Changing Careers, Chasing a Dream

For as long as I can remember, I have been interested in the technical aspects of things. I loved understanding how things worked and I seemed to gravitate toward engines. Although this was a primary interest of mine, everyone always told me that I couldn’t be successful in that field; I was led to believe I needed to go to a four-year university in order to become successful in life.

Challenges >amp; Misconceptions

In high school I joined the National Guard and, as a result, I purchased my first car. The car was a 1973 Volkswagen Super Beetle that had rotted away, having been forgotten in a barn for 15 years. My father thought it was a great opportunity to learn the value of work. He and I rebuilt the car over the following two years. I remember spending every waking minute and every spare cent I had on the car. It was my pride and joy in life at that time. I finally finished the car during my senior year of high school. Three months later, I learned one of the hardest lessons of my life when I was involved in an automobile accident.

I thought I was invincible but I wasn’t; my 1973 Volkswagen Super Beetle crashed on the expressway and I was thrown from the car at 85 miles per hour. Miraculously I survived but spent the next month in a coma, the following five months in a hospital, and I had to relearn to walk and speak.

My injuries were only able to hold me back for a few years. The accident inspired me to become an advocate, to speak out, to raise awareness of the dangers of driving distracted. I enrolled in the University of Iowa, first to major in pre-law, then history… Five years and several major changes later, I finished a bachelor’s degree in recreational therapy.

After graduation, like many new graduates, I wanted to move to the big city where the opportunities were said to be endless. Chicago was just far enough to not be close. My first job was for the Illinois Department of Corrections, working with violent offenders. I became quickly burned out.

Many of the people I spoke with agreed that I should follow a natural progression to graduate school. I worked hard to obtain my graduate degree, finishing near the top of my class with a master’s in public administration from Northern Illinois University. From this experience, I took an opportunity to travel to war-torn Iraq to help rebuild the government there. I spent additional time living in Jordan as a Peace Corps volunteer.

Upon my return to America, I worked several white-collar jobs. None of these brought me any fulfillment in life. I often laid in bed and stared at the ceiling, telling myself, “I need to make a change.”

A Choice to Follow a Dream

My father was instrumental in teaching me the importance to technical skills, of the value in understanding how things worked, and how it can bring happiness to a person when they know they can fix something. His lessons really sunk in as we worked, over two years, to restore the 1973 VW Beetle; I value that quality time I shared with my father. Now, at 40, I am a strong advocate for the community college system and the technical skill development opportunities they afford students.

After my realization and some research, the diverse course offerings and small class sizes at The College of DuPage led me to enroll in their automotive technology certificate program. After attending my first class, I knew I had made the right choice. I was confident in my decision to make a change, to pursue a career as an automotive technician.

I am now enrolled and taking courses to receive a bachelor’s degree in automotive technology from Southern Illinois University. Until graduation, I work at the College of DuPage as an automotive tutor where I can give back and help make a difference in the lives of the students there.

After graduating from Southern Illinois University, my plan is to obtain employment at a private auto shop and, down the road, I hope to use my previous education in business to open and manage my own shop. I owe a lot of my future success to the career and technical education programs at The College of DuPage and SIU; the automotive instructors have given me the confidence and skills to make a choice to follow my dream.

Ben Pohl is a “moti-spirational” speaker and an automotive technician. Email him.

Cybersecurity: It’s Everyone’s Responsibility!

With so many things connected to the internet, we all need to be aware of the dangers. More and more devices are connected to the internet all the time, which means more entry points and vulnerabilities. To secure the many “internet of things” (IoT) connected devices is a major cybersecurity challenge. A cyberattack can take down an entire organization. In fact, it can have a huge impact nationwide.

On a more personal level, even refrigerators can be hacked and used as a gateway into the network. If your smart watch is hacked, the hacker now knows your schedule for that day and when your home may be vulnerable. In one instance, an internet-connected fish tank was the entry point that led to a cyberattack.

“For careless operators, an IoT-connected device could lead to breaches bigger and more invasive than we’ve ever seen.” –Naresh Persaud, senior director of security at CA Technologies

The IT security classes offered at West-MEC in Phoenix, Arizona, provide students with an opportunity to learn how to secure computer networks and manage risk. Students who are enrolled in this career and technical education program learn ethical hacking defense, troubleshooting and how to mitigate security risks.

This year Bradley Whitaker, one of West-MEC’s IT Security instructors, hosted an event to help bring awareness to the public about potential vulnerabilities and how to avoid becoming a victim of a cybersecurity attack.

After The Evening of Cybersecurity event, Anthony Aranda, an IT security student, shared his thoughts on the event and why it mattered.

  1. Can you tell me more about The Evening of Cybersecurity?
    The Evening of Cybersecurity included a four-hour presentation on many topics that the IT security students learn during their time in this program. The event allowed students to educate the general public about what we are learning in our program at West-MEC, and on topics that can help the general public. Mr. Whitaker provided valuable support, though the event was planned and run by SkillsUSA students and those enrolled in the IT security class.
  2. How did The Evening of Cyber Security get its start?
    The Evening of Cyber Security started as an idea to get ourselves out there and let the public understand exactly what our program is and what it is about. This is the first year I have taken place in this event, but this is the second year that we have held this event.
  3. What were some highlights from this year’s event?
    The event began with a guest speaker, John McMillin, who worked in cyber defense in the U.S. Army. He talked about protecting our critical infrastructure and of its importance for the future. From there the students led the crowd to each student presentation where we discussed topics such as the anatomy of a computer, physical computer maintenance, live hacking/CTF, basic network configuration, staying safe online, OS optimization and maintenance, and cyber warfare and cyberattacks.
  4. What sparked your interest in cybersecurity?
    Personally, what sparked my interest in cybersecurity is the whole concept of it all. I love the idea of helping protect people while also preventing others from doing things they shouldn’t be doing. Cybersecurity is a very technical topic but it is also very interesting and can be really fun.
  5. Do you plan to pursue a career in cybersecurity?
    I would love to pursue a career in cybersecurity. Not only is the entire field very interesting and opens a lot of opportunities, the pay is also very good.
  6. What is your biggest takeaway from being enrolled in this program and how will this class contribute to future successes in your life?
    I considered myself knowledgeable with computers before but, as soon as I started at West-MEC, I learned so much more information. I have learned how to build, take care of, run, and troubleshoot computers with many Windows operating systems. This class will definitely contribute to my life as I have already earned my first industry certification and the year isn’t even over.

Rachael Mann speaks about the future of work and how educators can equip students for projected changes in the world around us. She is the director of professional development for West-MEC in Phoenix, Arizona, and coauthor of The Martians in Your Classroom. Contact Rachael to learn how you can create future-ready learning spaces in career and technical education.

Interested in learning more about a career in cybersecurity? Check out a CTE program near you!

Next Tech Showcase Highlights Student Achievement

The second annual Next Tech Student Showcase took place on Saturday, May 4 at the Carrboro
Century Center, in Carrboro, North Carolina. More than 150 community members were guided by Chapel Hill-Carrboro City Schools (CHCCS) students through the use of various tech tools including virtual reality (VR), Spheros, MakeWonder coding robots, Google Cardboards, 360 media, 2D games, MergeCube AR, and more.

The event provides CHCCS students an opportunity to showcase their work in tech fields as well as connect with businesses and community members. Student groups involved with the event included:

  • Chapel Hill High School (CHHS) FemSTEM (VR and Sphero leads)
  • CHHS Game Art Design (VR and 2D game content creation)
  • CHHS Tiger Tech Squad VR Team (equipment setup, tear down, and tech support
    throughout the event)
  • Smith Middle School AVID (coding and robotics showcase)

Additional booths included:

  • CHCCS Career and Technical Education (CTE)
  • CHHS Academy of Information Technology (AOIT)
  • Lenovo
  • Town of Chapel Hill Open Data Project
  • UNC Carolina Center for Educational Excellence

Sponsors of this year’s event were CHCCS CTE, Town of Carrboro, Town of Chapel Hill, Lenovo, and UNC CCEE. The Town of Carrboro provided the facilities, logistics and technical infrastructure needed to run the event. Beatrix Hutton organized the UNC CCEE booth, while Cameron Williams offered Lenovo Daydream sessions at the Lenovo booth. The CHCCS staff members that provided guidance to their respective student groups were Garrison Reid (Game Art Design/ Game Development), Jennifer Walker (FemSTEM, Tiger Tech VR Team), and Eric Zeigler (Smith Middle AVID). Additional support was provided by Darren Bell and Andy Vogel.

Do you have news?

Member Connected News is a new regular column on PAGES, a Techniques blog. Here is where we highlight the buzz about career and technical education. If you have something (program news, event news, award news or a note of appreciation) to share, we want to hear about it. Fill out the form and you might be featured next.

Tri-County Team Designs Device to Travel into Space

Along with their instructor, three engineering technology students from Tri-County Regional Vocational Technical High School traveled to Houston, Texas, on April 15–17, 2019, to present a device they designed to NASA engineers and astronauts as part of the HUNCH program.

High School Students United with NASA to Create Hardware, or HUNCH, is an innovative, school-based program that partners NASA at Johnson Space Center, Marshall Space Flight Center, Langley Research Center, Goddard Space Flight Center, Glenn Research Center, Kennedy Space Center and AMES Research Center with high schools in states across the nation. The partnership involves students fabricating real-world products for NASA as they apply their science, technology, engineering and mathematics (STEM) skills as well as learning to collaborate and administer a project in teams and think creatively.

Five juniors Averi Ayre, of North Attleboro, Massachusetts; Katie Dion, of North Attleboro, Massachusetts; Colin Donoghue, of Walpole, Massachusetts; Eric Kugler, of North Attleboro, Massachusetts; and Jacob Lipson, of Franklin, Massachusetts, designed The Tool Pouch, an organized tool storage box that they hope will be used to solve a tool storage problem on the International Space Station. The project has made it to the Final Design and Prototyping Review scheduled at NASA’s Johnson Space Center at Rocket Park in Houston. If selected, their designs will likely be used by NASA astronauts in Space. This is the fourth year Tri-County’s team attended the event.

Tri-County RVTHS, located at 147 Pond Street in Franklin, Massachusetts, is a recipient of the High Schools That Work Gold Achievement Award and serves the communities of Franklin, Medfield, Medway, Millis, Norfolk, North Attleboro, Plainville, Seekonk, Sherborn, Walpole and Wrentham.

Do you have news?

Member Connected News is a new regular column on PAGES, a Techniques blog. Here is where we highlight the buzz about career and technical education. If you have something (program news, event news, award news or a note of appreciation) to share, we want to hear about it. Fill out the form and you might be featured next.

CTSOs Engage Students: Technology Student Association Members Learn to Lead in a Technical World

The Technology Student Association (TSA) is one of the oldest membership organizations dedicated to STEM education in middle and high schools in the U.S. TSA now is 250,000+ student members strong with 100 percent likely to graduate from high school.

Member Cyra Gallano sees her term as a Colorado TSA officer as one of the most significant and meaningful experiences in high school. “TSA is a community full of amazing people — not only advisers who believe in your capabilities, but peers who motivate and inspire you to develop as a student and a leader.”

“TSA has given me the ability to show my passion for STEM and IT — and truly apply what I learn in the classroom through various events,” said Daniel Rivkin, a Colorado TSA state officer. “Without my experience in TSA, I would not know who I am as a person and where I see myself in the future after high school and after college.”READ MORE

Technology Student Association

To learn more about how CTSOs engage students in CTE, ACTE members can read the February 2019 issue of Techniques online today.

EarSketch: Inspiring Persistence in Computing Through Music

“[EarSketch] teaches and sets us free. It’s like our own playground wherein we’re able to make whatever we want. We finished our projects,” said a young, female computer science student. “Yes, I consider myself a programmer.”

During a focus group, the student quoted expressed a changing perception of her interest in computer science and of herself as a programmer. This student exemplifies the significant improvement in both student engagement and content knowledge we have found to occur when students use EarSketch, a browser-based learning platform where they explore introductory programming through music remixing.

EarSketch engages students by enabling them to learn computing creatively through personal expression and music. Students learn elements of computing and mix music samples. They write Python or JavaScript code to algorithmically create music in popular genres including but not limited to trap, dubstep, hip-hop, rock and pop. Coding concepts (e.g., loops, lists, and user-defined functions) mix musical samples, beats and effects to develop tracks that students can access and modify anywhere with a broadband internet connection.

Curriculum and Teacher Materials

The EarSketch curriculum is aligned with the programming standards of the College Board’s advanced placement (AP) computer science principles (CSP) course, as well as a related (non-AP) computer science principles course that is standard for high school students in the state of Georgia. AP CSP was launched in the fall of 2016 with a goal to offer a rigorous introductory curriculum that would broaden participation in computer science. The course introduces students to the creative aspects of programming, abstractions, algorithms, large data sets, the internet, cybersecurity, and the impacts of computing across multiple domains (Astrachan et al., 2011).

Thirty-five CSP learning objectives are organized around seven big ideas and six computational thinking practices. Its curricular framework is broader than that of traditional computer science courses, with a focus on collaboration, analysis, communication, creativity and connections to other disciplines. In contrast to other introductory computing courses, CSP is language-agnostic. It does not mandate a specific programming language or problem domain: Students submit performance tasks created with a programming language and/or within an environment of their choice. This all facilitates the integration of EarSketch.

Computing teachers may be unfamiliar with this approach and the idea of teaching CSP within the domain of music. We have thus developed scaffolding and supports for teachers that include lesson plans, slides, worksheets, mini-tasks, rubrics and other teaching materials; face-to-face and online professional development; and an interactive community where teachers can ask questions, share materials and review additional training resources.

ACTE members can read the full article, “EarSketch: Inspiring Persistence in Computing Through Music,” in the October issue of Techniques today. Watch your mailboxes for the print edition to appear this week!

Not a member? Join! ACTE is the largest national education association dedicated to the advancement of education that prepares youth and adults for successful careers.

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