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Panel DiscussionAugust 2, 2004
Evolving Role of Standards in GuidingEvolving Role of Standards in GuidingIT Programs & CurriculumIT Programs & Curriculum
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Panel Introductions
John LowdonNational Workforce Center for Emerging Technologies
Terryll BaileyThe Allison Group
Sara MazakOhio Department of Education
Eydie LawsonRochester Institute of Technology
Gordon Snyder
National Center for Telecommunications Technologies
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Agenda Overview
Developing Skill Standards
Developing Curriculum / Competency Standards
Developing Accreditation Criteria for IT
Standards: Now What?
Wrap-up Questions: Looking into the Future
Closing Remarks & Adjourn to Breakout Sessions
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Developing Skill Standards
Terryll BaileyThe Allison Group
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Qualification Gap Between
What industry needs
for work-ready
employees
IndustryIndustry EmployeesEmployees
Gap
How well prepared
potential employees
are
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Underlying Reasons for the
Qualification Gap New jobs--and whole new
industries--are emerging
Workers are changing jobs
more often
Work is more information
and knowledge-based
Labor markets are moreinternational
Skill demands are escalating
Foundation skills
Technical skills
Need for workforce training
and retraining
Need for continuous learning
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Building a Skill Standards System
Collaborative partnerships #1 - industry and education
Successful pilots
Links to other initiatives, systems, programs Such as certifications
Leverage resources and networks
Supportive policies
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What is a Skill Standard?
Skill Standards include criteria for whatpeople must know and be able to do to be
successful
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Components of a Skill Standard
Domain of work
The work are we describing
Performance indicators
How we know when work is done competently
Knowledge and skillsAcademic Employability Occupational / Technical
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Goals of a Skill Standards Project
Create voluntary skill standards in high-
demand career clusters
Disseminate the results to Educators
Business people
Students
Workers
Government agencies
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Guiding Principles
Skill standards should represent broad career clusters
Experienced professionals are the experts
Best know how to identify functions, key activities, performance
indicators, skills, knowledge and abilities required to be
successful
Standards must be flexible and portable and should be
updated regularly
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Research
Building Skill Standards: Process
1.
3.
2.
4.
5.
Focus Groups
Set Performance Criteria
Scenarios
Validate
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Core Competencies Across All Clusters
Core functions and tasks
Core knowledge and skills
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Create Assessments
Integrating Skill Standards
1.
3.
2.
5.
6.
Identify Learning Needs
Develop Learning Activities
Continually Involve Business
Perform Gap Analysis
Post / Summative Assessment
4.
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Curriculum Development
What curriculum looks like when based on skill
standards
Competency based
Focus on performance outcomes
Use performance measurements
Infuse foundation (SCANS) skills
Incorporate work based experiences
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Certifications
Quality certifications use standards in their
development processes
Certifications cover specific technical knowledge and
skills
Certifications generally do not cover academic oremployability knowledge and skills
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NWCET & NSSB Skill Standards
NWCET is IT; NSSB is IT and Telecom
85% the same
Primary content difference is how networking andtechnical support are treated
Formatted differently
Hope for consolidation in the next update
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Standards Are Not Enough
Local industry must be consulted to determine the
knowledge and skills specifically needed
Standards must be accompanied by a process to
support effective faculty use
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Developing Curriculum /
Competency Standards
Sara MazakOhio Department of Education
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Skill Standards
Curriculum Standards
Competency Standards
Content Standards
State level
Regional level
Institutional/
Program levelClassroom
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State Level
Business & Industry Engagement
Conduct ResearchBusiness & Industry Advisory Panel
Draft Curriculum/Competency Standards
Business & Industry Review Panel
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standards????????
standards
standards??
????
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State Level
Business & Industry Engagement
Benefits
Address critical/unique state needs
Ensure that standards meet or exceed
national standards
Create awareness of educationalprogramming
Obtain buy-in from state business leaders
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State Level
Educator Engagement
Secondary and Postsecondary InstructorsIdentify WHEN in the educational process and
TO WHAT DEPTH standards should be
addressed
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State Level
Educator Engagement Benefits
Obtain buy-in from educational leadership in
the career field
Create awareness of other educational
programs
Provide the basis for articulationagreements
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BIL: EssentialISS, NS, PSD
EDU 10 12 AD
ISS I PNS P PR
PSD P
Competency: Perform general system
administration tasks
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State Level
Stakeholder Panel Review
Bring together business/ industry withsecondary and postsecondary
educators to refine the standards
document
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State Level
Provides the opportunity to clarifylanguage and review content in terms
of educational programming
Fosters development of business-
education linkagesFosters dissemination of standards
throughout the state
Stakeholder Panel Benefits
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Conduct Regional/Local
Standards ReviewForm Secondary and Postsecondary
Pathway Teams
Review state document with:
Business / Industry / Labor Partners
All Secondary PartnersAll Post-Secondary Partners
Build schedule
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Developing Accreditation
Criteria for IT
Eydie LawsonRochester Institute of Technology
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Overview
Accreditation development
Why accreditation?
Current status of accreditation
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Accreditation
National organization SIGITE Curriculum and accreditation committees
University participation
42 universities Representatives from 4-year IT programs
Multiple input forums Industrial advisory boards
Professional organizations
Conference feedback
ABET national colloquium Define IT curriculum Industry, govt, education
CRA IT Deans Group (Computing Research Assoc)
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Whos Who
ABET Board
Approves policy
Approves criteria
Considersappeals of not-to-accredit decisions
CSAB
Recommendsprogram criteria
Select, train andmentor programevaluators
Nominate members tothe CAC
Appoint ABET Boardof Directors members
Consult with the CACas required
CAC
Recommendscriteria
Conducts theaccreditationprocess
Assigns team chairs
Makes finalaccreditationdecision by vote ofentire membership
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Accreditation
IT document builds on the General Criteria for Computing
CAC General Criteria IT - Han Reichgelt, Eydie Lawson
CS - Art Price, Stuart Zweben IS - Gayle Yaverbaum, George Kasper
Model curriculum
Based on CC2001 model
Defines goals, outcomes, knowledge areas
Priority and level of knowledge
Input sources
Same as accreditation
Delphi study: 15 academic institutions
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Whos Who
ABET Board
Approves policy
Approves criteria
Considersappeals of not-to-accredit decisions
CSAB
Recommendsprogram criteria
Select, train andmentor programevaluators
Nominate members tothe CAC
Appoint ABET Boardof Directors members
Consult with the CACas required
CAC
Recommendscriteria
Conducts theaccreditationprocess
Assigns team chairs
Makes finalaccreditationdecision by vote ofentire membership
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Why Accreditation?
Insures graduates have met the educationalrequirements to enter the profession
Process for improvement Promotes best practices in education Involves faculty and staff in evaluation and planning Periodic re-evaluation
Establishes eligibility for Federal funding
Encourage new and innovative approaches tocomputing education and its assessment
Identify accredited programs to the public
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Status of IT Accreditation
IT draft criteria submitted and approved by CAC
Expect IT criteria 1-2 years before finalized
ABET Board approved general computing criteria
for first reading
IT programs are included in pilot of general criteria
2004-2005
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Whos Who
ABET Board
Approves policy
Approves criteria
Considersappeals of not-to-accredit decisions
CSAB
Recommendsprogram criteria
Select, train andmentor programevaluators
Nominate members tothe CAC
Appoint ABET Boardof Directors members
Consult with the CACas required
CAC
Recommendscriteria
Conducts theaccreditationprocess
Assigns team chairs
Makes finalaccreditationdecision by vote ofentire membership
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Standards:
Now What?
Gordon F. Snyder JrNational Center for Telecommunications Technologies
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Maintaining, Sustaining & Creating
a Highly Skilled, Adaptable Workforce
The Business Problem:
Existing assessment solutions are static and
do not keep pace with the information &
communication industries.
Current hiring practices are not based on
systematic identification of skill gaps.
Skill gaps within the workforce are difficult to
identify and articulate.
Convergence staffing strategy is not in sync
with required workforce skills and knowledge
need for effective execution.
Content in current training and certifying
methods is rooted in job roles vs. work and
tasks linked to the job.
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Needed: Guidance Along the Learning Path
Novice
Competent
Master
Skills
&
Knowledge
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The Big Picture
Skill Standards
Information &
Communications
Industries
Learning ContentAssessments
Certifications
IDPs
Resources
Guidance
Learners/Workforce
3rd Party Certifying
BodiesLearning Institutions
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A Solution: A Strategic Alliance
Using Skill Standards
Knowledge leader in
the ICT and
co
nvergence fields
Experts in the
development and use
ofIndustry-based
skills standards and
certifications
Innovators in
assessment content,
design, delivery and
measurement
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The Solution:
TECHwize:DEVICEwize
techNIwize
The Results:
Existing assessment solutions are not static
and keep pace with the information &
communication industries.
Current hiring practices are based on
systematic identification of skill gaps.
Skill gaps within the workforce are easy to
identify and articulate.
Convergence staffing strategy is in syncwithrequired workforce skills and knowledge
needed for effective execution.
Content in current training and certifying
methods is rootedin work and tasks linked
to
the job
vs. job
ro
les.
Maintaining, Sustaining & Creating
a Highly Skilled, Adaptable Workforce
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TECHwize Assessment Overview
Provide Customer Service & Support
Operating
Systems
PC Hardware &
Peripherals
Security Servers &
StorageDevices
Telecom Basics OSI Model,
Layers 1-7
Copper
Fib
erOpticsWireless
Comm. Protocol
Implement &
Monitor
Network
Security
Optimize &
Maintain
Network
Hardware &Software
Install, Troubleshoot & Maintain
Communication Networks
DEVICEwize
Applications
Transport
techNIwize
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Innovative Use of Item Banks
Database of unlimited questions
Ease of adding/deleting items
Ease of alternate forms
Dynamic difficulty levels
Dynamic content coverage
Waiver tests possible
No retests intervals necessary
Greater test security
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As a Result . . .
48%
77%
65%
93%
82%
58%
88% 91%
74%
85%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Categories
Goal
Master
Novice
By Test, Topic or Item
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Platform for Lifelong Learning
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Platform for Lifelong Learning
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Platform for Lifelong Learning
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Platform for Lifelong Learning
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Platform for Lifelong Learning
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Platform for Lifelong Learning
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How TECHwize Adds Value
Keeps pace with changing industry andeconomic needs
Provides valid and legally defensible content Ensures quality control through item analysis
and SME review
Decreases training costs
Targets training needs more effectively
Linked to national skill standards
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The Big Picture
Skill Standards
Information &
Communications
Industries
Learning ContentAssessments
Certifications
IDPs
Resources
Guidance
Learners/Workforce
3rd Party Certifying
BodiesLearning Institutions
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Other Questions?
John Lowdon
Terryll Bailey
Eydie Lawson
Sara [email protected]
Gordon Snyder
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Thank you!Thank you!
Protectionism will do little to create jobs and if foreignersretaliate, we will surely lose jobs.
"If I seem unusually clear to you, youve probablymisunderstood what I said."
- Alan Greenspan