john lowden

8/7/2019 John Lowden

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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


CSAB






CAC

Recommendscriteria


Assigns team chairs



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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


CSAB






CAC

Recommendscriteria


Assigns team chairs



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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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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

[email protected]

Terryll Bailey

[email protected]

Eydie Lawson

[email protected]

Sara [email protected]

Gordon Snyder

[email protected]


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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

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