Curricular Review of K-20
e-Technology
Career Cluster PROPOSAL
January 2004
Prepared for
Florida Department of Education
Project Number 132-96990-4P002
TAPS #4B040
Abstract
Miami Dade College and its consortium of education, business, and industry partners submit this
proposal in response to the Florida Department of Education’s request for proposal for curricular
review of career clusters in E-Technology (TAP #4B040).
Overview of the Project
Miami Dade College will lead the proposed consortium, which consists of representatives from
the following educational institutions: Miami-Dade County Public Schools, Orange County
Public Schools through Winter Park Tech -Orange Technical Education Centers, and Duval
County School District, providing representation for the K-12 level; five community colleges
representing a broad geographic distribution throughout the state of Florida: Central Florida
Community College, Daytona Beach Community College (east), Florida Community College at
Jacksonville (north), Seminole Community College (central), Valencia Community College
(central); Florida Atlantic University (public four-year post-secondary institution), and Nova
Southeastern University (non-public post-secondary institution).
Business and industry partners include Cisco Systems, Dell Computers, Terremark Worldwide
Inc., and National Center for Simulation.
The project will comprise four phases. Phase I will consist of researching what currently exists.
Phase II will identify the gaps between industry needs and what exists. Phase III will brainstorm
solutions, and Phase IV will develop recommendations. The work will be conducted with faceto-face meetings, email, and telephone and/or web conference calls. Throughout the project, the
consortium will focus on addressing the needs, gaps, and recommendations for:
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technical competencies required to do the jobs in the targeted career cluster
academic requirements needed to do these jobs
additional soft skills workers need to be effective in their jobs
tools required to develop the desired skill sets, including hardware, software, and other
equipment
skills and certifications instructors need to teach the required skills/competencies
accelerated workforce education and whether or not industry’s needs are being met
the efficacy of distance learning to deliver targeted programs
how best to incorporate reading skills into the curricula in accordance with the Just Read
Florida initiative
improving performance and outcomes in accordance with the President’s initiative for
secondary and technical education excellence
marketing and disseminating the findings and recommendations of the consortium
Reviews will be conducted at each educational level represented in the consortium: K-12 public
schools, community colleges, public universities, and non-public post-secondary educational
institutions. Industry partners will provide input for developing the program standards, including
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the technical competencies, academic requirements, soft workplace skills, the equipment and
software required to acquire the skills, instructor qualifications, their needs for distance learning,
and accelerated workforce education.
Meetings will be conducted to identify gaps between the curricula and workforce education and
training needs, brainstorm strategies to address the gaps, and develop recommendations to close
the gaps. Interim feedback and input will be provided via email, telephone, and conference calls
as necessary. Concurrently, the education partners will review their articulation agreements,
identify successful articulations, identify overlap in program offerings, identify opportunities for
articulation, and develop recommendations based on successful models.
Sub-committees will be formed as necessary to support the curricula review, the analysis of
articulation agreements, and the reading, academic excellence, and marketing initiatives. These
committees will conduct their business via meetings, email, and conference calls.
In addition to the consortium (identified in Components One and Two below), the project will
require a full-time project manager with expertise in curriculum planning and technology,
facilitators to assist at the meetings, and a project coordinator to assist with research, report
writing, and other functions to contribute to and support the consortium’s study.
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Identification of Career Cluster
E-TECHNOLOGY (web-based) TAP # 4B040
COLLEGES & UNIVERSITIES
POSTSECONDARY VOCATIONAL
Information Technology
Information Studies
E-Business tracks
Digital Arts/Digital Media
Graphic Design
Graphic Communications
Digital Design
Printing and Graphic Arts
Multimedia Design
New Media Technology
Web Design Services
Digital Printing Technology
COMMUNITY COLLEGES
SECONDARY
Database/E-Commerce Security
Database Technology
E-Business Technology
Internet Services Technology
IT Project Management
Digital Media/Multimedia Technology
Digital Television and Media Production
Graphic Arts Technology
Graphics Technology
Academy of Database and Programming Essentials
Academy of Information Technology
Digital Design
Web Design Services
New Media Technology
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Requirement for Reading
The consortium will research and review best practices for integrating reading across the
technology curricular. The consortium will examine whether or not the frameworks integrate
reading competencies into the skills and program requirements. If reading skills are found to be
weak or lacking, the consortium will make recommendations, based on its best practice research,
which will be disseminated across the state to technology teachers, instructors, and
administrators.
Requirement for Dissemination and Marketing
The consortium will establish a committee to identify effective means of disseminating its
findings. Consortium members will work with local IT sector marketing teams to promote and
disseminate project information. It will identify relevant media, conferences, and other means
of publicizing its work. Its members will seek opportunities to present at appropriate local,
state, and national conferences. Findings from the project will be disseminated statewide to
technology coordinators at secondary and postsecondary institutions, and published on the
Miami Dade College website which receives more than one million hits per year. A Speaker’s
Bureau may be set up, and a schedule may be developed for consortium members to present to
its local school districts and share the information with its local public and private universities,
as well as to the Florida community colleges that are not participating in the consortium.
President’s Initiative for Secondary and Technical Education Excellence
The consortium will develop in-depth recommendations that align with the major objectives of
the President’s initiative with emphasis on the following areas:
Increase the number of students taking a rigorous academic curriculum so that they are fully
prepared for postsecondary education (without needing remediation ) and high skilled entry
level employment.
By bringing together participants from across the state, and sharing best practices for
incorporating E-technology courses into K-20 curriculum (including the rigorous academic
curriculum needed to prepare students for E-tech courses), the project will provide a means to
evaluate various means of accomplishing this goal, and, through dissemination of project
materials, allow the findings to be shared statewide.
Increase the high school graduation rate.
Students interested in technology-related careers and involved in high tech curricular tend to be
highly motivated to complete high school. The consortium will examine how to integrate web
technology into academic curricula with quality interactive-instructional components to
stimulate the students' interests as well as ways to provide consistent, interesting and a
progressive sequence of courses to the curriculum to maintain interest and motivation. It will
also look at best practices as they impact retention and recruitment from one level to another to
expand the skilled workforce throughout the state in E-Tech industries.
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Increase student choice among rigorous high school programs or accelerations to
postsecondary education.
The project will present alternatives that have been tried in various parts of the state for students
to develop skills and complete coursework in E-tech fields. The project will further cite
examples of where these emerging choices have been articulated to various post-secondary
institutions within the state. These will be proposed as new curriculum frameworks in
emerging technology fields.
Increase the number of students participating in dual enrollment or continuing into
postsecondary technical programs directly from high school.
The project will gather information about E-tech programs taught in dual enrollment or
articulated from secondary to post-secondary institutions, and provide a means to disseminate
information about those programs currently yielding increased participation. These programs
that are currently working successfully will be used as a model for dissemination to all districts
within the state.
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Component One - Identification of Consortium Membership
School Districts
Miami-Dade County Public Schools
Orange County Public Schools (Winter Park
Tech - Orange Technical Education Centers)
Duval County Public Schools
Community Colleges
Miami Dade College
Central Florida Community College
Daytona Beach Community College
Florida Community College at Jacksonville
Seminole Community College
Valencia Community College
Public Universities
Florida Atlantic University
Non-Public Post-Secondary Educational
Institutions
Nova Southeastern University
The education partners in the consortium include:
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K-12: Miami-Dade County Public Schools, the state’s largest public school district, providing
representation from the south; Orange County Public Schools through Winter Park Tech - Orange
Technical Education Centers in central Florida, and Duval County Public Schools in the north.
Community colleges representing a broad geographic distribution throughout the state of Florida: Miami
Dade College (south), Central Florida Community College (central), Seminole Community College
(west), and Valencia Community College (central); Daytona Beach Community College (east), Florida
Community College at Jacksonville (north).
Public college and university sector: Florida Atlantic University
Non-public post-secondary sector: Nova Southeastern University
Business partners include Cisco Systems, Inc., Dell Inc., Terremark Worldwide Inc., National Center for
Simulation, T.H. Buscaglia & Associates.
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About Miami Dade College
Miami Dade College (MDC) is a multi-campus, state-supported college, with six campuses and numerous
outreach centers. In 2002 - 2003, MDC had the largest enrollment of any higher education institution in the
country, with close to 83,000 credit students. The college enrolls more Hispanics than any other college and has
the second largest enrollment of African-Americans. With a total annual budget for 2002-2003 of $597 million,
Miami-Dade serves 164,000 students in both credit and noncredit courses, drawing 38% of all high school
graduates and 54% of all those who go on for post secondary education in the state.
The college offers Associate in Arts and Associate in Science degrees, College Credit Certificate Programs,
Vocational Credit Certificate Programs, and Community Education Non-Credit Courses and Programs. As of
Fall 2003, the college offers a four-year baccalaureate degree in Education with specializations in secondary
math and science, and exceptional education.. MDC offers over 150 associates' degrees, awards more associate
degrees than any other school in the nation, and graduates the highest number of minority students. Within one
year of graduation, 81% of vocational graduates are employed in jobs related to their training and 78% of
Associate in Arts graduates pursue higher education.
Business/Industry Partnerships
MDC is active in numerous business, industry, government, and community-based workforce development
coalitions, including:
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One Community One Goal (OCOG), the Greater Miami Chamber of Commerce’s
business/education/government initiative whose purpose is to increase workforce development in
specific fields in order to meet labor demands. The coalition includes the Chamber, the Beacon Council,
the Mayor's Office, industry association committees, educational institutions, and other local
organizations and institutions.
Greater Miami Chamber of Commerce
The Beacon Council, Miami-Dade County's publically funded economic development partnership
South Florida Workforce, the regional workforce board that provides training and support services for
people unemployed or seeking career advancement
Internet Coast, a group of Internet companies and organizations covering Palm Beach, Broward, and
Miami-Dade counties. Its mission is to increase the number of high tech jobs in South Florida.
NAP of the Americas, composed of 85 member organizations and institutions. A NAP (Network Access
Point) is a fiber-optic, high-speed, major Internet switching facility that links users with
telecommunications companies and service providers globally. The NAP of the Americas is the first
NAP in the United States to make education a key component of the enterprise, and the educational
institutions, including MDC, have been integrally involved from the very beginning.
Workforce Development
E-Technology
Miami Dade College produced over 2,000 graduates in the last several years for the Information Technology
industry, including e-technology related areas such as Internet services, database technology, and graphics
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technologies. The College currently offers the Associate in Science, College Credit Certificates, and Vocational
Credit Certificates in twenty programs that are on the Region 23 high skill and high wage job list. The success
rate for placements of responding graduates who was 100% for the class of 2000-2001. The annual 2002-2003
declared enrollments for the Information Technology industry included 3,274 students. Employers of MDC
Information Technology graduates include BellSouth, System One, Computer Associates, Inc., Knight-Ridder
Sun Microsystems, Inc., United Technologies, TCI, Sprint, and Xerox.
MDC offers programs and/or certificates in Database Technology, Internet Services Technology, Graphic Arts
Technology, Graphic Design Technology, Graphic Internet Technology, and is in process of implementing a
program in E-Business Technology.
Emerging Technologies Center of the Americas (ETCOTA)
The Internet Coast consortium projects 10,000 new technology jobs per year, which will add $1.2 billion to the
regional gross domestic product. Miami Dade College is being asked by the business community to be the key
source of 21st Century education and training to create that workforce. In response to this demand, MDC
received a $7.9 million grant from the State of Florida to develop the 40,000 square feet Emerging
Technologies Center of the Americas (ETCOTA), a state-of-the-art technology-training center that opened
Summer 2002. ETCOTA’s mission is to work closely with business and industry to help Florida residents fulfill
these workforce needs with Florida residents. ETCOTA will enable Miami Dade College to serve
approximately 20,000 individuals with the kind of skill-based training and educational opportunities they need
to succeed in our new high tech economy.
ETCOTA's mission is to energize economic development by:
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working closely with business and industry to provide the workforce needed to ensure the successful
future of the Internet Coast and the State of Florida
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meeting the needs of the NAPs and the IT, Telecommunications, and e-Businesses which will be drawn
to the NAPs and flourish throughout Florida
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helping to meet Governor Bush's goal of transforming Florida into a technological powerhouse
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reaching out to all elements of the population: those needing retraining to move ahead; those just
entering the workforce for the first time; those needing a second start; and those who are in danger of
being left behind
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keeping a constant focus on closing the Digital Divide by drawing in the significant minority population
of Miami-Dade County through open admission and outreach programs.
MDC’s Technology and Engineering Associate in Arts (A.A.) and Associate in Science (A.S.) degrees that
seamlessly transfer to the State University System or directly into high paying jobs are offered under the
umbrella of ETCOTA. In addition, the ETCOTA provides innovative “Just-in-Time Learning” opportunities:
short courses, seminars and skill-upgrading sessions that can be accomplished in days or a few weeks as well as
certification training with an industry focus, such as Cisco, Oracle, Microsoft, IBM, Nortel and Novell, and
other state-approved certificate programs.
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Articulation Agreements
Miami Dade College participates in the Statewide Articulation Agreement among all Florida public institutions
of higher learning and the articulation agreement with the Independent Colleges and Universities of Florida to
accept the Associate in Arts degree as the transfer degree from the Florida Community College System. In
addition, MDC has developed unique articulation agreements with 65 local and out-of-state colleges and
universities such as UCLA, New York University, and University of Michigan.
The college also has dual enrollment agreements with the public high schools in the Miami-Dade County Public
School district.
About Valencia Community College
Valencia Community College serves Orange and Osceola Counties in Central Florida. The population of these
two counties is approximately 1.1 million, with Orange County being the sixth largest county in Florida.
According to 2000 Census data, Metro Orlando (located in Orange County) experienced a 45.2% population
increase between 1990 and 2000. Among the top 50 major U.S. markets, Metro Orlando ranks #1 in the nation
in terms of population, household, and total employment growth through 2004. Over the past decade, Valencia
has been the fastest growing of the five largest Florida community colleges. It is the third largest of Florida's 28
community colleges in annual enrollments and FTE, with a total enrollment of over 53,000.
Valencia offers the standard Associate in Arts degree, as well as 39 A.A. Pre-Majors, 50 Applied Technology
Diplomas and Certificate Programs, and 44 Associate in Science and Associate in Applied Science Degree
Programs. Valencia is ranked second in the nation in the number of A.A. and A.S. degrees awarded, and fifth in
the nation for associate degrees awarded to minorities. Valencia's graduate job placement rate for A.S. degree
programs currently is at an all-time high of 100%. A.S. graduates earn an average starting salary of
approximately $33,000. Courses are offered at four campuses, and many E-Tech-related courses are available
via distance learning as well. Valencia is a Microsoft Regional Training Center and a CISCO Regional Training
Academy.
Industry Partnerships
Valencia is actively involved with Chambers of Commerce, the Metro Orlando Economic Development
Commission, O-Force, the Tech-4 Consortium, Workforce Central Florida, the Florida High-Tech Corridor
Council, and other community partners in addressing the workforce needs of the area. Valencia's collaboration
with The National Center for Simulation, an alliance of 300 high-tech companies, is one example of an effective
partnership, with NCS providing part-time faculty, hosting field trips to high-tech employers, and sharing
student resumes with members for employment and internship consideration.
More than 500 advisory committee members from business and industry have assisted Valencia and its staff in
the long-range planning of degree and certificate programs, reviewing curriculum for relevance to the changing
needs of the community, and in providing insight into the workforce needs in Orange and Osceola counties.
Valencia has worked in partnership with major corporations residing in its service district, such as Lockheed
Martin, Oracle, Siemens, Lucent Technologies, Agere Systems (formerly CIRENT Semiconductor).
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Experience with Curriculum Development
Valencia has extensive experience in statewide program and curriculum development in the electronics,
interactive media, and business program areas. Within the past three years, Valencia has led the revision of
statewide curriculum frameworks in these areas with support from the Sector Strategies program. This process
utilized the "Developing A Curriculum" (DACUM) process that involved business and industry and numerous
educational entities collaborating in the development of programs to enhance student performance and
outcomes. These projects resulted in new A.S. degree and certificate programs at Valencia as well as models for
new programs that can be replicated statewide.
Articulation Agreements
In addition to the associate to baccalaureate articulation provided for under the statewide articulation agreement,
Valencia has developed articulation agreements with school districts in Orange and Osceola counties to provide
high school and Tech Center students with a smooth transition into Valencia's technical programs. In 2002-03,
the Orange-Osceola- Valencia Tech Prep consortium reported 165 signed articulation agreements and 349
articulated programs of study.
About Seminole Community College
Seminole Community College (SCC) is a full-service education provider offering two-year college credit
degrees (A.A., A.S.); specialized career certificates; continuing professional education; customized workplace
training; adult education; community, leisure and youth programs; and cultural events. Seminole Community
College is located in the metropolitan Orlando area in Seminole County, Florida in the heart of the Florida High
Tech Corridor. SCC has campus sites at Sanford/Lake Mary and at Oviedo and an instructional center at Hunt
Club which currently serves southwest Seminole County. The college is in the process of developing a 90,000
sq. ft. high-tech training facility in Heathrow and a new Altamonte Springs Campus.
Its top-producing programs range from college credit transfer degrees and career certificates to training for
information technology and health professions to business management and construction trades. SCC delivers
more than 4,000 offerings to nearly 30,000 students. SCC utilizes the latest technology, and flexible delivery
formats including online, video/ television, weekend, morning, afternoon, evening, and Speedegree - an
accelerated track, in addition to classroom delivery in high-tech classroom and lab settings.
About Florida Community College at Jacksonville
Florida Community College at Jacksonville (FCCJ) has five campuses, a central administration building, and
five College centers. More than 55,000 students are enrolled in a variety of education, training, and enrichment
courses and programs at FCCJ, making it one of the largest in the nation. FCCJ prepares individuals for: 1)
upper division college education, 2) skilled employment, 3) a high school diploma, and 4) personal and career
self-enrichment.
Along with the Associate in Arts degree program, the College offers Associate in Science and Associate in
Applied Science (A.A.S.) degree programs for in-depth training in more than 75 fields to prepare students for
employment after two years of study. In addition, students may enroll in certificate programs or take classes for
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self-enrichment. In the area of adult education, the College offers adult basic education and courses leading to
the high school diploma or the GED diploma at all campuses and at many off-campus locations.
Workforce Education
Florida Community College at Jacksonville operates extensive workforce education programs. Nearly 10,000
students enroll in the diverse programs offered by the College, and 25% of students in workforce programs are
enrolled in technology-related programs including information technology and engineering.
Industry Partnerships/Articulation
Florida Community College has forged partnerships with businesses and industry throughout the six-county
area included in the Jacksonville metropolitan statistical area to participate in curriculum design, employ
graduates, provide training materials and equipment, and serve in an advisory capacity for workforce
programs. The College also has active partnerships with colleges and universities, which includes agreements
for articulation, participation on advisory committees, and other agreements in support of programs. Graduates
of FCCJ's college transfer program are guaranteed acceptance as juniors at any of the nine state universities
under a comprehensive articulation agreement.
About Daytona Beach Community College
Daytona Beach Community College (DBCC), is a multi-campus institution with campuses located in Volusia
and Flagler County. It was the state's first comprehensive community college and today services between
40,000 to 50,000 residents of Volusia and Flagler counties.
DBCC is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools
regional accrediting agency to award associate of arts and associate of science degrees and is approved by the
state of Florida. Numerous professional and academic organizations confer special accreditation to various
college programs. DBCC also is a member of the American Association of Community Colleges and an
approved institution of higher learning for veterans and war orphans. The college has a high placement rate,
placing 100% of its Associate of Arts graduates, 93.7% of its Associate of Science graduates, and 93.7% of its
certificate recipients for an overall placement rate of 95.8%
About Central Florida Community College
Central Florida Community College (CFCC) has campuses in Citrus County, Ocala, and Levy county serving
over 20,000 students. It offers degree certificates, diplomas, and associate degrees.
The College is active in distance learning. CFCC’s distance learning offerings include online courses,
interactive TV courses (ITV), telecourses, and continuing and professional education online. It is a member of
the Florida Community College Distance Learning Consortium and participates in the Florida Distance
Learning Reference & Referral Center. It offers courses in Computer & Information Science and Business and
Technology via distance delivery.
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About Miami-Dade County Public Schools
Miami-Dade County Public Schools (M-DCPS), the fourth largest district in the nation with approximate
enrollments of 370,000 (as of October 2002), has developed a “District Comprehensive School-to-Career Plan”
which provides a blueprint for its schools to effectively function as a collection of small learning communities
of teachers, students, parents, and community members—all working collaboratively to develop world-class
workforce skills for all students by implementing a seamless career connection with the District’s CompetencyBased Curriculum that will result in increased student performance.
School-to-Career programs can be found in all 324 public schools in the District, Pre K-12. The District has
entered into articulated agreements with both two- and four-year institutions so that career programs beginning
in high school will continue through postsecondary education.
As part of the School-to-Career initiative, the District has partnered with the Greater Miami Chamber of
Commerce and its initiative, One Community One Goal, to align our workforce education programs with the
seven key industries identified as being essential to the future economic viability of Miami-Dade County.
M-DCPS’s vision is to develop a system which functions effectively as a collection of small learning
communities/career academies working collaboratively to develop world-class workforce skills for all students.
M-DCPS’s workforce preparation initiatives include the following:
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Kids and the Power of Work (KAPOW) is a joint project between elementary schools and
businesses. Business partner(s) with a grade level at an elementary school and commit at
least one volunteer per teacher. The volunteer visits the classroom seven times in the school
year to teach a one hour class relevant to the business world. The students are also brought to
the workplace for a site visit where they have an opportunity for hands-on learning at
different work stations. The program is operating in 51 elementary schools.
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School-To-Career Connections. A manual of activities for Pre-Kindergarten through 5th Grade has
been created that correlates the Competency Based Curriculum and Sunshine State Standards. The
questions and activities are based upon the FCAT competencies. This manual will be distributed to all
204 elementary schools as a vehicle to fulfill School-To-Career activities.
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Tech Prep Program is a four year high school program linked with two years of postsecondary
education that leads to a two-year certificate and/or associate degree. It provides Career Pathways in
Business Technology, Science, Health Occupations, Marketing, Public Service Occupations,
Technical/Industrial Occupations, and Family and Consumer Service. The Program is based on
communications, mathematics, social sciences, and science by integrating core academics and applied
technology. The TECH Prep program provides students with preparation for immediate employment in
an increasingly competitive and technical workforce with a relevant course of study in both high school
and postsecondary levels that addresses their interests and abilities. The TECH Prep program is in all 34
senior high schools.
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High Schools That Work. The HSTW model uses an applied technology context to support the learning
of academic skills. The model is also unique in its cross-curricular approach and in its singular emphasis
on a rigorously enhanced academic program. HSTW provides a framework within which career-bound
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students will be motivated to master the essential content of college preparatory studies - mathematics,
science, and language arts - as they are applied to technical studies.
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Curriculum Infusion. Academic and applied learning are integrated into a program consisting of
applied methodologies, interdisciplinary teaching, and team-teaching strategies. This model reinforces
the Coalition of Essential Schools= goals through the implementation of Professional Growth Team
(PGT). The integrated curricula also provide instruction in Aall aspects of an industry@ as related to the
career major of participating students. All K-12 schools are participating.
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Internships. Students who are interested in particular career majors integrate school-based and workbased learning experiences designed to foster their career goals through internships after school. Each
student will visit the internship site twice a week to gain practical, firsthand knowledge about a specific
industry or occupation. The internship activities are for juniors and seniors who would like to further
their knowledge in a specific career.
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Groundhog Career Shadow Day. As part of the career-exploration activities in early high school, each
participating student follows an employee for one or more days to learn about a particular occupation or
industry. Groundhog Career Shadow is intended to provide students with broad-based exposure to the
workplace under the guidance of experienced workers. Additionally it will help students to focus on
their career objectives and to select a career major for the latter part of high school.
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Educators In Industry (EII) program provides teachers with firsthand experience in what is really
expected in the workplace and how these expectations relate to their own students= classroom
experiences. The concept of cooperative learning, essential in preparing students for professional
teamwork, will be experienced firsthand. Through experiences such as working on an actual team
project in process, job shadowing in a variety of departments, and participating in roundtable discussions
with key employees, this opportunity will address educators'= isolation from the world of work that
their students will enter in the next decade.
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Entrepreneurial Leadership. The Kauffman Center’s Making a Job program gives selected elementary
and middle schools the opportunity to experience entrepreneurship first-hand. The students are exposed
to the world of commerce, economics, business, supply and demand, and creativity through the domains
of the program. Students experience the serendipitous discoveries of the creative process while
gathering valuable career skills by combining the School-To-Career Goal with the Making a Job
program. Additionally, the Department of School-To-Career Initiatives will offer opportunities for
teachers to visit local entrepreneurs for opportunities pertaining to the identification of a good business
opportunity, consideration of opportunity cost, key characteristics and skills, marketing techniques,
necessary financial information, and the development of a business plan.
About Duval County Public Schools
Duval County’s public school district consists of more than 150 schools throughout the Jacksonville
metropolitan area.
The district, which is divided into five geographical regions, has 104 elementary schools, 25 middle schools,
and 17 high schools. In addition, there are five special schools, two academies of technology, and three
exceptional education schools. Duval County Public Schools, and all of the schools under its jurisdiction, has
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earned accreditation from the Southern Association of Colleges and Schools. As one of the nation’s largest
public school districts, Duval County serves nearly 129,000 students.
About Florida Atlantic University
Florida Atlantic University (FAU) is a comprehensive public university with an enrollment of approximately
25,000 graduate and undergraduate students that serves six counties spread over 100 miles along Florida's
southeast coast.
Full-service FAU campuses are located in Boca Raton, Davie, downtown Fort Lauderdale, Jupiter, and Port St.
Lucie. The Open University and Continuing Education Division also in Fort Lauderdale, and SeaTech, an ocean
engineering research and graduate education center in Dania Beach, complete the sites of operation. The central
administration of the university is headquartered on the Boca Raton campus.
Academically, the university is organized into eight colleges: the College of Architecture, Urban and Public
Affairs; the Dorothy F. Schmidt College of Arts and Letters; the College of Business; the College of Education;
the College of Engineering; the Harriet L. Wilkes Honors College; the Christine E. Lynn College of Nursing;
the Charles E. Schmidt College of Science. Through these colleges, FAU offers 76 undergraduate majors, 68
masters programs and doctoral degrees in Business Administration, Chemistry, Comparative Studies, Complex
Systems and Brain Science, Computer Engineering, Computer Science, Curriculum and Instruction,
Educational Leadership, Electrical Engineering, Exceptional Student Education, Mathematical Sciences,
Mechanical Engineering, Nursing, Ocean Engineering, Physics and Psychology. Of additional particular interest
is a new program in medical sciences offered in cooperation with the University of Miami School of Medicine.
Students in this program take their first two years of medical school at FAU and complete their clinical studies
at the University of Miami.
Research and scholarship play a vital role in fulfilling the mission of the university. In addition to the many
research projects and other creative endeavors being conducted by individual faculty, more than 30 centers and
institutes dedicated to specific disciplines and areas of investigation are in operation. Some examples in the
fields of science and technology are the Center for Complex Systems and Brain Sciences, the Center for
Molecular Biology and Biotechnology, the Florida Center for Electronic Communication and the Institute for
Ocean Systems Engineering. Other areas of specialized pursuits can be found in the Anthony James Catanese
Center for Environmental and Urban Solutions, the Stuart-James Research Center with on-line access to
business data including census tracking information, the Carl DeSantis Business and Economics Center for the
Study and Development of the Motion Picture and the Christine E. Lynn Center for Caring.
The FAU Research Park, a thriving complex of nine buildings occupied by twenty five tenants on 60 acres of
the Boca Raton campus, provides additional opportunities for research. A number of faculty and graduate
student projects are being carried out in cooperation with various concerns located there. The Research
Corporation, FAU's technology transfer organization, has its headquarters in the Park.
About Nova Southeastern University
Located in Fort Lauderdale, Nova Southeastern University (NSU) is a not-for-profit, fully accredited,
coeducational institution that serves approximately 19,000 students. NSU is the largest independent institution
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of higher education in Florida and it is the 12th largest independent institution nationally. NSU awards bachelor,
master's, educational specialist, doctoral, and first-professional degrees in a wide range of fields. It has an
undergraduate college and graduate and professional schools of medicine, dentistry, pharmacy, allied health,
optometry, law, computer and information sciences, psychology, education, business, oceanography, and
humanities and social sciences. The institution also enjoys an excellent reputation for its programs for families
offered through the Mailman Segal Institute for Early Childhood Studies and University School, including
innovative parenting, preschool, primary, and secondary education programs.
The university's programs are administered through academic centers that offer courses at the Fort Lauderdale
campuses, as well as at locations throughout Florida, across the nation, and at selected international sites in the
Caribbean, Canada, China, Dominican Republic, France, Greece, Panama, Puerto Rico, and Venezuela.
NSU is well known for innovation and quality in both traditional and distance education. The university serves
large numbers of adult students and a growing population of traditional undergraduates. The institution has
produced approximately 73,000 alumni.
16
Component Two - Industry Partners and Relationships
Cisco Systems, Inc. manufactures and sells networking and communications products, and provides services
associated with that equipment and its use. The Company provides a broad line of products for transporting
data, voice and video within buildings, across campuses or worldwide. Cisco sells scalable, standards-based
networking products that help customers build their own network infrastructure, while also providing tools to
allow them to communicate with their customers, prospects, business partners, suppliers and employees.
Products are used individually or in combinations to connect computing devices to networks or computer
networks with each other, whether they are within a building, across a campus or around the world. Miami
Dade College is a Regional Training Academy delivering a Cisco Network Associate college certificate training
program leading to certification as a CCNA (Certified Cisco Network Associate).
Dell, Inc., designs, develops, manufactures, markets, services and supports a range of computer systems,
including enterprise systems (servers, storage and networking products and workstations), notebook computer
systems, desktop computer systems and software and peripherals. The Company also offers a portfolio of
services that help maximize information technology (IT), rapidly deploy systems, and educate IT professionals
and consumers. DELL also markets software, peripherals, service, and support programs. The company is an
education partner of Miami Dade College.
Terremark Worldwide, Inc., is a global leader in facilitating Internet connectivity and providing Internet
infrastructure and managed services. Terremark is the owner and operator of the NAP of the Americas . The
carrier-neutral NAP of the Americas is a state-of-the-art facility providing interconnection between global
carriers, ISPs and others as well as connecting fiber networks in Latin America and Europe to those in the U.S.
It is the fifth Tier-1 Network Access Point (NAP) in the world and the first one housed in a facility built
specifically for a NAP. This facility, across the street from Miami-Dade College’s Wolfson campus in
downtown Miami, is a premier Network Access Point and the model for TerreNAP Data Centers that the
company intends to deploy in emerging markets.
SM
SM
SM
Terremark has entered into a cooperative agreement with MDC and ETCOTA that provides for Terremark to:
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assist MDC in curriculum design
provide internships to MDC students
provide speakers to participate in lectures, seminars, and training
offer its facilities for demonstration, presentations, and workshops
assist in developing new programs
The National Center for Simulation (NCS) was formed in 1993 to link the defense industry, government, and
academia on behalf of the entire simulation, training, and modeling community. Its mission is to facilitate
networking among its growing local, national, and international membership and potential partners and
customers in government, industry, education, and commerce. NCS is headquartered in Orlando, Florida –
home of the Simulation Center of Excellence and more than 180+ modeling, simulation and training companies,
the University of Central Florida, and two military simulation and training commands.
As a forum, showcase, advocate, and archive for simulation, training, and modeling knowledge and resources,
NCS works to strengthen the simulation community’s synergy, foster innovation, and tell the story of modeling,
17
simulation, and training to decision makers and the general public. NCS members actively create an
environment where collective efforts result in new awareness and applications for military readiness, space
exploration, health care, transportation, education, entertainment, and technology development.
NCS is an active member of Valencia Community College’s IT program advisory committee and has served on
the advisory board for Valencia’s Center for High Tech Training for Individuals with Disabilities. In addition,
NCS has arranged field trips for Valencia students as well as for high school students participating in
postsecondary transition activities. NCS has assisted with recruiting adjunct instructors, and has worked with
Valencia in promoting internship programs to their members. NCS also has allowed time for Valencia
representatives to make presentations to their membership regarding programs at the college.
T. H. Buscaglia and Associates, Miami, Florida, provides legal and technical counseling to emerging
technology companies and to existing companies transitioning to new technologies. The firm is dedicated to the
computer and video game industry, assisting developers in all aspects of their legal and business needs.
Principal Tom Buscaglia is the Founder and Executive Director of Games-Florida, a non-profit, Chapter
Coordinator for the South Florida Chapter of the IGDA since its inception, a member of the Advisory Board of
the Digital Media Alliance of Florida, and moderator for the Business and Legal forums on IGDA. Mr.
Buscaglia serves on MDC’s School of Technology and Engineering business advisory board and provides input
to the school on curriculum and program development. Most recently, Mr. Buscaglia advised the College on the
development of its new gaming curriculum.
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Component Three - Prior Experience in Program/Curriculum Development
A core group of this proposed consortium participated in the Information Technology Career Cluster Curricular
Review for the Community Colleges Workforce Division (TAP #3B062) that concluded in June 2003 under the
leadership of Miami Dade College. Members of the IT consortium who will also participate in the E-Tech
programs review include Miami-Dade County Public Schools, Miami Dade College, Central Florida CC,
Daytona Beach CC Seminole, Valencia, Florida CC at Jacksonville, Florida Atlantic University, Nova
Southeastern University, Terremark Worldwide, Inc., and T.H. Buscaglia & Associates. This consortium
reviewed 19 programs in the Information Technology career cluster, identified skill gaps, proposed
modifications, and recommended methods for smoother K-20 articulation. These consortium members have a
track record of working together successfully and productively as a team. They are experienced in the review
process and have established a model for the review process. They have the benefit of having recently
conducted a similar review, enabling them to work efficiently to complete the necessary tasks.
In addition to its leadership of the IT Curricular Review, Miami Dade College, which will lead the proposed ETech consortium, has direct experience reviewing and developing new curricula for workforce education and
development. Under the direction of the College’s Dean for Workforce Education and Development, the
College works closely with local industry and community organizations to identify needs and develop
programs. The dean also works closely with other College academic departments on the development of new
curricula to address workforce development needs.
The following lists some of the College’s most recent accomplishments in curriculum development:
1. MDC re-organized its academic structure by establishing ten college-wide schools with programs on
multiple campuses. The schools mirror the key growth industries for the Greater Miami/South Florida
region as identified by the State and the One Community One Goal (OCOG) initiative of the Greater Miami
Chamber of Commerce. OCOG is a public/private partnership that includes local government, the business
community, civic leaders, and local colleges, universities, and the public schools. Miami Dade College
participates in this initiative and utilized the information provided by OCOG to restructure. The ten schools
mirroring the major industry sectors are Allied Health Technologies, Aviation and Visitor Services,
Business, Community Education, Computer Information Systems and Design Technology, Education,
Entertainment Technologies, Fire and Environmental Science, Justice, and Nursing.
The college also created Advisory Committees for the occupational programs within the college-wide
Schools so that business and industry representatives from those industry sectors could advise the college
faculty and staff regarding the currency and relevancy of the program and curriculum. The Advisory
Committees meet periodically with the staff and faculty of the college-wide schools and provide input to
them about emerging trends within their respective industry sectors, how they do business, changes taking
place in their industries, latest equipment and technology changes, etc. The schools use this input to guide
them in keeping the curriculum up to date and relevant to the market needs.
2. Between 2000 and 2002, MDC successfully completed a comprehensive curricula review of the School of
Computer Information Systems and Design Technology which resulted in major curriculum changes (see
listing below).
The process included a needs assessment, conducted in partnership with its business/industry partners, the
Internet Coast, a consortium of Internet companies, business organizations, and educational institutions
operating in South Florida. It utilized the Internet Coast’s needs assessment, which was conducted via a
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survey of 841 companies. The survey results projected workforce requirements by job title for the next three
years and identified the key technology areas for South Florida’s growth as a major information technology
center. The survey also identified the desired skill sets that industry requires in its technology workers.
Another source of industry skill requirements was the NorthWest Center for Emerging Technologies
(NWCET) skill standards for information technology, which is the result of a major grant from the National
Science Foundation. In addition, the review committee evaluated best practices among successful
technology programs throughout the nation and model programs with high placement rates by visiting sites,
talking with program managers, and observing their curricula and program implementations.
The committee developed new and revised curricula using these inputs. The recommended curricula
changes underwent a series of approval processes at the faculty, dean, college-wide, and business
community levels respectively.
This curriculum review resulted in:
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Four new Associate in Science degrees: Computer Programming and Analysis, Networking Services
Technology, Internet Services Technology, and Database Technology
A change in title of the Associate in Science degree in Computer Information Systems Analysis to
Associate in Science degree in Computer Information Technology
Three new College Credit Certificates within the A.S. degree in Computer Engineering Technology:
Computer Specialist, Microcomputer Repairer/Installer, and Network System Developer
Four new courses in Computer Engineering Technology: CET 1600 Networking Fundamentals, CET
1610 Router Technology, CET 2615 Advanced Router Technology and CET 2620 Project-Based
Learning
A new College Credit Certificate in Information Technology Support within the A.S. degree in
Computer Information Technology
A new College Credit Certificate in Computer Programming within the new A.S. degree in
Computer Programming and Analysis
Four new College Credit Certificates within the new A.S. degree in Database Technology: Microsoft
Database Administrator, Microsoft Solutions Developer, Oracle Database Administrator, and Oracle
Database Developer
A new College Credit Certificate in Cisco Network Associate within the new A.S. degree in
Networking Services Technology
A new College Credit Certificate in Web Development Specialist within the new A.S. degree in
Internet Services Technology
Eleven new computer courses: CTS 2550 MOUS-PowerPoint/Outlook, COP 2800 Java
Programming, COP 2805 Advanced Java Programming, CEN 2332 Distributed Applications with
Visual Basic, CPS 2700 Designing Business Applications, CTS 2300 Designing a Network
Infrastructure, CGE 2172 Implementing a Commerce Enabled Web Site, COP 2481 ASP/Script
Language Programming, COP 2485 Extensible Markup Language Programming (XMI), COP 2612
Operating Systems Principles, and COP 2825 Implementing an Internet Server
Six course title changes: CGS 1541 Microcomputer Database Application to Database Applications,
CGS 1560 from Using Microcomputer Operating Systems to Microcomputer Operating Systems,
CGS 1501 from Using Microcomputer Wordprocessing to Wordprocessing Applications, CEN 2305
from Supporting Windows 2000 Networking to Implementing a Networking Infrastructure, CGS
1580 from Microcomputer Desktop Publishing to Desktop Publishing, and CGS 1511 from
Microcomputer Spreadsheets to Spreadsheet Applications.
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3. MDC is an active partner in the Cyber Security Summit sponsored by the League for Innovation in the
Community Colleges. The summit represents a coalition of academic, business, and government
organizations. The objective of the summit is to develop a national curriculum for Certificate and
Associates’ degrees in Computer Security and Information Assurance to meet the needs of business and
government.
The approach consists of three national conference calls, compilation of the information gathered through
the conference calls, presentation of the recommendations at a League conference in November, and three
follow-up meetings. The purpose of the initial conference call is to discuss existing programs and best
practices, identify industry needs, and to brainstorm ideas for developing cyber security programs. The
teleconferences will also be used to identify processes, resources, and standards to build a nationallysupported curriculum. The information will be compiled by MDC and presented at a League conference in
November, where the summit plans to reach a wider audience of community college representatives and
gain consensus and support for the proposed recommendations. There will be two subsequent meetings via
conference call and a face-to-face meeting in Phoenix in March 2003 to prepare a final proposal.
4. A new Associate in Science degree in Biomedical Engineering Technology
5. Two new courses in Biomedical Instrumentation for the new A.S. degree in Biomedical Engineering: EST
2436C Biomedical Instrumentation 1 and EST 2438C Biomedical Instrumentation 2
6. A new Vocational Credit Certificate program in Massage Therapy
7. Nine new vocational courses in Massage Therapy for the new Massage Therapy Vocational Credit
Certificate program: MSS 0250 Introduction to Massage Therapy, MSS 0250L Introduction to Massage
Therapy Lab, MSS 0215 History & Standards for Massage Therapy, MSS 0300 Hydrotherapy Modalities,
MSS 0300L Hydrotherapy Modalities Lab, MSS 0156 Anatomy and Physiology for Massage Therapy,
MSS 0156L Anatomy and Physiology for Massage Therapy Lab, MSS 0281 Allied Modalities, and MSS
0803C Massage Therapy Clinical Practicum
8. MDC actively participated with other community colleges in the state-wide Sector Strategies review of
curriculum, which led to the revision of state curriculum frameworks for three sectors targeted for review in
2002: Business Administration, Human Services, and Construction/Industrial.
9. Currently participating in the state-wide Review of Engineering Programs in the Florida Community
Colleges
10. A complete revision of the Associate in Science Degree in Nursing curriculum
11. A new crossover program from Correctional Officer to Law Enforcement Officer was developed and the
Correctional Officer program was split into State Correctional Officer and County Correctional Officer to
better serve the different needs of these two constituencies
12. Two new College Credit Certificates in the Architectural Design and Construction Technology A.S. degree
program: Computer Aided Design Assistant and Computer Aided Design Operator
13. A new Marketing Operations College Credit Certificate in the A.S. degree program in Marketing
Management
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14. Three new Vocational Credit Certificate programs in Practical Nursing, Public Safety Telecommunications
and Police Service Aide
15. Four articulated Associate in Science to Bachelor of Science programs in Business Management,
Electronics Engineering Technology, Hospitality Management, and Nursing
16. A new Associate in Applied Science in Business Management
17. New Associate in Science degrees in Graphic Internet Technology, Telecommunications Engineering
Technology, Translation and Interpretation: English/Spanish, Histologic Technology, Veterinary
Technology, and Nuclear Medicine
18. New College Credit Certificates in the areas of horticulture, aviation, office systems, allied health and
translation studies
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Component Four - Statement of Work
Overview of Project
The project will comprise four phases. Phase I will consist of researching what currently exists. Phase II will
identify the gaps between industry needs and what exists. Phase III will brainstorm solutions and Phase IV will
develop recommendations. The work will be conducted with face-to-face meetings, email, telephone, and
telephone and/or web conference calls. Throughout the project, the consortium will focus on addressing the
needs, gaps, and recommendations for:
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the technical competencies that are required to do the jobs in the targeted career cluster
the academic requirements needed to do these jobs
additional soft skills workers need to be effective in their jobs
the tools required to develop the desired skill sets, including hardware, software, and other equipment
what skills and certifications instructors need to teach the required skills/competencies
accelerated workforce education and whether or not industry’s needs are being met
the efficacy of distance learning to deliver the targeted programs
how best to incorporate reading skills into the curricula in accordance with the Just Read Florida
initiative
improve performance and outcomes in accordance with the President’s initiative for secondary and
technical education excellence
how to market and disseminate the findings and recommendations of the consortium
Reviews will be conducted at each educational level represented in the consortium: public schools, community
colleges, public university, and non-public post-secondary educational institutions. Industry partners will
provide input to developing the program standards, including the technical competencies, academic
requirements, soft workplace skills, the equipment and software required to acquire the skills, instructor
qualifications, their needs for distance learning and accelerated workforce education.
Meetings will be conducted to:
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identify gaps between the curricula and workforce education and training needs
brainstorm strategies to address the gaps
develop recommendations to eliminate the gaps
Interim feedback and input will be provided via email, telephone, and conference calls as necessary.
Concurrently, the education partners will review their articulation agreements, identify successful articulations,
identify overlaps in program offerings, identify opportunities for articulation, and develop recommendations
based on successful models.
It is proposed that the targeted programs and areas of study be grouped into committees to manage the review
process more efficiently. The committees proposed to the consortium may include:
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Curriculum
 Information and Internet Technologies
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 E-business/e-commerce
 Digital media/graphics technology
Articulation
Reading (to address how to adapt and integrate the Just Read, Florida program initiative into the
curricular)
Best Practices/Excellence in Education (to address the President’s Initiative for excellence in secondary
and technical education)
Marketing (how to disseminate consortium findings and recommendations)
The committees will conduct their business via meetings, email, and conference calls.
In addition to the consortium (identified in Components One and Two below), the project will require a full
time project manager with expertise in curriculum planning and technology, facilitators to assist at the meetings,
and a project coordinator to assist with research, report writing, and other functions to contribute to and support
the consortium’s study.
WORKFLOW
PHASE I
Research what currently exists
Step 1. Conduct background research and data collection and prepare for first meeting
The project manager and project coordinator will:
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obtain copies of the existing state curricula frameworks from the Florida Department of Education and
information about existing curricula and syllabi from consortium members
gather copies of existing reports and studies from industry members regarding their job performance
standards, skills requirements, and industry certification requirements
gather information about existing articulation agreements
identify what distance learning products are available through the State of Florida
develop a proposed schedule of activities for the project
schedule a date for the first meeting of the consortium
prepare the agenda for the meeting
prepare information packets for the members and send them to the consortium members for pre-review
prior to the first meeting
engage the services of a facilitator to guide the meeting process
The project manager and the project meeting facilitator will review these materials prior to the first meeting and
develop a guide to insure that the necessary topics are addressed at the consortium meeting.
In preparation for the first meeting, consortium members will be provided with materials to review in advance
of the meeting and be asked to come prepared to discuss and answer questions about their workforce needs and
their educational programs offerings, respectively.
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Step 2. Meeting #1
Key representatives from each organization will participate in this meeting. The project manager from Miami
Dade College will lead the meeting, assisted by a meeting facilitator. The objective of the first meeting will be
to discuss the plan of action, discuss what is currently available in existing curricula frameworks and
educational programs offered by the consortium members, and review existing articulation agreements. At the
meeting, industry members will critique what is being done.
The objectives of this meeting will be to:
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introduce all the consortium members
discuss the plan of action for the project and establish timelines
gain consensus on committee groupings
select committee chairpersons and members
The consortium will:
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identify the jobs for which industry needs trained workers
identify current and projected industry workforce education and training needs
discuss existing curricula that the consortium educational institutions are using to provide workforce
training in the career cluster and the targeted programs
identify current articulation agreements and answer the questions: what articulation agreements already
exist between consortium members and between consortium member institutions and other educational
institutions? Who has articulation agreements? How were they developed? How are they structured?
What models and best practices exist for establishing articulation agreements accelerated workforce
education currently used by consortium members? How are students being prepared at the K-12 levels
for career decisions and entry into postsecondary education?
explore current distance learning delivery practices among consortium members to answer the
following questions: Who is doing distance learning in these areas? What programs, if any, are
consortium members delivering via distance learning? What products/tools are they using? What are the
state's distance learning resources? Are partners using these resources? If so, how are partners using
these resources?
identify what resources (hardware/software/equipment, etc.) are used and required to deliver these
programs
review current accelerated workforce education practices among consortium members to answer the
following questions: Who needs to be trained? Who is training them? How long should the training be?
Are existing training programs meeting the need? What is the process we use to place our students
following accelerated training programs? Are they all getting placed?
gain consensus on the committee groupings
identify the issues that the reading, best practices, and marketing committees will research
As part of the action plan, the consortium will decide which issues will be considered by the whole group and
which will be referred to the committees and reported back to the full consortium.
Step 3. Review and feedback
The project coordinator will compile the data generated at the meeting and distribute a report to the members.
The members will review the materials developed from Meeting 1 and provide feedback in preparation for
Phase II.
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Deliverable: At the end of Phase I, the consortium will submit an Action Plan document to DOE.
PHASE II
Identify gaps
Step 4. Meeting #2
The objective of Meeting 2 will be to identify gaps between industry needs and the existing curricula and
programs. Industry partners will bring their performance standards and documentation to this meeting to share
with the consortium. If a survey instrument has been used, its results will be presented.
The consortium will address the following questions:
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Are the existing institutional frameworks in compliance with state requirements?
Do the state frameworks meet industry needs?
If not, what are the specific gaps and unmet needs?
Are there opportunities to incorporate distance learning products where they have not previously
been used?
What, if any, duplication of effort exists between levels for the purpose of creating articulation
agreements? Is there redundancy in program offerings among institutions? Are there inconsistencies
in and differences in terminology used for the same programs? Are there programs that are not
offered that should be offered?
What obstacles exist to establishing articulation agreements?
What are the gaps in early preparation at the K-12 level preventing successful entry and completion
of postsecondary programs?
Particular attention will be paid to identifying gaps in early preparation at the K-12 level. The coordinator will
compile the data generated at the meeting and distribute a report to the members.
At this meeting, the consortium will break into working committees. Individual committees will meet at this
time to further articulate the issues in their respective areas of study and review their research findings. Each
committee will prepare a detailed report of their discussions, findings, and recommended further steps.
All consortium members will review the committee reports and provide feedback in preparation for Phase III.
PHASE III
Brainstorm solutions
Step 5.
Meeting # 3.
The objective of this meeting will be to brainstorm solutions to the gaps that exist between the workforce needs
and the existing curricula. Specific areas that will be addressed at this meeting include:
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Technical competencies
Academic requirements
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Soft workplace skills
Equipment and software requirements
Instructor qualifications
Seamless articulation
Distance learning opportunities
Accelerated workforce education
Reading programs
Best Practices
Marketing
As described above, the career cluster target programs will be divided into groups based on commonalities, as
described under Phase 1- Step #2 and committees will be formed to address these issues. Representatives from
each educational level and industry partner representatives will participate on each of the sub-committees to
provide comprehensive input. Member expertise will be elicited in order to explore fully the options.
The committees will review all of the data collected and brainstorm solutions. Each sub-committee will have a
chair and scribe. The chair will facilitate the brainstorming and the scribe will record the brainstorming.
Particular attention will be paid to exploring articulation between K-12 and postsecondary levels. Curriculum
committees will look at early introduction of skills sets and career information at the K-12 level to prepare
students better for higher education and training programs. They will also consider how best to integrate reading
skills into programs at all levels.
The Best Practices committee will present its findings and discussions to the whole consortium to obtain further
inputs from the group in anticipation of formulating recommendations.
Committee chairs will be responsible for compiling reports of their brainstorming sessions. The project
coordinator will gather and compile the data generated at the brainstorming sessions and distribute a report to
the members.
PHASE IV
Develop recommendations
Step 6.
Analysis of data gathered in Step 5 and development of recommendations
The committees will meet via tele- or web-conferences and email communication to develop preliminary
recommendations for their respective target programs. The consortium will consider modifications to existing
frameworks as well as the need for new programs and new frameworks if applicable to their findings.
The committees on articulation, reading, best practices and dissemination/marketing recommendations will
similarly hold meetings via tele- or web-conferences and email communication to develop recommendations to
present to the full consortium at Meeting #4. Representatives from each level will participate in the subcommittees to provide comprehensive input regarding their respective program and course offerings and to
promote dialog and communication about opportunities for articulation, reading skills integration, and best
practices.
The coordinator will compile the committee recommendations and distribute them to the full consortium for
review and to provide feedback in preparation for Meeting #4.
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Step 7.
Meeting # 4
The consortium will reconvene to synthesize the work of the committees and to flesh out the recommendations
leading to a draft report. The consortium will specifically address in its recommendations:
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Development of Program Standards, including academic requirements
It will develop recommendations for model frameworks based on identified industry needs. The
recommendations will include technical competencies, academic requirements, soft skills, equipment
and software requirements, and instructor qualifications.
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Workplace Softskills
It will recommend what additional soft skills are necessary for success in the workplace and make
recommendations how this skill development training can be accomplished and how it should be
integrated into the curriculum for the respective programs.
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Instructor Qualifications
The consortium will recommend appropriate degrees and certifications required to teach the
recommended curriculum.
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Equipment and Software Requirements
It will identify specific hardware, software and other equipment that is required to provide
comprehensive education and training in the specific programs. It will identify the amount of equipment,
etc., and the costs associated with acquiring and maintaining the equipment.
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Seamless Articulation
Develop recommendations concerning how to create relationships to foster articulation and how to
leverage and apply existing articulation agreements to other institutions through its assessment of
current articulation agreements and best practices.
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Distance Learning
It will make recommendations regarding the appropriateness of integrating distance learning products
into training and/or delivery system. It will identify programs that may lend themselves to the use of
distance delivery products and make recommendations for incorporating distance learning products into
program delivery.
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Accelerated Workforce Education
It will develop recommendations for accelerated workforce education based on identified industry needs
for such training. It will stipulate specific programs and certification training and recommend
appropriate models that may be used to deliver these programs and trainings.
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Implementation Budget
It will develop budget estimates for the implementation of its recommendations, which will include the
costs of the infrastructure, equipment, software, technology, and professional development.
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Reading skills
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The consortium will make recommendations, based on its research, concerning integrating reading
competencies into the frameworks skills and program requirements, which will be disseminated across the
state to technology teachers, instructors, and administrators.
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Dissemination and Marketing
The consortium will deliver a marketing plan that delineates how to disseminate the study findings and
recommendations. Its recommendations may also include
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President’s Initiative for Secondary and Technical Education Excellence
The consortium will develop in-depth recommendations, based on its study of best practices, which
align with the major objectives of the President’s initiation.
Step. 8
Draft Report
The consortium will reach preliminary consensus on the recommendations. Each of the committees will draft a
section of the report respective to its area of study. The report sections will be emailed to all consortium
members for review and feedback. The project manager will compile the draft report, submit it for a final
review to the consortium, and upon its approval, submit the draft report to DOE.
Step 9.
Final Report and Final Financial Report
Deliverables: Upon receiving feedback from DOE and synthesizing the feedback into the report, the consortium
will submit its final report to DOE and the Financial Report, Form FA-399.
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Timeline - E-Technology Career Cluster Curriculum Review
* The dates shown below will be updated*
Date
15-Oct-2003
Activity/Milestone
Project begins
1-Nov-03
Meeting 1 – Review of current curricula and
programs; develop action plan for project
15-Nov-03
Plan of Action due at DOE
Jan-04
Meeting #2 - Identify Gaps
Feb-04
Meeting #3 - Brainstorm Solutions
Mar-04
Meeting #4 - Gain consensus on recommendations
Apr-04
Sub-committees work on developing report;
consortium approves report; project manager
drafts report
15-May-04
Draft report due at DOE
15-Jun-04
Final report
15-Jun-04
Financial Report
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