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Workforce Education and Development

Welcome to the Workforce Education and Development program at the Pennsylvania State University. We appreciate your interest in our program. It is one of the oldest academic programs offered by Penn State.

Program Mission

The mission of Penn State’s Workforce Education and Development (WFED) program is to promote excellence, opportunity, and leadership among professionals in the field of workforce education and development, including professionals employed in secondary and postsecondary education institutions, social services, employee organizations, and private sector businesses.

Faculty in the program strive to attain a cost-effective academic program recognized nationally as among the best in scholarship, leadership, and professional preparation.

Doctoral students may choose from three different emphases: human resource development/organization development, school-to-work, and secondary career and technical education leadership. Master's degree students have these three choices, plus an additional emphasis on teacher certification.

Refer to the College of Education's scholarships and financial aid information that is available to support the twenty-first-century workforce in transforming our economy for the future of work!

Undergraduate Level

Undergraduate programs and certification:.

Workforce Education and Development offers a variety of pathways to earn an undergraduate degree with an emphasis in Career and Technical Education (CTE) or Workplace Learning and Performance (WLP). 

The CTE emphasis offers an undergraduate degree through a large off-campus degree and non-degree program leading to two types of certifications:

 - Pennsylvania CTE Teacher Certification;

 - Co-Op Certification.

The WLP emphasis offers flexible programs enabling working professionals to take courses and earn credits in a variety of ways including earning professional certificates, an associate degree, and a baccalaureate degree.

Any questions about Career and Technical Certification, Cooperative Education Certification and Undergraduate WFED studies should be directed to:

Mark D. Threeton

Associate Professor of Education

411E Keller Building

University Park, PA 16802

Phone: (814) 863-5361

[email protected]

Note . See  Workplace Learning and Performance (WLP) Certificate Programs  for more information.

Undergraduate Degree Programs

Penn State's Workforce Education and Development program offers certificate programs as well as undergraduate degree programs leading to an Associate in Workforce Education and Development,   emphasis in Workplace Learning and Performance (60 credits) and a Bachelor of Science in Workforce Education and Development, emphasis in Workplace Learning and Performance (124 credits) .

Students interested in these programs leading to the bachelor's degree in Workforce Education and Development should be employed, or wish to be employed, as faculty members, trainers, administrators, or researchers in settings emphasizing education for work in private sector firms, schools, occupational home economics, cooperative education, youth apprenticeship, or employment and training.

For additional information, please contact:

Explore our Spring 2025 course offerings for all majors to enhance professional development. 

These courses provide valuable skills and knowledge applicable across various fields, making them ideal for students looking to strengthen their professional abilities. 

You can view the complete list of courses for Spring 2025 here: Undergraduate Course Offerings - Spring 2025 .

Graduate Degree Programs

Master of education (m.ed.) - university park.

The M.Ed. candidates must complete six credits taken outside of the Workforce Education and Development program and three credits of WFED elective. A candidate for the M.Ed. must complete three credits of WFED 596, Individual Studie s and a comprehensive exam. See the full list of program course requirements .

For more information on the program and  faculty , please contact the WFED degree graduate staff assistant:

Susan Berzonsky (University Park) Learning and Performance Systems department Administrative Support Assistant 301 Keller Building University Park, PA 16802 Phone: (814) 863-0095 [email protected]

Master of Science (M.S.) - University Park

The culminating experience for the Master of Science (MS) degree is a thesis, essay, or paper acceptable to the student's adviser and graduate program director. An MS candidate must complete the three–credit course WFED 550,  Research in Workforce Education . Candidates who choose to complete a formal thesis that will be submitted to the Graduate School must complete six credits of WFED 600,  Thesis Research . Those choosing to complete a paper or an essay must enroll in a minimum of three credits of WFED 596,  Individual Studies . Students must be enrolled during all the semesters they are working on the manuscript. See the complete list of program course requirements .

Master of Professional Studies - World Campus

Doctoral Degree Programs (Ph.D.) - University Park

The Pennsylvania State University Workforce Education and Development (WFED) program offers a graduate degree program leading to degree of Doctor of Philosophy (Ph.D.). Students interested in this program should be employed in or aspire to be employed as faculty, trainers, administrators, or researchers in education-for-work settings such as business, industry, health fields, occupational home economics, cooperative education, youth apprenticeship, or employment and training.

The Ph.D. degree requires, among other matters:

 - Maintenance of satisfactory scholarship, with a minimum grade-point average of 3.00 for work done at the University;

 - Completion of Scholarship and Research Integrity (SARI) requirements;

 - Attainment of doctoral candidacy status;

 - High-level competence in the use of the English language, including reading, writing, and speaking;

 - Over some twelve-month period during the interval between admission to the Ph.D. program and completion of the Ph.D. program, enrollment at least two semesters (summer sessions are not included) as a registered full-time student engaged in academic work at the University Park campus;

 - Completion of research requirements, in lieu of typical communication and foreign language requirements for most Ph.D. programs;

 - Completion of the Ph.D. program, including acceptance of the doctoral dissertation, within eight years from the date of attainment of doctoral candidacy status; and

 - Successful completion of a comprehensive examination, acceptance of a dissertation, and completion of a final oral examination for the Ph.D. degree.

Requirements of emphases within the Ph.D. program can be found in the WFED  Handbook . To find out what WFED graduate courses are offered and when, please see our  course list .

Ph.D. students are eligible to compete for a limited number of graduate assistantships that may become available to serve the research, teaching, and service missions of the WFED program. The regular graduate faculty for the WFED program consider applications in the light of faculty needs and availability of University funding for graduate assistantships. Applications are due on January 29 for assistantships that could be awarded for the upcoming academic year. For more information, see the  Graduate Assistantship Application .

If you are ready to proceed to the application but have NOT read the Graduate School requirements, please visit their  website.

If you have read the Graduate School requirements and are ready to apply, you may proceed to the application .

Graduate Certificates

Od&c analytics graduate certificate - university park.

Offered as a Residential course for University Park only, can provide you with the skills and knowledge you need to analyze data to make informed decisions in organization development and change initiatives. This critical skill set can help you stand out in a number of industries in today's highly competitive and ever-changing business climate.

Curriculum:

In this 9-credit program by selecting any 3 course from the following: WFED 540; 543; 582; and 585. You can build a strong knowledge base in the use of analytics tools and approaches as they relate specifically to organization development and change initiatives. The curriculum will focus on approaches to evaluating organization development and consulting services; assessing and feeding data in organization development; and using labor supply models to evaluate investments.

Additionally, you can apply the credits you earn for this certificate toward a  Master of Professional Studies in Organization Development and Change.

 - WFED 540 Data Analysis in Workforce Education and Development

 - WFED 543 Evaluation of Investments in Workforce Education and Development

 - WFED 582 Assessing Data: Organizational Diagnosis

 - WFED 585 Appraising Organization Change and Development Consulting

For more information, please contact:

OD&C: Consulting Skills Graduate Certificate - University Park & World Campus

To become effective OD consultants and OD practitioners hands-on experience is necessary. After completing the certificate program, students will have skills and competencies that can be applied to help the organizations they serve continuously improve and maximize potential as OD consultants and OD practitioners. All candidates are required to take the 12-credits of prescribed courses related to consulting skills for organization development and change.

 - WFED 572 Foundations in Organization Development and Change

 - WFED 582  Assessing Data: Organizational Diagnosis*

 - WFED 881  Marketing Organization Development*

 - WFED 884  Appreciative Inquiry*

* WFED 865 Implementing Training and Development is an approved substitution for one of the starred courses listed above.

OD&C: Essentials Graduate Certificate - University Park & World Campus

The primary goal of the certificate programs is to provide essential knowledge skills in organization development and change, facilitation of groups and teams, appreciative inquiry, and process consultation. The certificate program focuses on exposing students to global issues and the way change occurs around and within organizations. Emphasis is placed on the importance of knowledge and skills when it comes to facilitating change initiatives from a humanistic perspective.

 - WFED 578  Process Consultation in Organization Development -

 - WFED 880  Facilitating Groups and Teams

 - WFED 884  Appreciative Inquiry  

OD&C: Occupational Safety and Health Graduate Certificate - University Park

Accidents within the workforce and educational environments are metaphorically similar to a line of falling dominos. As one incident occurs, it has the ability to trigger a harmful chain reaction. Therefore this 9-credit Organization Development and Change, Occupational Safety and Health Certificate Program is designed to assist workforce development professionals in building the skills and abilities to create and support workplaces and educational environments free of occupational safety and health hazards. Emphasis is placed on leadership development to promote detection, analysis, and correction of unsafe workplace conditions and procedures

 - WFED 411 Occupational Safety and Health for Workforce Education and Development Professionals

 - WFED 573 Needs Assessment for Workforce Development Professionals

 - WFED 806 Program and Facilities Management for Workforce Development Professionals

OD&C: Operational Excellence Graduate Certificate - University Park & World Campus

This certificate program teaches students how to change corporate culture from a continuous process improvement perspective. Recognizing that organizations either get better or worse, the focus of this certificate is on the tools and methodologies for making positive organizational impact. Emphasis is placed on the application of essential continuous improvement methodologies including lean and six sigma concepts to improve processes in any industry. A focus is also placed on the concepts and skills needed to complete project initiatives on time and within budget.

Requirements listed here are in addition to requirements listed in Graduate Council policy  GCAC-212 Postbaccalaureate Credit Certificate Programs .

 - WFED 405  Project Management for Professionals

 - WFED 451  Lean-Sigma for Professionals

Professional Personnel Development Center (PPDC)

The Center provides teacher preparation, online resources, and in-service programs that prepare Pennsylvanians to meet professional standards as career and technical educators. Through these programs, participants may earn state teacher certification and become eligible to teach technical career programs in career and technical schools in Pennsylvania.

Check out what our Professional Personnel Development Center can do to upskill and reskill you and your workforce.

Wilda Hackman Administrative Support Assistant III Professional Personnel Development Center The Pennsylvania State University 409J Keller Building University Park, PA 16802 Phone: 814-863-0805 FAX: 814-863-7532 [email protected]

Additional Information

Current Faculty, Affiliate Faculty, Emeritus Faculty

The WFED/OD&C - PDN website provides a location for program students, faculty, staff, and alumni to facilitate and conduct ongoing networking and professional development activities.

Doctoral Program Admission Deadlines

Doctoral students are accepted for Fall admission. The following are the deadlines:

 - January 29th  – those students who want to be considered for funding, please submit the Graduate Assistantship Application .

 - April 15th  – deadline for international students. This deadline is due to the time-frame needed for  Global Programs  to process the International Visa Documentation. The process cannot begin until you have accepted your offer of admission/paid your acceptance fees. Therefore, international students must apply by the April 15th deadline for processing purposes.

 - June 30th  – This deadline is for students who do not wish to be considered for funding.

Applicants must have successfully completed a master's degree from an accredited institution, having earned at least a 3.0 grade point average. All students are expected to exhibit:

 - Academic competency,

 - Effectiveness in interpersonal relations,

 - Written, and oral communications.

Prerequisites

Students should be able to document a minimum of two years full-time employment in the workplace. Relevant examples include the following:

 - career and technical education,

 - vocational guidance,

 - industrial training,

 - military technical training,

 - safety education or technical education,

 - or, related experience acceptable to the faculty.

Step 1:  Graduate School Application

Complete the online Penn State Graduate School application . Be sure to pay the application fee as outlined on the Graduate School application form. 

When completing the online Graduate School application, you will be asked to answer a series of questions or provide written statements regarding the following information:

 - Resume or curriculum vitae.

 - Letters of recommendation from two people who are best qualified to evaluate your ability to succeed in graduate study. The Graduate School application will ask you to submit the names of references along with their email addresses. Your reference will receive an email directing them to the site to upload a reference letter. You will be notified via email when they have submitted their letter, however you will not be able to view the letter.

 - A statement of personal career history and objectives for the future and how the Ph.D. degree will help you accomplish your goals.

 - A written statement of your research interests including how this corresponds with WFED faculty member(s) with whom you would like to work with and why.

 - A description of your scholarly or applied research studies or reports that involved data collection and analysis.

 - A description of other activities in which you plan to be engaged during your Ph.D. study other than taking classes to accomplish your career goals.

 - A scholarly writing sample related to Workforce Education and Development, which utilizes the APA 7th Edition Publication Manual.

 - An analytical response to a case study facilitated by the program faculty.

Step 2:  Workforce Education Development Program Material

 - As part of the online application process, applicants are required to electronically upload a copy of an official transcripts/documents from all post-secondary institutions attended. Upon online acceptance of a program recommendation for admission, applicants will be notified that official/original transcripts/documents must be sent from the originating institutions for review by the Graduate School, in order to finalize an admission decision. 

Transcripts/documents must be in the official language of the institution(s) attended, but if that language is not English, an official English translation must also be sent. The Graduate School will review all official documents to finalize the offer of admission. An offer of admission will be revoked if official/original documents are not received by the Graduate School within specified deadlines, or if official/original documents differ from the copies uploaded by the applicant prior to the offer of admission. For applicants whose degree conferral is in progress at the time of uploading copies, the deadline specified for receipt of official/original documents will allow for the passage of the reported date of degree conferral, and that conferral must be confirmed on the official/original documents received by the Graduate School, in order for the offer of admission to be finalized.

 - International applicants must take and submit scores for the TOEFL (Test of English as a Foreign Language) or the IELTS (International English Language Testing System),with the exceptions noted below. The minimum acceptable score for the TOEFL is 550 for the paper-based test, 213 for the computer-based test, or a total score of 80 with a 19 on the speaking section for the internet-based test.  Applicants with iBT speaking scores between 15 and 18 may be considered for provisional admission, which requires an institutional test of English proficiency upon first enrollment and, if necessary, remedial course work. The minimum composite score for the IELTS is 6.5. Submit official scores using Penn State's Institution Code: 2660. To find out more about the TOEFL Exam visit the  TOEFL website . International applicants are exempt from the TOEFL/IELTS requirement who have received a baccalaureate or a master's degree from a college/university/institution in any of the following: Australia, Belize, British Caribbean and British West Indies, Canada (except Quebec), England, Guyana, Republic of Ireland, Liberia, New Zealand, Northern Ireland, Scotland, the United States, and Wales.

Students taking the TOEFL should use school code 2660 to send scores to Penn State. 

Click here to open Forms and Resources

History and Rankings

The Workforce Education and Development program originated in 1920 in the School of Engineering and was called the Department of Industrial Education. On June 11, 1923, the Department of Industrial Education moved from the School of Engineering to join three other academic units - Agricultural Education, Education and Psychology, and Home Economics Education - to form the School of Education, now the College of Education. In 1925, new graduate programs in Vocational Industrial Education were inaugurated. The first Master's degree in Industrial Education were conferred in August, 1929. In 1939, the first doctoral degree in Industrial Education were conferred upon Edward C. Estabrooke and George H. Parks. These programs now lead to degrees of Master's of Arts, Master's of Science, and Doctor of Philosophy. In 1944, the Department of Industrial Education was officially designated as the agency for the State Department of Education for the administration of Occupational Competency Examinations to qualified applicants in central Pennsylvania. In 1963, the designation Department of Industrial Education was changed to the Department of Vocational Education. In 1977, the Department of Industrial Education changed its name to the Department of Vocational-Industrial Education. In 1994, Dr. Kenneth C. Gray, Professor-in-Charge of Vocational Industrial Education, conducted a contest among the graduate students resulting in a name change from Vocational Industrial Education to Workforce Education and Development. The Workforce Education and Development program at Penn State has been recognized consistently by U.S. News & World Report as being among the top three vocational education programs in the United States. In 2014, Dr. William J. Rothwell, SPHR, RIDC, CPLP Fellow Professor, announced a new online Master of Professional Studies (M.P.S.) in Organization Development and Change (OD&C).

Rankings of Penn State's Workforce Education and Development program by U.S. News & World Report

2018 - Ranked No. 2 2017 - Ranked No. 2 2016 - Ranked No. 1 2015 - Ranked No. 1 2014 - Ranked No. 1 2013 - Ranked No. 2 2012 - Ranked No. 1 2009 - Ranked No. 3 2008 - Ranked No. 2 2007 - Ranked No. 2

2006 - Ranked No. 1 2005 - Ranked No. 2 2004 - Ranked No. 3 2003 - Ranked No. 3 2002 - Ranked No. 2 2001 - Ranked No. 2 2000 - Ranked No. 2 1999 - Ranked No. 3 1998 - Ranked No. 3 1997 - Ranked No. 3

• Development Testing

Professor In Charge

Professor In Charge, Associate Professor

310A Keller Building , University Park, PA, 16802

Email: [email protected]

Phone: 814-865-1876

Graduate Staff Assistant

Academic Program Coordinator

301 Keller Building , University Park, PA, 16802

Phone: 814-863-0095

Closing the skills gap: Creating workforce-development programs that work for everyone

“The land of opportunity”— that is the promise of the United States. And one of the reasons the country has been able to deliver on that promise is that it has been able to develop the talent it needs to create wealth and to adapt to ever-changing economic realities. But there are concerns that the United States can and should be doing better. This will require policies and actions on many fronts, for example on trade, taxation, regulation, education, and fiscal and monetary policy. In this article, we focus on a single subject: preparing people without college degrees for jobs with promising career paths. The need, for both business and society, is clear.

Stay current on your favorite topics

On the one hand, almost 40 percent of American employers say they cannot find people with the skills they need, even for entry-level jobs. Almost 60 percent complain of lack of preparation, even for entry-level jobs. On the other hand, this “skills gap” represents a massive pool of untapped talent, and it has dire consequences, including economic underperformance, social unrest, and individual despair.

The skills gap takes different forms. In some cases, it is a matter of youth struggling to enter the workforce; in others, it is midcareer learners who have lost their jobs because of factory closings or layoffs, and who now must adapt. Whatever the circumstance, when people are disconnected from the workplace, they often disconnect from other social institutions as well. This is not healthy—neither for those left out nor for the societies in which they live.

Recognizing the importance of this subject, McKinsey has done extensive research on global workforce-development programs and economic strategies. 1 1. Dominic Barton, Diana Farrell, and Mona Mourshed, “ Education to employment: Designing a system that works ,” January 2013. We have also worked with a number of state, local, and national governments.

So based on our research and experience, we have identified five principles that we believe should be the foundation of workforce-development programs—for funders, participants, and employers (Exhibit 1).

1. Define geographic assets and identify target professions. To get where they want to go, state and local agencies need to know where they are starting. Even at the local level, economies are complicated.

Would you like to learn more about our Social Sector Practice ?

The most promising approach, then, is to identify sectors with high growth potential where there are shortages or a high turnover of workers. Governments should conduct job-market analyses to identify each area’s distinctive attributes and supply-and-demand dynamics, as well as the current state of the workforce. This means looking at posted job vacancies, public infrastructure investment, demographics, local university-research commercialization, venture-capital spending, and regulation. The analysis should be done at the city and regional levels, and then buttressed by interviews with major companies in the area.

We have found the best workforce-development solutions happen when leading employers come together to address the talent problem for an entire sector. Assuming there are no antitrust issues, such collaborations can be attractive to industry competitors because the training costs are shared and the risk of poaching is limited. Such efforts typically take three forms: down a supply chain, with an anchor company taking the lead in encouraging its suppliers to participate; by a functional profession (for example, mechatronics) that is in demand by employers in different industries in the same location; and by sector, with competitors collaborating because they all face the same talent problem. One example of the latter is the Automotive Manufacturing Technical Education Collaborative, which includes 19 automotive companies and 26 community colleges in 13 states.

In addition, government must ask itself whether it has the capabilities to meet the needs of businesses. This can be done simply—ask. Then, based on the responses, work with industry leaders, education providers, government agencies, and trade associations to identify the highest priorities on which to focus.

Successful economic-development efforts develop long-term strategies and make investment decisions based on hard data. A clear-eyed view allows decisions to be made based on a region’s actual strengths, and avoids chasing economic-development fads where there is no basis for competitive advantage. The advice is ancient, but pertinent: know thyself.

2. Deliver ROI to employers and workers. Hard evidence of return on investment (ROI) for workforce-development programs is scarce, for both employers and workers. That lack of proof is why many employers are reluctant to participate in workforce programs, much less to pay for them. Therefore, metrics that link such programs to business performance should be tracked, including the cost of program recruitment and training, employer productivity and quality outcomes, retention, and speed to promotion.

Recent federal legislation, known as the Workforce Innovation and Opportunity Act (WIOA), aims to make the workforce-development system more outcome driven and to emphasize training that leads to jobs. Gathering employer ROI data is not only important for employers but can also help local agencies meet WIOA requirements.

If the ROI case can be proved, our research and experience shows that employers are willing to pay for training programs—up to 15 percent (or roughly two months) of the employee’s annual salary, on average. In areas of extreme scarcity, they will do much more. Apprenticeship 2000, a consortium based in Charlotte, North Carolina, comprises eight manufacturers that collaborate with the local community college on a mechatronics apprenticeship. It costs members $175,000 per candidate over four years.

With respect to participants, few employment programs gather evidence of effectiveness. Some track job placement at completion, or retention after one to three months. Few programs, however, follow a range of metrics to show potential participants that their investment in time and effort will pay off with personal and financial well-being. No wonder many job-training candidates are wary. Successful programs, in contrast, can show candidates evidence that the program will place them in jobs with a future after finishing the course.

Once on the job, metrics to track include the income of program graduates before and after completion, continued employment, job promotion, and reliance on public support. These findings can help reveal what works—and just as important—what doesn’t. Programs that fall short can then be cut in favor of those that succeed.

3. Support comprehensive, demand-driven training methods. Local, state, and federal agencies have made numerous efforts to work with businesses, regional groups, education providers, and other stakeholders to deliver effective job training. Some training programs are excellent—others, not so much. Evidence does exist, however, of models that work in a variety of industry and regional contexts (Exhibit 2).

In successful programs, employers are involved from the start and guarantee interviews for graduates. Once providers decide which sectors and which high-scarcity or high-turnover professions to pursue, the next step is to shadow employees on the job in those professions. The goal is to identify which activities most differentiate high from low performers and to translate this insight into training for the right technical, behavioral, and mind-set skills which include attributes such as punctuality, diligence, and follow-through). Such observation is important, because our experience is that many employers are unable to accurately describe which skills matter most, leading to errors in program design.

In delivering training, one proven approach is to provide two- to three-month “boot camps.” During the boot camp, competency is assessed regularly, based on actual demonstrations. Employers collaborate with the training providers and can offer their staff as trainers. The boot camp must be practical, including in-person simulations, on-site apprenticeships, and “serious games” customized to the workplace, where learners can play virtually and repeatedly. Programs need to have a strong in-person component to deliver the necessary dosage of intensive practice and to build the trust that allows providers to support learners—many of whom face multiple life challenges. At the same time, technology-based solutions, such as online applications, mobile apps that track learner performance, and digital workplace simulations can significantly increase the efficiency and effectiveness of these in-person programs.

To reach the people who need these programs most—meaning those at risk of being disconnected from the workforce because of background or education—accessibility is critical. Meeting their needs for transportation or child care during the boot camp, for example, helps make it possible for them to succeed. Programs that respond to these needs see higher completion rates. Some go even further, providing postgraduate mentorship for the first few months on the job, which is the period of greatest vulnerability. If individuals can make it through the first three months on the job, the odds of them continuing to thrive professionally and personally rise significantly.

Education to employment: Designing a system that works

4. Assess and prepare learners before they start training. Programs need to start by ensuring that learners are ready to train for the professions to which they apply. For example, they must be able to meet job-licensing requirements, such as having a high-school diploma, or pass a background check or a drug test; they also need to show job-appropriate literacy and numeracy levels.

Once this basic screening is done, there are ways to improve retention in the program and in the job. One is simple: make sure that people know what the job is before they start the training. This explanation must cover both positive and negative aspects, and might include things such as showing videos, hosting discussions of a “day in the life” with workers, and spending time at the job site. Someone training to be a certified nursing assistant, for example, needs to know that the position can be physically demanding and requires shift work.

When people understand what it takes to succeed at a given job, they are more likely to choose one that is right for them. That, in turn, improves program completion, job placement, and retention. It also ensures that program resources are spent on those who are most likely to benefit.

5. Coordinate the workforce-development process centrally. Estimated spending on US workforce-development programs for those not going to four-year colleges—everything from federal and state jobs programs, workforce training and certifications, community college, and employer training—is at least $300 billion a year. 2 2. Anthony P. Carnevale, Artem Gulish, and Jeff Strohl, College is just the beginning: Employers’ role in the $1.1 trillion postsecondary education and training system (PDF–482KB), Georgetown University Center on Education and the Workforce, 2015. Most programs, however, are deployed in isolation and are not integrated with other services deployed by other entities. For example, a common scenario is that responsibility lies in different places: job training lies with the state’s workforce department, child care and food assistance lies with the social services, and mentorship support lies with a local philanthropy or not for profit. All these components are essential to the learner’s success in completing the training, finding a job, and then succeeding at it. Such tight complementarity of service delivery to learners, however, rarely occurs.

State governments can deploy three strategies to ensure effective use of resources. First, have a clear view of all funding and efforts available for target learner segments and professions in a given location, and coordinate these to deliver holistic services to learners. Second, establish a set of outcomes and performance-management processes in which learner employment within 30 days of program completion, retention on the job, and income increases lie at the heart. Finally, ensure the provision of human, technology, and data-analytics capacity for program delivery that supports learners.

State and local public agencies want to help their citizens succeed. To do so, one priority is to better use the considerable resources that are available, by coordinating the mishmash of funding that now flows through numerous departments and agencies. A second is to improve job outcomes for program participants and employers in the WIOA context. A third is to do so on a large scale and at reasonable cost. There are proven ways to do this that benefit individual workers, companies, and the economy as a whole. By investing in talent in this way, governments and businesses will also be reinvesting in the American dream.

Martha Laboissiere is a senior expert in McKinsey’s San Francisco office, and Mona Mourshed is a senior partner in the Washington, DC, office.

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Bridging the gap between education and employment: Community college and beyond

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The pandemic underscored an urgent need: The best-educated workers are prospering, but too many others are being left behind. To address this challenge, community colleges can be rich resources for educating the higher-skilled workers that industry is now demanding. However, schools, working with employers and policymakers, must do more to bridge the gap between education and employment.

This July, in a statewide effort to build new education models for advanced skills, MIT Open Learning and MassBridge hosted “Bridging the Education/Workforce Gap: Community College and Beyond,” a two-day conference with thought leaders from all parts of the education-workforce equation to explore how to expand and create new training opportunities that prepare students for quality jobs. Building on new models discussed in a recent MIT study ( MassBridge Advanced Manufacturing Education Benchmark Report ), speakers shared further ideas on how to bridge that gap between education and employment across many different sectors.

Throughout the conference, some common themes emerged:

• The workforce needs agile learners who can upskill easily.
• Industry needs change rapidly, so training programs need to adapt accordingly.
• Partnerships with employers in the industry are key.
• Courses, apprenticeships, and credentialing need to be accessible to all learners.

Day 1: Education perspectives

On the first day of programming, professionals from community colleges, state government, and industry recognized the growing need for adaptable workforce training programs at both the entry level and the incumbent worker level, which will require strong partnerships between educational programs and employers. George Westerman, senior lecturer at the MIT Sloan School of Management and a principal research scientist at J-WEL Workforce Learning, says “We need a new model for employers to help create the workers they need, rather than trying to find them.” A flexible hybrid online/in-person model would allow a wider range of students to access and complete these programs. Training programs should emphasize “ human skills ” that workers will still be able to leverage even as hard skills evolve.

In “The Changing Face of Community College Education,” panelists who work at community colleges discussed the growing demand for incumbent worker training and fast-tracked entry-level workforce training. Repackaging curricula with tangible milestones such as “stackable credentials”  would accelerate the path to a degree for part-time students, they said. Focusing on “credentials of value” can embed employer needs from local industry in courses.

Moderated by Bob LePage, Massachusetts assistant secretary for career education, a panel on the role of education policy focused on the opportunities to rebuild and modernize the education system. The pandemic has shown that a hybrid education approach could be an equitable strategy that combines the best of digital access and hands-on activities to accelerate student learning. Beyond the classroom, schools need scalable work-based learning opportunities beyond registered apprentices. Federal and state policymakers are also looking to embed industry partnerships into the traditional degree model, speakers said.

In “A Cross-industry Look at Education Needs,” panelists from Mass Tech College and University, Beth Israel Deaconess Medical Center, the University of Massachusetts, and the University of Pittsburgh Medical Center discussed the challenges of finding qualified candidates for technical jobs. They envisioned a system for incentivizing these difficult-to-fill positions by partnering with community colleges to offer short-term training for lower-wage workers. By training the existing workforce, employers can better evolve to fit their own needs.

A keynote presentation from Bill Bonvillian, senior director of special projects at MIT Open Learning and lecturer at MIT, and Sanjay Sarma, vice president for open learning, focused on the high labor nonparticipation rates that have been building over the last 15 years and exacerbated by the pandemic. Recent reports show millions of higher-skilled jobs are going unfilled because we lack the workforce education system to train those who can fill them. The labor market information chain is broken: Workers don’t know what skills they need, educators don’t know what skills to educate for, and employers don’t know what skills workers have. “The social contract of universities has to change,” Sarma said. “Ideally, such a contract would provide “a holistic education to people who need it in the workforce.”

Drawing from Bonvillian and Sarma's recent book " Workforce Education ," Bonvillian offered recommendations for new delivery models of training, such as breaking down the work/learning barrier with more apprenticeships; creating “trifecta” programs at community colleges that reach high school students, community college students, and incumbent workers; implementing short courses that lead to certificates and degrees for students who are already in the workforce and have time restraints; and integrating federal programs at the state level. Bonvillian said, “Designing programs that complement each other ... blurring the line between degrees and credentials, filling gaps where Pell grants don't help on workforce needs — these are all programs that have come right out of those combined education-industry efforts.”

Day 2: Industry, government, and student perspectives

Workers of the future will need to be trained in digital literacy, hands-on abilities, and critical thinking. Speakers on the second day of programming indicated a strong drive, persistence, and curiosity from community college students that can be fostered through targeted training programs.

In the panel “Up and Coming,” MIT mechanical engineering lecturer John Liu moderated a conversation with a group of current and former community college students who returned to school after a stint in the workforce to pursue training in another field. Their motivations ranged from pursuing their passions to helping others to creating a more stable future for themselves. One panelist, Mussie Demisse, was a former Bunker Hill Community College student who went on to graduate with a bachelor’s degree from MIT . Demisse said the MassHire program, which supports student success through state funding and industry involvement via individual coaching and internships, “aligned their goals with mine for my betterment, and that made it easier for me to align my goals with them.”

Keynote speaker Celeste Carter, lead program director for advanced technological education at the National Science Foundation (NSF), shared how the NSF developed a program that looked at innovative strategies to educate the skilled technical workforce. Carter said communication with students is hugely important to training programs. “There’s a lot of curiosity, a lot of persistence, a lot of really smart people at two-year institutions. We need to take advantage of it,” she said.

In a panel on statewide agency and collaboration, statewide education leaders who work for different institutions in different states shared how they have seen similar successes through partnerships, listening, and flexibility. Panelists said it’s important to have a flexible program structure that can adapt to these evolving needs of employers and students. Amy Firestone of Apprentice Carolina and South Carolina’s Technical College System shared how their “3D process” (which stands for “discovery, design, and delivery”) informed their program.

Crossing organizational boundaries

Across two days of panel discussions, educators, policymakers, industry leaders, and students spoke to the success of partnerships between educational institutions and employers. If employers have a vested interest in the outcomes of training programs, students will be trained with the current needs of their industries in mind, and will be better prepared for the workforce upon graduation, they said.

"One word we heard a lot during this conference is “partnership,” and that’s so important,” says Westerman. “Because we have a gap, and you can't cross this gap on your own. We all know that crossing organizational boundaries is an unnatural act, and so we all have to find ways to get across there."

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Master of Education (M.Ed.) in Workforce Education

Vocational education should serve the students, and they should be able to transition into a full career of their choice.

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Earning your M.Ed. in Workforce Education is invaluable if you teach in a public school, a technical college or work in business and industry. This degree will provide you with the expertise to guide student learning in career and technical education for both academic and industry settings. The online Master of Education in Workforce Education program addresses the current skills you need to manage careers within a global economy, cultivate work ethic and communication skills, and develop capacity for innovation.

Offered through the  Mary Frances Early College of Education , the University of Georgia’s online Master of Education in Workforce Education is designed for individuals who have completed a bachelor’s degree in education with a specialization in an area of Career and Technical Education (CTE) such as Agricultural, Business, Engineering and Technology, Family and Consumer Sciences, Health Science Technology, Marketing or Trade and Industrial Education. The online Master of Education in Workforce Education program is approved by the Georgia Professional Standards Commission. 

University of Georgia online Master’s in Education programs are ranked #7 in the nation by  U.S. News & World Report   in 2023. 

Accreditations

The University of Georgia is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, master’s, specialist, and doctoral degrees. The University of Georgia also may offer credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of the University of Georgia may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website ( www.sacscoc.org ).

Credit and Transfer

Total Hours Required to Earn Degree:  36 (credit hours)

Maximum Hours Transferable into Program: 6

With proper approval, six semester hours of graduate credit may be transferred onto the student’s program of study. A request for transfer of credit cannot be made until a student has been admitted at UGA as a prospective candidate for a degree. The transfer credit must be included on the program of study.

Courses to be transferred onto a graduate student transcript must meet the following requirements: taken at an accredited institution, falls within the 6-year course time limit, received a grade of B or better, and not used to fulfill requirements for another degree.

Online Master of Education in Workforce Education Admission Requirements

Prospective candidates for the Online Master of Education in Workforce Education must hold a baccalaureate degree from an accredited college or university, preferably within a Career and Technical Education area however, other academic backgrounds will also be considered.  Admissions are evaluated holistically, and recommendations for admission are based on an applicant’s qualifications, recommendations, statement, match with faculty interests, and the program’s capacity. 

Among other indicators of academic promise, candidates should possess:

• A strong undergraduate GPA with usual acceptance being 3.0 or higher.

Students applying to The University of Georgia must be accepted by the  Graduate School . Persons holding a bachelor’s degree from any institution accredited by the proper regional accrediting association are eligible to apply for admission to the Graduate School.

Online Master of Education in Workforce Education Application Checklist

• Application  – Submit the  Graduate School Admissions  online. Application fee: $75 Domestic/$100 International
• Select Campus  – Online
• Select Intended Program  – MED, Workforce Education (Career and Info Studies)[MED_WKED_ONL]
• GRE or MAT (The GRE and MAT tests are waived for this program)
• International applicants must also submit TOEFL or IELTS scores.
• Statement of Purpose  – Submit a one-page statement of purpose online to the Graduate School. The statement of intent should clarify the candidate’s relevant background, interests, and goals in relation to the program.
• Résumé or curriculum vita  – Upload to the Graduate School application.
• Transcripts  – Submit unofficial transcripts from all institutions attended as part of the Graduate School application. Send official transcripts after you are offered admission.
• Letters of Recommendation  –  Submit three letters of recommendation online to graduate school. Letters should be from individuals who can evaluate the applicant’s scholarly ability and potential for success in a graduate program. Preferably at least two of them are from faculty who have instructed the applicant in a previous program of study. The application will prompt your recommenders to submit their letters electronically.

Domestic Applicants 

• Fall:  July 1
• Spring:  November 15
• Summer:  May 1

International Applicants

• Fall:  April 15
• Spring:  October 15
• Summer:  February 15

Tuition & Fees

Tuition rates and student fees may change each year.

Based on the 2024-25 credit-hour cost, a person who had completed this program at the recommended pace would have paid $23,220 in tuition. Reference  this sheet  to identify the current credit hour rate for your program of interest.

Please use the Estimated Cost Calculator on the Bursar’s Office website to calculate one academic (Fall/Spring) year’s tuition. 

This program is an E-Rate program, so choose “yes” for the E-Rate line item within the calculator.

Fees for those students enrolled in exclusively online programs are $411 per semester. 

Potential additional costs include:

• Exam proctoring fees
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The complete cost of attendance can be found at  https://osfa.uga.edu/costs/ .

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Visit the  Office of Student Financial Aid  for information about financial assistance.

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The purpose of TAP is to foster the professional growth and development of eligible employees. For more information, see  Tuition Assistance  (refer to the Distance Learning section). 

Technology Requirements

• Computer with current operating system (Windows, Mac, or Linux). Additional peripherals such as webcam, headphones, and microphone are required.
• High-speed internet access.

Online Master of Education in Workforce Education Program Structure

This fully online Master of Education in Workforce Education program requires a minimum of 36 credit hours, consisting of 12, 3 semester-hour courses. Two courses are recommended each academic term (including summers).  Students are assigned an academic advisor who will advise them by telephone and/or e-mail.

Course Sequence (potential course options)

WFED 6990E – Basic Research Methods

WFED 6200E – Introduction to International Workforce Education

WFED 7560E – Diversity in Workforce Education & Work

WFED 6100E – Career Development

WFED 8000E – Technology in the Workplace

WFED 7090E – Critical Issues in Workforce Education

EDIT 6170E   – Instructional Design

WFED 8050E – Understanding the Global Marketplace

EMKT 6120E – Human Resource Foundations in Work-Based Education

ETES 7010E – Technology & Society

WFED 8320E – Innovation in Workforce Education

EBUS 6010E – Business Communication

This program is designed for professional development or advancement in a professionally licensed job and is designed for certified practitioners in this field, but is not intended to lead to initial certification. 

An enrollment coach will contact you to determine your circumstances and ensure that this program will be effective for you.

Additional information and disclosures regarding state licensure for professional practice in this field can be found at the  UGA Licensure Disclosure Portal.

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US News Ranks UGA Online Programs Among Nation’s Best

U.S. News & World Report released their 2024 Best Online Programs rankings with several of the University of Georgia online programs in the top 10.

Student Profile: Whitney Van Atta’s Master’s in Workforce Ed Will Help Her Career Path Transition

Whitney Van Atta thought she had her career planned out when she graduated from Georgia Southern with a degree in business with an emphasis in marketing. However, Van Atta quickly realized that being directly in the business world was not for her. She worked in marketing for a bit, working for a sports social networking company and a trade show company. But it just wasn’t for her. She needed something else, and she found that in the Master of Education in Workforce Ed online program through the University of Georgia.

UGA Nationally Reaffirmed as a Top Military School

Once again, the University of Georgia has been nationally reaffirmed in 2016 as Military Friendly, Best for Vets and a Top Military College/University. Since the establishment of the Student Veterans Resource Center (SVRC) in the spring of 2013, UGA has made significant progress in connecting student veterans to one another, as well as to campus and community resources. UGA continues to maintain active affiliation with both the Student Veterans of America and the Got Your Six campaign, where faculty and staff attend a training session to become certified as veteran-friendly.

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“I chose UGA to achieve my online degree because they offered workforce education, and I wanted to teach high school, business classes. There aren’t a lot of schools that offer this program. After volunteering with a group of high school students, I realized I wasn’t happy in the 9-to-5 business world, what made me happy was seeing students grow, mature, and figure out who they want to be.” Whitney Van Atta , ’16

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America Needs a New Workforce Education System

Developing large-scale workforce education programs that enable workers to advance or change industries will not only reduce income inequality, but also support domestic innovation..

The American dream promised that if you worked hard, you could move up, with well-paying, working-class jobs providing a gateway to an ever-growing middle class. Today, however, the nation is seeing increasing inequality rather than economic convergence. Technological advances, combined with profound labor market shifts during the pandemic, are putting quality jobs out of reach for workers who lack the proper skills and training. One of the best ways to address this challenge is to improve workforce education.

Learning on the job has, of course, long been a feature of most occupations. But developing formal programs that allow most workers to advance from their current position or to even change industries has not been a priority for decades. Yet both research and practical experience have shown that such programs, designed to improve skills and education over the course of an employee’s work life, are precisely what is needed. Not just any jobs program will do. They must be carefully focused, flexible enough to meet emerging needs, and tailored to lifelong learning. Failure to meet these requirements could consign millions of workers to dead-end jobs during their most productive years.

The benefits of developing large-scale programs for workforce education will extend beyond the already considerable ones of addressing inequality. A more skilled workforce also contributes to innovation. Industrial policy in the United States has largely focused on two preproduction tasks aimed at earlier-stage innovation: support for agencies funding academic and lab research and development, and support for industry R&D through the federal R&D tax credit. But there hasn’t been a complementary workforce education thrust. Indeed, many economists view science and engineering at the college and graduate school levels as the principal educational key to future growth. Yet as innovation diffuses into production—be it robotic welding or new coating technologies—R&D has proven to be not the only educational need. A skilled technical workforce has an innovation role as well—in programming the robotic welders, for example, and in improving the coating technologies.

THE SOCIAL DISRUPTION IS REAL

Overall, job opportunities for high school graduates have shrunk significantly in recent years. For example, the share of men of prime working age with no college experience who are not working at all reached 18% in 2013. At the same time, median income for men who had not completed high school fell by 20% between 1990 and 2013 and by 13% for those with a high school diploma or some college. In a country that prides itself on its social mobility, this was a clear signal of a loss to middle-income ranks and of growing social inequality, as well as a harbinger of a postindustrial backlash.

A closer look at two sectors—manufacturing and retail—reveals the turmoil. Historically, manufacturing has been an important middle-class pathway for high school educated males—including African Americans and Hispanic Americans. From 2000 to 2010, however, manufacturing employment fell by 5.8 million jobs (or almost a third), from 17.3 million to 11.5 million. And by 2015, it had recovered to only about 12 million jobs, where it remains.

Retail, which often offers a first job or a job of refuge, is in trouble as well, as stores, malls, and entire chains have closed over the past decade. First, the extraordinary expansion in the second half of the 20th century crashed against the 2008 financial crunch. Then the disruptive growth of online ordering accelerated a decline in in-person retail even further. Warehousing positions offset some of this job loss, but they went to different people—female store clerks weren’t hired to do heavy lifting in warehouses. Fifteen million people were employed in retail trades at the beginning of 2020. Then the coronavirus hit.

The pandemic has been a shock not just to retail but to much of the system. The volume of jobs lost has been dramatic. Restaurants lost 5.5 million jobs in April 2020, then reopenings during the summer let the industry regain some jobs, only to lose them again with the spike in infections during the fall. Similarly, retail lost 2.3 million store jobs in April, rebounded by a million jobs by June, but by fall the job numbers were falling again. In travel and tourism, 35% of the jobs have been lost since February 2020. These aren’t the only hard-hit sectors, but they are big ones. Many jobs in retail, the restaurant industry, tourism, and travel won’t be coming back: bankruptcies are already climbing. Millions of workers in these sectors will be stranded.

This latest disruption will make American economic inequality even worse than it was before the pandemic. Workers from hard-hit sectors will need to shift to new sectors where there will be jobs. And to thrive, they must get not just any job but quality jobs. While lower-end services jobs had been growing as the middle class thinned out, new Labor Department data show the coronavirus has now hit that sector, so job openings will tend to require higher skills.

Opportunities exist. Health care, for example, is embracing suites of new technologies that will require skilled technologists at good pay. Manufacturing and utilities have aging workforces that will require millions of new workers in coming years, albeit for increasingly skilled jobs. The trick to minimizing further disruption will be to provide the skills and training needed to educate and shape the current worker pool.

WANTED: WORKER SKILLS AND HUMAN SKILLS

The United States was the first nation to develop mass higher education programs, and we used them as an engine for innovation as well as economic and social mobility. The high school degree was once the acceptable basic credential, but has since been displaced. A college degree is now the key differentiator for economic well-being.

Higher education is also a complex, established “legacy” sector, reluctant to change and adapt its operating modes to fit new needs. Although many of the necessary prerequisites are disconnected from actual job and life skills, college degrees have become a default credential for employers because there are no others that are as widely accepted and used.

Business requires new skills, particularly in information technology, so the workforce as a whole requires upskilling—current workers as well as incoming college graduates and those without college degrees. And yet universities have not embraced or contributed to these workforce developments.

Herein lies an opportunity for institutions of higher learning, particularly at a time when they themselves face increasing financial pressure: they can offer more career-related skills in addition to what they teach now. This approach may enable them to reach beyond their current declining demographic of 18- to 26-year-olds. Some critics have worried that this shift might erode liberal art traditions. We argue the opposite: in fact “human skills” such as critical thinking, creativity, writing, and communicating are in high demand, and can flourish in this new configuration.

Unlike many European nations, the United States never built a comprehensive workforce education system. So perhaps it comes as no surprise that current programs lack the proper focus, are small in scale, and siloed from each other. The Department of Labor’s training programs don’t reach the oncoming higher technical skills or help incumbent workers acquire them. In turn, the Department of Education’s programs tend to target college, not workforce education, and don’t mesh with the Labor programs. With the exception of a few states, such as Massachusetts, the vocational education system in high schools has largely been dismantled. And community colleges, which could provide advanced training in emerging fields, are largely underfunded—not to mention that their completion rates hover around a third.

Most colleges and universities don’t see workforce education as their bailiwick and so aren’t linked to the other participants in the system. Overall, the education system is disconnected from the workplace, and a system for lifelong learning is missing. In addition, the existing workforce education system operates at too small a scale to meet the growing demand. The system needs not only reforms but also the ability to reach many more people, more effectively. Online education is one tool that can help with the scale-up—if applied correctly.   Addressing these problems should help to reduce economic inequality and deepen our capacity for innovation.

THE NEW COMMUNITY COLLEGE TRY

Community colleges could become the cornerstone of a robust, much-needed workplace education system. A number of these institutions, some highlighted below, have already begun to show the way. They will all need additional building blocks, however, to achieve the necessary scale and flexibility of offerings.

Asnuntuck Community College is in the middle of an aerospace industry corridor along the Connecticut River Valley. It has developed advanced manufacturing certificate programs, using a new state-supported, state-of-the-manufacturing-art equipment center. Enrollees include not only its own students, but also high school students as well as workers at area companies, small and large.

Valencia College in Florida set out to reach a large economic underclass stuck in low-end, low-paid, part-time service jobs. It tailored various short programs to help students quickly get on a career ladder leading to secure jobs with benefits that can support families. Each program lasted 10 to 22 weeks, five days per week for eight hours a day. Valencia offered industry-standard certificates in advanced manufacturing, construction, heavy equipment, logistics, and health care fields. Importantly, these certificates could be stacked for multiple, certified complementary skills and credits toward a Valencia associate degree.

Trident Technical College in Charleston, South Carolina, worked with area firms and the state’s Chamber of Commerce to develop a new youth apprenticeship program beginning in the junior year of high school. Students employed by participating companies go to high school classes in the morning, where they must take math and science, to the college at midday for technical courses, and to their sponsoring company for well-paying jobs in afternoons. This takes them out of a sometimes-disruptive high school culture into higher-expectation environments. By tearing down the wall between learning and work, the program places entry-level workers on a path to quality jobs and education.

Elsewhere, the US military has pioneered efforts to teach hands-on skills through virtual and augmented reality. The Navy’s Training Systems Division in Florida, for example, has developed programs that use online simulations run on touch screens and high-end gaming computers. The Navy is now shifting a substantial amount of its training for advanced equipment on ships, submarines, and at air bases into these online systems.

KEY FOUNDATIONS

Several elements are common to the most successful programs for workplace education. They include:

• Forming short programs . Programs focused on technical skills should typically run for 10 to 20 weeks. People who have been in the workforce won’t be able to take off time for two- or four-year degrees; they have families to support and obligations to meet.
• Embracing credentialing.  Programs should provide certificates for specific groups of related skills, based on demonstrated competencies. These should be stacked toward college degrees and credits, which remain the most broadly recognized credentials.
• Supporting competency-based education . Programs should be organized around demonstrated skills broken down into particular competencies, unlike today’s education that is based on an agricultural calendar and standard completion times. If students show the skill competency, they get the certificate, regardless of how long they have spent in the program. This can cut time in school and student costs, and reward practical experience.
• Developing appropriate online education.  Online modules will be critical if workforce education is going to scale up to meet postpandemic needs. And yet online education can’t replace effective instructors or hands-on work with actual equipment. Online education is best suited to conveying and assessing the foundational information behind the skills.
• Breaking down the work/learn barrier . Programs should be linked to industry, as today’s schools have become too disconnected from the workplace. Linkage programs in the form of apprenticeships, internships, and cooperative programs are needed to get students into the workplace, earning money while they build skills. At the same time, they can make a direct connection between the competencies they must learn for greater job opportunities.
• Improving completion rates . Completion rates at community colleges should be at least 70%, up from the 30% rate at many of them today. Frustration with required remedial prep courses leads many students to drop out. Successful programs have found one solution in integrating the supportive course work into students’ study program for career skills so they can clearly see how the remedial work is relevant to their career opportunities.
• Embedding industry-recognized credentials into educational programs . Many employers want the assurance of skill knowledge that a credential approved and accepted by industry provides. It creates an additional and parallel pathway to help students toward employment. It also ensures that academic programs are relevant to actual industry needs.

The latest research on workforce education is quite clear. Federal resources need to scale up. States, with backing from federal education funds, must implement the new strategies outlined above. Some states and employers, and the community colleges they work with, are starting to embrace these steps. The workforce disruption from the pandemic could be a driver that forces further action. A more equitable and innovative future is possible, provided we leave our previously scattershot approaches behind.

This story was originally published in Issues in Science and Technology on March 9, 2021.

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What is a Workforce Education?

A workforce education means programs that train, develop, and sustain essential career skills . Those enrolled in workforce education can be high school or college students, employees, prospective employees, and individuals across any industry looking to add skills . Community colleges and technical schools lead the way in quality, affordable access to valuable workforce education. 

Workforce education is typically a comprehensive approach and collaborative effort on behalf of community organizations, educators, employees, funding agencies, and local and regional companies to connect people to employment opportunities.   

Combining in-demand employment skills with students’ career interests, flexible workforce education programs fit into busy lives, develop leadership capacities, and provide excellent practical experience for their future careers.   

Credit Programs . Community Colleges offer Certificates and Associate degrees in majors that match your local job market’s needs. We call these workforce programs and sometimes refer to them as Career and Technical programs. Here are some points to help you decide if they are right for you.  

• These programs lead to good jobs —a job that pays family-sustaining earnings. Manufacturing, IT and Healthcare are good choices if you want to make $35K – $50K when you get out. 
• Students completing these programs are in high demand. Colleges work with local businesses and industry leaders and build these programs with the local economy in mind. That means you don’t have to move to move up in the world. 
• Many of these programs transfer to a four-year college. Remember, these are credit programs.   Many four-year colleges have stepped up and now have transfer pathways for workforce degrees. They are primarily in business and management fields; in case you aspire to work in a management role or want to start your own company. 
• Many of these programs stack credentials. For example, if you want to get your associates in computer programming, you’ll likely be earning IT certifications along the way. When you graduate, you will have lots of things to talk about in an interview. 
• Credit workforce programs can lead to very high paying jobs.   Majors matter, but if you get into the right field, your two-year degree can take you into a great career with the pay to match.  
• Practice work environments. Colleges partner with different businesses and industries to provide you with internships, apprenticeships, and practice learning environments.  
• Faculty are seasoned employees. Workforce faculty have long careers doing what they are teaching. Some are still working, and others are looking for a way to give back to their communities. They will help you learn and help you find a job. 
• Credit programs open the doors to more financial aid. There are lots of options at community college, but credit programs require admission to the college, and open you up to receiving Pell grants, State Aid, scholarships, and other financial aid opportunities. 
• Being in a workforce program gives you an instant relationship with employers . Community colleges have done much of the networking for you. Your degree signals to employers that you know what you’re doing, and you’re ready. 

Non-Credit Programs . These are less known, but a major part of what community colleges do with and for businesses in your community. Here’s how they work:

• Skill up. Sometimes you already have a degree, and you just want a skill (or two) so you can expand your employability footprint or qualify for a new position.  
• Get a job fast. You may be looking at a job you want that requires a few skills you don’t have yet, and once you do; you can get the job.  
• Employers want you to learn more . You might be in a job where your employer wants you to get new skills. Community colleges help by providing customized on-the-job training.
• Learn a new language. Non-credit language development can teach you English, Spanish, and sometimes, other languages as well.  
• Connections. Once you get the skills, then what? Your college helps you network by cultivating connections to employment. 
• Faculty are seasoned employees. Just like in credit programs, workforce faculty have long careers doing what they are teaching. They will help you learn and help you find a job. 

Businesses backing workforce education simultaneously support state and local innovation — growing the economy. When workforce education serves students striving to succeed within their communities, the potential for providing purpose and a better life not only extends to one person but entire populations. By addressing the skills gap and administering or enrolling in workforce education, we hold the power to advance the nation to newfound possibilities and potential. 

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Preparing America’s labor force: Workforce development programs in public community colleges

Subscribe to the brown center on education policy newsletter, adela soliz as adela soliz former brookings expert, assistant professor of higher education and public policy - vanderbilt university.

December 9, 2016

The number of short, vocational credentials earned by students at public community colleges more than doubled between 2000 and 2012.  Though there is a growing body of research suggesting that students benefit from earning these credentials, very little is known about which aspects of workforce training programs are essential for student success.  This policy paper makes use of interview data from multiple STEM-focused workforce training programs at public community colleges around the country to identify five common characteristics of successful programs.  In addition, this paper makes five policy recommendations for state policymakers and community college leaders who seek to develop successful workforce training programs: 1. They should design programs to promote students’ long-term success as well as immediate labor market outcomes, 2. Colleges leaders should create incentives for the academic and vocational sides of community colleges to work together, 3. Colleges should gather detailed program data and link it to student record data in order to evaluate new programs, 4. States should provide sustainable sources of funding for these programs so they do not have to rely on grants and outside resources, and 5. States should incentivize some third party, such as local chambers of commerce, to facilitate relationships between colleges and local industry.

• 38 min read

Introduction

Some scholars predict that by 2018 the United States will be short three million college graduates (Carnevale, Smith, and Strohl, 2010).  The conversation among the higher education policy community has shifted from a focus on college enrollment to concerns about college completion.  Perhaps partly in response to growing concerns about an insufficiently educated labor force and low rates of college completion, there has been a large growth in short, vocationally-oriented credential programs at public community colleges over the past decade and a half.

In fact, the number of short vocational credentials 1  awarded by Title-IV eligible, public community colleges grew by 109 percent between 2000 and 2012 (author’s calculations using IPEDS).  These programs require less than the two years of full-time study required for an associate degree and result in a certificate (in some states some of these credentials are referred to as diplomas). These credentials may be long-term certificates (which require at least one year of full-time study, but less than two years) or short-term certificates (which require less than one year of full-time st

udy).  These certificates are offered in many different fields including nursing, commercial vehicle operations, law enforcement, and business.  Many of them are awarded in science, technology, engineering and math (STEM) fields including health care-related fields and advanced manufacturing. However, very little is known about these programs.  Though there is an emerging literature exploring the economic returns for students who earn these credentials, many questions remain.

Ex ante, it is unclear whether students would benefit from enrolling in these types of short, vocational credential programs.  On the one hand, these credentials could be tightly coupled with local labor market needs and provide students with tangible skills that could help them get jobs.  On the other hand, these short programs of study could leave students with a credential that means little to employers and offer them no clear avenue to additional schooling. The rapid growth in short- and long-term certificates awarded by public community colleges may be a positive development, but these credentials must be thoughtfully designed if they are to have any hope of improving students’ labor market outcomes or their access to further education.

This policy report is about STEM-focused workforce training programs at public community colleges which award these types of short, vocational credentials. The purpose of this brief is to report on research conducted to learn more about what common program components are shared across several successful workforce training programs at public community colleges across the United States.  In the next section of the report I review the literature on vocational training programs at community colleges.  This research is built around the question of whether there is an economic benefit for students participating in these programs.  However, these estimates of the economic returns to vocational credentials point to several important questions about the design of programs.  In the third section of this report, I use the data from informational interviews I conducted with community college and program leaders and developers to identify five characteristics of promising STEM-focused workforce development programs.  In section four I use what I learned from these interviews to make five policy recommendations related to the development of future workforce training programs.  The final section of this report concludes.

Background on workforce development credentials

Positive returns to vocational certificates.

Several early studies using national data showed that there are economic benefits for students earning associate degrees as well as shorter credentials from community college (Leigh and Gill, 1997; Marcotte et al., 2005; see Belfield and Bailey 2011 for a review).  Leigh and Gill (1997) make use of the National Longitudinal Survey of Youth (NLSY) to estimate the returns to education for returning adults, 2 compared to students that continue directly from high school into a degree program. Using ordinary least squares regressions controlling for previous ability, the authors find that attending a non-degree program (i.e. a certificate program) at a community college increases earnings 8 to 10 percent more for returning adults than it does for continuing students.  Studies using national data sets were the first to suggest that there may be a benefit for students earning short, vocational credentials.  However, because these programs are designed to improve students’ ability to access local labor markets, it is important to study these credentials in local contexts, using state-level data.

In one of the first studies making use of a state administrative data set to examine the economic benefits of completing short, vocational credentials, Jepsen, Troske, and Coomes (2014) makes use of data from Kentucky’s public community college system for cohorts entering in 2002 and 2003.  These authors estimate the economic returns to certificates, which are one or two semesters, diplomas, which are between one and two years of study and associate degrees which require 60-76 credits.  Using quarterly wage data for students as much as six years after entry, they find that women completing associate degrees experience a return of $2,363, per quarter, on average while men have returns of $1,484, per quarter, on average.  In percentage terms, this is a return of 56 percent, on average, for women and 24 percent, on average, for men.  Diplomas are associated with a return of $1,914, on average, for women and $1,265, on average, for men (which is 45 percent for women and 21 percent for men).  Finally, Jepsen et al. (2014) find that men and women earning certificates at public community colleges in Kentucky experience a return of approximately $300, on average, which, in percentage terms, is seven percent for women and five percent for men.

Since this study by Jepsen et al., a growing body of studies have used state longitudinal data to estimate the returns to short credentials in local contexts.  Backes et al (2014) make use of data from the Florida public higher education system and find relatively high returns to mostly technical certificate programs, and to associate of science degrees rather than associate of arts degrees.  Dadger and Trimble (2015) make use of data from public community and technical colleges in the State of Washington and find that for students earning an associate degree or longer certificate, there are positive effects on wages, hours worked, and probability of employment.  However, these authors also find that there are minimal to no effects from earning a short-term (program of study lasting less than a year) certificates.  Moreover, Dadger and Trimble (2015) find that women experience more positive effects of earning these types of credentials.  This suggests that there may be heterogeneity in returns across fields of study because most common fields of study vary by gender.

Finally, Xu and Trimble (2016) make use of state administrative data from Virginia and North Carolina to estimate the economic returns to short and long certificates from public community colleges within these state higher education systems.  They find variation across these two states in the return to certificates as well as in the effect of earning a certificate on probability of employment.  On average, they find that both short- and long-term certificates have positive impacts on earnings and probability of employment in both states.  In the case of both of these outcomes, the effect of earning a certificate is of greater magnitude in North Carolina.  The authors also examine the effect on quarterly earnings conditional on employment and find effects for only short-term certificates in Virginia and only long-term certificates in North Carolina.

Varying returns across programs and fields of study

The studies described above establish that, on average, there are labor market benefits for students who earn short, vocational credentials at public community colleges.  However, these average estimates mask heterogeneity in returns across field of study.

Backes et al. (2014) find that for students in Florida, the largest returns are for students acquiring technical skills.  They find that students earning short credentials in health, transportation, construction, manufacturing (mostly certificates), and security experience economic returns when they enter the labor market.  Stevens et al. (2015) find that in California, there are statistically significant returns to most credentials earned in health, business, engineering and industrial technology, family and consumer science, and protective services.  On the other hand, students earning credentials in IT-related fields do not experience positive returns to their degrees (Stevens et al., 2015).  In Washington State, Dadger and Trimble (2015) find that there is a large return to nursing degrees for women.  In addition, they find that there is a large return to short-term degrees in protective services for men.  Though, for women, on average, the returns to long-term certificates are higher than the returns to associate degrees, there are positive returns to associate degree across fields, whereas the positive returns to the long-term certificates are driven by the large number of degrees of that type awarded in nursing or allied health (Dadger and Trimble, 2015). Xu and Trimble (2016), making use of data from Virginia and North Carolina, also disaggregate effects by program of study and program within broad field of study.  They find considerable heterogeneity within field, across states, as well as within state, across field of study.  Their most consistent finding is that there are positive returns to certificates in health-related fields (Xu and Trimble, 2016).

Xu and Trimble (2016) also make the point that, within health-related certificates, there is heterogeneity in returns across specific programs of study.  For example, there are large, positive returns to long-term certificates in “dental assisting” but returns to programs in medical office assisting are not statistically significant (Xu and Trimble, 2016).  Finally, they compare the industries in which students were employed before and after completing their certificates in order to explore the hypothesis that some of the economic returns to these programs are due to students using these certificates to move from a low to a high paying industry.  A large percent of their sample does appear to be using the certificate programs in this way.

On average, across programs, within states, completing a vocational credential at a community college is beneficial for students, particularly in some fields.

These studies demonstrate that on average, across programs, within states, completing a vocational credential at a community college is beneficial for students, particularly in some fields. However, the heterogeneity in returns across fields of study and across programs within particular fields suggest that there are additional factors, possibly related to program design or links with local labor markets that affect whether or not students benefit from earning these types of credentials from public community colleges.

Two studies provide some evidence as to how program design may affect the returns to these credentials.  Grubb (1995) demonstrates that students experience a return to their degrees only when they find work in fields related to their field of study.  In addition, Xu and Trimble (2016) disaggregate estimates, not just by field of study, but also by programs within a given field and find heterogeneity in returns across programs.  This suggests that workforce training programs are very different in their ability to produce strong returns for graduates. Why this variation exists is unclear, but programs designed around clear local labor needs and with links to local employers are plausible drivers of this observed variation.  Xu and Trimble’s (2016) finding that there is heterogeneity across program of study in the benefits students experience to earning these credentials could also be used to infer that employers place a value on community college training for some jobs but not others.

Despite this growing body of research on the effect of earning a short, vocational credential from a public community college, many questions about these training programs remain.  For example, how do specific program features mediate these benefits?  To what extent does it matter whether a training program has links with local industries?  Also, to what extent does it matter whether students earn a nationally recognized license in the process of earning a vocational credential from a community college?  Finally, how do pedagogical and curricular features of the program affect who enrolls in, completes, and benefits from these programs?

To my knowledge, only one extant study helps us understand the extent to which program design features affect whether students benefit from workforce training.  Maguire et al. (2010) study the effects on students’ labor market success of participating in one of three sectoral employment programs around the U.S.  Because this study focuses on just three programs, rather than averaging across many different programs at many different community colleges, the authors are able to identify common program elements that may contribute to student success (Maguire et al., 2010).  Maguire et al. (2010) evaluate short-term outcomes for students participating in short vocational training programs at one of three nonprofits: the Wisconsin Regional Training Partnership, Jewish Vocational Service- Boston, or Per Scholas.  Importantly, these programs are all well-established and recruit students to participate who they have determined have a high probability of success.  In addition, because these programs are run out of nonprofits, they may be more flexible and able to adapt to local labor market needs than programs at public community colleges.  Finally, it may be easier for these nonprofit programs to maintain successful relationships with local industry if they have less bureaucracy or other hurdles to overcome than most public community colleges.  The authors find positive impacts, on average, on probability of employment and wages for students who participate in training programs offered by these nonprofits.  The authors identify several characteristics of these programs that make them successful.  For example, these programs have administrative flexibility, strong relationships with local employers, they teach general skills as applied to the occupation students are preparing to enter, and they provide students with any additional support they need to finish the program and find a job.  In my research into what makes STEM-focused workforce training programs at public community colleges successful, I found many similarities between the promising programs I identified and the three programs evaluated by Maguire et al. (2010).

Components of a successful workforce development program

In order to learn more about successful STEM-focused workforce training programs at public community colleges around the U.S., I first contacted three experts in the field and asked them to recommend promising programs run by community colleges or by nonprofits with some community college connection.  I then contacted each of the program or college leaders recommended by these experts and asked for a short, 30-minute phone interview.  In the cases in which I successfully procured an interview, I asked those I spoke to if they could recommend an additional contact within their program for me to interview.  Through this “snowball” method I was able to obtain multiple perspectives into the daily functioning of several workforce training programs.

I used a semi-structured interview approach in which I started by asking interviewees to simply describe their program, 3 As they spoke I asked clarifying questions or additional questions about particularly interesting features of their program or its development, building on what interviewees brought up in the course of their general descriptions.  I also asked all of those I interviewed to explain what they thought were the keys to the success of their program as well as any obstacles they faced in the program’s development or day-to-day maintenance.  Through this approach I learned about the daily functioning of multiple different workforce training programs in public community colleges around the country.  I also gained an understanding of what makes individual programs successful from the viewpoints of the program leaders, developers, professors, and tutors who I interviewed.  What follows are five themes or commonalities I identified across programs that seem to contribute to their success.

• Successful workforce training programs at public community colleges include industry or employer engagement in curricular development.

Workforce training programs at public community colleges are often criticized for providing training that is misaligned with local labor market needs (Holzer, 2015).  Critics argue that students in these programs are trained on old equipment and graduate with outdated skills (Holzer, 2015).  In order to assure that workforce development programs at community colleges prepare students to meet the labor demands of local industries, both in terms of broad area of focus and specific technical skills, successful programs engage local employers when curriculum are being developed.

Spaulding and Martin-Caughey (2015) develop a framework for improving industry engagement with workforce training programs.  These authors start by identifying obstacles to cooperation between workforce training programs and local industries.  On the college side obstacles may include competition for funding, a lack of understanding of how to effectively engage employers and inability to adapt or change quickly (Spaulding and Martin-Caughey, 2015).  On the employer side obstacles include not seeing the value in working with community colleges if they can train their workers themselves.  Also, employers might not want to work with each other if they compete for labor and market shares (Spaulding and Martin-Caughey, 2015). In addition, cooperation between industry and local community colleges may be time intensive and difficult if there is a culture clash or the two types of organizations don’t “speak the same language.”  Employers may also have trouble working with local colleges if there is no clear process for developing the relationship.  If colleges don’t have a point of contact for local businesses, then, though businesses may try to engage with local community colleges, the right person at the college may not get the message.  Finally, administrators at the college may also be concerned about stepping on the toes of other departments and want to be careful not to “steal” a potential relationship that colleagues in another department are trying to develop.

Promising workforce training programs manage to engage with employers despite these obstacles.  First, representatives from successful workforce development programs describe surveying local employers to determine their needs before developing program curricula, so that they do not produce workers with outdated skills or skills that are misaligned with local labor market needs.  One representative from Growth Sector, a sectoral partnership in which a third party collaborator (Growth Sector) helps to facilitate networks between community colleges and local industries in California, described surveying local employers before determining the math curriculum for their workforce training program.

Representatives from Lorain County Community College (LCC) describe a multistage process which culminated in the development of their mechatronics program and the creation of their SMART Center. 4   In the course of the development of this program LCC was able to overcome each of the obstacles identified above.  First, because college leaders and program developers at LCC had access to an “innovation fund” they had the resources to survey local employers and identify that there was a need for workers trained in sensor technology.  After identifying this local labor market need, they submitted a grant application to the state for the funds necessary to buy equipment and create the SMART Center.  In this way they made sure that students would be trained on the most up-to-date equipment.  Next, they leveraged a long-standing relationship with Case Western University to staff the SMART Center and borrowed and adapted curricula from a program in New Mexico to develop their training program.

Because LCC truly thinks of itself as the “community’s college,” college leaders have placed a premium on establishing and maintaining long-standing relationships with local industry.   As a result of this mindset and these established networks, LCC does not have trouble communicating with local employers.  Additionally, local employers have a strong incentive to work with LCC because of the SMART Center.  The SMART Center fills a local training need because it is not cost-effective for local employers to buy the equipment they would need to train workers in this sensor technology.  In fact, local employers farm out work to LCC’s SMART Center, which in turn employs students from its MEMS (micro-electromechanical systems) training program.  Thus, not only is this program at LCC filling an essential training need for local industries, the SMART Center is providing a forum for students to engage with employers, building networks that should help them when they graduate from the program at LCC.

Spaulding and Martin-Caughey (2015) point out that there are multiple ways in which an employer may benefit from engaging with workforce training programs.  For example, employers benefit from these relationships if they provide the opportunity to find qualified workers, allow businesses to avoid or reduce costs associated with training their own workers, or fill training needs that would be inefficient for the employer to provide themselves (Spaulding and Martin-Caughey, 2015).  Successful workforce training programs provide the opportunity for employers to realize all of these benefits.

• Promising workforce training programs include the opportunity for students to gain workplace experience in the course of their program of study.

Another common trait of the STEM-focused workforce training programs in my sample is that they provide students the opportunity to gain some work experience through some type of internship.  Student internships clearly benefit students by giving them the chance to gain experience in their chosen field, allowing them to apply skills they learn in the classroom and providing the opportunity for them to build their professional networks.  Hosting internships also has benefits for employers as it gives them the chance to try out potential workers at a relatively low cost.

As described above, though LCC’s MEMS training program may not provide internship opportunities with outside employers, the SMART Center provides a parallel opportunity for students to engage with employers.  Internships are also an essential component of P-tech, an early college high school, the first of which was developed in Brooklyn, that developed out of a collaboration between IBM and the City University of New York.  Though an internship or work experience is only a component of these successful workforce training programs (in contrast to the apprenticeship model, in which all training takes place “on the job”), general education components of the curriculum may also be built around the practical application of skills.  For example, one math professor in the Growth Sector network described explicitly tying math curriculum to the engineering skills that students are trying to develop.

• Successful workforce training programs take an intensive approach to building students’ math and technical skills. Many successful programs also provide students with academic support beyond that received in the college in general. 

Academic barriers may prevent many students from earning STEM-focused vocational credentials from public community colleges.  The curriculum of these programs often requires college-level mathematics, but the majority of students who enter public community colleges do not have college-level math skills.  One study of students entering community colleges within the Achieving the Dream network found that 59 percent of students were placed in developmental math but only 33 percent of students completed the developmental math sequence (Bailey, Jeong and Cho, 2010).  Remedial or developmental courses may not be an efficient or effective way for students to gain the math skills they need (see Long 2014 for a review of research on remedial or developmental education). A common feature of promising STEM-focused workforce development programs is that program leaders have adopted out-of-the-box strategies for bringing students’ math skills up to college level or for getting students through challenging gateway courses.

At Austin Community College one professor adopted a “flipped classroom” for teaching a biology course that serves as a gateway to several health-related credentials.  In this model, students view lectures online, on their own schedule, and class time is used for project-based learning in small groups, in which students have the chance to learn from their peers.  An important advantage of this course design is that, because the professor walks around the class interacting with the small groups, students may actually get more individual attention than they would if the professor was leading the class in a traditional lecture format.  By interacting with small groups of students and observing them problem-solve, the professor is more easily able to identify and correct students’ misunderstandings or gaps in understanding than she would be in a traditional classroom model.

STEM-focused workforce development programs in the Growth Sector network are committed to bringing their students from basic math up through pre-calculus within a single year by teaching math intensively.  Students pursing STEM-focused vocational credentials through Growth Sector enroll in three classes a semester at their community college.  Two of these class periods are taken up by a math class taught by a single instructor.  Though this means that over half of students’ first year coursework is in math, rather than engineering or other content which may fit more with their interests, students placed into remedial or developmental courses at public community colleges are often completely blocked from taking courses beyond the remedial courses.

In addition to taking an intensive approach to teaching math, Growth Sector also has students go through the program in a cohort model, which may benefit students by creating stronger peer networks.   One professor described the sense of community that he observed among students experiencing this cohort model.  Because of the cohort, students have a ready group of potential resources (each other) when they have questions or problems with academics.  Finally, in the Growth Sector model, students also benefit from a tutor who provides support with both academic and life issues.  Importantly, this tutor is not someone students have to find and arrange to meet with.  The tutor attends classes with the cohort, so students can easily access him or her before or after class.  In addition, the tutor provides a bridge between students and the professor.  The math professor I interviewed explained that he would be unaware of challenges faced by some students if it weren’t for communication from the tutor.  He said this made him better able to help students persist and get through his challenging material.

• Successful STEM-focused workforce training programs develop in colleges that have strong leadership and a culture of innovation.

Several college and program leaders described the administrative barriers to developing new workforce training programs at their colleges.  At many public community colleges, creating a new credential program requires meeting the requirements of several bureaucratic layers before the program is approved and can be implemented.

Curricular development for new programs can also require cooperation between the academic and vocational sides of a college, which many college representatives that I spoke to brought up as a particular obstacle to creating new programs.

However, successful colleges were able to overcome these bureaucratic hurdles as well as be innovative in the development of the content of their programs because they were in colleges and localities with strong leaders who were interested in innovation.

At one end of the spectrum, P-tech was able to overcome the hurdles involved in the development and implementation of a new education model requiring multiple networks, because they had support from the New York City mayor, as well as Governor Cuomo.  This unique situation may have resulted from the clout IBM has as a major employer in New York.  However, in other cases, colleges without an influential partner such as IBM were still able to innovate at least in part because they had a leader committed to innovation and state leadership that recognized the benefits of supporting networks between employers and public community colleges to help grow the local economy.  For example, at LCC having strong leadership interested in innovation at the college and state levels helped pave the way to the development of their unique mechatronics program and the development of the SMART Center.

• Finally, promising workforce training programs often have access to foundation or other outside funding sources.

Declining state appropriations for higher education have left public community colleges with ever-tightening budgets and increasing reliance on tuition dollars as a source of revenue.  Given the scarcity of public resources, it is not surprising that a common characteristic of the successful STEM-focused workforce training programs in my sample was that they had access to some source of outside funding for the initial development of their program or to fund the process of making pedagogical or curricular changes to an existing program.  Several colleges in the sample benefited from grants from the Achieving the Dream network.  Other programs, such as the Growth Sector network rely exclusively on foundation funding for their work. Finally, some colleges benefited from the Department of Education’s Workforce Innovation Fund Grants, which specifically helps promote workforce training programs that graduate workers to fill local labor market needs.

Policy recommendations

In this section I make five policy recommendations to facilitate the development and sustainability of successful STEM-focused workforce training programs.  The first three recommendations are aimed at community college leaders and focus on promoting cooperation between the academic and vocational sides of the colleges, developing programs that will have long-term benefits for students, and gathering data.  The second two recommendations are intended for state policymakers.  I suggest that state policymakers help to facilitate coordination between public community colleges and local industry and that states provide a sustainable funding source so that colleges do not have to rely on foundation or other outside funding sources for the maintenance of successful programs.   

• Colleges and program leaders should develop workforce training programs, not just with an eye to immediate labor market access, but to students’ long term outcomes. To this end, credentials should be stackable (classes for credentials build cumulatively towards degree requirements) and portable (recognized outside of local labor markets).

Labor markets are not static.  Lalonde and Sullivan (2010) describe the issues faced by displaced workers and make a series of proposals that could help these workers adapt to changing labor markets.  Even when industries are not specifically shutting down, rapidly changing technologies may force many workers to return to school and upgrade their skills just to keep hold of their current jobs.  Ideally for these students, obtaining additional training would not require that they start from square one.  A potential downside of certificate programs, which are highly focused on a particular skill set, is that students who earn them may have to retrain every time the local economy changes or they want to advance in their job.  If credentials are designed to be stackable then one certificate program builds on another and, ideally, a series of these credentials will add up to an associate degree.

Likewise, Americans are increasingly mobile.  On the one hand, when community college credentials are tightly linked to local labor markets, this may increase the immediate benefits of earning such a credential.  However, if credentials that are valued in local labor markets are not recognized in other labor markets and across state lines, workers with these credentials may have to retrain if they are forced to leave the local labor market.  Thus, ideally, vocational credentials awarded by public community colleges would be portable so that they are recognized by similar industries in other localities.  The National Coalition of Certification Centers (NC3) provides one model for assuring that credentials are portable.  NC3 develops credentials at the national level before designing and implementing the training programs at local colleges.  These credentials are also designed to be stackable.

Though there is a growing push to design short credentials to be stackable, we know very little about whether students choose and are able to take advantage of the stackability of short credentials, though theoretically credentials with these features should benefit students by increasing the likelihood of completing an academic degree by shortening the time and cost to completion.  There is also not yet any robust research on whether or how stackability affects labor market returns or other benefits that students receive from earning community college certificates.

• College leaders should create incentives for the academic and vocational sides of community colleges to work together during the development of workforce training programs.

Several community college representatives with whom I spoke described a disconnect between the academic and vocational sides of community colleges.  One interviewee said that senior leadership doesn’t understand the vocational side of the college and another person with whom I spoke implied that it is difficult to build and innovate within these workforce development programs because of in-fighting between the vocational and academic sides of the college.  This has important implications for sustaining enrollment in workforce development programs (because the academic and vocational sides of the college may be competing for enrollment) as well as whether credentials can be made stackable. In order for a stackable credential to benefit students, they have to be able to move between the vocational side of the college, where they earned the initial short certificate, and the academic side, where they would continue a longer associate degree.  This in turn would require that the vocational and academic sides of the college agree upon the curriculum of these credentials, so that the academic side will accept credits earned on the vocational side.  Community college leaders seeking to facilitate communication and cooperation between the academic and vocational sides of the college should consider making use of a third party mediator in order to overcome barriers to cooperation and communication.

• Colleges and program leaders should gather data to track outcomes including persistence; completion; short, medium, and long-term labor market outcomes; and the attainment of further education.

STEM-focused workforce development programs should gather data on student enrollment, persistence, completion and labor market outcomes.  It is essential that this data be collected in order to determine whether new programs retain students and improve labor market outcomes for example, by increasing rates of employment and leading students to find jobs that pay higher wages.  Moreover, in order for community college leaders, researchers, and other interest groups to determine whether program participation has a positive effect on student outcomes, and to determine which program components are particularly essential to student success, program data needs to be linked to full student records as well as unemployment insurance (UI) data 5  and made available to researchers.  A program’s success can’t be determined only by descriptive statistics or trend data.  Students are recruited and select into these programs and it is not possible to determine from descriptive statistics or trends whether a program is successful because of student characteristics or program characteristics.

If program data is linked to student record data, then, at the very least, researchers analyzing trends in program data can control for student characteristics.  In the ideal situation, if program data is linked to detailed student record data as well as UI data, it may be possible to obtain causal estimates of program effects (as opposed to descriptive estimates, as in the case of trend analyses) using quasi-experimental methods. The difficult nature of determining whether it is program characteristics, or student characteristics, that are driving positive trends in student outcomes has important implications for the likelihood that a program will be able to be scaled up successfully or replicated in different contexts or with different groups of students.

Collecting program data and linking it to student record data is also essential for community college and program leaders.  First, this data will allow program leaders to analyze who selects into this program.  This type of analysis is essential for student recruitment and for understanding how new workforce development programs fit into the larger institution. This data can also be used to make the case for additional funding, to recruit additional partners or to make the case for increasing the scale of the program. Indeed, representatives from Growth Sector describe using program data and trends to convince additional colleges to join their network. Finally, data on student participation, persistence and success should also be used for data-driven decisionmaking about curricular changes or the development of additional programs.

• State policymakers should make sure community college leaders and program developers have access to seed money for innovation as well as developing a plan for sustaining funding for programs that prove to be successful.

Several of the promising STEM-focused workforce development programs in my sample were developed with the aid of foundation funding.  This makes sense insofar as many of these programs are innovative and additional, outside funding may be necessary in order to give these programs the freedom to innovate in the initial stages of development.  However, in order for these programs to be sustainable, the state and institution must plan to invest in those that demonstrate success beyond the initial start-up period.  Successful workforce development programs produce human capital and have positive impacts on the local economy; state and local leaders should see the value in making investments that achieve these goals. Ideally, partners from local industries who are benefitting from programs that seek to help fill labor force needs would be also be willing to invest in these programs.

• States should help coordinate relations between industry and colleges through some central body such as local chambers of commerce.

Successfully building and maintaining relationships with local industries is a major obstacle for many community colleges interested in developing STEM-focused workforce development programs. Some community college and program leaders who had overcome this obstacle described developing relationships with local industries over long periods of time.  Representatives from Patrick Henry Community College, who had highly functioning relationships with local industries emphasized the importance of welcoming the perspectives of local industries, being flexible to accommodate them, and being efficient in interacting with them (i.e. only holding meetings with clear agendas and keeping them short).  Colleges that don’t already have these relationships would benefit from a third-party collaborator helping to establish and support networking between local industries and public community colleges.  Growth Sector is an example of a model for developing networks between community colleges and local industry in which a third-party, nonprofit organization coordinates and manages the network.  However, the third party does not have to be an independent nonprofit.  It could be a local entity, such as a chamber of commerce, that has connections with public higher education leaders as well as local employers.  The chamber of commerce could be a natural coordinator of these networks because it also has a vested interest in maintaining the health of the local economy and likely already exists in many communities where community colleges are located.

This report described five common characteristics across promising workforce training programs which seem to contribute to their success.  However, none of these programs, to my knowledge, has been subject to a rigorous evaluation.  In several cases, data is being collected on students in order to keep track of persistence and employment rates of participants.  However, because students are recruited into and select into these programs, it is difficult to disentangle program effects from characteristics of the students themselves.  In other words, a student who chooses to participate in a workforce development program with an intensive mathematics component such as the programs associated with Growth Sector may be a particularly determined and motivated student to start with.  If these students successfully graduate and find gainful employment after completing the program, this may have more to do with the characteristics the students came into the program with, rather than elements of the program itself.  More research is essential to determine whether these types of workforce training programs have a positive, causal effect on students’ outcomes.

Also important in considering the future development of these programs is the observation that many of these programs have problems developing and maintaining enrollment.  This is interesting and also speaks to the dual mission of the community college—students may be more drawn to the academic side (the more “traditional” college side of the institution), and so the vocational and academic sides are competing for enrollment.

This issue, brought up by many of the college representatives with whom I spoke, may at first seem at odds with overall growing trends in the completion of short, vocational credentials.  Yet, the on-the-ground perspective that attracting and maintaining enrollment in new programs is a challenge suggests that there is a great deal of variation in enrollment trends across individual programs, and may be a product of the inherently more dynamic and responsive model workforce development programs operate under.  It also suggests that it may take more effort from the community college to educate students about these new programs and persuade them that these career pathways could be beneficial and fit with their interests.  One representative from Northern Virginia Community College explained that students are not interested in the jobs these programs are training them to enter; therefore, building student interest around the program content and employment trajectories associated with these credentials is an essential component of program development and has not received commensurate attention.

Backes, B., Holzer, H., & Velez, E. (2014). Is it worth it? Postsecondary education and labor market outcomes for the disadvantaged (CALDER Center Working Paper No. 117). Washington, DC: CALDER, American Institutes for Research.

Bailey, T., & Belfield, C. R. (2011). Community college occupational degrees: Are they worth it? In L. Perna (Ed.), Preparing today’s students for tomorrow’s jobs in metropolitan America . Philadelphia, PA: University of Pennsylvania Press.

Barnow, B. S., & Spaulding, S. (2015). Employer Involvement in Workforce Programs: What Do We Know? In C. Van Horn, T. Edwards & T. Greene (Eds.) Transforming U.S. Workforce Development Policies for the 21st Century . Atlanta, GA: Federal Reserve Bank of Atlanta, Federal Reserve Bank of Kansas City, and Rutgers University.

Belfield, C. R., & Bailey, T. (2011). The benefits of attending community college: A review of the evidence. Community College Review, 39 (1), 46–68.

Carnevale, A. P., Smith, N., & Strohl, J. (2010). Help wanted: Projections of jobs and education requirements through 2018 . Washington, DC: Georgetown University, Center on Education and the Workforce.

Dadgar, M., & Trimble, M. J. (2015). Labor market returns to sub-baccalaureate credentials: How much does a community college degree or certificate pay? Educational Evaluation and Policy Analysis, 37 (4), 399–418.

Grubb, W. N. (1995). The returns to education and training in the sub-baccalaureate labor market: Evidence from the Survey of Income and Program Participation, 1984–1990 (MDS-765). Berkeley: University of California, Berkeley.

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Jacobson, L. S., LaLonde, R. J., & Sullivan, D. G. (2005). Estimating the returns to community college schooling for displaced workers. Journal of Econometrics, 125 (1), 271–304.

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Jepsen, C., Troske, K., & Coomes, P. (2014). The labor market returns to community college degrees, diplomas, and certificates. Journal of Labor Economics, 32 (1), 95–121.

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Leigh, D. E., & Gill, A. M. (1997). Labor market returns to community colleges: Evidence for returning adults. The Journal of Human Resources, 32 (2), 334–353.

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Thank you to representatives from the following colleges and organizations who participated in this research:

• Patrick Henry Community College
• Lorain County Community College
• Northern Virginia Community College
• Austin Community College District
• Houston Community College System
• Growth Sector
• The Aspen Institute
• The Community College Research Center
• Achieving the Dream

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• This includes both short and long certificates, which require fewer semesters of full-time study than an associate degree.
• They define returning adults in two ways, first by the age at which a degree is completed (they hypothesize that observations not earning their degree until the age of 25 or older may be returning adults) and second by determining that an observation probably experienced a gap in their schooling (though they don’t have information on when degree programs were started).
• I chose to take notes during interviews rather than record them.  While this results in less data, I believe it makes potential interviewees more willing to agree to be interviewed and more willing to speak candidly.
• SMART Microsystems are related to taking MEMS (micro-electromechanical systems) Sensor technology from development to production.
• UI data is used to track students’ labor market outcomes.

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Master of Science in Workforce Education Leadership

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The Master of Science in Workforce Education Leadership (WEL) is an online education program designed to prepare professionals for employment in workforce education in postsecondary educational institutions and social services entities, advancing the knowledge base of workforce preparation, workforce development education and professional development.

Program highlights:

• This program is 100% online.
• 30 hours are required to complete the program.
• You can start courses in the spring, summer, or fall semester.
• All online students pay in-state tuition.

Tuition and fees listed are subject to change and do not include all possible charges. Additional fees may apply. Please refer to the master class schedule for individual course charges.

What are some potential careers?

Some potential careers with this degree include workforce coordinator, academic and career coach, workforce development specialist, career advisor and outreach specialist.

Who should pursue this degree?

An individual pursuing this degree should find their goals aligned with those of the program which are to advance the knowledge base of career and technical education; to implement efficient concepts of workforce preparation and professional development; to actively engage in teaching, research and service that promotes workforce policy development and improvement and to understand the cultural and social factors that impact rural communities.

MDE Endorsement

If you are a K-12 teacher who holds a standard renewable Mississippi Educator license and are interested in the Workforce Education Leadership program, this degree program will lead to an upgrade to your license but will not lead to any additional endorsements. Additionally, this degree program does not lead to initial licensure.

Admissions Process

Domestic/international classified admissions, domestic unclassified admissions, provisional admissions, readmission, transfer credit.

• Submit online application . You will choose Online Education as your campus.
• Statement of Purpose
• You will be asked to submit three names and three email addresses of individuals you are using as references. Once you click submit, these individuals will be sent an email from MSU, which will provide a link to an online form for completing their recommendations.
• TOEFL or IELTS scores are required for international students.
• One official transcript showing bachelor’s degree or progress toward degree. (For international students, please submit a copy in native language along with translated copies, if appropriate.)
• Electronic transcripts should be sent to: [email protected] Mississippi State University, Graduate School. Only one copy of an electronic transcript is required.
• Paper Transcripts Address (USPS): Mississippi State University The Office of the Graduate School P.O. Box G Mississippi State, MS 39762
• Physical Street Address (for DHL, Fed Ex, UPS, DHS, etc.): Mississippi State University The Office of the Graduate School 175 President Circle 116 Allen Hall Mississippi State, MS 39762
• Payment of $60 non-refundable application processing fee for domestic students. Payment of $80 non-refundable application processing fee for international students.
• Once you are admitted, you will receive an email with complete instructions on registering for classes and contacting your advisor.

Only NINE (9) hours of course work taken as an "Unclassified Student" can be applied toward a degree program. All Unclassified students should submit a classified application once they have reached the maximum of nine hours. Full admission will be based upon successful completion of all classified admissions requirements.

If you are applying unclassified, select "Graduate School - Unclassified" as the college.

• Submit online application
• Pay $60 non-refundable application processing fee

PLEASE NOTE In general, students who are not admitted into a degree program are not eligible for student financial aid funds. For more information please visit Student Financial Aid to see if you will be eligible or not while taking courses as an Unclassified graduate student.

A student who has not fully met the requirements stipulated by the University and the department for admission to graduate study may be granted admission as a degree-seeking graduate student with provisional status. Such student must have as his/her initial objective advancement to regular status. A provisional student must receive a 3.00 GPA on the first nine hours of graduate level courses on the program of study taken at Mississippi State University (transfer hours or unclassified graduate hours will not apply) in order to achieve regular status. If a 3.00 is not attained, the provisional student will be dismissed from graduate study.

Once enrolled in graduate study, a student who fails to meet the continuous enrollment requirement must complete an Application for Readmission to register for classes. Continuous enrollment is defined as enrollment in two of three semester terms (Fall, Spring, or Summer) with Fall enrollment required. Students who have not been enrolled for a period of three years or longer and are in good academic standing, are eligible to reapply to through the Lapsed Student Program. Readmission is not guaranteed and must be approved by the Department Head, Academic Dean, and Dean of the Graduate School. Interested students or academic departments should contact the Graduate School for more information.

Students may transfer up to twelve (12) hours of graduate level credits from regionally accredited institutions. The decision to grant transfer credit is made by the advisor and the student’s graduate committee. If you wish to transfer credits, contact your advisor. You will need to provide an official transcript showing the courses you wish to transfer.

Community College Leadership (Minimum of 18 Credit Hours)

CCL 8113 History and Philosophy of the Community College Three hours lecture. Objectives of the community college, philosophical/historical bases, changing roles, issues in higher education/workforce development/economic industry.

CCL 8133 Leadership Theory and Practice in the Community College Three hours lecture. In-depth analysis of leadership theory and practice in the community college environment, including an overview of leadership, approaches, theories, and ethics.

CCL 8143 Program Planning and Development In-depth analysis of workforce education including the mission, the knowledge base, planning and developing programs, and delivering programs.

CCL 8153 Human Resources Administration Examines the role of the human resources administrator on workforce education leadership; key administrative functions, workforce development, benefits and compensation, and employee relations are analyzed.

CCL 8173 Community College Teaching and Learning Comprehensive preparation for teaching at the community college: teaching strategies centered on outcomes and experiential learning, assessment of learning, and job related responsibilities.

CCL 8343 Community Development and Resources In-depth analysis of community environment in which community colleges serve, including strategic planning, asset mapping, project development, resources and grant writing, and project evaluation.

Interdisciplinary Courses (Minimum of 6 Credit Hours)

CCL 8163 Organization and Administration in Postsecondary Institutions Three hours lecture. Diversity within the community college setting with foci on creating a diverse and inclusive organizational culture, diversity and cultural competencies, equitable educational experiences, and the influence of diversity within schools. Current trends and theories are addressed.

CCL 8183 Diversity in Community College Three hours seminar. A study of the current issues in community college leadership and workforce education. Designed for students in the community college leadership program.

Required Research and Statistics Course (Minimum of 3 Credit Hours)

CCL 8253 Community College Research Methods Three hours lecture. Analysis of the research process to include literature review, developing research questions, collecting and analyzing data, and reporting results, with an emphasis on research in community colleges. Includes both qualitative and quantitative research designs.

Other Required Course (Minimum of 3 Credit Hours)

CCL 8193 Issues in Community College and Workforce Leadership Three hours seminar. A study of the current issues in community college leadership and workforce education. Designed for students in the community college leadership program.

Comprehensive Exam

A written, final comprehensive examination is required of all candidates. The exam is given in March, June, and October in Starkville. Those who cannot come to Starkville can arrange for a proctor . The exam lasts for 4 hours and requires students to respond in writing to questions on the following topics:

• History and philosophy of the community college
• Educational research
• Teaching and assessment Workforce development (WEL)

The following examination requirements must be met.

• A student must be enrolled in at least 1 hour in the semester the exam is administered. A student taking a comprehensive examination during the summer semester can be enrolled in any summer term.
• A student must have a 3.00 or higher GPA when sitting for the examination.
• The student must be within the last 6 hours or in the terminal semester of coursework.
• The student must sign and return the CAPP (program of study), committee request form, and announcement of examination to his or her major professor by the deadline given by the major professor.

One negative vote will not constitute failure for a student on a comprehensive examination, but two negative votes will constitute failure. A student who fails the comprehensive exam can apply to schedule another examination after a period of three months has elapsed from the date of the original exam. Two failures result in the student’s removal as a master’s degree candidate.

Contact Information

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Anusha Rijal

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Career & Technical Education

You are here, career & technical education degrees.

Are you interested in starting a great new career? Our Career and Technical Education (CTE) programs, are designed to give you comprehensive training in just nine to 24 months so that you can move on to that exciting new job.

These programs are fast-paced, but we set the bar high when it comes to quality. The bottom-line goal is simple: we want employers competing to hire you when you graduate. College of Western Idaho (CWI) partners with local employers to ensure that we are providing the exact skills they are looking for. Going to college is about creating a better future, and we do everything possible to make that happen for you.

Administrative Specialist Advanced Mechatronics Engineering Technology Automotive Technology Bookkeeping and Accounting Cisco Networking and Security Technologies Collision Repair Technology Computer Support Specialist Cybersecurity Dental Assisting Drafting Technology Education, Early Childhood Fire Service Management Fire Service Technology Heavy Duty Truck Technician Heavy Equipment Technician Horticulture Technology Law Enforcement Machine Tool Technology Management Marketing Communications Medical Administrative Support Medical Assistant - Credit Network and System Administration Nursing, Practical Occupational Therapy Assistant Physical Therapist Assistant Powersports and Small Engine Repair Technology Software Development Surgical Technology Unmanned Aerial Systems Welding and Metals Fabrication Wildland Fire Management

Degrees and Majors

Associate of Applied Science (AAS) Advanced Technical Certificate (ATC) Intermediate Technical Certificate (ITC) Basic Technical Certificate (BTC)

Accreditation

The College of Western Idaho (CWI) is accredited through the Northwest Commission on Colleges and Universities (NWCCU). The NWCCU is a regional postsecondary accrediting agency recognized by the U.S. Department of Education and the Council for Higher Education Accreditation (CHEA).

Programs & Degrees

• Academic Transfer
• Career & Technical Education
• Workforce Development & Training

Location Info

Career and Workforce Education (MA)

Program at a glance.

• In State Tuition
• Out of State Tuition

Learn more about the cost to attend UCF.

The Career and Workforce Education MA program prepares students pursuing leadership and administrative positions in career and technical education (CTE) as well as workforce education, talent development, and corporate/industrial training. This program is designed for individuals whose goal is to become a manager, coordinator, director, curriculum specialist, dean, or lead faculty in career and workforce education programs in various disciplines located in the following institutions: secondary and post-secondary schools (technical centers, community colleges, state colleges, and universities); vocational rehabilitation colleges; corporations and industry; military; and professional associations and organizations.

The six Career Education Core classes combine to provide students with an in-depth analysis of career education from its inception to future trends. These courses will provide a solid foundation in career and technical/workforce education. With 18 credit hours (six courses) in career education graduate courses and 18 credit hours (six courses) in a discipline-specific field of study, the student will be considered a subject matter expert in career and technical education AND a subject matter expert in a discipline-specific field.

This program provides the flexibility of choosing electives for subject matter expertise in Career and Workforce Education (CWE), in Educational Foundation, or in a discipline-specific graduate certificate that allows for a personalized degree program.

CTE Graduate Program Vision Statement: All CTE leaders are academic scholars.

CTE Graduate Program Mission Statement: To provide opportunities for system leaders to critically analyze career and workforce history, programs, issues, and trends.

Our G oal : The Career and Workforce Education graduate programs place an emphasis on the students' development of academic research and scholarly writing that contribute to strong leadership skills in their individual fields of study.

The Career and Workforce Education MA program requires a minimum of 39 credit hours beyond the bachelor's degree, including 18 credit hours of career education core courses and 18 credit hours of advisor-approved courses focused on specialization within a discipline. The program also requires an internship/directed-field experience course (3 CH) OR a research report course (3 CH). Passing a comprehensive examination at the end of the program is a graduation requirement.

Total Credit Hours Required: 39 Credit Hours Minimum beyond the Bachelor's Degree

Please note: Career and Workforce Education (MA) may be completed fully online, although not all elective course options or course prerequisites may be offered online. Newly admitted students choosing to complete this program exclusively via UCF Online may enroll with a reduction in campus-based fees.

This program is not an initial teacher professional education certificate program.

International students (F or J visa) are required to enroll in a full-time course load of 9 credit hours during the fall and spring semesters. Only 3 of the 9 credit hours may be taken in a completely online format. For a detailed listing of enrollment requirements for international students, please visit UCF Global .

UCF is authorized to provide online courses or instruction to students in all states. Refer to State Authorizations for current information.

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Program Prerequisites

Bachelor's degree from an accredited institution recognized by UCF with a 3.0 GPA or above.

Degree Requirements

Required courses - career education.

• ECW5561 - Student Guidance in the Career/Workforce Program (3)
• ECW6067 - History of Career Education in the United States (3)
• ECW6105 - Career Education Curriculum Planning and Implementation (3)
• ECW6268 - School, College, and Career Readiness (3)
• ECW6666 - Issues in Career Education (3)
• ECT6791 - Research in Career Education (3)

Elective Courses in Specialization

• Choose six courses (18 CH) from the following lists (any combination or add a graduate certificate). Area of specialization may include career and technical education (CTE), health, technical training, corporate training, adult education, business education, graduate certificates, or another area approved by the advisor. Please note: Some elective courses shown may be applied to the Local Director for Career and Technical Education Certification through the State of Florida. For more information, please review the Florida Department of Education teacher certification website. Consult with an advisor to complete the Graduate Plan of Study.
• Students who wish to specialize in career and technical education may choose from the following list of CTE elective courses. Other courses/graduate certificates may be considered upon approval of the advisor.
• BTE6935 - Seminar in Business Education (3)
• ECW5207 - Management of Career Education Programs (3)
• ECW6205 - Administration of Local Career Education Programs (3)
• ECW6206 - Supervision in Local Career and Technical Education Programs (3)
• ECW6695 - School/Community Relations for Career and Technical Education Programs (3)
• ECW5265 - Experiential Learning in Career and Workforce Education Programs (3)
• Students may choose courses from this list if planning to work in a traditional educational institution and wish to work with postsecondary students at the administrative level. Other courses/graduate certificates may be considered upon approval of the advisor.
• IDS6504 - Adult Learning (3)
• EDF6155 - Lifespan Human Development and Learning (3)
• EDF6401 - Statistics for Educational Data (3)
• EDF6432 - Measurement and Evaluation in Education (3)
• EDF6481 - Fundamentals of Graduate Research in Education (3)
• EDF6886 - Multicultural Education (3)

Research Report/Internship Option

• The research report course is an option for students who wish to go onto to a doctorate program. The course consists of further study into research and scholarly writing. The internship course is a learning activity that takes place in a face-to-face or web-based authentic setting in which students must apply, reflect upon, and refine knowledge and skills acquired in the program.
• ECT6909 - Research Report
• ECT6946 - Graduate Internship (0 - 99)

Grand Total Credits: 39

Application requirements, application deadlines, financial information.

Graduate students may receive financial assistance through fellowships, assistantships, tuition support, or loans. For more information, see the College of Graduate Studies Funding website, which describes the types of financial assistance available at UCF and provides general guidance in planning your graduate finances. The Financial Information section of the Graduate Catalog is another key resource.

Fellowship Information

Fellowships are awarded based on academic merit to highly qualified students. They are paid to students through the Office of Student Financial Assistance, based on instructions provided by the College of Graduate Studies. Fellowships are given to support a student's graduate study and do not have a work obligation. For more information, see UCF Graduate Fellowships, which includes descriptions of university fellowships and what you should do to be considered for a fellowship.

The internship/directed- field experience course takes place in a face-to-face or web-based authentic setting in which students must apply and reflect upon knowledge and skills acquired in the program. The internship experience gives students insight and hands-on experience while being observed and mentored by a supervising teacher and UCF faculty member. In lieu of the internship, students may choose the research report course option, which may be helpful if considering an educational pathway to a doctorate.

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You can help build a critical new chapter of Blackburn’s legacy. Winning Together is a meaningful - and pressing - opportunity to give students and the community greater access to expanded athletic and recreational facilities. Growth requires space, and with your help, Blackburn can continue to be a winning experience for all students.

Bachelor's Completion Program

The Current Workforce Early Childhood Degree Program is designed for people employed in the early childhood field to receive academic training, financial resources, a supportive learning community, and a connection with advisors to boost their careers and become licensed, highly qualified educators.

Fully online program to accommodate your busy schedule and allow you to complete a bachelor’s degree in just two years. Course offerings will include courses aligned with both the National Association for the Education of Young Children (NAEYC) standards and Gateways Competencies. 

• Five Semester Program
• Cohort Design
• Fully online
• AffordabeFinancial assistance may be available

Program Design & Purpose

To attain a Bachelor of Arts degree from Blackburn College a student must meet all degree requirements including courses often referred to as “general education courses.” As a liberal arts college, Blackburn believes a well-informed professional has had opportunities to experience coursework across a wide field of knowledge.  Opportunities to complete those general education requirements are built into the program design. As members of the consortium, Blackburn agrees to accept credit for these courses from other educational institutions, therefore a student may be enrolled in a general education course offered online by another college or university. The program course of study allows time for that to happen in more than one semester.

Who Is Eligible

Individuals currently or previously employed as early childhood professionals who have completed enough transfer credits, given that they can complete the program within five semesters. Individuals must also be registered with the Gateways system.

• Applicants must be currently working or have worked in the early childhood incumbent workforce
• Applicants must complete a transfer review to determine eligibility for acceptable coursework (recommended to have completed 60+ college credit hours)
• Applicants must be registered with Gateways
• Applicants must have a grade point average of 2.5 or higher

Incumbent Workforce

The incumbent workforce is defined as currently working or having worked in the early childhood field, whether licensed or license-exempt, including home-based child care, center-/community-based child care, Preschool for All programs, school-based preschool settings, and Head Start programs that serve children from birth to age 5.

Completion of the Program

Upon completion of the program, you will earn a Bachelor of Arts degree in Early Childhood Education (licensure and non-licensure options) and level 5 Gateways credentials.

Financial Support

Financial assistance may be available! The first step to financial aid is to complete the Free Application for Federal Student Aid (FAFSA) and use Blackburn’s code 001639 .

Outside scholarships , including the  Early Childhood Access Consortium for Equity (ECACE) Scholarship Program , may also be availa ble. Please contact Blackburn’s Online Professional Education team to learn about other opportunities.

Academic Support

Personalized attention has always been a major part of the Blackburn College experience – even in an online environment! The Current Workforce Early Childhood Education program will offer:

• Study groups to prepare for content test
• Cohort design model
• Mentoring support for academic advising, registration, and financial aid
• Technology support

Admission to Program

Complete the application and attach a copy of all college transcripts and Gateway credentials. Our team will review your transcripts and credentials and contact you regarding your admission status.

Questions about the Current Workforce Early Childhood Education degree program or the application process? Please feel free to contact the Department of Teacher Education!

New Work-Based Learning Website Announced to Help Expand New Programs

• Monday, September 16, 2024
• Announcement

Work- b ased l earning (WBL) programs are growing, and Iowa Workforce Development (IWD) is showcasing the many ways that they can help build the workforce pipeline across Iowa.

IWD is launching a new website that for the first time includes all agency-related resources related t o work-based learning. The website will be a critical entry point for employers looking to start or expand work-based learning programs as well as for schools seeking business partners and students and adults wanting to learn more about WBL options.

The new resource page can be found at https://workforce.iowa.gov/wbl . 

Available resources include an extensive list of examples of WBL programs, WBL funding opportunities, and ways to connect to or start a new WBL program . WBL success stories are also included and will continue to be highlighted on a regular basis, with the hope that more employers and Iowans will take advantage of these proven ways to grow Iowa’s workforce.

The new WBL resource page follows IWD’s announcement of a new WBL webinar series that will guide a statewide discussion on how to build new WBL programs across industries. For more details on the new series that begins on Oct . 1, visit https://workforce.iowa.gov/wbl-series . 

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Next Generation Microelectronics Research Center

Moscow, idaho.

Department of Electrical & Computer Engineering

Buchanan Engineering (BEL) 213 875 Perimeter Drive MS 1023 Moscow, ID 83844-1023

Phone: 208-885-6554

Fax: 208-885-7579

Email: [email protected]

Reenergizing Semiconductor Workforce Development Nationwide

Building our professional semiconductor manufacturing workforce nationwide, the Next Generation Microelectronics Research Center (NGeM) provides world-class undergraduate and graduate education programs and research across the field of microelectronics.

University of Idaho College of Engineering students and faculty engage in industry-sponsored research projects funded by Micron, the National Science Foundation and U.S. Department of Defense, among others. Our graduates go on to careers that revitalize domestic memory chip manufacturing and mediate supply chain issues in the U.S.

Training and certificate programs offer integrated expertise in microelectronic device design, fabrication and packaging, cybersecurity, plant safety, and related technologies, such as semiconductor physics, electrochemistry, corrosion, and their applications for semiconductor industry.

The center provides an interdisciplinary workspace for STEM education across all disciplines in engineering and science.

Meet Our NGEM Director

Feng Li, Ph.D., P.E.

Micron endowed chair in microelectronics, ngem director, fib/sem director.

Gauss-Johnson 217

208-885-7571

[email protected]

Campus: Moscow Classes: Microelectronics I, Microelectronics I Lab, Electromagnetic Theory, Electromagnetics Lab, Signals and Systems I, Signals and Systems I Lab, Introduction to Electronic Packaging, Introduction to VLSI Design, Semiconductor Devices, Introduction to Microelectronics Fabrication, Senior Design I, Senior Design II Areas of Expertise:  Semiconductor device and IC design, Micro/nanofabrication and electronic packaging, ML/AI in VLSI design and manufacturing

Initiative: Behavioral Health Workforce Education and Training (BHWET) Program

The Behavioral Health Workforce Education and Training (BHWET) program is a grant-funded program for Vanderbilt PMHNP students who have an interest in care of rural and medically underserved communities. Students participate during the spring and summer semesters of the PMHNP specialty year. The program is comprised of curricular enhancements that include additional educational content and learning activities, as well as longitudinal clinical experiences with community partners specializing in care of the underserved.

Increase the APRN behavioral health workforce in rural and underserved communities through enhanced partnerships between VUSN's MSN PMHNP program and select statewide agencies

• Place trainees at a partner site specializing in the care of underserved communities in rural and urban settings
• Assign trainees to one site where they will remain for the entirety of the clinical experience
• Foster opportunities for employment in underserved communities post graduation

Program Components

• Longitudinal clinical experience at a rural or underserved clinic
• Trauma Resource Institute training
• Youth violence, homelessness, LGBTQI+ issues in care
• Substance use disorders
• Digital health literacy
• Social determinants of health
• Primary care and behavioral health
• Integrative models of care
• Enhanced simulated experience

Additional Learning Experiences

• Trauma Resource Institute Training
• BHWET Program Lunch & Learns

BHWET Faculty

Dr. rose vick.

Program Director

Dr. Megan Simmons

Program Coordinator

Dr. Jessica Walker

Dr. christian ketel.

Program Evaluator

BHWET Program Information for Students

Scholarship.

• Full-time and Part-time year 2 students are eligible
• Outside Middle Tennessee Area (OMTA) and Middle Tennessee Area (MTA) students are eligible
• $5,000 in spring semester and $5,000 in summer semester
• 15% tuition scholarship applied to clinical courses (N7225 and N7295)

Application Requirements

• Good academic standing
• Interest in caring for the underserved

Information Session for 2024 Cohort

• Will occur during a lunch in the September block

Application Deadline

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• Nurse Education, Practice, Quality and Retention (NEPQR) – Workforce Expansion Program (WEP)

Fiscal Year 2024 Nurse Education, Practice, Quality and Retention (NEPQR) – Workforce Expansion Program (WEP) Awards

HRSA awarded over $19 million in funding, over four years, to increase the nursing workforce in rural (non-metro) and underserved areas to address the critical shortage of nurses, specifically in acute and long-term care settings.

Total 2024 awards: Five grantees received $4,875,000 through the Nurse Education, Practice, Quality and Retention (NEPQR) – Workforce Expansion Program (WEP) .

*Community Colleges

General Catalog 2024-2025

Workforce training, contact information.

Director: Doug Cruthirds, Phd E-mail: [email protected] Office: 1920 3rd Ave N, Lewiston, ID 83501 Phone: 208-792-2388 or 800-879-0452 FAX: 208-792-2680 Web: http://www.lcsc.edu/workforce-training

Coordinators

• Mandy Damman, [email protected] 208-792-2388: Customized Training, Business/Industry and Welding
• Philip Liggins, [email protected] 208-792-2388: Apprentice Programs

Office Staff

• Noreen Johnson, [email protected] 208-792-2388 Office Supervisor
• Chelsey Patterson, [email protected] 208-792-2388  Apprenticeships, Business
• Darcy Oliver, [email protected]  208-792-2388 CSR

Workforce Training provides entry level Career & Technical Education plus upgrade training throughout North Central Idaho. Industry specific training includes health occupations, business, manufacturing, custom classes, apprenticeships, and driver development among others. Workforce Training is a member of the Idaho Workforce Training Network (WTN). WTN is comprised of department representatives from six higher education institutions throughout Idaho and the Idaho State Division of Career & Technical Education. WTN departments provide opportunities for entry level employee training, retraining workers who have lost their jobs or who wish to upgrade their positions, customized training for business and industry, related instruction for apprenticeships, and emergency services training to meet the needs of Idaho employers and citizens. Educational offerings are delivered in the form of workshops, video-conferencing, online and hybrid courses, traditional classroom settings, and hands-on skill labs.

• Micro-credentials (Badges) through Idaho SkillStack
• LEAN on the Job Training designed to help employers train in-house
• Assessments to identify specific training needs
• Development and provision of upgrade or initial job skills training
• Evaluation of training results
• Access to the latest technologies and statewide technical college resources
• Specific business/industry training solutions
• Knowledgeable subject matter experts
• Content specific performance objectives
• Individualized help for student success
• Driver development training emphasizing crash prevention and driver control
• State of the art computer labs for training, on-campus, at the North Lewiston Training Center or at a place of business
• Assistance to industry/business partners to develop Registered Apprenticeship programs
• Educational pathways to higher Education Programs

Business and Industry

Classes include (but not limited to) customer service, computer basics, graphic design, word processing, databases, contact management, spreadsheets, presentations, pre-employment, industrial safety, and traffic control. Customized training for businesses is provided to meet specific needs. Professional skills training workshops include supervisory skills, team-building, conflict management, management practices, techniques for managing change, leadership, time management, and others.

Many classes are available and delivered in an on-line format: related training for custom apprenticeships, accounting, finance, business, computer applications, design and composition, health care, medical, language arts, law, legal, teaching, education technology, writing, publishing, workplace training, technical, green education, and certificate programs.  Other classes are delivered as a hybrid class with classroom learning online and hands on skill training in a classroom, such as CNA, Paramedic, Construction Laborer and EMT.

Health Occupations

Nursing assistant, Phlebotomy, Fundamentals of Dental Assisting, Instructor Development, Assistance with Medications, Emergency Medical Technician, Emergency Medical Responder, Paramedic, CPR, First Aid, HIV Prevention for Health Care Providers (online) and others are offered. Health occupations courses offer a balance of theory, lab and clinical practice that delivers information to students in realistic health care situations.

Accredited Programs

Workforce Training's Paramedic class was accredited by the Commission on Accreditation of Allied Health Education Programs upon the recommendation of the Committee on Accreditation of Educational Programs for the Emergency Medical Services Professions on January 15th, 2021 with an expiration date of 2025.  

1361 Park Street, Clearwater, FL 33756 727-210-2350 www.caahep.org

Welding classes are offered on three different levels. Beginning welding teaches novice students how to use the equipment. Information is given about the welding process from machine set up through filler metal selection using MIG and stick techniques. Advanced welding is a 30 hour course that picks-up where the beginning course ends.  It is a great class for people who have welded before but need to advance their skills or add new processes to their resumes. The third course, aluminum welding, was developed through a partnership with regional aluminum boat builders. This 30 hour course provides an introduction to aluminum welding and gives the student a leg up when searching for a job in that industry. Students may choose to test to receive an Aluminum Welding Badge that regional employers value when seeking employees.

Apprenticeship

Electrical, Plumbing and HVAC apprenticeship classes are four-year programs consisting of 144 classroom hours per year.  These programs are offered through online or correspondence delivery to meet the needs of students who cannot attend class on campus. Classroom instruction for these programs is related to the trade selected to complement on-the-job training apprenticeship hours. Individuals who are not apprentices, but wish to obtain training will be accepted on a space-available basis. Upon completion of the electrical or plumbing apprentice technical core and technical support classes, students may choose to complete the LC State General Education core, pay to have the classes transcripted, and apply for an AAS degree in Electrical or Plumbing Apprenticeship; see the Program Plans for these majors.

New apprenticeship classes offered at WFT are our Millwright and Custodial Maintenance programs developed specifically to meet the needs of this region. We have many related training options online if you have a need for a  specific apprenticeship related training program.

To view complete Workforce Training course listings visit: http://www.lcsc.edu/workforce-training .

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UMD's ACES Program Secures $5 Million NSF Grant Renewal to Strengthen Cybersecurity Education 

The University of Maryland's Advanced Cybersecurity Experience for Students (ACES) program has renewed its CyberCorps Scholarship for Service (SFS) grant, securing nearly $5 million in funding from the National Science Foundation (NSF). The grant renewal, extending through April 2029, seeks to close gaps in the federal cybersecurity workforce by advancing education and workforce development initiatives. 

The CyberCorps SFS program funds cybersecurity education at universities across the U.S. Scholarship recipients commit to working for federal, state, local or government organizations after graduation in exchange for financial support. This aligns with the U.S. National Cyber Strategy, highlighting the need for a strong cybersecurity workforce to counter emerging threats.

The interdisciplinary team behind the grant renewal includes Department of Computer Science Associate Professors Mike Levin and Michelle Mazurek . The funding will support UMD’s ongoing efforts to provide students with specialized training and career opportunities in cybersecurity while working to diversify the talent pool in this high-demand field.

“I'm thrilled that ACES SFS has been renewed, as it provides valuable financial support to students who might otherwise struggle to fund their education,” said Mazurek, Co-Director of the Maryland Cybersecurity Center . “The program also helps place talented students in crucial government positions with national security implications, ensuring they make a meaningful contribution.”

The NSF grant will allow ACES to recruit 30 additional students over the next several years. These students will participate in the ACES Minor, which requires 16-17 credits of coursework. The curriculum includes foundational courses in cybersecurity, electives and hands-on learning opportunities that provide real-world knowledge and skills employers value.

A significant aspect of the program is its partnership with government agencies, including an Educational Partnership Agreement (EPA) with the National Security Agency (NSA).

"ACES is great because it gives students hands-on cybersecurity experience through classroom projects, internships and research opportunities they might not otherwise access," Mazurek noted. "It also brings students from many majors into cybersecurity and exposes them to issues that affect all of society, not just the tech sector."

Launched in Fall 2013, ACES was established with a major gift from its founding sponsor, Northrop Grumman . Corporate and on-campus partners support the program through financial contributions and mentorship opportunities. Approximately 100 students join the minor each year, and participation in the ACES LLP is not a prerequisite for entry.

—Story by Samuel Malede Zewdu, CS Communications 

“CyberCorps Scholarship for Service (Renewal): SFS for ACES” is supported by NSF grant #2336312 from NSF’s Division of Graduate Education .

The grant team also includes:

Michel Cukier, principal investigator, Department of Mechanical Engineering Lawrence Gordon, co-principal investigator, Robert H. Smith School of Business Charles Harry, co-principal investigator, School of Public Policy

The Department welcomes comments, suggestions and corrections.  Send email to editor [-at-] cs [dot] umd [dot] edu .