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ITS PCB Virtual Community College Workshop Series

Session 3: Wednesday July 8, 2020 | 1:00 p.m. - 2:30 p.m. ET

Image descriptions are contained in brackets. [ ]

Slide 1: FRONT RANGE COMMUNITY COLLEGE

SUSAN BAILLARGEON
PROGRAM DIRECTOR

Slide 2: GENERAL SCHOOL INFORMATION

Fort Collins, Colorado
Student population size- 28,000 FRCC is the largest Community College in Colorado. For more FRCC Facts:

https://www.frontrange.edu/about-frcc/facts-and-figures/fast-facts

Slide 3: OVERVIEW OF PROGRAM

What was the transportation workforce need that this partnership was intended to address?
- It was to address the need for qualified employees to promote within CDOT and the national public works community, as the current workforce retires.
How was the partnership initiated?
- Almost 5 years ago CDOT and the local PW directors started putting a plan together and brought it FRCC. Our vice-president, Dr. Jean Runyon, gave the green light, and with the program took shape, received accreditation, and launched in August of 2019.
Who led the effort at the Community College?
- Dr. Jean Runyon (Vice President) and Dr. Nicholas Spezza (FRCC Dean of Instruction) and
Who led the effort at the DOT/employer?
- Kyle Lester (formerly CDOT Director of Maintenance) and Dr. Paul Woods (CDOT- Retired)

Slide 4: IMPLEMENTING THE PARTNERSHIP

What steps did the school and employer take to implement the partnership?
- Established an initial working group to design the program
- Established an advisory committee to guide the work and maintain focus on the industry needs
- Include as much industry provided training in the program and find ways for students to earn college credits for their knowledge
- Create crosswalks to industry provided training that reduces costs for students
- Promote industry provided training programs as a way to earn credits at no cost
What stakeholders did you have to engage?
- CDOT
- Colorado Public Works community (APWA Colorado)
- Colorado Local Technical Assistance Program (CLTAP)
- Industry Training Providers (ex. ATSSA Traffic Control Supervisor Program crosswalks to out HWY 105- Traffic Control Course for 2 credits)
- NLTAPA
- State DOT’s

Slide 5: CHALLENGES AND BARRIERS

What challenges did you face in creating the partnership?
- What would the program look like
- What industry provided training would be included in the PLA process
- Marketing
How did you overcome them? Are there any remaining challenges?
- Used what already existed (models for other AAS programs)
- Student feedback
- Staying in touch with the needs of the industry
- Diligence

Remaining challenges:

Marketing
Keeping up with student requests for exams/crosswalks
Keeping students informed of changes and improvements

Slide 6: BENEFITS OF THE PARTNERSHIP

How has the partnership benefited the community college?
- More students enrolled
- Building our PLA process
- Growing on-line learning
How has the partnership benefited the employer?
- Educated workforce
- Qualified employees for promotion
- Maximize benefit of employee on the job training
Specific numbers – such as number of students in an ITS program, number of graduates employed by the DOT, etc. – would be helpful if they are available.
- 44 students have completed the HWY 101- Introduction course
- Graduates expected by Fall 2021
- 6 states and 3 State DOT’s have students in the program
- Several counties and municipalities in Colorado, Texas, and North Carolina also have students attending

LESSONS LEARNED

What went well in forming the partnership?
What do you plan to do differently going forward?
What advice do you have for other Community Colleges or DOTs that are interested in forming a partnership?

CONTACT INFORMATION

Name Title School/agency name Email address Phone number	Susan Baillargeon Program Director Front Range Community College susan.Baillargeon@frontrange.edu 970-204-8175

Slide 7: VDOT - Virginia Department of Transportation

[This slide contains the VDOT logo.]

Slide 8: VDOT & COMMUNITY COLLEGE PARTNERSHIPS

Building a Workforce Together

Angela Parsley
Jameo Pollock, Ed.D.

Slide 9: Problems We Faced

Aging demographic for our land surveyors & a long training period
Lack of robust land surveyor programs in Virginia
Change in student participation for Materials Certification classes
- From 80% VDOT employees to 20% VDOT employees
Costs associated with training and administration of the classes

Slide 10: How We Partnered with Community Colleges

Created a Land Surveyor Apprenticeship Program with Tidewater CC

Contacted the Virginia Department of Professional and Occupational Regulation
Found one land surveyor career study certification (1 year) offered at Tidewater CC
Worked together to develop a 2 year apprenticeship program
- Online training through Tidewater CC
- In-person training at VDOT
- Program manager at VDOT & Program Manager for Apprenticeships at the CC

Lessons Learned

Recruiting participants
- Advertised to students who completed the 1 year study certificate program
Payment agreement so VDOT would get the bill versus the students
A special math assessment was created for pre-calculus skills
True partnership with the CC assisting students with course needs, tutors, etc.

Moved Materials Certification classes to CCWA schools (partnership between Reynolds CC and John Tyler CC) & Germanna CC

Created a Construction Inspector Apprenticeship Program
Partnership initiated by industry (VA Asphalt Association)
VDOT gave all of the class information to the CC’s
All training provided at the community colleges or online

Slide 11: Lessons Learned

Different registration processes & payment methods for the two colleges
- PO acceptance wasn’t consistent
- Students registered individually versus as a group
- Developed consistent pricing for classes
Finding qualified instructors was a challenge
- VDOT taught all classes the 1st year at the colleges & supported ~50% the 2nd year
- A good relationship with VTCA & the Virginia Asphalt Association helped one college find instructors
Location issues
- At first required students to go to a specific college that may be far away
- Worked on offering regional courses closer to VDOT locations & businesses in the state
Online class hiccups
- Live streamed classes were not successful (bandwidth issues and video quality was poor)
- Ended up having the courses professionally produced and the videos put onto a DVD
- Still needed SMEs in the classroom to answer students’ technical questions & proctor exams
Partnering with private industry
- Get feedback early and frequently
- Communicate class changes via multiple channels (VDOT site, VTCA, & CC’s)
- Try to avoid scheduling classes during peak construction periods

Slide 12: Next Steps

Continue to assess the quality of instruction in the two programs
Offer more online training & remote assessment options
Look at a 4-5 year Land Surveyor program with a college or university
- Current offering is a 2 year Land Surveyor Technician program

Slide 13: WORKFORCE INTELLIGENCE NETWORK (WIN)

MICHELE URESTE
EXECUTIVE DIRECTOR

[This slide contains the WIN logo.]

Slide 14: MDOT GRANT: 2019-2021

Center for Automotive Research Awarded, WIN Subrecipient to Conduct Research and Develop Transportation Workforce Strategy
Based upon a Brookings Institute article released on April 16, 2019 titled Aging and in Need of Attention: America’s Infrastructure and its 17 Million Workers,” physical infrastructure systems are aging as well as the workers who design, construct, operate, and oversee these systems
CAR Tasks 1-3: State of the Practice Review for Transformative Technologies; Ideal Core Competencies and Organizational Structure; and Implementation Plan
WIN Task 4: IHE Asset Mapping & Training Materials for Current and Future Workforce
WIN Task 5: MWA Recruitment Strategies for Acquisition of Necessary Workforce

Slide 15: TRANSFORMATIVE TECHNOLOGY

Internet of Things (IoT), Civil Integrated Management (CIM), Wireless Communications, 3D design and printing, Intelligent Transportation System (e.g., weather sensors, CCTV, roadside units, dynamic messaging signs, work zone warning systems), Smart Devices (e.g., smart signals, smart LED lights, smart sign panels, etc.), Big data analytics, Artificial Intelligence, and Machine Learning, Data Management Systems (e.g., Data Use Analysis and Processing Transportation Asset Management System, Advanced Traffic Management System), Connected and Automated Vehicles, Light Detection and Ranging (LiDAR), Unmanned Aerial Vehicles (UAVs), Survey Tech,and Infrared and 3D Imaging Systems

Slide 16: RAPIDSKILLS GENERATOR

Leveraging RapidSkills Generator funded by DOL AAI Grant
To Assist with Developing Occupational Skills Needs for Existing and Future Transportation Workers In Response to Emerging Technology

Slide 17: RAPIDSKILLS GENERATOR

RapidSkillsGenerator.org - An Open-Source and Interactive Repository of Occupational Frameworks. Launching July 2020
Online Database of Skills Lists for High Demand Occupations. Aligns Skills Lists to Apprenticeable Occupations by occupation or industry sector
Employers are Provided Access to Add, Remove, and Modify Competency Frameworks to Create an Apprenticeship Program
Feature to Share Skills Lists with HR
Enables Curriculum Development Through Industry Skills Needs Identification – Keeps Pace with Tech Advancement
Piloted Nationally

Slide 18: IHE & INDUSTRY SUPPORT

IHE ASSET MAPPING SUPPORT & PROMOTION
https://rapidskillsgenerator.org/
- Common Language for IHEs and Industry
- Promotion to Various Industry Sectors: Transportation, the Automotive and Defense Manufacturing and Industrial Base, Healthcare, Information Technology

Slide 19: CONTACT INFORMATION

Slide 20: WASHTENAW COMMUNITY COLLEGE, ANN ARBOR, MI

ALAN R. LECZ
DIRECTOR - ADVANCED TRANSPORTATION CENTER

Slide 21: GENERAL SCHOOL INFORMATION

School Location: Ann Arbor, Michigan
Student population size: In our last full academic year (2018-19) we served 21,234 credit students.

Slide 22: WCC’S ADVANCED TRANSPORTATION CENTER

The Advanced Transportation Center (ATC) combines advanced manufacturing, automotive and information technologies to develop the skills and competencies required to meet the needs of area employers. The following programs are currently in place:
- Intelligent Transportation Systems: Vehicle-to-Vehicle and Vehicle-to-Infrastructure Communications and Networks, and Cybersecurity
- Advanced Automotive Service: Diagnostic Testing, Development, Maintenance and Repair
- Advanced Manufacturing: The latest manufacturing machines, tools and processes, including light-weighting materials

Slide 23: OVERVIEW OF ATC "PARTNERSHIPS"

What was the transportation workforce need that these partnerships were intended to address? [partial listing examples]
- MDOT & Contractors: Transportation Technicians for Infrastructure, V2X, SMART Cities, Cyberscure
- Business & Industry: Specific Occupations
  - Computer Programming, Cybersecurity and Network Communications
  - Automotive & Electronics Diagnosis and Service
  - Product Development at OEM’s and Tier Suppliers [e.g. GRIMM, Umlaut, Ford, GM, Toyota]
  - Industry Professional Organizations [e.g. MICHauto, CAR, IEEE, ITS MI, ACM, NDIA, NOCoE]
- Economic Development, Regional & State: Occupational Clusters
  - MI Economic Development Corporation/Planet M
  - MI Office of Future Mobility & Electrification
  - MI Labor & Economic Opportunity
- Universities: Occupational Clusters
  - University of Michigan Transportation Research Institute & College of Engineering
  - Wayne State University College of Engineering & Engineering Technology
  - Michigan State University College of Engineering
  - Kettering University

Slide 24: OVERVIEW OF ATC "PARTNERSHIPS" [continued]

How were the partnerships initiated?
- Outreach
- Through “Conveners”
- Common focus meetings, forums organized by Transportation/Mobility topics
- UTC Grant Projects [Square One Education Network]
Who led the effort at the Community College?
- Instructors
- Deans, AVP’s/VP’s, and the President
- Workforce Development Professionals
- Career Services Professionals
- ATC Director
Who led the effort at the DOT/employer?
- Designated representatives and outreach personnel
- Leaders and Speakers in industry forums
- Other leadership

Slide 25: IMPLEMENTING "PARTNERSHIPS"

What steps did the school and employer take to implement the partnership?
- Shared common goals and objectives for workforce development
- Agreed to work together in detail on certain projects
- Facilitated by industry organizations and forums [conveners]
Did the partnership result in any curriculum changes?
- Yes, by Department:
  - BUSINESS & COMPUTER TECHNOLOGIES
  - TRANSPORTATION TECHNOLOGIES
  - WORKFORCE/EMPLOYER DEVELOPMENT
- Examples to be presented
What stakeholders did you have to engage?
- Various leadership and outreach professionals in the respective organizations
- Support and commitment to the conveners

Slide 26: CHALLENGES AND BARRIERS

What challenges did you face in creating the partnership(s)?
- Detail data on workforce and talent demand- a common starting point
- Resources [e.g. funding, timing, personnel]
- Roles & Responsibilities
- Alignment of efforts, a “Systems” approach
- Continuity of efforts
- Outreach
- Periodic performance assessments, contributions
How did you overcome them? Are there any remaining challenges?
- Common goals & shared objectives to develop talent and the workforce
- Collaboration processes and forums
- Clarity on deliverables
- Deliverable Assessments
- Adjustments for what wasn’t working well
- Continuous improvements

Slide 27: BENEFITS OF “PARTNERSHIPS”

How has the partnership benefited the community college?
- Professional Development of Instructors & WF Professionals
- Outreach for programs
- A “Students-first” approach
- Internships for students
- New lines of communication, new partners
- Youth interest in occupational fields
How has the partnership benefited the employer [or other organization]?
- WCC developing skills/talent for the organization’s workforce
- Supported State of Mi Economic Development in ITS, Mobility, SMART Cities
Specific numbers – such as number of students in an ITS program, number of graduates employed by the DOT, etc. – would be helpful if they are available.
- Not available at this time

Slide 28: LESSONS LEARNED

What went well in forming the partnership(s)?

Common purpose and missions- a desire for growth & contribution
Alignment of efforts, roles, responsibilities
Responsiveness, contributions, perseverance
Development of talent with focused skill sets

What do you plan to do differently going forward?

Keep adjusting for changes to major goals and objectives
Update for personnel changes

What advice do you have for other Community Colleges or DOTs that are interested in forming a partnership?

Explore the partnership possibilities within your mission scope
Sincere enthusiasm, commitments to engage and follow-up, take responsibility for role
Do you have the resources to actively commit to a partnership?
What will be your contributions?
Pay attention to details of the partnership, communications, deliverables, etc.

Slide 29: CONTACT INFORMATION

Alan R. Lecz
Director- Advanced Transportation Center
Washtenaw Community College, Ann Arbor, MI
alecz@wccnet.edu
734-677-5472

Elizabeth Nofs
Corp./Curric. Instructional Designer
WCC, Economic & College Development
enofs@wccnet.edu
734-677-5049

Cyndi Millns
Professional Faculty & Department Co-Chair
WCC, Computer Science & Information Technologies
cmillns@wccnet.edu
734-677-5042

Allen M. Day
Professional Faculty & Instructor
WCC, Transportation Technologies
amday@wccnet.edu
734-395-3778

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