student and organizational learning - CCLP - Iowa State University

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“One of the things we’re doing as a requirement for the faculty developmentworkshop is for the people coming into the workshop to provide some materialthat will be put on the website, something innovative that they’re doing nowcurrently and those will add, of course, to the clearinghouse and make us abetter resource although I think working more closely with someone like theNational FFA because we need to work on that education from all the waythrough and if they go away there’s we need to have…some flow and workthrough so those, those are some of the things and I think having a more definedbusiness plan as to what we want to get done and accomplish will also be to dothat.”Another PI/Co-PI expressed feeling committed to being a national leader and sharingknowledge as his responsibility:“I feel committed and responsible as being a national leader in my teaching as,in the way I teach, in the content that I teach, and I’m more than willing to shareall of that to the partners or anybody who asks.”Academic InstitutesThe academic institutes were the primary source of professional development activitiesdisseminated by ATEEC and MCIT that lasted nearly a week (5-7 days). Individuals whoparticipated in institutes were able to spend a little more time engaging in professionaldevelopment exercises and activities. However, some concern was expressed regardingthe leadership component and the leadership development opportunities that are seen asabsent among leaders within the field. Many of the PIs/Co-PIs expressed that technicians,program coordinators and other individuals within management positions in the field almostnever have formal training and experience regarding leadership. ATE provides avenues forleaders in industry to engage in conversations around leadership. One way is through themonthly seminar series.DRAFT“We started sharing that we are going to continue to meet and we started thisIT leadership academy and we got a lot of feedback from people on our boardand they come into the organization as network technician or systems adminprogram or whatever and if they are really good they usually end up gettingpromoted into some sort of management position and they almost never haveany training or experience around leadership or management and often timesdon’t do a very good job at it and they wanted us to help and so I got somebusiness people together and we created a sort of a steering committee and wedevelop this seven day once a month seminar series.”The opportunity to have dialog among other leaders and professionals not only createsavenues for individuals with no formal leadership training to access resources, but it alsocreates opportunities to share information and knowledge to future leaders.30
“First of all the partnership we built, I can go into our partner meetings andI know that people are coming from the other colleges and we can sit downand have honest discussion about what’s happening in agriculture and what’shappening in education.”The goal of ATE is to not only create leadership opportunities and avenues for disseminationamong ATE partners. The partners within ATE also value the informal partnerships that arecreated within the community among non-partners.Non-academic institutesIn addition to educating, supporting and disseminating information to the academic sectorand emerging leaders in faculty positions, ATE also viewed educating the next generationas a part ofDRAFTtheir global outreach. One of the opportunities awarded to MCIT through itsacademic institute was the chance to form collaborations with non-academic entities thatfocused on out of school youth.“We were approached by the Kellogg foundation to create an alternativecredential and credentialing system for out of school use, which we worked onfor the last couple of years and many of our MCIT colleges were involved and itwasn’t just purely MCIT activity but we leveraged MCIT and that was one of thereasons why they asked us to be involved and we were looking at the whole fourstate reason and we created this prototype called get into it and it’s basicallybusiness that would hire out of school youth who have an interest in IT to workfull time salary and benefits and then all of their learning would be projectbased so as we go out and sell website development or brochure developmentor data entry or taking your album and turning them into MP3 files I mean therewould be a whole menu of things that they would be doing that they would learnthe technical non-technical skills by doing those different tasks and now Metrois going to partner with us to pilot with us here in our building starting in thespring.”Promoting skills development broadly was an important component of ATE. The alternativecredentialing system for out of school youth was definitely geared towards promotingskills development beyond the academic environment and reached individuals who wouldotherwise not have exposure to such opportunities.Promoting skill developmentPromoting professional skill development is definitely at the heart of the ATE Center and itsinitiatives. The opportunity to get individuals involved in these activities was an importantgoal of the Centers.31
Page 6 and 7: DRAFT
Page 9 and 10: About the ContributorsApril Anderso
Page 14 and 15: DRAFT
Page 16 and 17: • describe and analyze the landsc
Page 18 and 19: ATE programs and Centers were selec
Page 20 and 21: collaborative efforts in which two-
Page 22 and 23: challenge now is to create environm
Page 24: The content for much of career-tech
Page 27 and 28: New demands and new sets of knowled
Page 29 and 30: Developing the 21 st Century Tech-l
Page 31 and 32: Chapter 2Organizational Structure o
Page 33 and 34: Organizational Structure of Leaders
Page 35 and 36: Partnerships in AcademiaProviding p
Page 37 and 38: ContextThe Advanced Technological E
Page 39 and 40: encouraged faculty to attend confer
Page 41: Another PI/Co-PI expounded on this
Page 45 and 46: Another one of these opportunities
Page 47: supportive individuals in leadershi
Page 50 and 51: DRAFT
Page 52 and 53: program improvement, professional d
Page 54 and 55: • Objective 1: To identify the IT
Page 56 and 57: Some of the classes I’ve been in
Page 58 and 59: improved communication skills were
Page 60 and 61: employers reported that additional
Page 63 and 64: Brown, B. L. (2002a). New wine in n
Page 65 and 66: Chapter 4An Authentic Assessment Mo
Page 67 and 68: An Authentic Assessment Model of Te
Page 69 and 70: in the STEM fields is essential in
Page 71 and 72: • How are student experiences, in
Page 73 and 74: FindingsThemesThe five major themes
Page 75 and 76: The core competencies integrated wh
Page 77 and 78: Discussion and ConclusionAs technol
Page 79 and 80: Reid, M., Jacobs, J., Ivanier, A.,
Page 81 and 82: Chapter 5Assessing the Impact of Pr
Page 83 and 84: Assessing the Impact of Professiona
Page 85 and 86: were described. A prevalent feature
Page 88 and 89: and document review were used (Merr
Page 90 and 91: ASSESSING THE IMPACT OF PROFESSIONA
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12 years before starting his teachi
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“I saw teachers who were burned o
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demonstrate the positive impact of
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Patton, Madeline. 2006. Teaching by
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DRAFT88
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Many ATE Centers provide access to
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a strong environmental technologica
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ATE Center in addition to staying c
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Through giving presentations, facul
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While Working Connections appears t
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The findings reported here agree wi
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Bennis, W. G., & Nanus, B. (1985).
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DRAFT
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DRAFT
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ATE programs clearly focus on integ
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of constructivist curriculum theori
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also serves as the Principal Invest
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“One of the great things about th
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In particular, students felt that i
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As this study shows, providing real
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Keefe, J. W. (1979). Learning style
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student and organizational learning - CCLP - Iowa State University

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