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CTE Summit focused on challenges, opportunities in ‘tacit knowledge’

goersab — Tue, 20 Jul 2021 15:01:53 +0000

CTE Summit focused on challenges, opportunities in ‘tacit knowledge’goersab July 20, 2021

Keynote speaker sees �� . polytechnic tradition as asset to faculty, graduates, potential employers

Some knowledge lives at the surface of people ��. lives. It can be more easily taught and understood because it ��. found in the physical realm of books or documents. But like the tip of an iceberg, this knowledge is only a small fraction of what people know, or more importantly, of what people need to learn.

“Tacit knowledge” is the knowledge that lives below the surface. Hidden like the vast iceberg below the waves, it is the know-how that lives in people ��. experiences and feelings and is more difficult to impart.

M.S. CTE Program Director Deanna Schultz at CTE Summit, 2016. / ��

How can “tacit knowledge” be passed on to help others be successful? And what makes career and technical education programs distinct in its value of practical knowledge learned through practice?

These questions were explored at University of Wisconsin-Stout ��. sixth annual CTE Summit, hosted virtually by the Emerging Center for Career and Technical Education Excellence on June 22-23.

The summit featured international presenters from Australia, Guam, Singapore and Switzerland, as well as keynote speaker University of Minnesota Professor Emeritus Theodore Lewis, who presented from his home in Trinidad and Tobago.

What is tacit knowledge?

Lewis, a �� alum with degrees in B.S. and M.S. industrial education, now technology education, presented on “The Tacit Knowledge Challenge for Global CTE/TVET (technical and vocational education and training).”

Keynote speaker and alum Ted Lewis / Ted Lewis

He described tacit knowledge as something people gain through experience or through interactions with others who own it. It is created through practice and, like muscle memory, it resides in the body, brain and senses.

Lewis expressed concern about what knowledge leaves an organization in the heads of departing people. “There needs to be a more secure storage mechanism for crucial knowledge and a more efficient means of transfer than just dialogue,” he said.

He explained that within CTE programs and higher education institutions, administrators, faculty, students and industry partners can collaborate in key ways to impart tacit knowledge:

Collaborate with experts in course planning and connect students with experts in their field
Consider experience-based credit for students in lieu of coursework
Consider work experience as a qualification for faculty in lieu of academic credentials
Consider work experience for candidates seeking enrollment in lieu of prior academics
Encourage field-based research by faculty and students
Provide field-based courses and workplace-based assignments

Tacit knowledge at ��

M.S. CTE Program Director Deanna Schultz sees ��'s experiential learning and required internships as a means for students to receive tacit knowledge, benefiting graduates as they move into their careers.

Deanna Schultz / ��

“Intentional learning that takes place in classroom projects, labs or the workplace gives students opportunities to reflect upon their learning and helps them develop,” she said. “Much like a craftsman who passes along secrets of their trade, faculty and staff pass along their tacit knowledge in the contextual learning opportunities they provide for students.”

Lewis agrees. He listed the university ��. labs, experiential learning and industry experiences as making all the difference in employers looking more favorably at graduates. As an alum, Lewis believes �� . polytechnic status makes it a driver of university learning.

“Polytechnics, by tradition, are action places, marrying theory and practice,” he said. “Tacit knowledge has been part of the tradition and is a mark of distinction, in keeping with the polytechnic idea.”

The art of ‘pan-boiling’

Lewis became interested in tacit knowledge as a technical training officer at the national sugar factory in Trinidad and Tobago in the late 1980s.

The final stage of sugar-making is the most important since there are expensive penalties if the grains do not meet international standards, he explained. In this stage, sugarcane juice is boiled in large vacuum pans, so that it crystallizes into sugar. The process is monitored by “pan-boilers,” who specialize in sampling the syrup to determine when the crystals reach the right consistency.

“Historically, pan-boilers learn their art through apprenticeship, older heads showing the newcomers in the heat of factory operations,” Lewis said. “This transfer of art is usually done in a cloistered way and kept within tight, unionized groupings. It is a classic case of tacit knowledge, transferred on the job with nothing written down.

“As a technical training officer, I was intrigued by this tradition of workers operating essentially in secrecy, on such a critical aspect of factory operations,” he added.

Lewis recognized that the pan-boilers’ knowledge would benefit factory engineers and scientists. For example, he explained, in the engineering aspect, sugar is boiled under vacuum conditions, which facilitate lower boiling temperatures. “Or we would have caramel instead of sugar,” he said.

With full participation of the union, Lewis developed training and a comprehensive reader on the basic engineering and science behind sugar boiling. He also engaged the chemical engineering faculty at a nearby university to develop a Sugar Technology course for pan-boilers.

“The course made for a more complete pan-boiler, one steeped in tacit aspects of sugar boiling, learned on the job,” Lewis said, “but also in aspects of boiling as seen through the eyes of engineers and scientists.

“I came out of the factory experience impressed by the guild-like approach of pan-boilers and intrigued by the notion of tacit knowledge.”

Student presentations

CTE Summit, 2016 / ��

The summit also included research presentations by students in �� . M.S. CTE and Ed.D. CTE programs: Brigitta Altmann, Plover; Garrett Kaminski, Oshkosh; Rachel Krueger, Onalaska; Michael Selover, Rockton, Ill.; Tonya Wagner, Viroqua; and Ryan Ubersox, Waunakee.

Wagner ��. dissertation, “Developing the Talent Pipeline for Women in Information Technology Through Increased Enrollment in Middle-Skill Information Technology Degree Programs,” was selected by �� faculty as the top dissertation and submitted to the University Council for Workforce and Human Resource Education.

Wagner interviewed four women about their experiences and perceptions in their information technology careers. She concluded there are not enough IT workers in the current talent pipeline to meet industry demands to produce innovative solutions and products or to meet the needs of a diverse global population.

“Women are an undertapped resource for both meeting employment demand and helping to increase innovation through increased diversity,” Wagner said.

�� is recognized nationally and internationally for its CTE programs that prepare quality educators. Career and technical education programs include a bachelor ��., master ��. and educational doctorate, as well as a CTE Leadership Certificate.

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Center partners with school districts to prepare career, tech ed educators for Wisconsin teaching license

goersab — Thu, 18 Feb 2021 14:19:33 +0000

Center partners with school districts to prepare career, tech ed educators for Wisconsin teaching licensegoersab February 18, 2021

Industry professionals who moved into classrooms thanks to 2015 law receive professional development training

Abbey Goers

In 2015, then-Gov. Scott Walker announced a budget provision allowing professionals to receive a teaching license without an education degree as long as they had a bachelor ��. degree and demonstrated proficient knowledge in their field.

While new teachers have been hired under the experience-based license – EBL – program, bringing a new sense of experience to the classroom, it is up to school districts to provide them with the necessary professional development to meet standards for a Wisconsin teaching license. This must be done within a three-year time frame of hire, said Carol Mooney, with the Emerging Center for Career and Technical Education Excellence at ��.

This need to provide new professional development programming presented a challenge for districts and coordinators, including Cheryl Kothe and Chris Neff, CTE coordinators at Kenosha Unified School District and Racine Unified School District.

In summer 2016, Kothe and Neff approached Mooney at �� . annual CTE Summit about offering courses for individuals in their districts who had moved from a career in industry to the classroom.

Carol Mooney, Chris Neff, Instructor Matt Janisin and Cheryl Kothe. Taken at Gateway Technical College in spring 2020, pre-COVID. / Carol Mooney

Kothe has a degree in marketing education and graduated from �� in 1987. She later returned for her Career and Technical Education Coordinator license. Knowing �� . history of preparing CTE teachers, Kothe and Neff wanted to best prepare their districts’ EBL instructors. They asked Mooney to collaborate.

"For many years, �� provided an eight-week summer program for career and technical teachers that delivered the six courses needed for certification,” Mooney said. “We used that as a model for a new EBL program – our CTE Experience-based Licensed Teacher ‘Boot Camp’.”

Five years later, four cohorts have completed the “boot camp,” with 45 EBL teachers from six school districts in eastern and southeastern Wisconsin participating. What started as a partnership between the Emerging Center and the Kenosha and Racine districts has expanded to include the Green Bay Area, Milwaukee Public Schools, West Allis/West Milwaukee and Wisconsin Rapids districts.

The current cohort has 37 attendees, with 14 participants from Kenosha, Racine, West Allis/West Milwaukee and Wisconsin Rapids; 12 participants from Milwaukee Public Schools; and 15 participants from Green Bay.

“The demand for CTE teachers is high, not just in Wisconsin but throughout the country. For people who would like to serve in a role where they can guide, introduce and influence career development, it ��. a great profession,” said Mooney, project manager for the Kenosha Racine CTE EBL.

CTE Experience-based Licensed Teacher ‘Boot Camp’

The “boot camp” seminars are held over a two-year period and are designed to help EBL teachers become effective CTE teachers as they earn their licenses.

“The experience is multidimensional,” Mooney said. “Attendees work with peers in a cohort. They develop core values and a cohort name, they learn and work together, all connected in a common core of CTE disciplines.”

Cheryl Kothe, CTE coordinator at Kenosha Unified School District / Cheryl Kothe

Mooney, Kothe and Neff develop each cohort ��. sequence of courses based on a priority of need. A typical schedule includes four two-day seminars, which provide instruction in areas such as Special Education and Classroom Management; Instructional Methods and Lesson Planning; Evaluation and Assessment; and CTE Foundations. This is “must know” curriculum content, Mooney said.

Courses are supplemented with pre- and post-seminar activities based on overall CTE foundations, including work-based learning and career and technical student organization advisement. Courses are instructed by faculty, directors and administrators from ��, Gateway Technical College in Kenosha and Racine and collaborating school districts.

Charlene Smith, a technology education teacher at Tremper High School in Kenosha, was a member of the first “boot camp” cohort. She attended from 2017 to 2019 during her second and third year of teaching. Smith has her bachelor ��. in architectural engineering from Milwaukee School of Engineering and was a design engineer working in fire protection prior to teaching.

Initially, she was asked by Gateway Technical College to teach a few classes because other instructors were overloaded.

“Even though it was one course each semester, I found that I really enjoyed teaching,” she said. “What inspires me is instilling inspiration in my students to create and design. I love when students experience the ‘ah-ha’ moment, where the material or concept clicks and makes sense to them.”

The “boot camp” provided Smith with teaching philosophies and gave her “background on the teacher lingo – education has acronyms for everything,” she said.

“Teaching – and teaching well – requires a lot of dedication,” Smith added. “Unfortunately, even with five years of teaching experience in my current position, I feel that there are teachers who do not look at EBL teachers as equals. I fear there will always be that stigma.”

Carol Mooney, project manager for the Kenosha Racine CTE EBL / Carol Mooney

The boot camp followed a hybrid model in past years, with Gateway campuses serving as neutral delivery sites. However, in 2020, classes were held entirely online with synchronous and asynchronous models.

Mooney thought the online classes worked well within the COVID-19 environment, but she plans to return to face-to-face instruction and activities when it is again safe.

Plans for the 2021-22 online programming are underway and will be scheduled this spring. School districts contract with �� through the Emerging Center for Career and Technical Education Excellence. Attendees are identified by their CTE coordinators. There is no open enrollment.

An attendee ��. next step to receiving their Wisconsin teaching license is to work with their CTE coordinators and human resources to submit their professional license application to the Wisconsin Department of Public Instruction. Attendees also have the option to enroll in a graduate-level course through ��.

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Nationwide teacher shortage inspires new recruiting and retention methods

goersab — Thu, 21 Jan 2021 14:03:22 +0000

Nationwide teacher shortage inspires new recruiting and retention methodsgoersab January 21, 2021

Thorn, local marketing and business education teacher, thinks administrative support can make all the difference

Abbey Goers

Last June, �� . Emerging Center for Career and Technical Education Excellence held its fifth annual CTE Summit.

The summit, held virtually, provided career and technical educators with valuable information about recruitment and retention as the nation faces a shortage of teachers.

David DeGuire, director of teacher education, professional development and licensing at the Wisconsin Department of Public Instruction, noted that 40% of teachers leave the profession in their first five years. At the summit, he estimated that one in five were not planning to return to teaching last fall because of COVID-19.

Debbie Stanislawski / ��

“The demand for teachers continues to outpace the number of graduates each year,” said Debbie Stanislawski, professor and program director of marketing and business education. “School districts continue to share that they are moving the hiring process earlier in the school year to be able to beat out their competition for getting the best teachers.”

The summit included a panel of teachers who discussed what recruitment methods work best for them and shared their experiences as CTE teachers.

Teachers need support

Kathleen Thorn, a business education teacher at Colfax Middle and High School, was a member of the panel.

Thorn is in her second year of teaching. She graduated from �� in 2016 with her degree in business administration and earned her second bachelor ��. in marketing and business education in 2019.

Kathleen Thorn in her classroom at Colfax Middle and High School / Kathleen Thorn

Her greatest joy is being in the classroom. “I love being goofy with my students and talking with them about what has been going on in their world, asking them questions about themselves and their interests. One of my greatest strengths is creating connections with students.”

But for many, the joy of teaching is not enough. Moving from her college career to her teaching career, Thorn, like everyone, still needs a support system. As schools across the country build new teacher recruitment methods and strengthen retention practices, Thorn feels having supportive administration can make all the difference.

She is thankful for the administrative staff at Colfax, including Principal John Dachel, who gives “feedback on observations, is supportive when I am unsure of disciplinary actions and has even encouraged staff to take mental health days if they need it.”

Thorn began her MBE at �� in the online program. So when she needed to adapt her teaching to COVID-19, creating an online model in spring 2020 and a hybrid model last fall, she emulated her professors’ approach.

Colfax administration held professional development opportunities for teachers to make the necessary possible changes to adapt their classrooms to COVID-19, including training on Google Classroom features and capabilities; and implementing provided cameras and headsets to better engage virtual students at home, Thorn said.

The Colfax district also has a mentor program to help new teachers connect with co-workers.

Kathleen Thorn teaching in her classroom / Kathleen Thorn

“The mentorship program at Colfax is wonderful. My mentor Jennifer Steinke has been incredibly supportive, both professionally and personally. Having good relationships with co-workers is all the more reason for teachers to stay at their schools,” Thorn said.

She enjoys working with teaching assistants and student teachers to show her students that marketing and business education might be a great career to pursue. Last fall, Thorn worked with a prestudent teacher from �� . MBE program.

“It ��. fun to see the next generation of teachers develop their skills in the classroom,” Thorn said.

Stanislawski believes in the importance of recruiting young people into the field of teaching. “We need to continue to prepare entrepreneurial marketing and business teachers to meet the needs of our communities, schools and learners,” she said, adding, “�� prepares graduates who can plan, implement and evaluate instruction with their learners at the heart of their decisions.”

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July 20, 2021

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College president, an alumna, to be featured Feb. 18-19

powersp — Wed, 12 Feb 2020 15:38:06 +0000

College president, an alumna, to be featured Feb. 18-19powersp February 12, 2020

Suddick to speak for Career and Technical Education Executive in Residence

An alumna who is president at the College of Lake County in Grayslake, Ill. is the 2020 Career and Technical Education Executive in Residence at University of Wisconsin-Stout.

Lori Suddick will speak from 4 to 5:30 p.m. on Tuesday, Feb. 18, on the “Cultural Relevance Through the Lens of Demographic Shifts” in room 110 of Jarvis Hall Science Wing. Admission is free.

As part of the CTE Executive in Residence program, Suddick also will meet with students and faculty throughout Tuesday, Feb. 18, and Wednesday, Feb. 19. From 10:30 to 11:30 a.m. on Wednesday, Feb. 19, she will hold a virtual roundtable for distance education students in room 205 of Sorensen Hall.

Suddick earned her Ed. D. in Career and Technical Education in 2017 from ��. She believes that pursuing a doctoral degree gave her the opportunity to add new insight and expertise to her professional focus on ensuring equity in access and success of students in higher education through a lens of cultural relevance relative to the demographic shifts in society.

At the College of Lake Country, Suddick is focused on building a collaborative high-performing student-focused culture where every student succeeds, and every employee thrives. As a first-generation college student, she is passionate about the transformative power of education for individuals, families and communities. She is committed to significantly increasing student access and success while eliminating racial and socioeconomic disparities in educational attainment. She is committed to building innovative and collaborative community partnerships for workforce solutions and economic development.

Suddick has served as a national coach for the American Association of Community Colleges Guided Pathways project which focuses on building a systemic design framework to achieve equitable student success outcomes.

Kathryn Feuerhelm, interim director of the Emerging Center for Career and Technical Education Excellence, said Suddick brings a unique combination of lived experience and education supporting career and technical education. “Her commitment to building community partnerships and increasing student access are relevant across all disciplines, making this presentation applicable to educators and community partners alike, Feuerhelm said. “Equity and access are important conversations to have, specifically through the lens of economic development and workforce education.”

Along with honoring graduates who contribute to the advancement of the field, the CTE Executive in Residence program helps expand the vision of contributing to the business and industry supply chain of graduates who possess the skills, knowledge and aptitudes to meet the current, near future and futures of work that have yet to be envisioned.

�� . bachelor ��., master ��. and doctoral CTE academic programs are outgrowths of one of the university ��. first majors, industrial education, dating to the early 1900s. The CTE master ��. program has been offered for 75 years, since the Graduate School opened in 1935. �� began offering a doctorate in CTE in 2013, the university ��. first doctoral program.

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An alumna who is president at the College of Lake Country in Grayslake, Ill. is the 2020 Career and Technical Education Executive in Residence at University of lorisuddickfeature.jpg

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Speaker: Collective impact leads to community change

powersp — Tue, 25 Jun 2019 15:46:27 +0000

Speaker: Collective impact leads to community changepowersp June 25, 2019

CTE Summit on campus included panel discussion on the subject

Sylvia Cheuy equates collective impact to that of growing a bamboo tree.

The first few years the tree develops a root system so that when mature it can grow many feet in a matter of days.

Cheuy is a consulting director of the Tamarack Institute, a consulting group from Waterloo, Ontario, Canada, that helps organizations and citizens equip themselves to make lasting change in their communities.

She was the keynote speaker at the Career and Technical Education Summit held June 20-21 at University of Wisconsin-Stout. The fourth annual summit was created because �� recognized that workforce development and career and technical education needs to be viewed through a wide community lens and through the engagement of many partners.

Collective impact is a cross-sector approach to solving complex social and environmental issues on a large scale.

For success in collective impact, there needs to be a common agenda with continuous communication, and those involved must be willing to collaborate over a long-term commitment, Cheuy said.

“It starts to happen when we all have a say and role to make the goal happen,” Cheuy said.

A panel consisting of groups showing collective impact spoke as part of the summit.

Panelists included Karen Katz, operations lead of the Wisconsin Office of Children ��. Mental Health; Stacy Eslick, executive director of Reach Higher Wisconsin; Chelsea Powell, deputy director of Higher Expectations in Racine County; Andrea Gabel, director of Sector Strategy Development with the Wisconsin Economic Development Corp; KT Gallagher, Dunn County Health Department director; and Cristy Linse, director of the Initiative to Create the �� Center for the Study and Promotion of Health and Wellbeing.

The initiative at �� started about 11 months ago, Linse said. She has had more than 100 cups of coffee as she talks with people and meets stakeholders about the initiative. “Communication is really listening to people,” she said.

The goal of the center is to establish partnerships that increase opportunities for students to engage in applied learning and research and to develop relationships that promote the accessibility and visibility of �� academic programs to the community.

“We have many specialists on our campus, and we want to make sure the community has access to them,” Linse said.

“We always have a next step in our project,” Linse said. “We work together toward that.”

Keeping momentum going is a challenge for collective impact, Cheuy said, noting that working together as a connected force can create community change.

Her company embraces the words of Margaret Wheatley, a writer and management consultant. “All change, even very large and powerful change, starts from very small conversations held among people who care,” Wheatley has said.

UW Stout offers a Bachelor of Science in career, technical education and training, a master ��. and doctorate degree in career and technical education. The university also has an Emerging Center for Career and Technical Education Excellence, whose mission is to offer programs and services to support and promote career and technical education in partnership with educational institutions, government agencies, business and industry, other nonprofits and professional associations.

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Sylvia Cheuy talks about the collective impact to make lasting change in communities during the �� Career and Technical Education Summit.

A panel discussion took place on collective impact. Panelist Cristy Linse, at right, director of the Initiative to Create the �� Center for the Study and Promotion of Health and Wellbeing addresses the summit.

Panelists speak on collective impact around Wisconsin.

Sylvia Cheuy equates collective impact to that of growing a bamboo tree. sylviaweb.jpg

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Hero Caption: Sylvia Cheuy talks about the collective impact to make lasting change in communities during the �� Career and Technical Education Summit.

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DPI assistant director: More teachers of color needed

powersp — Thu, 07 Mar 2019 17:15:28 +0000

DPI assistant director: More teachers of color neededpowersp March 7, 2019

Sara Baird, �� alumna, featured as executive in residence

Sara Baird readily admits she knows she has white privilege.

The assistant director of the Department of Public Instruction ��. career and technical education division also knows that it ��. important to have more teachers of color to inspire students of color.

“It ��. not fair so few teachers of color are standing in front of students of color,” Baird said.

Baird spoke at �� recently as the 2019 Career and Technical Education Executive in Residence. February was career technical education month.

Baird, a University of Wisconsin-Stout alumna, also knows there needs to be more diversity in students studying career and technical education. Seventy-seven percent of the 89,600 high school juniors and seniors participating in career and technical education classes in Wisconsin are Caucasian.

Baird acknowledges equity is a problem, citing needs for more promotion of equity and diversity; more diversification of the teaching workforce; removal of barriers to access; and recognition of implicit biases.

“Being a leader in some ways to me is about being a quiet listener,” said Baird, who has two degrees from ��, a bachelor ��. in marketing and business education in 1997 and a master ��. in training and development in 2008.

Baird grew up in a two-parent family, with her family attending all her school events. When she was a sophomore in high school, one of her teachers encouraged her to become a teacher. In college, she began to realize she had privileges of being white and from a two-parent household. “I wasn’t aware how fortunate I was and there was a bigger world out there,” she said.

After graduating, she started teaching in Beloit, then went to Kenosha and South Milwaukee, all very diverse schools. She taught marketing education for about 10 years before joining DPI in 2006 as a consultant for marketing, management and entrepreneurship.

Gov. Tony Evers is very supportive of education, Baird said. “He ��. very tuned in to what ��. going on in state education,” she said. “I feel we have a friend in the next four years.”

Baird encouraged others to share their stories and to have students share their educational stories. “They are great brand ambassadors,” Baird said. “�� is a North Star for career and technical education teacher preparation. Most of the career and technical education teaching staff walked through these halls. That ��. pretty powerful. We value the work that happens at this campus. We think it ��. amazing. We support it.”

Deanna Schultz, director of the CTE master ��. program, said she values DPI ��. partnership. “I appreciate they recognize the work we are doing to support K-12 education by providing well-qualified teachers and leaders. I appreciate Sara talking about collaboration and working together. That is what we want to do.”

Professor Urs Haltinner, director of the CTE doctoral program, said �� . polytechnic education lives the spirit of career and technical education. “That ��. part of our story and history,” he said.

�� is Wisconsin ��. ��, with a focus on applied learning, collaboration with business and industry, and career outcomes.

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Sara Baird, 2019 Career and Technical Education Executive in Residence and assistant director of the Department of Public Instruction, says �� is a North Star for career and technical education teacher preparation. / �� photos by Don Steffen

Baird speaks with career and technical education students recently.

Deanna Schultz

Urs Haltinner

Sara Baird readily admits she knows she has white privilege. Bairdhero

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Emerging Center for CTE Excellence garners $75,000 grant

powersp — Fri, 28 Sep 2018 15:25:12 +0000

Emerging Center for CTE Excellence garners $75,000 grantpowersp September 28, 2018

Otto Bremer Trust funds provide seed money

A $75,000 grant from the Otto Bremer Trust will provide seed money to help further establish the Emerging Center for Career and Technical Education Excellence at University of Wisconsin-Stout.

The one-year grant, awarded recently, will provide funding to hire a part-time graduate assistant to help with research, continue grant writing, work on social media and also help with hiring a part-time instructional specialist to provide outreach to share and highlight research, according to emerging center Director Deanna Schultz, an associate professor in graduate education and Master of Science career and technical education program director.

The idea for a center started at the first Career and Technical Education Summit held at �� in 2016. Participants felt there was a need for a center to provide leadership for career and technical education.

The center started earlier this year. Its mission is to offer programs and services that support and promote career and technical education in partnership with educational institutions, government agencies, business and industry, nonprofit organizations and professional associations.

The work of the center will focus on three areas:

Professional development to enhance educators’ effectiveness<
Research to establish an agenda that influences policy and practice
Communications and outreach by supporting quality career and technical education programs at the secondary and postsecondary levels through communication and outreach

“We have opportunities here in education for master and doctoral programs, and we have students to do research and who can tap into student and faculty research,” Schultz said. “I think there is an opportunity there.”

There also would be opportunities for teachers to have more professional development through the center, which in turn helps students and industry, Schultz said. “The work we do with teachers ultimately leads to educating students to go into the workforce.”

The grant means a great deal to the emerging center, Schultz said. “It ��. huge having that money to hire some staff to start developing some of these initiatives we have already started,” Schultz said. “It is really giving us a kickstart as we move forward.”

Daniel Reardon, co-chief executive officer and trustee of Otto Bremer Trust, said the Emerging Center for CTE Excellence will serve as a “valuable resource to those seeking information about career, technical and workforce education. The center ��. boots-on-the-ground approach gives all students the opportunity to experience quality workforce education that prepares them for successful careers.”

�� is Wisconsin ��. ��, with a focus on applied learning, collaboration with business and industry, and career outcomes.

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Deanna Schultz

A $75,000 grant from the Otto Bremer Trust will provide seed money to help further establish the Emerging Center for Career and Technical Education Excellence 20160614_CTE_Summit_11.JPG

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News

CTE Summit focused on challenges, opportunities in ‘tacit knowledge’

What is tacit knowledge?

Tacit knowledge at ��������

The art of ‘pan-boiling’

Student presentations

M.S. Career & Technical Education

Center partners with school districts to prepare career, tech ed educators for Wisconsin teaching license

CTE Experience-based Licensed Teacher ‘Boot Camp’

Nationwide teacher shortage inspires new recruiting and retention methods

Teachers need support

College president, an alumna, to be featured Feb. 18-19

Speaker: Collective impact leads to community change

DPI assistant director: More teachers of color needed

Emerging Center for CTE Excellence garners $75,000 grant

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