Electronically Signing Summer Camp Satisfaction Survey Made Easy

Electronically signing summer camp satisfaction survey

Deb Hodge: Thank you, Kelly. I am def Hodge I'm director of Deb Hodge: Programs at the Capitol co Lab, which is Deb Hodge: One of the initiatives within the Greater Washington partnership. I'm joined by my colleagues here on the academic side. Deb Hodge: Sarah Sean and jack from both University of Maryland, Baltimore County and Montgomery County Public Schools, so I will give a little background on the Greater Washington partnership and our initiatives and then Sarah Sean and jack will talk a little bit about how this looks in practice. Deb Hodge: So out of every good success story. You have to start with a failure story right so the Greater Washington partnership on origin story was actually Deb Hodge: A group of CEOs got together to put in an Olympic bid for the 2024 Olympics in this region in the Washington DC region, and although the bid was not successful. Deb Hodge: They realized that the power of their voices and that they could really have a significant impact on this region if they put all their voices together. Deb Hodge: So the Greater Washington partnership was formed and we aim to make the capital region, the National Capital Region and as we define that from Baltimore. Deb Hodge: Maryland to Richmond, Virginia. The best place to work, live and build a business. So as you can assume with that mission. Deb Hodge: There are several different initiatives that we have at the Greater Washington partnership we have affordable housing, transportation, we have a new inclusive growth strategy, which is really exciting and our skills and talent initiative is called the capital collab. Deb Hodge: So the capital collab really what we look to do is to make this region, the most diverse digital tech Deb Hodge: Ecosystem. And we do that by partnering with our employer partners and educators and the region to make sure that we have industry aligned digital tech pathways. Deb Hodge: We also have a very, very significant focus on inclusive growth. So making sure that at least 50% of the students that we have going through these pathways are from underrepresented populations. Deb Hodge: So this is a slide. An example of our employer partners, we are adding new partners, all the time, you'll see it's a Deb Hodge: variety of industries, but I think the one thing that stands out is we have a lot of defense contractors, which is really unique to this region and a regional partnership like this. Deb Hodge: And we also have the CIA, which I you probably can't tell from the logo on the screen that it is the CIA. So we are looking to also add more federal agencies to our employer partners. Deb Hodge: And we also work with five K through 12 jurisdictions in the area and again from kind of Baltimore to Richmond. Deb Hodge: And our university partners are displayed on the screen. And we do have a couple of partners that are outside our region, namely Virginia Tech and UVA. However, they are very big talent suppliers to to this region and for our employers, so they are included in our ecosystem as well. Deb Hodge: So to get into a little bit of how we came to our mission and vision within the capital co lab and we had a tech talent study that was conducted with McKinsey, about a year ago, at this point we kicked it off before coven and were able to pivot to include some data and Deb Hodge: Kind of thinking around what a postcode world would look like. So these key findings do include coven, you know, thinking about employment after Corbett as well. Deb Hodge: So we've found that in this region. Specifically, we have about a 50% gap in tech talent. So the supply in this region from our area, universities and educators Deb Hodge: We still have about a 50% gap in what we will need within the next five years, and a 67% gap in tech adjacent talent and we define tech adjacent talent is any occupation or role. Deb Hodge: That touches technology at all. So it could be a finance HR professional and in all honesty, it's really almost any position. These days, you need you need to have some sort of technology. Deb Hodge: savvy enough in order to perform a role. So we found that the tech talent demand is concentrated into a few occupations. Deb Hodge: We've been hearing about automation for a long time now. So it's really kind of increasing the need for this automation for folks to be more digitally literate and that although Oh then interestingly is doing far better than our peers in Deb Hodge: With the under represented workforce, we still based on this region's demographics are not doing as well as we'd like to Deb Hodge: So this is just a graph that shows the actual numbers with our tech and tech a Jason gap. Deb Hodge: So, so what we do at the Capitol collab we bring together all of our employer partners and develop List of knowledge, skills, and abilities. Deb Hodge: In both techie Jason and what we call a generalist and tech specific fields. So we have cyber security machine learning and data analytics we pull all of the knowledge, skills, and abilities needed to be successful in Deb Hodge: Entry level roles at our employer partners. We then bring those cases to our education. Deb Hodge: Partners they embed them within their curriculum and then that is a signal to employers. Once the students complete either their k 12 pathways their community college or university pathways that they have the skills that are regional employers are looking for and their workforce. Deb Hodge: This is just another graphic that kind of shows how the ecosystem how everything fits together employers educators and students. Deb Hodge: And kind of the next step and thinking about this, that this is the digital tech credential program. So the generalist and the specialist credentials, but the next step and thinking about this is really how our learners are communicating these skills. Deb Hodge: And how employers are consuming the artifacts or the articulation of the skills that students are receiving as part of their pathways. Deb Hodge: So this graphic really shows how we are thinking about building this block chain of skills so determine what the skills and pathways are we have that, we have the knowledge, skills, and abilities. Deb Hodge: And, you know, making sure that the outcomes are embedded within curriculum, we have that in our in process. Now, but really thinking about how we can Deb Hodge: publish these credentials to a blockchain and ultimately have those signal to employers and it's also giving the learners. Deb Hodge: Kind of ownership over their own learning and and how they can communicate what they've learned to employers. Deb Hodge: So the next slide, I'm going to show you is a very, very busy graphic, but I think it does a really good job and kind of signifying what we are trying to do. Deb Hodge: I should note that this is just a prototype of something that we have all worked together on on. It's not something that has moved forward yet. Deb Hodge: But we're very excited about the possibilities, because as you can see on the left hand side, the cyber pathway is an example. Deb Hodge: Those digital badges that students earn along their pathway go into this car. And for this particular prototype, we're using a fist through you. NBC and it really allows that the learner to share both with industry. Deb Hodge: And with other educational partners, the learning that they've already completed. Deb Hodge: And one of the other nice things about this, as you'll see on the right hand side. Once it once a person Deb Hodge: Comes into industry, the learning doesn't stop, you know, lifelong learning, what are the additional professional certifications that they're earning what are kind of the upscaling or rescaling opportunities that they have in addition to work based learning. Deb Hodge: That they can put in one place to kind of communicate what they've learned. So that is a brief overview of kind of our initiatives. What we do at the Greater Washington partnerships capital collab. Deb Hodge: I am going to hand it now over to my colleague Sean Who's going to talk a little bit about how some of these ideas are put into practice. Shawn Krasa: Thank you, Tim. Good morning, everyone. I'm shy. I'm the supervisor for work based learning in Montgomery County Public Schools. Shawn Krasa: And as with any initiative and trying to move the work forward. Now we have to take a moment and think about what is our current state. And then what do we need to do in order to advance Shawn Krasa: And help our students be better prepared for the industry in the workplace and so just in taking a look at our Greater Washington partnership. There were three key components that we started to focus our attention on Shawn Krasa: The very first one was helping increase the awareness and the experience for students at the elementary, middle school level. Shawn Krasa: Some of the feedback that we've gotten over the years is that when students wait till their high school Shawn Krasa: timeframe to begin exploring a career pathway. It is sometimes too late or they might not have had the information they needed to make a better informed decision. Shawn Krasa: And so in Montgomery County Public Schools we've started initiatives in the elementary level. Shawn Krasa: For example, a partnership with Apple where elementary school students are engaging with iPads, and then in the middle school level we're doing it. Montgomery can code initiative. Shawn Krasa: Through apple. A recent partnership is with the council member for a day where students do a public service announcement they develop through the iPad. And so what we're trying to do. Shawn Krasa: Is help students better understand what career pathways are available. And one of the big steps that we took two years ago. Shawn Krasa: Prior to this position. I'm in now. I was the principal at Thomas Edison high school technology and students had an opportunity to complete all their academic studies at the high school Shawn Krasa: Their home high school and then they could come to Edison to earn an industry credential. And so we had students coming from all 25 high schools as Shawn Krasa: accessing our basic programs of study and said, when we partnered with Junior Achievement Shawn Krasa: This was an opportunity for every grade seven students to not only experienced Junior Achievement and build their financial literacy in their understanding Shawn Krasa: But they had an opportunity to tour all their career pathways and programs at Edison. Shawn Krasa: And so when you think about the number there that's about 11,000 students every year that are starting to be introduced to Shawn Krasa: Different Career Pathways our partnership with the Greater Washington area is really focused on information technology. Shawn Krasa: And so what we've been doing is channeling the experiences so that we can increase awareness and understanding. At the middle school level. That way when students get to the high school Shawn Krasa: They're better informed about what career pathways are available. And I think that's the other key piece when I think about the second topic. Shawn Krasa: It's how do you introduce it. But then what does it look like for a student if they do want to advance through college. Shawn Krasa: And earn that degree before they go and work in the industry. So we have partnered with Montgomery College and Shawn Krasa: University of Maryland to look at the curriculum and our IT career pathways, so that you can see how it builds foundational skills in high school. Shawn Krasa: And then advances at the community college level and then advances even further at the Shawn Krasa: university level. And so, helping students see what that pathway is and kind of simplifying that process. It was really valuable for us. Shawn Krasa: To work with our post secondary partners and kind of do a crosswalk of the curriculum, if you will. And then the other component Shawn Krasa: Moving our work forward is that work based learning component. I think as educators we do a great job. Looking at the curriculum teaching the curriculum preparing those concepts in order for us to take it to the next level. Shawn Krasa: It's really critical to integrate that work based learning experience from our employers. So when we begin to introduce students to the idea of earning an industry credential or experiencing apprenticeship. Shawn Krasa: Or doing an internship. What we're ideally doing is giving them an opportunity to apply what they've done in the classroom. Shawn Krasa: To a real world work experience where someone from the industry is working with them coaching them mentoring them, giving them feedback. Shawn Krasa: And developing their skill and so when they earn that industry credential. They can be working in that career field law, they're continuing to advance their college studies in your academic degrees. So with that being said, I'm going to transition to Sarah. Sarah Gardenghi UMBC: Thank you, Sean I'm Sarah guard dandy on the chief of staff at the University of Maryland, Baltimore County in the Division of Professional Studies Sarah Gardenghi UMBC: And within my division we oversee the degree programs that are located at the Shady Grove campus, which is in Montgomery County. Sarah Gardenghi UMBC: And so today, I'm really happy to talk to you about pathway programs. My position is focused on K 12 partnerships and part of what I'm doing is working with folks like Sean and people from Montgomery County. Sarah Gardenghi UMBC: From the community college, as well as other industry leaders to create a pathway program that is meeting industry demand and so like Sean said part of the Sarah Gardenghi UMBC: Impetus with any pathway program is to raise awareness and doing this in the K 12 environment is really an integral part of leading these students into a career. Sarah Gardenghi UMBC: Pathway that is going to meet the industry industry demand and so the pathway program that we've been developing is called stem ready Sarah Gardenghi UMBC: And it is something that students would start in their 10th grade year, they would apply and take classes, then Sarah Gardenghi UMBC: I in the next couple of years that they were probably on a trajectory to take, but they might not have been aware of the classes that they would need to have in order to go to the community college, as well as to get their four year degree. Sarah Gardenghi UMBC: And so they're able to do this program in succession, knowing that they will be finishing with that undergraduate degree program at the Universities of Shady Grove, and we have the A from a government Sarah Gardenghi UMBC: College, as well as from the UN bc with their bachelor's program a couple of the programs that are important for you to understand I that are Sarah Gardenghi UMBC: Popular as well as have been developed down at the Shady Grove campus are in relation to the industry. We have translational life sciences technology and this program is really Sarah Gardenghi UMBC: To meet the biotechnology demand so 75% of the biotech companies in the state of Maryland are located in Montgomery County. Sarah Gardenghi UMBC: So for students to go into stem ready and in their high school years know which pathways, they should take for their biology and math. Sarah Gardenghi UMBC: This will help set them up to then go to Montgomery College and take a biotechnology a from there. They know the next step to go into the undergraduate to st program. So this is an example of one Sarah Gardenghi UMBC: Such pathway. And while stem ready is you very much an aligning the curriculum. Sarah Gardenghi UMBC: With each one of the institutions. We also have the pillars that are to support the students because a big initiative of this pathway. Sarah Gardenghi UMBC: Is help underrepresented students, students who might not have ever thought that they could go into something called Cloud computing, they might not have been aware of what it was. And so like Sean said Sarah Gardenghi UMBC: Raising that awareness early giving these students tools like summer camps or the experience to go do a job shadow will help the students Sarah Gardenghi UMBC: Gain the pillars that are so important for STEM ready and they are the academic training like we've been talking about, as well as the Career Readiness those skill sets that we hear from employers. Sarah Gardenghi UMBC: Who want certain you know knowledge base. The K essays from the students. We also have experiential learning. And this is where the students will have the opportunity Sarah Gardenghi UMBC: To go do internships and workshop series as well as then the industry credential and that's where we're going to talk a little bit more down the road here about the blockchain as well. Sarah Gardenghi UMBC: But this would give the students the opportunity to get credentials, such as a network plus or a badge that would be related to what they are going into Sarah Gardenghi UMBC: With their degree programs. And so this type of pathway has been very much a partnership. Sarah Gardenghi UMBC: Within these different institutions and a lot of our building is going on right now, even down to the application process. Sarah Gardenghi UMBC: For how you engage with the students. And so the program, I will open up this coming fall Sarah Gardenghi UMBC: And one of the most important things for you to know about it is that it has stem empowerment. That is the wraparound services. And that's where we are in touch with the students from the very beginning to the end. Sarah Gardenghi UMBC: By providing them with the life skills as well as the counseling and the the assistance with their academic training that they might need. Sarah Gardenghi UMBC: Throughout the entire program. So it's all built on a stem empowerment foundation. So with that, I'll let jack talk a little bit more about the next steps with the credentials and blockchain. Jack Suess (UMBC): So, it Jack Suess (UMBC): Sort of starting at this and thinking about how we got to this point, I'm going to sort of step back a little bit and and explain so as the Greater Washington partnership was starting their credential model. Jack Suess (UMBC): It was really a Jack Suess (UMBC): Very interesting time. And so one. This was the first example where we had had employers really sit down and do Jack Suess (UMBC): Detailed knowledge, skills, and abilities with institutions. And so what was nice about the Jack Suess (UMBC): Greater Washington partnership processes as they began to engage with the academic community in the industry community in a collaboration of talking about Jack Suess (UMBC): What skills were needed. And so as we started looking at both the generalist, and then the specialist credentials this bidet specialist credentials. Jack Suess (UMBC): Have cyber security data analytics machine learning, to name a few. What we realized is is that Jack Suess (UMBC): These are going to be things that are likely going to evolve over time. And the way a lot of schools were initially approaching the project was Jack Suess (UMBC): You know, do you go in and you work with your faculty to change your curriculum. And that's an important thing. And we have done that, where we're seeing our curriculum be influenced by the Greater Washington partnership. Jack Suess (UMBC): But we also saw that there was likely going to be a Silicon Valley partnership where there might be a New York City partnership or there might be some other group who comes forward with Jack Suess (UMBC): A set of similar but slightly different K essays and what we wanted to be able to be thinking about is, as students are going through their curriculum, they may be able to get multiple kinds of Jack Suess (UMBC): curriculums chaos, a satisfied because often there'll be a lot of overlap and we wanted to be thinking about how we could flexibly build this so that students would have as much option as possible. Jack Suess (UMBC): And so one of the things that we started thinking about early on was the importance of really looking at Jack Suess (UMBC): How we might track and manage this because we didn't want to do it at the course level, we wanted to do it at the learning outcome level. And so as we look worked with the Greater Washington partnership and we identified Jack Suess (UMBC): What skills, knowledge and ability they wanted students to have. We then began working with our faculty to be developing and reviewing their courses and identifying Jack Suess (UMBC): What learning outcomes were coming from those various courses. And so in order to be able to manage this this really led us to Jack Suess (UMBC): Sort of two things. One, we needed a tool that could really do the deep level curriculum analysis and tracking. And that was how we got involved with a fist. And so if this has been a great partner and sort of working with us to be able to Jack Suess (UMBC): Show how these things can be done, and to be able to systemically build these in a very flexible way and that's absolutely critical. If you're going to want to create something that can evolve over time. The second part that we realized is is that Jack Suess (UMBC): It was absolutely essential to be thinking about the comprehensive learner record. And for those of you that Jack Suess (UMBC): aren't that familiar with the comprehensive learner record, although I would guess, looking at the audience that most of you are aware, you know, the idea of the comprehensive learner record is something where Jack Suess (UMBC): In the last few years, we're seeing more and more consensus. It's something that has been sponsored by acro which is the registrar's organization and NASA, which is a student affairs professional organization. Jack Suess (UMBC): And it's built on top of standards that IMS global our host for today has developed by working with the community over the last two and a half years. Jack Suess (UMBC): And it leverages the Open Badges V2 standard that allows us to be able to make these kinds of things interchangeable among tools. And so as we started this project with the Greater Washington partnership. Jack Suess (UMBC): We saw this as an opportunity to also sort of pull in some academic innovation that we thought would be helpful long term for our institution, but also for our students. And so all of this is sort of coming to play. Now I've seen some questions within the Jack Suess (UMBC): You know the chat about well, where's blockchain. And how is this all coming together. And so what's been interesting with blockchain is is that, in all honesty. Jack Suess (UMBC): blockchain in my vision for all of this was a couple of years out. Jack Suess (UMBC): That, you know, right now we're in this process of building out our learning outcomes we're in the process of establishing a comprehensive learner record. Jack Suess (UMBC): But the Greater Washington partnership came to us and said, hey, we would like to be working on a project to be thinking about blockchain. And we're blockchain. I think really fits in so nicely with this. Jack Suess (UMBC): Is that if we want to be thinking about lifelong learning and about involvement of your skills over time as well as being able to Jack Suess (UMBC): Give individuals personalized control over which comprehensive learner record elements they actually release. Jack Suess (UMBC): blockchain is an essential component to this or something like a blockchain piece is an essential component Jack Suess (UMBC): We've got to be able to have something that people can individually, be able to Jack Suess (UMBC): control who has access to. And right now there are a number of solutions where blockchain has lent itself to this kind of application where I as an individual can go in and say, Jack Suess (UMBC): These people can have access to this part of my record and these people can and we see this as being really critical for the comprehensive learner record of retired. Jack Suess (UMBC): Because we expect the comprehensive learner record to have a lot of information in it. For example, you know, we're tracking or hoping to track student clubs and organizations. Jack Suess (UMBC): You know, you may not want to release all of the clubs and organizations you participated in Jack Suess (UMBC): As part of your experience as an undergraduate 30 years later, you know, we often do things in college that, you know, maybe we change our political views or philosophies over time. Jack Suess (UMBC): And so what we share and how we share it. We want to be knowing that we can give a lot more control. Jack Suess (UMBC): To the students to be able to manage their micro credentials. And so this is where the blockchain pieces come in. Jack Suess (UMBC): We haven't settled just yet on exactly how we would do this, but what we expect is that between some of the vendors that are out there as well as working with Jack Suess (UMBC): Our partner atheists will come up with solutions around how we want to do this to be able to be integrating in as we're moving forward on this where I like this project, though. Jack Suess (UMBC): So much and especially working with Sarah and Sean is that we know that if we can begin to influence students in ninth and 10th grade. Jack Suess (UMBC): They will make choices that will help them in measurably as they're going through the education pipeline. Jack Suess (UMBC): For us bc often will get a number of students from Montgomery College community Montgomery County that will come to you. NBC as first time full time freshmen. Jack Suess (UMBC): We know that among the transfer population which is also very large for coming to you, NBC Jack Suess (UMBC): They're not thinking about you MVC academic requirements in high school. If they're planning to go to the Community College. Jack Suess (UMBC): And yet, taking a fourth year of a language while they're in high school or while they're finishing up their community college experience allows them to satisfy our foreign language requirement. Jack Suess (UMBC): Which can be helpful, taking their math courses or taking some of their general education requirements, while they're in high school, especially if they're doing a dual degree program. Jack Suess (UMBC): Which is what Montgomery County is starting to also think about is really helpful and we feel the comprehensive learner record if we can show them what they need to be filling in Jack Suess (UMBC): Back in high school. This is a great way of starting that activity. So I'll be quiet. I know I've talked a little bit too much there and they're unsure. There's questions for moving forward. Deb Hodge: One of the things I'll just add on to that jack is from the employer perspective with the blockchain and knowing that Deb Hodge: It's capable of providing more information than just a transcript, would it has that metadata. Deb Hodge: That can can directly plug into an applicant tracking system as that's the ideal state and to allow employers to Deb Hodge: You know, we know that they're doing sorting based on machine learning and keywords and all of that. Now, but having this kind of more standardized metadata and open standards. Deb Hodge: It will allow in an even playing field right for students that have the knowledge, skills, and abilities and have met the qualifications, but aren't necessarily communicating it the same way as as on a resume or some of the older more traditional methods off the past Kelly Hoyland: Great. Deb Hodge: I know we have some questions. Kelly. Do you want to kind of Kelly Hoyland: Say we have a few questions that have come in a couple of related to the k 12 side. Kelly Hoyland: Who's covering the cost if they're doing those community college courses when they're still in K 12 you know who's helping to pay for those pathways. Shawn Krasa: So in Montgomery County Public Schools, you know, we look at how do we help prepare students for Shawn Krasa: Accessing like dual enrollment classes at Montgomery College. Shawn Krasa: There is funding through the Perkins funding that we're able to help channel to support financial aid for those students in need. So Shawn Krasa: As we think about increasing access and opportunity, especially for our students or African American, Hispanic students. We want to increase the diversity. Shawn Krasa: We want to increase access. We want to remove those barriers and we want to have clearly defined pathways. I think for a very long time. Everybody got on the College Track Shawn Krasa: I know in Montgomery County, we had the seven keys to college readiness and these are the steps that you take as a student, as a parent, as an educator to be prepared for college and get that college degree. And I think to Shawn Krasa: Advance that Shawn Krasa: Take it to the next step. What we're in the process of doing is helping our students and parents both understand what it means to earn an industry credential. Shawn Krasa: What it means to take a college have a class in high school, what it means to access an apprenticeship. Shawn Krasa: at the high school level. So what we're trying to do is help them understand that college isn't a career. It's one part of the puzzle to help them on their career pathway. Shawn Krasa: And so there's not this one size fits all for students. We want to help them explore introduce them to the opportunities and allow them to be better informed on their career decisions so Shawn Krasa: To answer the question there is, Perkins FUNDING THERE IS federal funding available that we can help those students and families in need to support their academic advancement and then also Shawn Krasa: From an employer standpoint, when we work closely with our industry partners and they advise us to add pathways. So, for example, cyber security. Shawn Krasa: Was one pathway that we currently didn't have in two years ago that was a new pathway that went through the review process and integrated in Shawn Krasa: As another way for students to advance and in addition to adding that pathway we added the top tier security. Plus Certification into that pathway. Shawn Krasa: And so that's where it's so critical. Now, when you look at how competitive the job market is we want to make sure that we're not only working closely with their post secondary partners. Shawn Krasa: And want to be working closely with their employers to and then helping our students and parents understand how this world is changing and evolving. Kelly Hoyland: Great. Kelly Hoyland: In addition to that, who, there was a question about ownership of a car as a student, you know what happens after they leave an institution that issues a car, who owns it. Kelly Hoyland: So I don't know who would like to kind of tackle that question maybe jack Jack Suess (UMBC): Well, I saw we had Tom that was answering some green of macro who's really the expert on all of this and Jack Suess (UMBC): What we're looking at this as is is that this is institutional information. And so if you know it has been verified by the institution. And so it will be available. Jack Suess (UMBC): For people to be accessing what was institutionally verified for a very long time. I mean, we have no plans to be deprecating it at any point in the future. I'm not saying, it'll be permanent. Jack Suess (UMBC): Forever. But at this point, we have no plans to ever be deprecating, you know what, we're producing for the car that would be there. Jack Suess (UMBC): Now, saying that how all of this evolves how all of this is viewed is probably going to have some changes over time. And that's some of what we want to try to be understanding Jack Suess (UMBC): Where I see this though is also being an incredible opportunity for our institution is especially in these technology related fields. Jack Suess (UMBC): They're undergoing just wrap it chain and cyber security data analytics machine learning are changing every three to four years in terms of new capabilities, new technologies. Jack Suess (UMBC): And we've talked about lifelong learning, as we're starting to also be thinking about both our credit and non credit kind of offerings in the space. Jack Suess (UMBC): We want to be able to be helping students also understand where something that they may have learned, they've gotten Jack Suess (UMBC): You know badges for that has evolved and maybe has new capabilities so that we can be encouraging to come back and update their skills around some of the new Jack Suess (UMBC): Technologies, that's part of our planning and we're trying to be thinking as we do this. And so we see this as part of a long term way of trying to keep people updated on their skills. Kelly Hoyland: Great. There was a question about the IMS global feel our standard and our people actually implementing it. Where is it, add in its maturity and I would just take a quick stab to say Kelly Hoyland: It's been recently finalized. We already have at least three suppliers who have input, not only implemented the standard, but actually performed are conformance certification. So they are certified providers of that CL are Kelly Hoyland: In a format that is interoperable. In addition to that, we have many others who are on their way. So I would say it is Kelly Hoyland: Been recognized not only by IMS, but also by acro as kind of the standard to say if you're doing this work. This is the standard, you should be developing to so that it truly is interoperable and can be shared amongst institutions and employers as needed. Kelly Hoyland: As Tom just mentioned. So if you don't know Tom Green he's with acro so he's another great resource on the call with us today. Kelly Hoyland: I had a question about kind of the role of credentials in K 12, you know, we talked a lot about how your programs and your pathways. But, and then Kelly Hoyland: Are they getting digital badges are those badges and recognized at the next level or by employers, what's kind of the role there in the K 12 perspective, Sean. Shawn Krasa: Issue. When we think about it. We have like network operations pathway where students can earn the a plus network. Plus Certification through comp to the cyber security program, they're able to access and take the security plus certification. Shawn Krasa: One of the steps that we've taken in Montgomery County. I think it's really important to have teachers, not only with the skill set, but background from the industry that can help students develop the skill set and train them to take these industry credential so Shawn Krasa: Adding the industry credential into the Career Readiness pathway. Shawn Krasa: helps prepare the students to work towards earning that credential those students that are able to earn the credential can begin using that in industry, while they're taking your classes. Shawn Krasa: I can speak specifically to my principal ship at Thomas Edison High School of Technology. Shawn Krasa: And we had students that would earn the industry credential and each one of our career pathways and then what they would do is go work for an employer in that particular industry. Shawn Krasa: And they would be taking their classes, while they were doing that. And if you think about it, if you're using that industry credential and you're gaining real world experience. Shawn Krasa: There are opportunities and learnings that take place with the employer that you can't learn from a book. Shawn Krasa: And so I think that's a big shift for us, I think, for a very long time students have gone through classes academically, they've gotten their Shawn Krasa: college degree, but when you add in that opportunity to take the industry credential and then you start working as a junior as a senior in high school for an employer. Shawn Krasa: And then you start taking your college classes in two or four years time, when you go to interview for that position that you've been pursuing Shawn Krasa: You can say to that employer, I have my college degree. And by the way, I have this industry credential and I have two to four years of experience to go with it. So from an employer standpoint, it's kind of when when the employer has a Shawn Krasa: Employee that's better prepared better equipped has that real world experience. And so that's how we see our students kind of evolving and advancing over time. And I can speak to that from the some of the stories that I've heard and seen from our students that Edison. Sarah Gardenghi UMBC: I'd also add to that that at you, NBC the employers who come to campus to interview students for internships. Sarah Gardenghi UMBC: Are really committed to the training of those students and to giving them the real world experience. Sarah Gardenghi UMBC: And once they've invested the time in those students. They are looking for candidates who they will then hire permanently and so seeing what their progressive Sarah Gardenghi UMBC: credentials are through time, even down to that coding camp that they took from Montgomery College when they were in ninth grade. Sarah Gardenghi UMBC: Is something that shows the foundational skills that then go with the applied learning. And that's what the car is really going to show as a visual Sarah Gardenghi UMBC: For that employer when they're even looking at them as a junior in college to come in and do an internship that will hopefully lead to their career pathway. Jack Suess (UMBC): So I think an interesting piece. And we, I can't say that with any certainty that it's going to happen. It's just, I'm trying to be optimistic here. Jack Suess (UMBC): And that is to say that maybe one minor benefit of the pandemic is that will be thinking less about sa t and other kinds of Jack Suess (UMBC): high stakes tests, you know, we're already seeing that more and more places are going sa T optional. Jack Suess (UMBC): We know the challenges of trying to even take this year the essay T or certain things, but at the same time. Jack Suess (UMBC): You know, if you've watched your child go through the college application process of trying to grab letters of recommendation and all these things for stuff that they're doing in K through 12 Jack Suess (UMBC): The thinking about how we could be leveraging the CLO are to be brought forward to universities to be evaluating as a digital experience. Jack Suess (UMBC): Is one of the things that's a really intriguing me for the future. I think it's a few years out, but I also think that it would be a way that would Jack Suess (UMBC): Really help support this evolution of how students are presenting their materials and how they're able to be showing you know more closely the work that they've done and the growth that they've had in areas over time. Kelly Hoyland: For those Kelly Hoyland: Individuals who are just kind of starting this path and want to, you know, start a conversation with employers, you know, where do you even start that, you know, you might know an employer, you might not, you know, knowing Kelly Hoyland: Your experience and this great collaboration, you have in the area. Do you have any recommendations for people who are just starting down this path. Deb Hodge: So I can start with that one just Deb Hodge: Knowing our unique collaboration that we have Deb Hodge: You know, getting the employers to all agree on a common set of standards or a common set of anything, especially from different industries is is no small feat. So Deb Hodge: You can probably see it in the wrinkles in my face. It is the work that we do. I do think that there is Deb Hodge: Power when you bring all of the employers together to have these conversations. So I would say that any, any type of organization like ours or a chamber of commerce or anything that brings Deb Hodge: A group of employers together around a common goal is always a really great place to start. Deb Hodge: I also think piloting something like we are doing with this small cohort is always also a great kind of prototype to go and share successes of of how things Deb Hodge: You know how you can impact things before you kind of scale up and and make it a broader ecosystem. So I'd say those are probably the two things from the employer side and and our perspective, but I'll kick it over to my colleagues for their input as well. Deb Hodge: And Shawn Krasa: And also to when we think about Shawn Krasa: Workforce Development and increasing equity and access for students. Shawn Krasa: We have to think about the social capital component. So if we've identified employers that are willing to come together, work with us help identify where the future is in 510 years Shawn Krasa: Especially in the IT field. It's so quickly changing and evolving. We have to have structures in place to help all students be successful and help students that don't have the social capital. Shawn Krasa: And the resources to navigate this on their own. I feel like we have a responsibility to be able to do that to create these pathways to create these opportunities. This is a great way. And when you think about Shawn Krasa: This pandemic. You know, I don't think any of us realized in March of last year we would be in the position that we're currently in. So whatever this new normal is when we think about work experience. Shawn Krasa: We think about internship. I know that when we started looking at virtual internships as a school system. Shawn Krasa: I wanted to look at it more as a long term opportunity and not just a short term. Let's get this virtual component introduced that we can get through cove it but Shawn Krasa: If you think about whatever this new normal may be workforce development is going to change. And we have to work together with employers. Shawn Krasa: To help build the skill set of our students to be able to adapt to this type of a work environment. Shawn Krasa: And so there are a lot of changes that are happening. And I think they're for the best because when we think about all students. Shawn Krasa: And all students being successful and all students have an access to these opportunities, it's so critical that we look at the structures and support systems that we have in place for them. Jack Suess (UMBC): So one of the things that Jack Suess (UMBC): You know, while we were talking Jack Suess (UMBC): Deb, and I were chatting and and it was my understanding, and she confirmed that the the knowledge, skills, and abilities that had been defined for these various elements. Jack Suess (UMBC): Are available or will be available on the website. Jack Suess (UMBC): To be shared with others. And so, you know, what I would say. Too many groups is as before you start to sit down and do everything from scratch, completely a new Jack Suess (UMBC): This is a great starting point. Many of these employers have a national footprint. And so depending on where you're located Jack Suess (UMBC): These may not be a bad starting location starting point to sort of think about how you would begin to look at this Jack Suess (UMBC): I'd also sort of say that, you know, what are the interesting things. And I'm not trying to push this. But it turns out that the like the Bay Area, the Washington DC areas and net importer of talent. The reality is, is that, you know, many of Jack Suess (UMBC): There may be schools that aren't part of the Greater Washington partnership, but you may want to be Jack Suess (UMBC): realizing you're sending a lot of people that are actually coming to the DC area to work, you know, and if that turns out to be the case. Jack Suess (UMBC): There's nothing that stops you from at least sort of showing you may not be available to issue the final badge, but you could be showing that students are acquiring Jack Suess (UMBC): The lower level learning outcomes if they're going to be working in the region or they want to work in the DC region, I think. Jack Suess (UMBC): You know when I made my comment about the Silicon Valley partnership at some point. Jack Suess (UMBC): I was being a little facetious, but not really. I mean, we also send some of our students out to Northern California. And so we expect that Jack Suess (UMBC): If students want that opportunity and they want to be able to be moving to other locations, being able to track what the Jack Suess (UMBC): The cafes are and to be able to show their learning towards those even if they don't get every one of them being able to show they've gotten 70 or 80% Jack Suess (UMBC): Maybe the difference between them getting an interview or not getting interview. And so we see this as opportunistic for the students to be talking about why they think they're a good fit for the organizations that they're applying to Kelly Hoyland: Other questions that the attendees have if you want to grab a audio connection, you can do that or if you just want to enter in chat, you can Kelly Hoyland: Pause for a second. Kelly Hoyland: Alright. Um, the other thing I did want to mention, for those of you who are interested I MS Global's digital credentials summit is now live and available to fully online this year. Kelly Hoyland: So I put a link to that if you're interested. That's the first week of March. Kelly Hoyland: Conversation similar to this and other projects will be shared at that digital credential summit, so it's a great way for you to not only hear what other people are doing, but also get different levels of conversations happening. Kelly Hoyland: That will support both K 12 higher as well as workforce learning. So I see there's some questions. Maybe that have come in. Kelly Hoyland: Just double checking. I didn't miss anyone's question. Kelly Hoyland: After this I will be following up with all attendees with a copy of the recording as well as a copy of the slides. If you have further questions you want my email will be there. So feel free to reach out and I can help connect you or help point you in Kelly Hoyland: The direction of resources that would help answer your questions, any last minute questions. Kelly Hoyland: All right. Thank you very much to our panelists and attendees today for taking the time to talk more about this great partnership program. Have a great day.