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Exploring Career and Technical Education Programs Across the Region

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In 2001, the STEM (Science, Technology, Engineering and Math) acronym was started by scientific administrators at the National Science Foundation (NSF). STEM is important because it encompasses every part of our lives. Science is everywhere in the world around us. 

At the Career and Technical Education Center (CTEC) of Yavapai College, STEM programs are alive and well. Since the dedication of CTEC in 2007, this state-of-the-art, 110,000-square-foot facility has seen growth of students in their programs for more than 11 years. CTEC provides students with hands-on training that gives them the skills for better employment opportunities.  The Career and Technical Education (CTE) programs are also at Yavapai College’s Chino Valley campus, the Verde Valley campus and the Sedona campus.

Here is what the CTEC campus houses:

Advanced Manufacturing (AAS Degree and Certificate) is designed to teach students marketable skills in high tech automated manufacturing processes that incorporate innovative technologies to improve production of products from design to manufacturing stages.

Aerospace Science (AAS Degree) prepares students for careers in aviation as pilots, air traffic controllers, instructors and unmanned aircraft operators.

Applied Pre-engineering (AAS Degree) is designed to provide students with a working knowledge of engineering concepts and to allow students to complete their bachelor’s degree at a four-year institution.

Automotive Technology (AAS Degree and Certificate) programs prepare students with the technical skills to obtain direct employment or to upgrade the skills of individuals already in the industry. They prepare students for the National Automotive Service Excellence (ASE) certification examinations.

Automotive Body Paint & Collision Technology (Certificate) prepares students for entry-level employment in the auto body and collision industry. The program addresses all areas of basic body repair and refinishing; frame and body repair, painting, graphic design and upholstery.

Computer Numerical Control (CNC) Machining (Certificate) is planned to prepare students for entry-level CNC machining and programming positions. The program focuses on safe practices, problem solving, computer-aided design, fabrication, assembly and control systems.

Diesel Technology (AAS Degree and Certificate) prepares individuals to diagnose, adjust, repair or overhaul buses and trucks, or maintain and repair any type of diesel engines.

Electrical and Instrumentation Technology (AAS Degree and Certificate) is designed to prepare students for positions in the installation, repair and maintenance of commercial electrical and electronic equipment. There are six stackable certificates under this degree.

Fire Science (AAS Degree and Certificate) provides individuals the education and skills necessary to initiate success in the firefighter profession, or continue personal growth within the profession.

Gunsmithing (AAS Degree and Certificate) is listed as one of the best programs in the nation. The focus is to provide knowledge to acquire employment in the areas of custom gun trade as a custom gunsmith.

Welding (Certificate) prepares students for employment in welding positions requiring competency in the field of Gas Metal Arc, Gas Tungsten Arc, Pipe Welding and Structural Welding. Courses prepare students for the American Welding Society Citification test.

Here is what is offered at the Chino Valley campus:

Agriculture Technology (AAS degree and Certificate) programs are highly specialized for those seeking technical employment in the agriculture industry. Students have access to a large greenhouse, fish hatchery, equestrian arena, computer lab and science lab. 

Canine Care and Handling (Certificate) prepares students for entrepreneurship, employment or advancement in a variety of canine fields by developing handling skills, communication skills, health care and business operations knowledge.

Commercial Driver Training (Certificate) prepares students to take the Arizona Department of Transportation (ADOT) commercial drivers’ license permit exam, and to complete 30 hours of driver training needed to pass the ADOT CDL Class A, B, or C commercial license road test.

Construction Technology (YC Courses) is designed to provide students with hands-on training in basic carpentry as it applies to residential construction. Core skills are framing, foundations, basic concrete, roofing, safety, window and door framing, blueprint reading and finishing.

Electrical Lineworker Technology (AAS degree and Certificate) is designed to prepare individuals for positions in the installations, repair and maintenance of commercial electrical and electronic equipment.

Equine Care and Management (Certificate) prepares students for entrepreneurship, employment or advancement in a variety of equine fields including business/barn management, training, husbandry, grooming, sales and nutrition.

The following is offered at the Sedona campus:

Culinary Arts Fundamentals (Certificate) equips students with basic skills in culinary arts, such as concepts and terminology, kitchen safety and sanitation, equipment usage, nutritional guidelines, food costing and theory and practice in the production of culinary products.

Hospitality (Certificate) is designed to prepare graduates for management careers in restaurants or hotels. The program is well-rounded with a mix of business and life skills in demand in the field of hospitality.

The Verde Valley Campus offers these programs:

Film and Media Arts (Certificate) consist of three areas, screenwriting, production and animation. Screenwriting is designed to focus on storytelling across the media. Production provides hands-on training using standard industry equipment. Animation creates unique animation works for various media.

Viticulture and Enology (AAS Degree and Certificate) prepares students for variety of careers from vineyards to wineries. Learning takes place in a student-run 13-acre vineyard and the Southwest Wine Center tasting room. QCBN

By Jim Voska

For additional information on Yavapai College’s STEM programs, contact YC’s Career Coaches Linda Brannock at linda.brannock@yc.edu or Jim Voska at james.voska@yc.edu.

Pursuing an Interest, Advancing a Career

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At the start of the spring term at Yavapai College, the convocation keynote address was given by the incoming college president Dr. Lisa Rhine. During her talk, she made mention of the ratio 1:2:7 in today’s job market and how that impacts education.

The 1: 2: 7 ratio means: one job will be available with a master’s degree or higher, two jobs will be available with a bachelor’s degree, and seven jobs will be available with an associate degree or certificate. “Success in the New Economy,” a video by Kevin Fleming and Brian Marsh, explains where we are in today’s economy. The short film also touches on the reason why businesses are having a difficult time hiring qualified individuals for their open positions.

I have been in the career coaching field since 1996, after working in various industries, and have found that this ratio has not changed through the years. During coaching sessions or classes, I would always start with self-exploration, so an individual would know and analyze his or her talents and their strengths. Next, we would move into career exploration to identify areas of interest. Only then would a career plan be developed. The goal was always to align an individual’s knowledge, skills and abilities with a career that was a good fit.

For the past six years, I have been a career coach at Yavapai College’s Career and Technical College, working with students in more than 10 technical AAS degrees and 35 technical certificate programs, most of which are STEM related.

In reviewing the Department of Labor’s CareerOneStop data for 2018, median income for our technical programs ranges from $21,040 to $124,540 annually. These income levels reflect both certificate and AAS degree programs. The college combines both education and applied technical skills. The college also is a catalyst for industry-driven credentials and developing specific preparation for employment in today’s job market by working with and listening to industry representatives through advisory boards for each program, staying current within budget limits and providing some of the best labs for students to have hands-on experiences.

In addition, the college also has grant-based paid internships and apprenticeships for some of our high industry demand programs. These internships and apprenticeships can range from 10 to 16 hours per week at the current pay rate of $14.25 to $14.75 per hour, with a term limit of 14 to 16 weeks. The experience that students receive in their chosen field while working at companies enables them to determine whether this is a good fit for them, gain industry experience for resume building, enhance their academic achievements, and add to their personal growth.

In today’s workplace, one has to accept that lifelong learning is a reality for continued success in the job market. The average age of our students at CTEC is 28 years old, with an age range from 16 to mid-50s and older. The younger students are seeking and exploring their first career path. The mid-range age group is looking to improve a current position with a company, change careers completely or pursue professional development. The older age group is focused on personal development and learning for the sake of learning. I just need to mention: individual success is usually tied into having a passion for what an individual achieves. QCBN

By Jim Voska

To explore career technical programs and careers at Yavapai College’s Career and Technical Education College, go to yc.edu/CTEC.

For more information on Yavapai College’s technical (STEM) programs, contact Linda Brannock (linda.branock@yc.edu) Career Coach Yavapai College Enrollment Services and/or Jim Voska (james.voska@yc.edu) Career Coach, Yavapai College, Career and Technical Education College.

Exploring STEM+A Curriculum for Construction Careers

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When exploring the type of work done in construction and within the curriculum of the construction field, the impact of the Science, Technology, Engineering, Math, plus Art (STEM+A) initiative becomes apparent. Construction is an area that involves all of the components of a STEM+A education. STEM+A helps solve problems in construction – from pouring a cement slab or foundation to the pitch and design of a roof line, STEM+A is involved.

Construction science refers to design, materials, all forms of engineering, physics, chemistry, environmental, characteristics of materials, human physiology and energy consumption, to name a few. STEM+A programs help build skills like problem-solving, analytical skills and creative thinking.

The National Center for Construction Education & Research promotes STEM+A skills because they help individuals succeed in the construction field. STEM+A is all about solving problems and developing critical thinking skills. According to a Brookings Institute report from 2014, “The Hidden STEM Economy,” half of all STEM jobs are in manufacturing, health care or construction industries, and skilled jobs in the construction industry frequently demand STEM knowledge.

Women in the construction trades make up less than 10 percent of the construction industry’s workforce. The National Association of Women in Construction (NAWIC) has advocated for women in construction since it was founded in 1953. The association’s core purpose is to enhance the success of women in the construction industry.

Yavapai College’s Chino Valley campus is currently offering two hands-on classes in Basic Carpentry. These courses are an introduction to carpentry safety, hand and power tool operation, blueprint reading, material and layout. They offer actual hands-on experience in cutting, fastening, footings, framing, assembly, door/window installation, flooring and finishing. This is also a paid internship program sponsored by construction companies that has a large need for good, qualified construction workers. The projected growth rate for construction is faster than the average growth rate.

Every construction company in the Quad Cities area indicates that there is a major shortage in construction workers. There are advantages to working in the construction field: job security is good; the industry fills a need by building places in which to live and work; it helps one stay active, fit and healthy; workers can earn a very good living; it’s easy to get started; and individuals can avoid going into debt paying for an expensive college degree. But with everything in life, there are also disadvantages: it is physically demanding work; it can be hazardous; and, it can take time to become proficient in your trade.

The Department of Labor’s Occupational Outlook Handbook shows a very positive gain of about 747,600 new jobs nationwide. Of the more than 20 specific occupations within construction, the median annual wage was $44,730 in May 2017.

The U. S. Department of Labor Career OneStop site projects employment in construction at an increase of 11 percent nationally and an increase of 19 percent for Arizona through 2026. For additional construction data, go to onetonline.org and type in construction under the occupation quick search. QCBN

By Jim Voska

For additional information on the Yavapai College’s Construction program, please contact the Chino Valley campus at 928-717-7720. For more information on Yavapai College’s STEM+A programs, contact Yavapai College Student Services Career Coach Linda Brannock (linda.brannock@yc.edu), and/or Career and Technical Education Career Coach Jim Voska (james.voska@yc.edu).

STEM Internships Benefitting Students, Businesses 

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Over the past few months, Yavapai College’s Career and Technical Education (CATE) campus has had the benefit of working on a National Science Foundation (NSF) grant aimed at internships for two program areas, Applied Pre-Engineering and Integrated Systems Engineering Technician.  

An internship is an official or formal program that provides practical experience for beginners in an occupation or profession. The Applied Pre-Engineering AAS degree is designed to provide students with a working knowledge of engineering concepts. The Integrated Systems Engineering Technician certificate prepares individuals to apply basic engineering principles and technical skills to the identification and resolution of production problems in the manufacture of products. Both of these programs are part of the Science, Technology, Engineering and Math (STEM) pathways.   

According to the Bureau of Labor Statistics, the average median U.S. salary for engineering technicians is $63,660 per year. Engineering technicians help solve technical problems. They build or set up equipment, conduct experiments and collect data and calculate results. To date, 10 students in these two programs have participated in the NSF internships with five companies.   

Individuals in these areas usually have work styles and values that include attention to detail, analytical thinking skills, dependability, adaptability and flexibility. They are supportive, cooperative, build relationships to provide services to others and enjoy job security and good working conditions.   

The work experiences linked with the educational experiences have benefited both the students and the organizations. Part of the internship learning responsibility of the students and the company mentors is problem-based learning (PBL). The mentors present to the students a problem that the students would then have to analyze and present a workable solution back to the mentor. This PBL process focus is on a real issue, in real time, and needs real results. The goal of PBL is to prepare students for their academic challenges, but also crosses over into their personal and their future career successes. By using this method in the workplace, students gain knowledge and skills in response to the problems presented by the company mentor.   

A recent example of a PBL experience was student’s development of process documentation. By doing the documentation of the process, students learned about “Best Practices” and areas that may need a quality review to improve efficiency of the process. The process documentation helps to maintain standards, train employees and become efficient. This process documentation of input, outputs, procedures, responsibilities and objective can then lead into the development of Standard Operating Procedures (SOP).   

Companies that have provided the opportunity for our students in our CATE programs to do an internship with their organization have some of our best students. Feedback from students in the internships have all agreed that participation has provided them with hands-on experience, relevant information about the field, improved their technical skills and helped improve the problem-solving skills.   

Part of the goal is for students to be so successful during the internship that an offer of a full-time permanent position can be made upon completion of the academic training – degree or certificate. This has been the case with two of our degree completing students as they graduate at the end of this spring term. QCBN 

By Jim Voska 

For more information on Yavapai College’s STEM programs, contact Linda Brannock (linda.brannock@yc.edu), Career Coach, Yavapai College Student Services and/or Jim Voska (james.voska@yc.edu), Career Coach, CTEC. 

Grant Funds Seven Paid STEM Internships at Yavapai College

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The National Science Foundation (NSF) awarded a grant to The Career and Technical Education School (CTEC) for rural community colleges. Under the grant, CTEC utilized the grant for the Applied Pre-Engineering (AAS degree) and Integrated Systems Engineering Technician (Certificate) programs by creating paid internships with local companies.

The design of the Applied Pre-Engineering program is to provide students with a working knowledge of engineering concepts. The Integrated Systems Engineering Technician program prepares individuals to apply basic engineering principles and technical skill to the identification and resolution of production problems in the manufacture of products. Seven internships were created with three local companies: American Archery Enterprises in Prescott Valley, which manufacture computer numeric controlled parts; Merit Engineering in Prescott, manufacturer of concrete saws; and RESA Wearables in Prescott, maker of 3D-printed Insoles. Students working under the NSF grant earn $14.25 per hour and currently can work up to 10 hours per week during the school term. The grant runs through May of 2019.

Another part of the grant requirement was a company mentor. The mentor provided a guiding force within the company to help assure the success of the student in the workplace. All of the participating companies, based on student surveys, provided such an environment.

An Applied Pre-Engineering student responded, “Working with professionals with lots of experience allowed me to gain additional information about working in this field.” Another quote from a student: “Working in a place that requires me to do hands-on work made me more excited about continuing in my field of study.”

An additional major requirement under the National Science Foundation grant is the assessing the student interns with the ACT WorkKeys. The ACT WorkKeys National Career Readiness Certificate (NCRC) Assessments measure foundational skills required for success in the workplace, and help measure the workplace skills that can affect job performance. The NCRC assesses in three major areas – Applied Math, Graphic Literacy and Workplace Documents. The awarded credential has four levels (Platinum, Gold, Silver and Bronze) and verifies skills proficiency in:

  • Problem solving
  • Critical thinking
  • Reading and using work-related text
  • Applying information from workplace documents to solve problems
  • Applying mathematical reasoning to work-related problems
  • Setting up and performing work-related mathematical calculations
  • Locating, synthesizing, and applying information that is presented graphically
  • Comparing, summarizing and analyzing information presented in multiple related graphics

 

These are some of the same skills that students learn in the Applied Pre-Engineering and Integrated Systems Engineering Technician programs.

Research shows that employers benefit from understanding and using the ACT WorkKeys NCRC, including better quality hires, reduced turnover, shortened training periods and increased performance ratings for skilled workers.

Use of the WorkKeys assessments has enabled the interns to be better prepared for success in the workplace, to have a better understanding of how their academics can be applied in the workplace and to have the work experience that can help them in their academic work.

The School of Career and Technical Education at Yavapai College provides instruction in areas of study such as automotive, fire science, film and media arts, machining, unmanned aerial systems and more. Get more information about what Yavapai College has to offer at yc.edu/cte. QCBN

By Jim Voska

Jim Voska (james.voska@yc.edu) is a Career Coach for technical programs at Yavapai College’s Career and Technical Education School. Linda Brannock (linda.brannock@yc.edu) is a Career Coach at Yavapai College, Enrollment Services.

Students Practicing Problem-Based Learning in STEM Programs 

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Problem-based learning (PBL) can be defined by certain characteristics:

  • The learning is driven by open-ended problems with no right answer.
  • The problems are context-specific.
  • Students work as self-directed problem solvers in small groups.
  • Key problem is identified and a solution is agreed upon and implemented.
  • The instructor plays the role of a facilitator of learning, guiding the process and promoting an environment of inquiry.

 

PBL originated from a curriculum reform by medical faculty at Case Western Reserve University in the late 1950s. PBL has spread to over 50 medical schools, and has diffused into many other professional fields including law, economics, architecture, mechanical and civil engineering, as well as in K-12 curricula.

Traditional education practices produce students faced with a vast amount of information to memorize, much of which seems irrelevant to the world as it exists outside of school. Traditional classroom learning models cannot often be applied to the problems and tasks they face in the business/work world. With problem-based learning, students are motivated to learn by a need to understand and solve real problems; students become aware of a need for knowledge as they work to resolve problems.

Problem-based learning is a key component of a National Science Foundation grant recently awarded to Yavapai College’s School of Career and Technical Education. Some students in the Applied Pre-Engineering program and the Integrated Systems Engineering Technician program are placed in local companies on projects. Students are instructed to, with the help of the company mentors, identify a problem and bring it back to the classroom where as a group they can work to find a solution. The solution can then be implemented under the guidance of the mentor at the company.

The faculty involved with the National Science Foundation grant at the Career and Technical Education campus of Yavapai College received additional training in the design and implementation of problem-based learning within each of their disciplines. By definition, PBL for the students is the process of acquiring new knowledge based on the recognition of a need to learn. A student’s place within a company’s structure helps to motivate the student to seek to apply his/her new knowledge base under the guidance of a company mentor. This process helps the students apply their knowledge and can help the companies.

Three companies have agreed to be part of the National Science Foundation grant project: Arizona Archery Enterprises, Merit Engineering and RESA Wearables, Inc. Each of these organizations has taken on students to work within their organization in order to provide students a real-life, practical classroom. By using PBL, students can develop critical thinking and creative skills, improve their problem-solving skills, increase their motivation and better understand how to transfer knowledge to new non-classroom situations under the guidance of a company mentor.

The Applied Pre-Engineering program at Yavapai College is built around problem-based learning. The goal of the program is to provide students with the knowledge base to work in such work activities as process control, electrical power distribution and/or instrumentation design and troubleshooting. The Integrated System Engineering Technician certificate provides students with a well-rounded approach in the development and testing of electrical controlled equipment in industry.

In January, a National Association of College and Employers (NACE) paper cited attributes that employers seek in candidates: people who are used to working in groups and doing projects, people who have good communication skills and those who have relevant field work experience.

These are skills easier to gain while studying in applied sciences. A U.S. Department of Commerce (STEM: Good Jobs Now and for the Future, July 2011) paper stated that STEM workers drive our nation’s innovation and competitive edge by generating new ideas, new companies, and new industries. However, U.S. businesses voice concern over supply and availability of STEM workers since growth, over the past 10 years, was three times as fast as growth in non-STEM jobs. QCBN

 

By Jim Voska

Additional information on STEM programs can be found at www.yc.edu/cte or by logging into www.onetonline.org to explore career areas.

 

For more information on Yavapai College’s STEM programs, contact YC’s Career Coaches Linda Brannock at linda.brannock@yc.edu or Jim Voska at james.voska@yc.edu .

 

 

Embry-Riddle Brings STEM Education to Prescott

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Embry-Riddle Aeronautical University has been an integral part of the Prescott community since its establishment in 1978, nearly 40 years ago. Together, Prescott and Embry-Riddle have become home to tomorrow’s leaders in aviation and formed a reputation for excellence in the skies. Yet Embry-Riddle has refused to rest upon its laurels, challenging itself and its curriculum to forge new standards of excellence in industries beyond aviation. In 2012, the university revealed its vision for a new, state-of-the-art Science, Technology, Engineering and Mathematics (STEM) learning center that would revolutionize Embry-Riddle, its Prescott home and surrounding Quad Cities area.

Incoming students of the 2017 Fall Semester will be the first to see, experience, and utilize this new state-of-the-art campus facility – the only one of its kind in Northern Arizona: The STEM Education Center.

The two-story building covers 52,000 square feet of space and contains over 20 industry-grade laboratories, replete with innovative equipment unique to each STEM program the university offers. Besides engineering programs, the facility supports degrees in astronomy, forensic biology, space physics, wildlife science and the new bachelor’s degree in Simulations Science, Gaming and Animation.

The $22 million center also includes the community-friendly Jim and Linda Lee Planetarium – the only Arizona planetarium north of Phoenix – capable of seating 125 students and visitors for captivating explorations into the furthest reaches of the universe in full 360-degree high definition.

The STEM Center’s completion comes at an exciting time for ERAU, highlighting a period of extraordinary growth in student enrollment, approaching an all-time high of 2,600 students—prompting campus infrastructure investments in excess of $45 million. These investments have included a new residence hall and an expanded, updated Eagle Athletic Complex – where the Men’s and Women’s Basketball, Women’s Volleyball, and Wrestling teams compete in the CAL PAC conference.

With increased student enrollment comes the potential for amplified community involvement and economic growth to Prescott. Embry-Riddle draws its student body from all 50 states and dozens of foreign nations, resulting in an incredibly diverse campus that recognizes Prescott’s small town appeal. It is here that students develop the academic foundations of their future professional careers while becoming active members of the community before graduation.

These students’ arrival to Prescott generates a positive economic impact of $278 million annually, affecting the community in both direct and indirect spending. This influences Quad Cities business owners in a myriad of ways, including a demand for off campus student housing, local restaurants, grocery stores, service stations, hotels and other retail merchants. As Embry-Riddle continues to produce an increased demand for STEM-based industries in Prescott, the university’s growth could signal long-term economic development in the area for decades.

ERAU’s STEM Center was built to serve a wider audience than just university students and faculty. Between its impressive lab facilities and remarkable planetarium, the STEM Center will become an invaluable resource for local middle and high schools, as well as an epicenter for community engagement events year-round. This research-rich campus environment is capable of influencing local students and underrepresented groups in the community who previously had little to no access to STEM-based curriculum – such as young women and minorities – by exposing them to the possibilities of careers in high-paying professions that might have otherwise been unattainable.

In 2018, Embry-Riddle celebrates its 40th anniversary in Prescott, during which time both have collaborated in the development, cultivation and enrichment of thousands of students who have at one time or another called Prescott their home. Just as Embry-Riddle has continued to challenge itself and utilize the newest technology and training techniques for the benefit of its students, so has it sought to strengthen the bond between its campus and the Prescott community. The deepening of this partnership is vital to the fulfillment of Embry-Riddle’s mission: to prepare the next generation of leaders with a value-driven, globally aware academic foundation, comprised of strong technical, human relations and conceptual skills needed for success in business and public administration—across the Prescott community, within state of Arizona and around the world. QCBN

 

By Keaton S. Ziem

Keaton S. Ziem is with Digital Strategy and Business Intelligence at Embry-Riddle Aeronautical University. For more information, visit prescott.erau.edu, contact Prescott Campus Admissions at 928-777-6600 between the hours of 8 a.m. and 5 p.m., Monday through Friday, or email prescott@erau.edu.

Cultivating STEM Interest Among Girls

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One of the great rewards of working in education is finding students who are passionate about their chosen careers. Alaina Rowitsch is one such student. Through the Mountain Institute Joint Technical Education (MIJTED), she is an Applied Pre-Engineering student in Yavapai College’s Career and Technical Education (CTEC) program. Alaina is pursuing her Associate of Applied Science Degree with the skills and determination she needs to be a successful engineer.

“I grew up in a family of engineers,” Alaina explained. “I always admired the career itself and lifestyle it provided. After my brother completed this program, I knew that I was destined to follow the same path.” That path has its challenges. Today, only 14 percent of engineers are women. Alaina sees her first challenge is shattering gender perceptions and earning respect. “Girls are raised differently than boys. It’s a fact. Because of this, men tend to believe I have no idea how a power drill works, or what a hydraulic press is. I have to prove that I am on the same playing field as everyone else and I am capable of everything a boy can do.”

Yavapai College’s Associate of Applied Science Degree in Applied Pre-Engineering, at CTEC, is designed to provide students with a working knowledge of engineering concepts. By placing greater emphasis on real-world engineering applications, the program helps students see the benefit of Applied Math and Science. Individuals research, design, develop, test or supervise the manufacturing and installation of electrical equipment, components or systems for commercial, industrial, military or scientific use. Alaina says the program “really allowed me to test the waters and see how I liked engineering before I actually invested a lot of time and money.” Initially, Alaina – who is small of stature – had difficulties programming the robots because her hands didn’t fit around the teaching pendant. However, with experience, determination and a creative approach, she learned how to overcome the obstacle and operate the machines efficiently.

Alaina’s skill and dedication did not go unnoticed. At CTEC’s Night of Recognition, Alaina earned six third-party certificates and was named the Pre-Engineering Program’s Outstanding Student. “Throughout her academic studies at Yavapai College, Alaina has clearly stood above her peers,” program instructor Rick Peters said. “Her diligence in class and willingness to help others also set her apart. In her courses in digital electronics and introduction to robotics, she served as lead engineer for her team. This is the sort of dedication and ‘stick-to-it-iveness’ that will make Alaina a fine engineer.”

Now in her second year at CTEC, Alaina plans to finish high school and earn her Master’s degree in Electrical Engineering within the next four to five years. After that? “I plan to pursue a teaching degree and become a college professor so I can give other kids the opportunities and learning experience I had.”

The Bureau of Labor Statistics (BLS) tells us that median annual income for engineers in the United States is around $94,000 per year. For Pre-Engineering course descriptions and outcomes, please contact Rick Peters at rick.peters@yc.edu, or visit yc.edu/v5content/academics/divisions/ctec/pre-engineering.htm. QCBN

By Jim Voska

For more information on Yavapai College’s STEM programs, contact Linda Brannock (linda.brannock@yc.edu), Career Coach, REDC and/or Jim Voska (james.voska@yc.edu), Career Coach, CTEC.

 

Yavapai College Pre-Engineering Students Learn and Earn in NSF Grant Internship Program

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This fall, Yavapai College Pre-Engineering Degree students will have the opportunity to put their skills to work with Yavapai County companies. The National Science Foundation (NSF) has awarded Yavapai College’s CTEC Campus an $855,350 Advanced Technical Education grant to create semester-long internships with local firms. The award will fund “Engineered for Success: Engineering Technician Training for Rural Arizona,” a three-year project designed to expand capacity for high quality engineering technician training in Central and Northern Arizona.

YC’s Associate of applied Science Degree in Applied Pre-Engineering is designed to provide students with a working knowledge of engineering concepts. The degree emphasis real-world engineering applications, allowing students to see and learn the benefit of applied math and science in the engineering field. Students earning an associate’s degree will also be able to leave the program with seven separate industry certifications.

Yavapai College certificates include:

  • CNC Machines Set up (HAAS)
  • CNC Machining (HAAS)
  • 3D programming and Rapid Prototyping (Feature Cam)
  • Computer aided programming for CNC (Feature Cam)
  • Digital Electronics International Society of Certified Electronics Technicians (ISCET)
  • Electrical Instrumentation Technician
  • Robot Programmer/Operator from (GE FANUC, world leader in robotics).

“In a nutshell, the mission of YC’s Applied Pre-Engineering program is to get students excited about, and prepared for, careers in engineering.” Program Director Rick Peters said. “This includes helping them to understand what engineering is, and the level of rigor necessary for them to succeed. Because engineering is such a team sport, we concentrate on team projects. We divide our students into groups that include lead and specialty engineers, and we treat them as if they were engineers.” This approach has proven hugely beneficial to students when they transfer to universities.

“We push these kids hard to get them ready for the rigor of engineering classes,” Peters said. “We have been highly successful in this, particularly with students who transfer to ASU. Our transfer former students routinely email us to let us know how much better prepared they are compared to their classmates. Engineers solve problems; technicians are reactive problem solvers, and engineers are proactive problem solvers. That is, we provide solutions to problems where there were none before. We cannot look up a solution to a new problem on the web; we need to apply engineering principles, and our gray mater to come up with novel solutions.”

With this in mind, troubleshooting is one of the keystone of the Applied Pre-Engineering program. “We present our students with both reactive and proactive problems and ask that they solve them,” Peters said. “It’s an interesting learning curve. Some adapt to it naturally; others do not. We consider it a success in either case.” Some students learn that engineering is not for them. “And this is the place to discover it,” Peters added, “instead of the costly universities.”

The NSF Grant provides paid internships to seven Applied Pre-Engineering students each semester. YC’s ability to combine paid practical work experience with the quality training in the Applied Pre-Engineering degree is a win-win for both YC students and Yavapai County employers. QCBN

 

By Linda Brannock, YC Career Coach

If you would like to discuss the possibility of updating your employment skills, Yavapai College is here to help. Contact Yavapai College Career Coaches Linda Brannock at 928-776-2170, or James Voska at 928-717-7726.

Linda Brannock is a Yavapai College Career Coach.

 

Understanding the Importance of STEM Pathways in Today’s Job Market                

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It can be easily argued that STEM (Science, Technology, Engineering, & Math) pathways started almost 60 years ago with the launch of Sputnik that inspired generations of innovation in technology and engineering in the United States. Every president, from President Eisenhower to President Obama, has endorsed the need for STEM education for the U.S. to stay competitive in our global environment and remain as a global leader. A report from the Department of Education (March 2015) outlined the need for STEM education. The goal: “President Obama has articulated a clear priority for STEM Education: within a decade, American students must ‘move from the middle to the top of the pack in science and math.’ The Obama administration also is working toward the goal of between places, where an equitable distribution of quality STEM learning opportunities and talented teachers can ensure that all students have the chance to study and be inspired by science, technology, engineering and math – all have the chance to reach their full potential.”

Career & Technical Education (CTE) throughout the State of Arizona has been an active participant in the advancement of STEM pathway education. The basics of CTE education is to provide “cutting-edge, rigorous and relevant career and technical education (CTE) prepares youth and adults for a wide range of high-wage, high-skill, high-demand careers.” One of the key points of a CTE high-quality programs is that it offers contextualized learning for students, ways for students to master technical and academic content of a career pathway. It’s hand-on learning that is focused on solving problems in real world challenges. According to the mission of the Arizona Technology Council, “STEM education offers students one of the best opportunities to view our world holistically, rather than in bits and pieces. STEM education removes the traditional barriers between the four disciplines, by integrating them into one cohesive teaching and learning paradigm.”

Yavapai College (YC) has been a front-runner for the Prescott Regional area, with programs of education that support the pathways of STEM. With the support of a National Science Foundation (NSF) grant, the exceptional YC programs of Applied Pre-engineering, Computer Numeric Control, Electrical Instrumentation and a new program of Integrated Systems Engineering shows the commitment Yavapai College has to students to have high-quality leaning opportunities in STEM subjects. These programs of study also provide high paying jobs in the related areas. These jobs, and other jobs, can be investigated at onetonline.org. Information can be found relating to job tasks, job growth, employment trends, education needed, career interest, related occupations and job openings. Yavapai College sponsors STEM-ulating robotic summer camps for boys and girls (ages eight to 16) at the Career & Technology Education Campus and at the Verde Valley Campus. Four the last four years, Yavapai College has been a sponsor of the Prescott Regional SciTechFest and the Verde Valley SciTechFest, which promotes the STEM pathway initiatives.

A STEM integration of area businesses and schools happens at the 4th annual Prescott Regional SciTechFest, an Arizona SciTechFest partner. This year, the Prescott Regional SciTechFest will be held from 10 a.m. to 4 p.m., Saturday, Feb. 25 at the Gateway Mall in Prescott. It is a great opportunity for hands-on activities in the STEM area and also to see how area schools/organizations are involved with STEM projects. Last year’s SciTechFest drew almost 700 participants. The mission of the Prescott Regional SciTechFest is to promote a culture that celebrates and embraces education, research, collaboration, innovation, and economic growth in the Prescott region, related to science, technology, engineering, mathematics and the arts (STEM+A). QCBN

By Jim Voska

For additional information on STEM programs or activities, please go to yc.edu or azscitech.com/scitech_event/prescott-scitechfest-2/.