Category: Careers Connect

Partnerships are critical to the success of high-quality CTE. How do we align with workforce needs? How can we diversify our community engagement? And how can partners support our programs? We should expect the same type of collaboration with our higher education, educator preparation programs as well.

The University of Central Missouri’s (UCM) CTE programs have embraced a culture of continuous improvement. Collaborating with our CTE partners not only meets the educational needs of our new CTE teachers and administrators, but also builds capacity for the benefit of career and technical education as a field.

As a higher education institution within the state of Missouri, we are committed to serving the needs of the state.

UCM’s partnership with the Missouri Department of Elementary and Secondary Education includes assisting with CTE’s
New Teacher Institute, CTE curriculum development, and the statewide mentoring programs for CTE teachers, administrators and counselors. We also partner with professional organizations, including ACTE and our state affiliate on presentations, workshops and books.

Our faculty also sit on state boards for the administrators’ council, industry recognized credentials, and the Missouri CTE advisory council. We partner with other higher education institutions on CTE initiatives as well, including business and marketing teacher preparation curriculum, research projects, best practices, and publications. We also offer undergraduate and graduate credit for courses from Project Lead the Way, Engineering by Design, Pro-
Start and ACTE’s CTE Learn powered by MaxKnowledge.

On campus we host regional and state career and technical student organization (CTSO) events. Our CTE program advisory boards include secondary and postsecondary institution partners, state representatives, alumni and Missouri ACTE members. Curriculum is shared and assessment data are reviewed. Traditional students in the Bachelor of Science in CTE content areas (agriculture, business, engineering technology, family and consumer sciences, marketing) engage in work-based learning (WBL) in the form of field experiences and student teaching.

Feedback from our partners has led to modifying curriculum and field experiences >amp; developing a “just-in-time” teacher preparation model.

In developing our “just-in-time” teacher preparation model, we collaborated with the Southern Regional Education
Board, utilizing their Teaching to Lead program as a foundation. We have also partnered with Digital Promise on building global competencies into CTE programs and are currently working with state community college partners to broaden postsecondary CTE pathways for students with disabilities.

At UCM, we have worked collaboratively with educators across disciplines — fashion merchandising, agriculture,
safety sciences, early childhood, literacy education and business — to best serve our students. Ongoing projects include a new initiative to offer an in-district cohort for our Education Specialist degree program and other professional development opportunities to increase teacher pay and improve retention. We are exploring virtual observations for student teachers, as well as how an apprenticeship model might work. UCM is always listening to the needs of our community and finding new and innovative ways to collaborate. We seek to build leaders who are competent and caring educators.

---

Read more in Techniques: Cross-disciplinary collaboration.

The world of textiles is complex and often misunderstood. Textiles cross industry sectors. They can be found everywhere from apparel and home furnishings to automotive garages and in space with the National Aeronautics and Space Administration — yes, NASA. In fact, the connections between textiles and space exploration are extensive.

NASA is a government agency responsible for science and technology related to air and space. This includes textile use in alternative living environments and the astronauts’ clothing while working in space. Recently, the technical knowledge and skills related to textiles gained the attention of Florence Gold, implementation project manager for NASA HUNCH. “There was always a need for sewn products from the very beginning of space flight,” she said. “From the time of the Apollo missions to the present, NASA has engaged people with meticulous sewing skills.”

The need for textile literacy

The most commonly recognized textiles are apparel. In 2017, in the U.S. alone, consumers spent more than $375 billion on apparel and footwear. But it is becoming more challenging for employers to find qualified sewing technicians.

---

There are four segments within the textiles industry.

1. Raw production
2. Design and development
3. Manufacturing
4. Promotion/sales

---

 NASA’s need for a sewing workforce

When sending items to space, two considerations become extremely important. The first is the weight of the item and the second is the space the item will take up in a rocket. As NASA and commercial space industries go farther and farther into space, the cost to fly grows while the amount of cargo space decreases. This necessitates the use of softgoods, or sewn products.

In the beginning of space flight, the most commonly used materials were heavy, rigid metal. Now, cargo transfer bags made of flexible materials are better equipped to meet the needs of spaceflight. Sewing technicians have made spacesuits, parachutes, thermal blankets and many other sewn products for NASA. And now that the U.S. is planning to go back to the moon and then on to Mars, the list of sewn projects is expanding.

We cannot begin to imagine what the future might hold. NASA has a goal to live on the moon. Will habitats be built of layers of sewn products like our spacesuits? Will the lunar furniture be made from inflatable fabric? What about growing plants in pillows (Herridge, 2016)?

---

Softgoods developed by FCS students with NASA HUNCH

• Hygiene kits
• Cargo transfer bags
• Sleeping bag liners
• A modular shelving system and personal storage organizers
• A privacy curtain for hygiene activities
• Emergency bags for training and flight
• Stowage bags for dry trash disposal
• Desiccant bags to help control moisture on the ISS
• Trash containers to hold disposable bags of trash and help control odor

---

The need for family and consumer sciences education

Family and consumer sciences (FCS) educators teach life literacy skills. The discipline combines math, science, process management, materials management and efficiency in a hands-on setting. And these skills help lay a solid foundation for applying STEM concepts to everyday life.

“The connections [between FCS and aerospace] are extensive,” said Jennifer Leonard, NASA HUNCH softgoods program manager. “What has always been important for successful expeditions to new territories? The ability to make the trek and the ability to plan, manage resources, provide sustenance and shelter, and eventually establish civilizations. The ability to apply and incorporate these skills is life literacy.”

FCS educators have worked closely with HUNCH to assist NASA in its goal of scientific research and exploration. FCS students focus on foundational human problems, blending sciences. For example: Chemistry, botany and biology apply in the areas of food and nutrition, while sociology and psychology can help address family and societal needs. Most recently, FCS education in textiles and sewing has been identified as vitally important.

The need for cross-disciplinary collaboration

The future of space exploration depends on a workforce with the skills to think creatively — and to operate sewing machines in the production of softgoods for space. The HUNCH Sewn Flight Articles program challenges students to use fabric and other soft materials to create goods requested by different NASA centers as well as the International Space Station (ISS). This can range from redesigning the crew pantry to creating kits for the crew’s personal items.

Working with softgoods provides a unique design opportunity to help keep the crew not only safe but clean and comfortable aboard their stay at the ISS. These products range from new slippers that HUNCH students designed and had flown up to the ISS, to items that already exist, like the cargo transfer bags. And this diversity allows schools with different skill levels to participate so that no one is denied the chance to create.

The HUNCH mission is to empower and inspire students through project-based learning.

FCS students learn about quality assurance best practices so that they can maintain high product standards. They also learn proper safety documentation. And through the process, they learn to take responsibility for their output. Local teachers are trained to ensure HUNCH products meet the highest quality standards possible so that student work has the best chance of reaching the ISS.

---

Florence Gold, Ed.D., is the NASA HUNCH implementation project manager.

Gayla Randel, CFCS, is the FCS specialist at the Montana Office of Public Instruction and is part of the Northwest Regional Task Force for Apparel and Textiles.

Jennifer M. Leonard is the NASA HUNCH softgoods program manager.

---

Read more in Techniques: Cross-disciplinary collaboration.

In the recent past, the U.S. has seen a steady increase in visitors to outdoor spaces. Families, including youth, have rediscovered the outdoors as a place to enjoy leisure activities. And as a result of this boon to the outdoor recreation economy, there are more career opportunities.

When most people think of the outdoor recreation economy, they think of frontline workers in familiar places: a ranger at a national park or a retail associate at their favorite gear store. But many might be surprised to learn that the outdoor recreation economy encompasses everything from private industry (manufacturing, retail, services) to the public sector (government agencies, tribal nations, community development) and nonprofit, advocacy, and trade groups.

The outdoor recreation economy currently employs 4.5 million U.S. workers.

The future of the outdoor recreation economy is dependent on making clear educational pathways available for students. Educators are starting to address this growing opportunity. Oregon State University’s Center for the Outdoor Recreation Economy (CORE) is working to fill this gap as part of a growing workforce education solution — both in Oregon and across the nation. CORE serves as the convenor of the Outdoor Recreation Workforce Development Consortium, a nationwide group of universities focused on creating solutions for this workforce. And CORE currently offers courses like Foundations of the Outdoor Recreation Economy, Ski Lift Maintenance Technician Training, and Elevate Outdoors, which is designed to foster more inclusive and accessible experiences.

More and more, people are looking for meaningful jobs, and many find meaning in the outdoors. And from a very young age! The outdoor recreation industry can foster authentic connections to the outdoors and help local economies thrive.

Invest in the future.

The state of Washington recently invested $10 million in an outdoor education program designed to “help children catch up on their learning and cope with the social and mental obstacles that came with being stuck at home and learning on screens.” And in 2017, Oregon launched an even larger outdoor education initiative, with voters approving lottery funding for every fifth or sixth grade student to attend a weeklong learning experience outside. This statewide program also provides opportunities for high school students to engage by serving as leaders for their younger counterparts.

“Outdoor school is the reason I want to teach science, and I think it’s why I finished high school,” commented a former high school leader. “I got to be a field study assistant and a cabin leader. And then, at outdoor school as a senior, I asked about how to do this as a career.

“There were staff that looked like me. It was the first time I felt comfortable and proud of my Mexican identity. And I remember that the leadership training was the first place, in a school situation, where we learned how to deal with situations that might be hurting other students — like racism or ableism.”

High school students involved in mentoring build important applied CTE skills in agriculture, natural resources and education. They assist or lead science field studies, manage groups of younger students as cabin leaders, and lead extracurricular activities. And many will choose to return as field instructors during college.

Develop career pathways.

Students may have to choose a related cluster and pathway. For example, a student interested in ski lift operations or design would most likely need to choose the Architecture and Construction cluster and follow the maintenance/operations pathway. Similarly, a student interested in leading whitewater expeditions might choose the Hospitality and Tourism cluster, following the recreation, amusements and attractions pathway.

In order to connect students to the myriad opportunities in the outdoor industry, more relevant and clearly defined pathways should be established. Many students express an interest in pursuing a career in the outdoors but don’t necessarily know what that would look like or how to pursue such a career. We must explore ways to connect our classrooms to a growing number of career fields and ensure our existing frameworks reflect industry trends.

---

Outdoor recreation and education pathways

• Natural resources systems
• Operations maintenance and safety
• Operations management
• Teaching/training (formal and nonformal)
• Outdoor gear and apparel design
• Marketing and merchandising
• Recreation, amusements and attractions
• Maintenance, installation and repair
• Travel and tourism

---

Kristopher Elliott, Ph.D., is associate vice provost for extension at Oregon State University.

Spirit Brooks, Ph.D., is director of the Oregon Outdoor School Program at Oregon State University.

Kate Porsche is director of the Center for the Outdoor Recreation Economy at Oregon State University.

---

Read more in Techniques: Cross-disciplinary collaboration.

A recent survey from the Associated Builders and Contractors revealed that the construction industry would need to hire 546,000 people, including thousands of plumbers, electricians and HVAC technicians, to meet current demand. And that’s
a daunting task.

Interest in skilled trades education has declined by half since 2020 (Yang, 2023), and there are many in the workforce nearing
retirement. This crisis is due, in part, to widespread misconceptions about the skilled trades. In some communities, access
to high-quality career and technical education (CTE) can be a challenge. So, a lack of firsthand knowledge about the
trades has led multiple generations of young Americans to form distorted perceptions of these occupations.

Fulfilling careers

Reversing these trends depends on students having early exposure to the skilled trades as a viable career pathway. Too often, young people who would enjoy and excel at the skilled trades pursue college learning pathways, which may lead to frustration and burnout. But when students learn about the skilled trades, they develop a balanced view of the opportunities available.

Early education in the skilled trades can help more students find the career pathways that suit them and ease the transition from education to the workplace.

Salaries in skilled trades industries are competitive with compensation in white-collar sectors. And, as demand for skilled trades workers continues to rise, so do wages. Some employers even offer incentives, like signing bonuses, to attract candidates. The same principle drives opportunities for advancement. Young skilled trades workers can rise quickly in today’s economic climate, and innovative technology solutions afford them more opportunities than ever to continually upskill and increase their value to employers.

Widespread and consistent skilled trades education is vital to solving the labor shortage. But returning to earlier models isn’t necessarily the answer. Because it’s not always feasible to launch and maintain traditional CTE programs in the skilled trades. Traditional training programs have long been resource-intensive, requiring expensive equipment, tools and space. Yet the hands-on element is essential.

Immersive digital learning

Digital learning tools offer vivid 3D and virtual reality (VR) simulations that are transforming the possibilities of skilled trades education. Students can experience a lifelike, hands-on introduction to their work. They gain a unique opportunity to practice and refine their skills in a safe, immersive, virtual environment before starting hands-on training on lab equipment. Tech-savvy students remain engaged and motivated, setting them up for long-term success and enhancing their job prospects upon graduation. And since today’s students belong to a digital-native generation, they respond positively to this style of engagement.

One critical benefit of simulation training for skilled trades is firsthand experience. It can provide unique insight into day-to-day activities, address common misconceptions and expand the potential audience for trades programs — and ultimately for trades careers.

Interplay Learning provides immersive training solutions for the skilled trades.

---

Read more in Techniques: VISION in the Spotlight.

Tormach, headquartered in Madison, Wisconsin, supplies affordable and compact computer numerical control (CNC) machines. Their team wrote the following.

When launching our first robotic arm, the ZA6, we knew it was important to consider cost and ease of use. The ZA6 can handle a six-kilogram (13-pound) payload, yet programming is easy enough to learn in a matter of hours. Not weeks, or even months.

Changing tasks flexibly isn’t a thing most robots do well. Tormach’s engineers saw that as an opportunity and a challenge. How can a robot be made that’s so easy to manipulate, it can be used as a functional training tool in career and technical education (CTE)?

The power of programming language

The ZA6 uses Python as its programming language. Python is popular, easy to learn and powerful. And it’s easy to integrate ZA6 with other Python-driven systems. Tormach builds the ZA6 robot to industrial standards, utilizing EtherCAT servo motors, harmonic gear drives and aluminum castings. It can carry a payload through a reach of 975 millimeters with impressive speed and repeatability. Requiring only 20 amps of single-phase 220V, it can be installed almost anywhere.

PathPilot control software powers the ZA6. That features an intuitive user interface and powerful programming capabilities. No expertise in industrial robotics is required to program the ZA6 in most applications — on Tormach mills, lathes, routers and plasma tables. Tormach provides resources like a YouTube tutorial series, user forums and technical support.

Real-world industrial applications

A Wisconsin-based concrete company was an early adopter of the ZA6. And they attest to starting up quickly with PathPilot and its use of Python. The production supervisor wanted to reduce the number of hours involved in welding copies of the same concrete form. He described this task as “monotonous.”

After setting up the ZA6 for welding, they used their existing metal inert gas (MIG) welder to create a welding cell. The ZA6 can make tens of thousands of copies of that single component. And this frees up staff to be productive elsewhere on more challenging welding applications. This kind of problem-solving demonstrates the kind of thinking CTE educators want to impart to students.

“The new ZA6 robot is a natural addition to Tormach’s product line,” said Andrew Grevstad, Tormach’s business development director. “Like our CNC mills, lathes, plasma tables and routers, it is designed for ease of use. It is perfect for educators and is available at an attractive price point.”

Classroom benefits

In real classroom environments, the possibility of programming a robot quickly and easily means students can focus more on robotics concepts and capabilities. Teachers have seen success with students setting up a program in as little as 25 minutes. STEM education can benefit in many ways. Because the ZA6 uses Python as its programming language, the integrations available throughout the Internet of Things are vast.

---

Read more in Techniques: Global Education.

In Stanislaus County, California, students connect with careers through augmented and virtual reality. As middle school counselor Erin Collins observed students programming robots, she was struck by their dedication to problem solving. “If something doesn’t work, they go right back to the computer and try again.”

Collins, of Sylvan Union School District in Modesto, California, spends her days with students at the Stanislaus Career Inspiration Center (CIC), where focused problem-solving activities are an everyday occurrence. The CIC serves students from seventh to 12th grade in Stanislaus County by partnering with 10 county school districts and houses both hands-on and virtual tools for career exploration in many pathways. Students can practice medical procedures on human or animal mannequins to learn about health careers. They explore game design in Unity, a real-time development platform. And they practice programming robots and drones.

Alongside those tools are 3D printers and a multitude of augmented and virtual reality (AR/VR) equipment. This includes an Anatomage Table, which allows students to simulate dissections, and the Oculus headset VR system. The students also use laptops from zSpace. Using a combination of augmented and virtual reality and 3D visualization, students explore complex concepts and ideas in a new way.

Augmented and virtual reality have been shown to boost academic performance.

Research shows students using zSpace achieve gains averaging a 16% improvement (pre-/post-test) in elementary, middle and high school courses (Hite et al., 2019). Using AR and VR also improves skills essential for the 21st century workforce, such as critical thinking, persistence, resilience and grit (Parlier, 2020).

An increase in performance and skills is part of the appeal of VR. But Sanjay Bhan, CTE coordinator at the CIC, has seen firsthand how technology can help motivation and excitement blossom as well. “The CIC allows students to explore diverse career opportunities and get them thinking about what they’re interested in and what they might be passionate about, that they didn’t know about previously,” Bhun said. “Our hope is to continue to expose them to new things.”

zSpace at the CIC

zSpace was the first augmented and virtual reality partner of NOCTI. And today they offer pathways that can help students earn up to 33 industry credentials. The content and lessons were just a few of the reasons the CIC chose zSpace as an AR/VR partner. zSpace offers several different immersive learning devices, including the newly released Inspire, which allows users to view and manipulate 3D content without a head-mounted display.

The students at the CIC learn with easy-to-use, all-in-one VR/AR laptops that include lightweight eyewear and styluses. They use their devices to explore health science, manufacturing, agriculture and robotics. With the stylus, learners can pick up a virtual item, manipulate it, zoom in, zoom out and blow it apart. Users can dissect a whale. Or they might take apart an airplane engine — experiences that would be impossible to recreate in a classroom.

“I got an opportunity to pick up a heart and go inside of it,” said Demitria Etche.garay, a teacher in Stanislaus County. “It makes me excited to bring this to my students because, frankly, they want to learn. This is going to spark their interest and give them that hope they need to go out into the world and get jobs.”

Other immersive learning activities include:

• Building virtual circuit boards while learning about the principles of low-voltage electrical appliances
• Using lifelike models to examine dental structures and perform procedures
• Engaging students in electrical, hydraulic, mechanical and pneumatic principles with advanced industrial robotics activities

---

---

As with all augmented and virtual reality solutions, these activities do not replace real-life, hands-on learning. But they do provide many advantages, such as allowing students to practice in safe, low-stakes environments. Students also can work with virtual equipment that would be too large or too expensive otherwise. AR and VR tools do require an investment. But they are often far less costly than real equipment and live experiments.

Leaders in the next generation of work

By using AR and VR in their learning environments, students gain more than specific subject knowledge. AR and VR are expected to become a major part of the work environment itself. Virtual surgeries, remote design visualizations in manufacturing and immersive gaming experiences. These are just a few of the real-life examples already happening today. Companies like Delta and IKEA use AR and VR technologies. By learning within VR and AR, students can start to prepare themselves for the workforce.

Staff at the CIC encourage all partner districts to visit and engage in activities that supplement what students are learning in the classroom. Students get the opportunity to try new things. And they can experience how aspects of different industries overlap and intersect.“This is a great opportunity for all Stanislaus County students,” said Bhun.

---

zSpace offers several different immersive learning devices, including the newly released Inspire, which allows users to view and manipulate 3D content without a head-mounted display.

Read more in Techniques.

Virtual reality (VR) technology has made significant advancements in recent years. In particular, VR has proven useful in the field of workforce development and career and technical education (CTE). VR forklift simulators, such as the REAL-Forklift from BluWorkz, can be a powerful tool for educators who seek to prepare students for careers in logistics, supply chain and other industries that rely on forklift operation.

---

What are the benefits of virtual reality in CTE?

1. The REAL-Forklift VR simulator allows students to gain hands-on experience in a safe and controlled environment. Traditional forklift training can be costly and time-consuming, as it requires the use of actual forklifts and a dedicated training space. With a VR simulator, students can learn the basics of forklift operation from the comfort of a computer lab or another classroom setting. Not only does this approach save time and resources, but it also eliminates the risk of accidents or injuries that can occur during in-person training.
2. In addition to providing a safe learning environment, the REAL-Forklift also offers an engaging and interactive way for students to learn. By immersing students in a realistic 3D environment, VR technology creates a dynamic learning experience. This can help students retain information more effectively and feel more motivated to learn.
3. Students can practice new skills at their own pace; this is another advantage. With a VR simulator, students can repeat lessons or practice specific skills as many times as they need to in order to feel confident and proficient.From a workforce development perspective, the REAL-Forklift can help schools prepare students for the demands of the modern workplace. Many logistics and manufacturing companies are now using VR technology to train their employees. And by teaching students how to use VR simulators, schools can position them for success in these types of industries. These are valuable technical skills in high demand in today’s job market.

---

While VR technology doesn’t replace actual forklift time, it bridges the gap.

Virtual reality simulation technology can help students become more comfortable before they operate actual equipment. Further, more youth gain an opportunity to learn, train and prepare for high-paying careers.

Really-Virtual Corporation (dba BluWorkz) is a VR simulation company based in Savannah, Georgia. They have partnered with CTE stakeholders in high schools, colleges, career centers, nonprofit organizations and correctional institutions across the country. Reach out to BluWorkz today to find out how to qualify for a lifetime software subscription with no annual fees for the REAL-Forklift VR Simulator. Because BluWorkz understands that budgets are tight. The REAL-Forklift can add value to your program and prepare the next generation of the workforce.

Read more in Techniques in February 2023.

In response to the COVID-19 pandemic, the federal government allocated $280 billion for K–12 and postsecondary schools. The Elementary and Secondary School Emergency Relief Fund (ESSER I, II, III) portions of each of the three emergency response bills totaled $189 billion for various uses, including education technology, building costs, staff salaries and professional development. All ESSER funds are to be used for the purposes outlined in each bill but can also be used for anything allowable under the following Elementary and Secondary Education Act, the Individuals with Disabilities Education Act, the Adult Education and Family Literacy Act, and Perkins. Further, while states and districts were given wide discretion on how to invest the money, there are time limits within which the money must be spent.

Many districts are using ESSER funds to prioritize and expand their CTE programs.

Career and technical education (CTE) leaders should take a seat at the table to help decide where the money goes. ESSER dollars are intended to make up for lost instructional time and accelerate learning. CTE plays an integral role in this work.

Instant upskilling

Joel Casiday is a culinary arts instructor at Coldspring-Oakhurst High School in Texas, and he has seen firsthand the positive outcomes of CTE on students. “I always talk to my students about life experience and its return on investment,” said Casiday. “School is an investment of your time, so how is it paying off for you right now?”

Some of that return on time investment is harder to measure, such as rising confidence in new skills. But other parts can be realized immediately. “CTE skills often translate immediately and are used by students to better their lives right away.”

The learning that happens in CTE courses has instant applications to improve students’ lives. While upskilling and gaining knowledge in high-demand career fields is valuable, career exploration opportunities help them understand how the knowledge and skills they’ve obtained in class apply in the real world.

Career exploration

Career exploration is a valuable experience for today’s students, giving them a unique look at how education supports the future. Many students leave high school without a good idea of how to translate what they learned into career opportunities. In fact, one-third of college students earning a bachelor’s degree change their major at least one time. More hands-on career exploration opportunities during middle and high school CTE programs can help change that.

Mike Meissner, power technology instructor at Huron Area Technical Center in Bad Axe, Michigan, implements career exploration as the guiding principle for his students. “What I’ve learned in my short time teaching is that students need to understand the ‘why’ behind what they are doing in class to get the most value from learning and to better plan for their futures,” he said.

Meissner has designed his courses to meet students’ interests and the industry’s needs. Students explore careers that interest them. By developing curriculum that centers around career exploration, Meissner and other educators like him are setting students on a path for lifelong success.

Long-lasting, positive effects of CTE programs

The federal stimulus funds have created an opportunity to invest significantly in high-quality CTE programs throughout the country. Blending funding sources can allow districts to upgrade technology and invest in new tools, equipment and professional development. The demand for skilled workers is greater than the supply. And some CTE programs even make it possible for students to graduate and gain immediate employment. In some communities, CTE leaders are working with local employers to meet staffing needs.

The one-time infusion of ESSER stimulus funds makes now the ideal time to ensure that high-quality CTE programs have a central place in K–12 education. Learn more about optimizing ESSER funding to grow or expand your CTE programs, with free resources and information from iCEV.

Read more in Techniques: The infrastructure issue.

Globally, welding is among the skills most highly in demand. Employment options span the globe, with potential careers in boilermaking, sheet metal fabrication, structural iron and steel manufacturing, machine operation and maintenance, and more.

“Companies reach out to us saying, ‘I need 12 welders next week,’” said Trevor Owen, campus director at Arclabs Welding School in Houston, Texas. “We don’t have nearly enough graduates to fulfill the openings that we have just here in Hous.ton. But the industry is full of hard-work.ing people that want to go out and build better lives for their families. And they can make really good money.”

To increase opportunities for students in this growing industry, consider how welder certification — and testing facility accreditation — can lead to greater success for students.

So, what’s the difference between qualification and certification?

When welders are qualified, it means their skill and experience level are adequate for an employer’s internal documentation, standards and/or requirements. They’ve shown they have the skills and abilities sufficient for a specific welding project or job. But their skills may or may not be sufficient for a different employer. When welders are AWS certified, it means they have been tested to an internationally recognized standard based on one or more process, material and technique configurations. And when job seeking, the welder who can showcase a track record of experience and certification may go farther faster in their career.

Where can welders get certified?

Testing for AWS certification may occur only at an AWS accredited testing facility (ATF); there are approximately 200 world.wide. ATFs often operate as part of an independent laboratory, manufacturing plant, distributor or educational institution and must go through a rigorous process.

AWS must ensure they meet or exceed minimum requirements for facilities, personnel, and equipment. And they must adhere to standard procedures for qualifying, testing and certifying welders.

Schoolcraft College in Livonia, Mich.igan, recognized the value of the ATF process for their school. “It gives us the ability to train and equip our welders with an industry-recognized certification,” said Katrina Rogers, laboratory operations co.ordinator. “It also helps our program stand out. We treat our equipment and processes with high regard and ensure all things are done according to procedure. The labs are always clean, and materials are traceable and verified.”

What are the benefits of becoming an accredited testing facility?

Rogers stressed the importance of accreditation for both their students and the welding industry. “We are an ATF because we find value in providing our students the opportunity to graduate with an industry-recognized certification. It gives our students an advantage when they go to work in the field, and it prepares them to be better welders,” she continued. “It also provides us the opportunity to work with local companies. Their welders can earn certification so they can better serve their customers. All around it helps us to equip the welders in our community.”

Jason Becker, a welding educator and host of a related podcast called Arc Junkies, agreed that certification is crucial. “Being an ATF opens new doors,” he said. “Local businesses have found out that we’re able to test their people for AWS certification. And so they’re actually sending some of their people to our facility to get certified. This is opening new doors because the employers come in to do a weld test, but then they see our facility, and they start asking questions: “Hey, what are you teaching? How long is the program? What processes you going through?”

Learn how to become an AWS accredited testing facility.

>nbsp;

[pdf-embedder url=”https://www.acteonline.org/wp-content/uploads/2022/11/ACC_1001_ATF_INFOGRAPHIC-ACTE-1.pdf” title=”ACC_1001_ATF_INFOGRAPHIC ACTE (1)”]

Read more in Techniques: Making education >amp; workforce connections.

Personal financial literacy is critical to success in today’s world. But many adults in the U.S. need a deeper understanding of core financial concepts. Nearly half (46%) of those surveyed by the FINRA Foundation lacked a “rainy day” fund for emergencies. Further, only 59% of those with credit cards reported paying their balance in full each month, and 19% reported spending more than their income.

It’s clear that many adults still struggle when it comes to personal finance, but financial education can help. The 2022 Personal Finance Index released by the Global Financial Literacy Excellence Center (GFLEC) and the TIAA Institute has shown that those with fewer financial literacy skills are more likely to have difficulty making ends meet and more likely to be constrained by debt. Thus, the AFSA Education Foundation recognizes an immense need for high-quality and accessible financial education.

We know how challenging it can be for educators and families to find the right curriculum and resources to support financial literacy education — especially when so few of us feel like financial experts ourselves. Not to mention how busy our classroom and home schedules are. The AFSA Education Foundation offers MoneySKILL, a free, comprehensive, online personal finance course that focuses on money management fundamentals.

Financial literacy counts.

MoneySKILL allows educators of all kinds to create custom personal finance courses in as many as 37 different content areas. Each module includes unique video introductions, real-life application scenarios, and quiz questions to test students’ comprehension. MoneySKILL is available in English and Spanish and also includes audio dictation for students. Further, the learning platform is completely web-based and mobile-friendly (with no need for app or software downloads). This makes it a great option for both virtual and in-person learning environments.

Participating educators can choose to use MoneySKILL as a full personal finance curriculum or customize it to fit the specific needs of a particular class. The material is particularly well-suited for career and technical education (CTE) classes with coursework that can be easily adapted to suit project-based learning. Career and technical student organization (CTSO) advisers also may find MoneySKILL activities useful in preparing for competitive events. Students explore technical topics related to finance, business management, entrepreneurship and more while also learning vital employ.ability skills.

“The online curriculum is a perfect tool for educators teaching financial literacy,” said Brooke Kusch, a career counselor in Oklahoma. “The lessons also bring real-world knowledge into the classroom for our students, which equips them with the skills they need for success in the future.”

Achieve long-term financial success.

Not only is MoneySKILL an easy-to-use resource for educators, but students show significant improvements in financial knowledge and behaviors after completing the course. More than 90% of participating students see some knowledge gains with an average grade increase of 60%. “By educating individuals, especially youth, about basic financial principles,” said Rhonda Ashburn, executive director of the AFSA Education Foundation, “we are setting them up for long-term financial success outside of the classroom.”

The AFSA Education Foundation also offers a number of other free re.sources. These include curated personal finance videos, classroom worksheets, informational flyers, and English-and Spanish-language brochures. The AFSA Education Foundation offers unique and accessible solutions to deliver personal finance education. We look forward to exhibiting at ACTE’s CareerTech VISION 2022 in booth 217. See you there!

---

About AFSA Education Foundation

Based in Washington, D.C., the AFSA Education Foundation promotes the delivery of quality personal finance education. The foundation provides free personal fi.nance curriculum, resources and training to educators of all types. The foundation seeks to educate consumers of all ages on personal finance concepts. And to help them realize the benefits of responsible money management.

---

Read more in Techniques: Technological Transformations.