Search

This document presents materials that were developed for a presentation explaining how the Gordon Cooper Technology Center in Shawnee, Oklahoma, obtained state certification for the geometry and trigonometry program that is embedded in its residential and commercial construction program and enables its students to receive high school geometry or trigonometry credit and thereby meet the Oklahoma PASS (Priority Academic Student Skills) objectives for high school math credit. The document begins with a brief description of the presentation's objectives and content. The remainder of the document consists of the following presentation handouts: (1) excerpts from Oklahoma legislation regarding high school graduation requirements affecting students attending technology centers; (2) the program approval letter sent to the technology center; (3) a description of the math program approval process; (4) information about the high school transcripting options at the technology center; (5) integrated math schedules for the program's math teachers; (6) a PASS geometric objectives and carpentry geometry objectives crosswalk; (7) a syllabus and curriculum description for the carpentry geometry course; (8) the carpentry course sequence and curriculum description; (9) information on carpentry-based state competency tests in Oklahoma; (10) the geometry and carpentry teaching sequence; (11) samples of customized geometry lessons and carpentry learning activity packets; and (12) the presenters' credentials. (MN)

This report presents an overall health summation of 21 programs offered at Honolulu Community College (Hawaii) during 2000-2001. The programs profiled are: (1) Auto Body Repair and Painting; (2) Aeronautics Maintenance Technology; (3) Administration of Justice; (4) Automotive Mechanics Technology; (5) Boat Maintenance Repair; (6) Carpentry; (7) Commercial Aviation; (8) Communication Arts; (9) Computing, Electronics, and Networking Technology; (10) Cosmetology; (11) Diesel Mechanics; (12) Drafting Technology; (13) Electrical Installation and Maintenance Technology; (14) Fashion Technology; (15) Fire and Environmental Emergency Response; (16) Human Services Program, Early Childhood Education Option; (17) Human Services Program, Community Service Option; (18) Occupational and Environmental Safety Management; (19) Refrigeration and Air Conditioning; (20) Sheet Metal and Plastics Technology; and (21) Welding Technology. Two highlights include: (1) the Auto Body Repair and Painting program maintains a satisfactory level, but the addition of another instructor could push the program to higher levels of enrollment and quality; and (2) the Administration of Justice program's graduation/openings ratio is above satisfactory, but in an effort to increase the number of majors, survey and additional recruitment activities are being conducted. Appendices are provided for each program. Appendix A includes program descriptions, program goals, and program histories; Appendix B includes program admission requirements, program courses, and program enrollments; and Appendix C lists program faculty and advisory committees. (Includes numerous charts and tables.) (NB)

Asian Neighborhood Design (AND) was established by a group of student architects in 1973 to rehabilitate houses and revitalize community spaces in the crowded neighborhoods of San Francisco's Chinatown. Despite its growth and development in response to changes in economic conditions, the policy environment, and its own clientele, AND has retained its initial approach, which is based on a comprehensive, needs-centered model of poverty alleviation. As a community development corporation with specialized expertise in architectural design and construction, AND works to help neighborhood residents achieve self-sufficiency by creating access to existing jobs in the construction industry and creating inner-city jobs in case-goods manufacturing. AND is committed to assisting low-income Bay area residents, including hard-to-place welfare recipients and ex-felons. Areas in which AND is active include the following: job training; wood products manufacturing; construction management; and architectural services. AND also offers posttraining counseling in critical life areas and management services. Of the 102 trainees participating in AND training programs in fiscal 1998, 75 (74%) graduated and 68 (91%) were placed in jobs at an average starting hourly wage of $9.18. In fiscal 1998, AND incurred total operating costs of $658,942 ($9,690 per job placement or $11,981 per retained job). (Contains 14 tables/figures.) (MN)

Many times, young people can make a significant impact on their communities. An example of this potential is evident in the Minnesota statewide youth program, in which at-risk youth rebuild their neighborhoods. The program enables young people to gain job skills while working toward their high school diploma or GED, to play a respected role in their communities, and to build safe, affordable housing. The program targets youth involved with the criminal justice system and those who belong to gangs. The program also helps those youth who have difficulty making the transition from school to work. The program serviced approximately 315 young people in 1995 and 46 units of affordable housing were made available to over 200 homeless, battered women and children, and low-income persons. During 1995, 80% of all participants (ages 16 to 24) successfully completed the program, averaging 90% attendance. Overall follow-up data indicate that an estimated 70% of participants went on to obtain their high school diploma or GED. Fifty percent of all graduates attended a technical and vocational school, college, or other postsecondary institution. Participants gained increased skills in leadership development and self-esteem and reduction in negative behaviors. A synopsis of each of the state programs is provided. (RJM)

This publication proposes a three-part program that combines English as a second language (ESL) and vocational considerations to move non-English speaking inmates from the ESL classroom through a sheltered vocational education classroom into the hands-on aspect of the carpentry trade. The first two sections present two requirements for the program--an ESL department and a vocational education program--and highlights the importance of the bilingual inmate vocational instructor (IVI). Section 3 lists the four parts of the program: beginner and intermediate ESL curricula that integrates phrases, vocabulary, and grammar; independent study from the program handbook in addition to regular ESL class assignments; regular student testing and advancement of qualified students into the sheltered classroom in the vocational building; and independent study along with movement into on-the-job training and full-time job status. Section 4 offers suggestions for interweaving ESL and vocational education. Section 5 offers considerations for the program designer. Other contents include a sample Traditional Independent Study Trades Program (TISTP) homework assignment; TISTP proposal; student contract; and student handbook. (YLB)

A project of Local 343 of the United Brotherhood of Carpenters and Joiners of America and the Construction Labour Relations Association (CLRA) of Manitoba documented the workplace literacy skills needed by union carpenters on job sites in Manitoba. The following techniques were used: mailed questionnaires to the carpenter members of Local 343 and to employer members of CLRA Manitoba, individual and group interviews, and onsite observations. The workplace literacy skills identified during the project were grouped into those needed by carpenters and those needed by supervisory-level carpenters. Although certain reading and writing skills were needed by all levels of carpenters, the amount of time spent on performing these skills increased proportionately as supervisory responsibilities increased. A similar increase was noted for math skills. Reading skills were grouped into safety, layout, administrative, and other. Computation skills were classed as follows: whole number, fraction, and decimal operations; workplace basics; layout; applied geometry; math-based tools; and other. Communication skills were grouped into written, verbal, nonverbal, and employability skills. Workplace literacy skills needed by supervisory-level carpenters fell into two categories: reading and communications. A table was constructed that identified critical, essential, and important workplace skills. Recommendations were made for two areas: courses and actions by Local 343 and CLRA. (Appendixes include the questionnaire, interview instrument, and employer survey.) (YLB)

A group of partners headed by the Home Builders Institute (HBI) created the Mid-Atlantic Regional Training (MART) Center for Residential Construction, with a primary focus on providing education and training services related to the masonry and carpentry trades at existing institutions in the District of Columbia, Maryland, Virginia, and West Virginia. The center provided training and support services to 263 persons and numerous residential construction companies in these states. An evaluation of the program showed that the center was particularly successful in recruiting minorities (almost 50 percent were African American compared to 5 percent of carpenters nationwide) and women (about 10 percent, compared to 1 percent of carpenters nationwide). Two 26-week worksite-based training sessions were held. Worksite instruction involved framing homes under contract with local builders. The center was successful in creating partnerships with local builders and the industry and leveraging private and public resources. The regional center approach attracted the attention of national companies and made project cooperation easier. Students were offered such services as transportation, job placement and career counseling and were given basic tools. Ninety-nine percent (113) of the persons who graduated from MART obtained jobs in the construction industry, with older workers more likely to graduate from the program. In addition, the program developed skills standards for 89 carpenter framer tasks. The program evaluation determined that MART met or exceeded its objectives and that such a center is an extremely effective approach to training workers. (Appendices include a carpenter framer questionnaire, duties, and tasks and the MART performance tests.) (KC)

A survey of Local 343-United Brotherhood of Carpenters & Joiners of America and the Manitoba Construction Labour Relations Association, Manitoba, determined the critical, essential, and important workplace skills of carpenters. A survey instrument was developed and mailed to 438 active members of Local 343; 110 surveys were completed and returned. Data were analyzed to determine the critical, essential, and important workplace literacy skills of carpenters based on the percentage and frequency of use. These results were then examined to make recommendations as to where the skill should be included in preparatory training for carpenters. Findings were as follows: members had a strong interest in taking workplace literacy courses relevant to the trade; alternative methods of course delivery needed to be explored to meet the needs of carpenters outside of Winnipeg; reading, computation, and communication skills were necessary trade skills; demands placed on carpenters' workplace literacy skills increased as the level of responsibility increased; workplace literacy skills used by a significant number of individuals on an infrequent basis should not be overlooked; some workplace literacy skills were used primarily by a particular category of carpenter; and common trade literacy skills needed to be included in the preparatory training of carpenters. (Appendixes include the survey, cover letter, and use and frequency use tables for reading, mathematics, and communication.) (YLB)

This report summarizes in tabular form the results of national studies that were conducted in Belgium, France, Germany, Italy, and the United Kingdom to identify the job skills and knowledge required of persons employed in the fields of rehabilitation and conservation of historic buildings. Presented in chapter 1 is a comparative analysis of the situation existing with respect to the following issues/aspects of the rehabilitation/restoration sector of each of the five countries: legislation and regulation, scale of the market, firms and their workers, and training and qualifications. Chapter 2 consists of 14 tables detailing the skills required in connection with each component of buildings needing rehabilitation/restoration. In the tables, information regarding parts of buildings, defects, contingencies, treatment, techniques, and knowledge is provided for each of the following building components/restoration processes: foundations; walls; partition walls; floors; woodwork; roof coverings; waterproofing and drainage; plasterwork; joinery; glazing; tiling and paving; painting; metalwork; and sanitary installations, heating, and electricity. Discussed in chapter 3 are considerations entailed in building a pool of skilled workers in the restoration and rehabilitation trades and factors conducive to formulating occupational profiles (exchanges and networks, instructor training, and official recognition of qualifications). (MN)

In an attempt to determine their role in improving the efficiency and effectiveness of skill training programs, existing standards and certification systems in 20 selected occupations were reviewed to identify the following: their common characteristics, barriers to their development and use, benefits of standards and certification to employers and workers, and actions taken by the federal government concerning their development and use. Eight systems were selected for further review: automobile mechanic; medical records technician; heating, ventilation, and air conditioning service technician; operating engineer; medical or clinical laboratory technician; welder; printing technician; and craftworker (stone mason and carpenter). Information gathered about these programs included origin, examinations, recertification, size, and funding. Information on planned federal actions was gathered through interviews with labor and education officials and perusal of announcements from the government. Findings were as follows: (1) organizations and industries sponsoring skill standards and certification systems believe that the systems are worthwhile, but little data are available to assess such beliefs; (2) the six most commonly identified obstacles to the development of standards and certification systems were high costs, long time periods for acceptance, difficulties in developing industry coalitions and reaching agreement on standards, lack of structure, and lack of uniform occupational definitions; and (3) the Departments of Education and Labor believe the systems have value and are promoting them. Common elements among systems that were reviewed included the following: industry ownership and control, recertification requirements to keep certificate holders' skills current, national portability of credentials, integration of industry standards with education providers through an accreditation program; and a requirement for recertification. (This report includes four appendixes: a table of occupations selected and criteria for selecting them; profiles of certification systems for the eight occupations selected; a list of skill standards development grants; and a list of major contributors to the report.) (KC)

The Environmental Improvement Project at Hudson Bay Mining and Smelting in Flin Flon, Manitoba, presented a unique opportunity for field observation and assessment. Field observation of the approximately 70 carpenters employed with various companies provided information on the types of communication used and the circumstances in which the different types were used. The work force included certified, noncertified, and apprentice carpenters from the local area, other northern centers, Winnipeg, and southern rural locations, as well as members transferred from other local unions in Saskatchewan. Both direct and comparative observations were made of the job site. Twelve carpenters were interviewed. Safety was a crucial area and placed additional demands on the reading, writing, mathematics, and communication skills of all levels of carpenters. Foremen read instructions and notices every day and also read tables, charts, diagrams, and blueprints. Carpenters' on-the-job reading focused on safety warnings. Writing was the domain of foremen. Hand signals were an important communication skill. Talking and listening on the job were the major form of communication. Math job skills included measuring, estimation, and addition and subtraction. Tape measure, framing square, and sliding t-squares were essential math-based tools. Carpenters were responsible for the safety of others. (Appendixes include a workplace literacy skill observation grid, interview form, and glossary.) (YLB)

This document reports two literacy task analyses conducted in Burnaby, British Columbia, on a job site designated "large" and another considered "small." The report of the analysis of the "large" job site: (1) describes the goals of the analysis, which include identifying the basic skills required for the jobs studied and assessing the usefulness of literary task analysis as a means of clarifying training requirements in a construction setting); (2) describes its process; (3) profiles the carpenter, junior carpenter foreman, senior carpenter foreman, and carpenter foreman positions; (4) describes the job skills education program; (5) describes the job learning analysis method regarding each position; (6) points out the similarities and differences in the foremen's skills; (7) makes recommendations for training; (8) provides a summary of recommendations; and (9) offers a conclusion. The smaller site's report sections are similar, although the goals of the project and some of the positions analyzed are different. Among the goals were to identify similarities and differences between job requirements of tradespersons working for a large construction company and those working for a smaller construction company. The jobs analyzed are carpenter apprentice, carpenter superintendent, carpenter foreman, and carpenter. (CML)

Oregon-Washington Carpenters/Employers Apprenticeship and Training Trust, the United Brotherhood of Carpenters and Joiners Local 247, and Associated General Contractors cooperated with Mt. Hood Community College (Oregon) in a workplace literacy program. A drop-in learning center was operated at the Carpenter Training Center to provide support in mathematics to apprentices participating in intensive 1-week construction trade courses. Preapprentices were tested and provided with evening one-on-one tutorial assistance in math as requested. Customized mathematics instructional materials were developed for use in conjunction with job tasks requiring blueprints, calculator use, algebra, geometry, and specific measurement conversions. Student attendance at the center was voluntary and varied from 1 to 6 hours. (The four-page report is followed by supplementary project materials. Appendix I outlines objectives, methods, and evaluation criteria. It also provides information relating to the needs assessment. Appendix II contains summary data on learners. Completed post-program participant survey sheets are provided in Appendix III. Appendix IV contains instructional materials, including quizzes, worksheets, pretests/posttests, and revised instructor materials. Additional post-program participant survey sheets are presented in appendix V.) (YLB)

An overview is provided of the curriculum design and implementation process developed and implemented at Eastern College of Applied Arts, Technology and Continuing Education in Newfoundland, Canada. Following introductory comments, the philosophical background to the model is outlined, underscoring its reliance upon the assumption that learning is natural, holistic, cumulative, and lifelong. After comparing traditional, outcomes-based, and experiential models of learning, the paper offers a rationale for the developmental and experiential approach adopted by Eastern College. Six practical applications of the experiential learning model are identified: an articulated curriculum, clear expectations, multi-dimensional learning experiences, integrated learning methodologies, quality-based learning assessment, and learning support. Next, the curriculum planning process is outlined, focusing on the development of course catalogs that provide a developmental framework for each unit, and of learning guides that present students with concise, clear, straightforward directions for completing each learning experience. After explaining the use of resource files, student self-evaluation systems, and formal problem-solving procedures to maintain daily control, the paper describes the components of the learning support system briefly. The implementation strategy, which involves regional and departmental committees, learning management workshops, curriculum planning, and daily control, is reviewed next. Concluding comments stress the orientation toward success incorporated in the experiential learning model. A 32-item bibliography and samples of instructional/curriculum materials from a carpentry program are appended. (PAA)

A project identified students gifted and talented in the arts to participate in a Roanoke (Virginia) County Schools program to develop welding, carpentry, masonry, and metal working skills essential in the production of heroic scale three-dimensional art forms. A steering committee identified nine gifted students from four area high schools. The students designed, produced, documented, and showed works of art using vocational skills learned from an artist-in-residence. A videotape, an end-of-the-year gallery show, and promotional materials made the project visible to the community. The project won an award for excellence. The artist worked with other vocational students in masonry and welded metal. A weekend raku workshop was held, and teacher workshops were conducted. Project success prompted recommendations for continuing to combine art and the vocations in regular school-day programs. (A project budget summary and 10 appendices are included: project abstract; brochure on project participants; apprentice selection criteria; evaluation of in-school program by teacher; evaluation of in-school sessions by students; art film series; raku workshop, reaction sheet, and summary; project publicity; planning committee report; evaluation forms; and summary.) (NLA)

A cooperative demonstration project between Cecil Community College (Maryland) and corporate partners developed four model vocational training programs in basic carpentry skills, basic dry wall/finishing skills, straight truck driver training, and tractor trailer driver training. The objective of the project was to improve access to vocational education for adults, women seeking nontraditional employment, and minorities in the local area. The college provided classroom instruction and supervised work experience on the job with the corporate partners; the corporate partners provided capital equipment and staff to facilitate on-the-job training. Corporate partners were involved in the selection of trainees. Ninety-nine students enrolled in the four courses. More than 82% of them completed the courses and 81.7% of the completers were placed in unsubsidized employment either with the corporate partners or with other firms. The placement rate was about 15 percent lower than original goals because of a downturn in the economy and corporate reorganizations. (Curriculum outlines for the courses and news articles are included in the report.) (KC)

A series of occupational competency tests representing all seven vocational education curriculum areas were developed, field tested, and validated. Seventeen occupations were selected for competency test development: agricultural chemicals applications technician, farm equipment mechanic, computer operator, word processing specialist, apparel sales, fabric sales, grocery clerk, hotel (motel) front office, dental assistant, physical therapist assistant, custom sewing, restaurant service (waiter, waitress, and cashier), electronics technician, water treatment technician, wastewater treatment technician, carpenter, and diesel mechanic. Identification of competencies involved development of a task inventory and task verification through interviews in the field. Test items were reviewed by experts representing vocational educators and employers, and the tests were revised and pilot tested. Over 3500 students in more than 150 sites in 37 states participated in the field testing. Contents of the final test packages were a job information (paper-and-pencil) test, a complete set of hands-on performance tests, a Work Habits Inventory (a teaching and counseling tool in job survival skills), and an Examiner's Manual. Test reliability and validity were also investigated, and a wide range of dissemination activities were undertaken to stimulate test usage and additional test development. Appendixes include a copy of the Work Habits Inventory. (YLB)

In a study prepared at the Indiana University School of Business, it was revealed that: (1) the Consumer Price Index has risen 39.7 percent from fiscal 1971 to fiscal 1976; since 1970-71, prices have risen slightly more in small cities than in larger ones; and according to the Bureau of Labor Statistics, the cost of living for their lower budget level has risen less than for their two higher budget levels; (2) Between fiscal 1973 and fiscal 1976, the CPI rose more than the compensation for most continuing employees of postsecondary institutions; although most of the clerical and service employees had a slight rise in real income, academic and administrative employees had a decline, and the decline was greatest for academic employees; (3) since fiscal 1973, compensation in Indiana institutions by professorial rank has failed to maintain pace with other schools in their comparison groups; and (4) among six occupational categories (secretary, janitor, carpenter, accountant, programmer, and buyer), Indiana institutions provided the least salary increase since fiscal 1970 in comparison with state government, Federal government, and private industry for three categories and the second least increase for the other three (although the fiscal 1976 percentage increases are somewhat better). (Author/MSE)

One-third of the report explains the nature of the project, its development, administration, and the details of the individualized instruction system. The project goal of developing an individualized cluster curriculum in occupational education is described. The five phases of planning, development, pilot testing, revision, and dissemination which lasted from October 1971 to June 1974 are outlined. The development of the individualized instructional system consisting of minicourses, automated instruction, learning activity packages, task packages, and a centralized learning resources center for each of the six instructional programs (typing, distributive education, masonry, carpentry, metals, and drafting) is described. Conclusions and recommendations concerning both the conduct of the project and the instructional system itself are presented. The remaining two-thirds of the report is composed of appendixes which provide sample minicourse descriptions, task packages for each of the six instructional programs, a smaple page from the competency survey form, sample competency statements, a sample unit task package, a unit test, an instructor's performance checklist, a student progress chart, a vocational skill list, a student survey form, and a staff development plan. Each task package includes rationale, objectives, learning activities, and learning practice. (JR)

The report describes an institute whose purpose was to produce specific recommendations to facilitate student transition from one school to another within and between the secondary and postsecondary levels in the four vocational education subject areas of agriculture, auto body repair and painting, carpentry, and distributive education. For each of the four subject areas, the report describes goals and objectives; analyzes both horizontal and vertical articulation with respect to recommendations, implementation procedures, cost factors, and implications/benefits; and provides course equivalencies among the various participating secondary and postsecondary institutions. Three-fourths of the document consists of appendixes. The first appendix is a third party evaluation of the institute which considers background of respondents, goals/purposes of the institute, institute methods and materials, institute organization, and summary and recommendations. Four other appendixes provide various information for the four subject areas such as task force budgets, student flow charts, courses, requirements, and course descriptions at the various high schools and community colleges, and employment opportunities. The final appendix lists institute participants. (JR)

The pilot study was designed to develop a system for analyzing and providing task inventories for carpentry curriculum development. An initial task inventory of 174 statements was constructed from available published sources, including only those tasks thought to be performed by incumbent workers in residential carpentry in Arizona. The tasks were grouped into the following duty categories: preparing for the job, forming for concrete, framing floors, framing walls, framing a roof, roofing, applying insulation, finishing exterior, finishing interior, and completing special operations. The task statements were assigned to the duty categories sequentially, as they are normally performed on the job. A random sample of 21 members of a carpenters union responded to the personally administered inventory by checking the tasks that each performed and by rating these tasks on a seven point relative time spent scale. The tabulated results list the task statements in descending order of performance frequency and also show ratings of percentage time spent revealing that a variety of tasks were normally performed by the workers. Recommendations to further validate the results are stated. The carpentry task inventory form is appended. (Author/MS)

The report describes a study of industry-sponsored upgrading programs for journeymen in construction unions. Interviews with union and training officials, as well as 405 journeymen and 99 contractors, revealed that upgrading activities were concentrated in electrical work, carpentry, and the pipe trades, and that both the number of programs and journeymen's participation had increased rapidly since 1970. Courses were offered in response to worker demand, and were taught by union members, using either school or industry training facilities. Welding, safety, and blueprint reading were offered in most trades, with a variety of specialized courses taught in individual locals. No significant differences were found between participants and non-participants, except that more participants had been trained in apprenticeships. Several suggestions are made for improving upgrading programs, including the prospect of using these programs to assist in bringing more minority journeymen into building trade unions. Appended are lists of persons who provided information for the study and interview forms for journeymen and contractors. A 14-item bibliography is also included. (Author/MS)