A Vision for the Future: Oklahomas Career Clusters Design

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A Vision for the Future Oklahomas Career
Clusters Design
August 2007
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Purpose

• Our challenge
• Our solution
• When?

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Why?

• Our economy is changing to
• Technology-driven
• Knowledge-based
• Global
• Increased employer demands

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Why?

• Enlarge the pipeline of students prepared to
  enter college and graduate with a degree in
  engineering science, or mathematics.
• Specifically mentions increasing participation in
  AP and IB math and science courses and the PLTW
  curriculum within the report.

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Why?

• Goal
• Double the number of science, technology,
  engineering, and mathematics graduates by 2015.

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Why?

• By 2015, double the number of bachelors
  degrees awarded annually to U.S. students in
  science, math, and engineering.

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Why?

• Changing workforce requirements mean that new
  workers will need ever more sophisticated skills
  in science, mathematics, engineering and
  technology.

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The World is FlatA brief History of the 21st
Century by Thomas L. Friedman
Sense of Urgency
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Why?

• Supports 6 Major Initiatives
• Governors Council for Workforce and Economic
  Development
• The Alliance Initiative
• The new Carl Perkins Legislation
• No Child Left Behind
• Achieving Classroom Excellence
• EDGE (Economic Development Generating Excellence)

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Traditional Career ClustersApproach Ap
proach

• Vocational Education
• Technical skills
• Focused on a few jobs
• In lieu of academics/college
• Program-focused
• Entry-level preparation

• CTE
• Tech skills and academics
• For many careers
• Aligns with and supports academics
• 16 clusters, 85 pathways
• Industry-focused to create pathways for career
  advancement

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Our Solution

• A model that
• Fits our mission to help Oklahomans succeed in
  the workplace, education and life
• Prepares students for a broad range of career
  options
• Employment
• Technical and postsecondary education
• Lifelong learning
• Increases our ability to meet industry
  expectations

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Our Solution

• Adopts the national career clusters framework
  consisting of 16 clusters and defined pathways
• Adds components unique to Oklahoma
• Career majors (332)
• Courses (over 1500 unduplicated)
• Allows us to become industry-focused,
  student-centered, and performance-driven

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Our Solution

• A new instructional framework
• Extensive professional development
• Revised core business processes

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New Instructional Framework

• Realigning existing programs to a sequence of
  courses (career majors) based on
  industry-identified
• Knowledge
• Skills
• Credentials

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Programs to Courses

• Using the Career Clusters Model

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Cluster
A career cluster is a grouping of occupations and
broad industries based on commonalities. A
career cluster represents the knowledge and
skills, both academic and technical, that all
students within the cluster should achieve
regardless of their pathway.
Pathway
Career Major
Course
Knowledge Skills
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Sixteen Career Clusters

• The Career Clusters icons are being used with
  permission of the States Career Clusters
  Initiative, 2007.

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Science, Technology, Engineering Mathematics
Cluster
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Science, Technology, Engineering and Mathematics
Cluster
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Cluster

• A pathway is a more narrow grouping of
  occupations and broad industries within a career
  cluster.
• The pathway represents the knowledge and skills,
  both academic and technical, necessary to pursue
  a full range of career opportunities within a
  pathway - ranging from entry level to management,
  including technical and professional career
  specialties.

Pathway
Career Major
Course
Knowledge Skills
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Engineering Technology Pathway
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A career major is a model sequence of courses or
field of study that prepares a student for a
career and ensures that Integration occurs
between academic and occupational
learning Transitions are established between
secondary schools and postsecondary
institutions Students are prepared for
employment in a broad career cluster
and Students receive a skill credential.
Cluster
Pathway
Career Major
Course
Knowledge Skills
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Pre-Engineering Civil Career Major
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A course is an instructional unit that includes a
set of defined competencies, a syllabus or course
outline, and a measure of accountability,
evaluation, or assessment. A course may be
occupational, exploratory, academic,
foundational, or competency development.
Cluster
Pathway
Career Major
Course
Knowledge Skills
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Civil Engineering Architectural Course

• Civil and Architectural Engineering
• Introduction to Projects
• Project Planning
• Structural Engineering

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Cluster
Knowledge and Skills are specific work tasks
performed on the job. They are large enough
tasks to be valued in and of themselves, and they
are measurable and observable.
Pathway
Career Major
Course
Knowledge Skills
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• Civil and Architectural Engineering
• Introduction to Projects
• Project Planning
• Structural Engineering

Knowledge Skills
Cluster
Pathway
Career Major
Propose designs and choose between alternative
solutions. Design and supervise the construction
of roads, buildings, airports, tunnels, dams,
bridges and water supply and sewage systems.
Course
Knowledge Skills
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Revising Core Business Processes

• CareerTech Information System (CTIS)
• Programs to courses transition
• Accreditation and evaluation standards
• Financial aid requirements
• Performance measures
• Career major approval process
• CareerTech rules
• Funding structure

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Revising Core Business Processes

• Professional Development
• Communication and Marketing
• Carl Perkins IV

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When?

• Summer Conference Dedicated to Communications and
  Professional Development Regarding Career
  Clusters and CTIS August 2007
• Communications, Professional Development and
  Technical Assistance Ongoing
• Schools develop their instructional frameworks
  March 2007 August 2008

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Helpful Web Sites

• PowerPoints for the Hot Topic Sessions will be
  available after conference concludes on the
  following site
• www.okcareertech.org/okcareerclusters

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Career Clusters Resources
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STEM Career Major Implementation

• Pre-Engineering
• Jason Rausch, Moore Norman TC
• Biotechnology
• Fiona McAlister, Southern TC

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PLTW Pre-Engineering Courses
Foundational Courses IED - Intro to
Engineering Design POE Principles of
Engineering DE Digital
Electronics Specialty Courses CIM
Computer Integrated Manufacturing CEA
Civil Engineering and Architecture
BE - Biotechnology Engineering AE
Aerospace Engineering Capstone Course
EDD Engineering Design and Development

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Pre-Engineering Career Majors
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Foundational Courses

• Introduction to Engineering Design
• Course that teaches problem-solving skills using
  a design development process.
• Models of product solutions are created, analyzed
  and communicated using solid modeling computer
  design software, Autodesk.

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Foundational Courses

• Principles of Engineering
• Helps students understand the field of
  engineering.
• Students explore technology systems and
  manufacturing processes.
• They learn how engineers and technicians use
  math, science and technology in an engineering
  problem solving process to benefit people.
• The course also includes concerns about social
  and political consequences of technological
  change.

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Principles of Engineering
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Foundational Courses

• Digital Electronics
• A course in applied logic that encompasses the
  application of electronic circuits and devices.
• Computer simulation software is used to design
  and test digital circuitry prior to the actual
  construction of circuits and devices. 

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Digital Electronics
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Specialization Courses

• Computer Integrated Manufacturing
• A course that applies principles of robotics and
  automation.
• The course builds on computer solid modeling
  skills developed in Introduction to Engineering
  Design.
• Students use CNC equipment to produce actual
  models of their three-dimensional designs.
• Fundamental concepts of robotics used in
  automated manufacturing, and design analysis are
  included. 

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Computer Integrated Manufacturing
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Foundational Courses

• Other Specialty Courses
• Biotechnology Engineering
• Aerospace Engineering
• Civil Engineering and Architecture
•  

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Capstone Course

• Engineering Design and Development
• An engineering research course in which students
  work in teams to research, design and construct a
  solution to an open-ended engineering problem.
• Students apply principles developed in the four
  preceding courses and are guided by a community
  mentor.
• They must present progress reports, submit a
  final written report and defend their solutions
  to a panel of outside reviewers at the end of the
  school year.

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Milestones

• 1. Goal
• 2. Project Plan
• 3. Problem
• 4. Objective
• 5. Scope
• 6. Justification
• 7. Concept Selection
• Product Requirements
• Product Specifications
• 8. Prototype Development
• 9. Prototype Construction
• 10. Test Development
• 11. Product Testing
• 12. Evaluation
• 13. Solution Redesign
• 14. Re-testing
• 15. Re-evaluation
• 16. Presentation

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Patent Search

• After an extensive patent search only 18 patents
  were found that were remotely close.
• None met our criteria for solving the problem.
• None utilize Braille.

http//www.uspto.gov/
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Oklahomas Model Includes

• Sequence of PLTW pre-engineering courses
• Sequence of science courses
• Sequence of math courses
• Intensive guidance and advisement strategies

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Middle School Curriculum Gateway to Technology

• Design and Modeling
• The Magic of Electrons
• The Science of Technology
• Automation and Robotics
• Flight and Space

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Biotech in Oklahoma
From a state outsiders think is all cowboys,
something surprising has emerged and it aint
wheat!
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Oklahoma Biotechnology Specialties

• Agricultural Biotechnology
• Environmental Biotechnology
• Industrial Biotechnology
• Medical Biotechnology

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Biotechnology Careers Include

• Biomedical Engineers
• Environmental Scientists
• Biological Technicians
• Chemists
• Agriculture and Food Science Technicians
• Microbiologists
• Medical and Clinical Lab Techs

• Chemical Technicians
• Computer Specialists
• Biochemists
• Bioprocessing Technicians
• Quality Control Analyst
• Senior Research Scientist

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Year One

• Survey of Biotechnology
• Biotechnology I
• Biotechnology II
• AP Biology

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• Biotechnology 1
• Intro to Standard Lab Operating Procedures
• record-keeping/ legal scientific notebook
• following written oral instructions
• experimental design
• pipeting, micropipeting
• solution/media/buffer prep
• sterile technique, cell culture
• DNA isolation and gel analysis
• Protein isolation and PAGE

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• Biotechnology 2
• rDNA Technology and Genetic Engineering
• Enzyme assay development
• Spectrophotometry
• Restriction enzyme digestion analysis
• E. coli transformation
• Gel electrophoresis
• Protein purification/chromatography

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Year Two

• Advanced Biotechnology
• AP Environmental Science or AP Chemistry
• Science Research Capstone or Internship

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• Benefits for Students
• Higher level training/experience/practice
• Connections/contacts
• Inspired to pursue science as a career
• College credit
• Skills to improve opportunity for undergrad lab
  assistant positions
• Learn self-directedness necessary for
  higher-level science courses.
• Puts meaning and application in their math,
  biology and chemistry

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• Biotechnology is an opportunity to teach science
  in a way that results in
• science literacy
• research skills
• career awareness

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Questions?