Aspiration

Many young people graduate from public high schools unprepared to climb their career ladder after four years of focused training on following directions and doing as they are told. This gap could be bridged with apprenticeship models that align young adults’ passions with the skills they need to succeed. I want to focus my research on programs that are mutually beneficial to businesses looking to grow their workforce and students who need the right skills to succeed in those businesses. In the next three to five years, I would like to get a good sense of the research that still needs to be undertaken so that apprenticeships in the U.S. can benefit from the lessons learned in other countries about successful learning and earning models.

Philosophy

I value building a community that connects generations, harnessing their unique talents and strengths to solve problems and foster mutual growth, respect, and support.

I am committed to identifying successful strategies from other countries that could enhance registered apprenticeships in America. Notably, countries like Germany and Switzerland have effectively used apprenticeships to retain workers in key industries. The reason I am interested in other countries is because my master’s program instilled the value of having a world perspective. I want to keep that as part of who I am academically as I move on to doctorial work. It is my interest in workforce development that drives me to explore topics that could contribute to the development of a successful community college apprenticeship model. Education became valuable to me when it had a practical application (earning a paycheck and gaining independence) that applied to my everyday life as I saw it as a young person. I am interested in workforce development as it relates to that career foundation period between the end of high school and the age of no more than 30. I am seeking a subject for my first dissertation project that is both manageable and impactful, aligning with these goals.

My immediate goal is to complete my degree coursework in a manner that not only deepens my understanding of community college students and the obstacles they face in accessing workforce development programs but also equips me with a thorough grasp of the research surrounding the topic of community college apprenticeships.

Assignments

Workforce Education in Community College

Community colleges have historically played a crucial role in helping communities and

community members with workforce development for a better local economy. The employment

mission has resurfaced as there is a growing demand for specific skill sets in emerging job

sectors. In response to this demand, community colleges are adopting innovative approaches to

meet the needs of local job markets. From establishing apprenticeship programs that enable

students to earn money while gaining valuable experience to certificates that demonstrate levels

of career excellence, colleges, and businesses are partnering. This synergy between community

colleges and local industries not only strengthens the workforce but also underscores the pivotal

role these institutions play in fostering economic vitality.

Current Workforce Development Discussions

The Workforce Innovation and Opportunity Act (WIOA), enacted a decade ago,

represents a landmark legislation aimed at modernizing and streamlining the workforce

development system in the United States. Its primary goal is to enhance access to and improve

the quality of training programs for job seekers. WIOA emphasizes the alignment of federal

investments in job training, integrating workforce development programs. It encourages a labor

market that can foster job growth, improve workforce quality, and enhance the competitiveness

of the economy. WIOA is the first major legislation in a long time that ensures marginalized

individuals have access to training that can lead to gainful employment.

Two experts who have dedicated a lot of their work to workforce development in

community colleges are Terry U. O’Banion and Jooyoung Voeller. Terry O’Banion is renowned

for his innovative way at looking at community colleges. He has written a lot about how to

bolster colleges to better serve contemporary student needs. Jooyoung Voeller, on the other hand,

is a newer scholar with research focused on how to get people ready for work and adult life.

They both talk about Career and Technical Education, which is a name for modern skill training

for jobs. Stackable credentials are another example of a contemporary workforce development

option that advocates are talking about as a way for students to earn specialized knowledge at all

stages of their careers.

Economic and Practical Issues with Workforce Development

Terry O’Banion (2018) brings up three practical workforce ideas. Community college

baccalaureates are a proven way to provide job skills that four-year colleges don’t teach. If

there’s no four-year college nearby for transfer, community colleges can help fill job skill gaps

with these programs. Secondly, credentials that show employers students have prioritized job

skill learning. Employers appreciate skilled worker development programs for reassurance of

qualifications. Stacking credentials is a new phenomenon that lends students building block

flexibility to lay a foundation throughout career growth. Finally, O’Banion encourages

apprenticeships, which are envisioned for emerging fields. Degree apprenticeships for fields like

software programming and cyber security are growing. A $175 million Department of Labor

grant in 2016 helped many schools jump-start these programs (O’Banion, 2018).

Workforce Development Examples

Kellogg Community College and Tidewater Community College are two schools that

have invested in apprenticeship programs. Kellogg Community College works with local

companies to sponsor programs, and even closer, D.C. Metro Region’s Tidewater Community

College works with the Norfolk Naval Shipyard. These schools are making strides toward a

dependable model with new levels of success in learning and earning programs (O’Banion,

2018). Jooyoung Voeller (2022) acknowledges challenges with degree apprenticeships that

require schools to change the way they think. New efforts require manpower and resources.

Successful programs require strong stakeholder interaction early and often.

In the end, community colleges have changed in how they assist with job skills. Big ideas

like community college baccalaureates, STEM, credentials, and degree apprenticeships make

schools more competitive. Even with the apprenticeship challenges, there is room for community

colleges to compete with four-year institutions in workforce development if the colleges are

willing to adapt to change.

References

O’Banion, T. U. (2018). A Brief History of Workforce Education in Community

Colleges. Community College Journal of Research and Practice, 43(3), 216–223.

https://doi.org/10.1080/10668926.2018.1547668

Voeller, J. (2022). Exploring the Opportunities, Challenges, and Strategies for

Implementing Degree Apprenticeships: Perceptions of Stakeholders at a Community

College. Career and Technical Education Research, 47(1), 39–54.

https://doi.org/10.5328/cter47.1.39