, and create PowerPoint presentations.
• It may improve retention of students going onto college. Students were able to bank college credits for their VE experience.
• Students may achieve industry credentials.
• Students acquire language skills. Students write business memos, practice speaking, and use language in a more authentic way.
POSSIBLE OUTCOMES
WHO SHOULD PARTICIPATE?
• The program is most suitable for intermediate to high intermediate students as part of a full-time rather than a part-time program. Language study skills still need to be emphasized.
• Students should take this as an elective, preferably students interested in upgrading workforce skills or students interested in a business related field.
• Students should be comfortable with a student centered approach. Students need some computer literacy.
Questions/Discussion
Others who are integrating basic skills and technical skills instruction?
Concerns? Issues?
Jonathan Deutsch, Ph.D.Assistant ProfessorKingsborough Community College718-368-5809 [email protected]
Frank Milano,Center for Economic and Workforce DevelopmentKingsborough Community College718-368-5143, [email protected]
Hotel Sogdiana’s Hotel Sogdiana’s Green PracticesGreen Practices
Locally produced furniture and equipmentLocally produced furniture and equipmentRecycle all paper and glassRecycle all paper and glassWeb and internet registration to save paperWeb and internet registration to save paperToilet flush to minimize use of waterToilet flush to minimize use of waterUse daylight as much as possible to save energy. Use daylight as much as possible to save energy. Power Power saving lamps. A.C. etc.saving lamps. A.C. etc.Motion detectors for electricityMotion detectors for electricitySkylights to allow natural light and energySkylights to allow natural light and energySolar energy where possible - heating waterSolar energy where possible - heating waterPaint – natural – green and orange. Orange helps Paint – natural – green and orange. Orange helps in in digestion. Green is restful – renews body and digestion. Green is restful – renews body and mindmind5% of profits donated to “Green Peace”5% of profits donated to “Green Peace”Plant trees, flowers and plants to absorb carbon Plant trees, flowers and plants to absorb carbon monoxidemonoxideMany trash cans to enhance recyclingMany trash cans to enhance recycling
ReceptionReception
Picturesque View of Picturesque View of ManhattanManhattan
You can work and relax in You can work and relax in our club loungeour club lounge
Our Grand LobbyOur Grand Lobby
AtriumAtrium
Our BallroomsOur Ballrooms
Ballroom FoyerBallroom Foyer
Our Dining/Bar areaOur Dining/Bar area Our bar/dining area has a Our bar/dining area has a
beautiful aquarium to beautiful aquarium to entrance a serene and entrance a serene and
pleasant dining experiencepleasant dining experience
Sogdiana’s RestaurantSogdiana’s Restaurant
Tokami Sushi BarTokami Sushi Bar
Food in our restaurantsFood in our restaurants
Fresh and delicious Fresh and delicious food from more then food from more then 15 cuisines15 cuisines
Guest RoomsGuest Rooms
Luxury roomsLuxury roomsSimply put, they are the very Simply put, they are the very
best of the bestbest of the best
Luxury roomsLuxury roomselegant and restfulelegant and restful
Luxury roomsLuxury rooms Locally produced furniture and Locally produced furniture and
equipmentequipment
GymGym
Great work outGreat work out
PoolPool
Relax at our pool Relax at our pool
Oasis spaOasis spa
Providing the best skin care and body Providing the best skin care and body products made from gentle, effective natural products made from gentle, effective natural ingredients has not only been our passion ingredients has not only been our passion but our mission. but our mission.
Come to our hotel and you Come to our hotel and you will be 100 % satisfiedwill be 100 % satisfied
HotelHotel
SogdianaSogdiana
Ahmed F. Tariq (CEO) Nataliya Kostenuk (COO)
Financial Department: Fanny Ng (Manager) Larisa Kleiner
Human Resources Department:
Bill Mu (Manager) Tatyana Burmistrova
Sales and Marketing Department:
Faheem Wahand Jin Hui Lu - Gene
Information Technology Department:
Alisher Rakhmanov Qunli Huang - Mandy
“Foodies” from the heart:
We take pride in using organic, sustainable food from local vendors and bring these components together in dishes that are both delicious and beautiful to behold.
Every menu we create is customized to match your taste and style.
We assemble the freshest and finest seasonal ingredients, present them with flair and beauty.
Temptation’sGreen Practices
Local produce - fresh and healthy fruits, vegetables, dairy, meat and poultry.
Energy savers - lamps, etc. Conserve water - filtered water. Pollution efficient - safety and health
issues Equipment - China & cutlery – medium priced. Cut down on paper
products Doors and windows should be energy efficient Decoration - use of natural products. Children’s playroom. Peaceful
and restful atmosphere Garbage – recycled. To be collected often To minimize air pollution – encourage bicycle use (discounts and gift
certificates given. Security - web cameras Special air conditioning system – energy efficient Deliver food Flowers, plants and fish tanks – relaxing atmosphere