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Innovative Technologies Earn Support of GOED

March 10th, 2016

JATC_HS_IMG_2609The Utah Governor’s Office of Economic Development (GOED) recently approved grants totaling $2,459,700 for 25 startup companies under the Technology Commercialization and Innovation Program (TCIP). The program is designed to provide funding that can help small businesses and university teams to bring innovative technologies to the market. The table below is a sample list of grant recipients, organized by broad cluster (Utah “targeted industry”) with their award amount, a short description of their innovative technology, and the CTE Pathways that can get students started in related college and career opportunities beyond high school. Click HERE for the full list of grant recipients.

May this list inspire students to think about the potential contributions they have to make to these clusters, and to get started now by charting a course in high school that includes completion of a CTE Pathway!

Chart

CTE Makeover Challenge

March 9th, 2016

American Fork_TE_IMG_3463The U.S. Department of Education invites schools to enter the CTE Makeover Challenge by submitting a design for a CTE makerspace.

A makerspace is an environment or facility that provides resources, materials, and equipment for students to conceive, create, and collaborate through making. Making refers to a hands-on learning approach that encourages students to imagine, create, and tinker through the process of manufacturing, testing, and demonstrating their ideas.

Through making, educators enable students to immerse themselves in problem-solving and the continuous refinement of their projects while learning essential 21st-century career skills, such as critical thinking, planning, and communication. The U.S. Department of Education is seeking models of CTE makerspaces across a wide range of facility types, such as classrooms, libraries, and mobile spaces, that it can share with educators to encourage the creation of affordable, scalable, and replicable makerspaces.

All eligible schools will gain access to the CTE Makeover Bootcamp, a 6-week program that provides resources and expertise in makerspace design and lesson planning. $200,000 in cash and other prizes will be distributed to a maximum of 10 honorees to turn their vision for a makerspace into a reality. Honorees will produce and submit a video tour of their constructed makerspaces and compile an online portfolio of materials for use in the CTE Makerspace Showcase, which will take place at the World Maker Faire in New York City, October 1-2, 2016.

Who: Eligible public high schools, including charter schools, technical high schools, and regional technical centers serving grades 9-12.

To enter this Challenge, entrants do not need to be receiving Perkins IV funding, but MUST be eligible to receive it. If you are unsure whether your school is eligible for Carl D. Perkins funding, please check with your school’s administration, or contact your local CTE director.

What: CTE Makeover Challenge

Why: Makerspaces typically provide access to materials, tools, and technologies to allow for hands-on exploration and participatory learning. A makerspace is a place where people come together to design and build projects.

How: Design models of CTE makerspaces across a wide range of facility types, such as classrooms, libraries, and mobile spaces that strengthen student’s career and technical skills. The creation of the makerspaces should be affordable, scalable, and replicable makerspaces that can be shared with educators.

Prizes/Awards: 10 schools will win prizes to help build their makerspaces. The total cash prize pool is $200,000. Prize competition is funded by the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV or Act).

Submit entries: www.CTEMakeoverChallenge.com

Deadline: Friday, April 1, 2016

Questions? Contact Albert Palacios at albert.palacios@ed.gov

Save the Date: Utah’s FIRST Robotics Competition

March 9th, 2016

FIRST 2014-AmForkUtah’s FIRST Robotics Competition, one of the most impressive high school robotics competitions in the western USA, will take place on Friday and Saturday March 18-19, 2016 at the Maverik Center in West Valley City, Utah. Forty-four teams of high school students from 10 states and Canada will be competing for a spot at the FIRST World Championship. Winners will qualify for over $25 million in college scholarships.

Who: High school teams from 10 states and Canada

What: 2016 Utah’s FIRST Robotics Competition

Where: The Maverik Center, 3200 South Decker Lake Drive, West Valley City, Utah

When: Friday and Saturday March 18-19, 2016

The public is invited to attend the 2016 Utah’s FIRST Robotics Competition. The event is free. Parking is free.

Children of all ages can collect pins and trinkets from the teams in the pit area and talk to high school students about their robots.

Co-sponsored by: Larry H. Miller Group, L3Communications West, and Tesoro.

The Utah High School Entrepreneur Challenge

March 8th, 2016

JATC_TE_IMG_2668The Utah High School Entrepreneur Challenge is sponsored by the Lassonde Entrepreneur Institute at the University of Utah. The Challenge is designed to encourage high school students to explore innovation and entrepreneurship.

Who: Utah high school students, ages 14-18 years old

What: The Utah Entrepreneur Challenge

How: Organize a team of up to five students and work together to create a business idea.

Competition Packet: For competition details go HERE.

Application Deadline: Thursday, March 31, 2016

Finalists Announced: Friday, April 15, 2016

Presentation, Judging, Awards Event: Saturday, May 14, 2016

Prizes: Over $22,000 of cash and in-kind prizes
Division A Winner – $5,000 cash
Division B Winner – $5,000 cash
People’s Choice Award – $1,000 cash
Lassonde Studios Housing Scholarship – $10,000 in housing scholarships
Event Awards – $1,300 cash

Questions? Email hsuec@utah.edu | Website lassonde.utah.edu/hsuec

The Lassonde Entrepreneur Institute at the University of Utah

I’m Excited to Begin My Engineering Career

March 7th, 2016

Denisse Martinez photoBy Denisse Martinez

Throughout my high school career engineering CTE classes were limited, but the ones offered were very much appreciated. I took technical drawing and introduction to engineering. While those classes provided insight to the engineering world, the hands-on projects were limited. Yet, this year I had a once in a lifetime opportunity. A new program was going to be [launched]: Utah Aerospace Pathways.

As soon as I [found out] about the program I signed up and enrolled. I’ve had the opportunity to learn how to operate some of the basic machines like the manual mill, the manual lathe, and see how the CNC mill and the lathe operate. I am also being educated in composites. The manufacturing of composites is a growing industry and therefore competitive. The class teaches the basic components at the same time allowing students to receive hands-on experience. We learn that there is a ratio between resin and matrix and apply that concept by making a project. By completing this course I am considered for a job opportunity with a composites company like Hexcel, Harris, Boeing, or Orbital ATK.

I have finished enough of the course to get a paid internship at Hexcel. I had the opportunity to meet with them last night and discuss the details of my internship. We discussed when I would be completing my 48 hour internship, the uniform needed, the appropriate shoes, and a picture ID badge. I’m excited to begin my engineering career while still in high school!

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The Utah Aerospace Pathways program provides Utah students the opportunity to graduate from high school with a certificate in aerospace manufacturing and begin an aerospace manufacturing career. This unique program has brought aerospace industry representatives, education leaders, and together in an unprecedented collaboration.

 In Utah, aerospace and defense is a $5.4 billion industry (GOED). In 2013, the average manufacturing worker in the United States earned $77,506, annually, including pay and benefits (Bureau of Economic Analysis, 2013). A career in the aerospace industry is high skill, high wage, and high demand.

To participate in the Utah Aerospace Pathways program contact your Career and Technical Education (CTE) teacher or school counselor. They will provide you with the information you need to get started on THE CAREER OF A LIFETIME!

 

Focus On: Family and Consumer Sciences Education

March 7th, 2016

Family and Consumer Sciences Education (FACS) helps prepare students for family life, work life, and careers in family and consumer sciences by providing opportunities to develop the knowledge, skills, attitudes, and behaviors needed through character development, creative and critical thinking, interpersonal communication, practical knowledge, and career preparation.

The Utah FACS Education Pathways are based on national skills standards and the national cluster pathways for FACS. By taking FACS courses, students learn core knowledge and skills that prepare them for independent living and the workforce, which increases personal and community well-being. Students have the opportunity to be a CTE Secondary Pathway Completer in one of seven Family and Consumer Sciences Education Pathways:

Consumer Economics Services
Early Childhood Education

Family and Human Services

Fashion Design, Manufacturing and Merchandising

Food Science, Dietetics and Nutrition

Food Services and Culinary Arts

Interior Design

Melodie Marshall photo 1Family and Consumer Sciences Education courses provide students with skills needed to balance life and careers. Last year, more than 34,000 students were awarded a CTE Skill certificate in FACS Education, indicating a high level of performance.

Melodie Marshall participated in a CTE Internship during her senior year of high school in the field of elementary education. “What could be better than spending two hours with six and seven year olds, four days a week?” said Melodie.

Melodie Marshall photo 5Like so many high school juniors and seniors who participate in a CTE Internship, Melodie learned essential job skills as she interned with a workplace professional. “I had the opportunity to spend two hours every day as an intern under Mrs. Penman in a first grade class. This has been an amazing experience, I have learned so much under Mrs. Penman’s direction. I have gained an improved work ethic, better organizational skills, and speed. Participating in a CTE Internship is one of the best decisions I ever made.”

Stars and Skills for the Top Ten Occupations in Family and Consumer Sciences (FACS)

The following are rated “4- or 5-Star” occupations by the Utah Department of Workforce Services, and require a bachelor’s degree or less for entry. Occupations listed in the chart below are listed in order of the total number of people projected to be working in each occupation by 2022, with the largest occupations first.

Other notes regarding the occupations within the FACS Area of Study:

  • The largest occupations (i.e., those occupations in which large numbers of workers are employed) for which FACS students are preparing will be found in two major Standard Occupation Codes: SOC #25-0000, Education, Training and Library Occupations, and SOC #21-0000, Community and Social Service Occupations.
  • Unfortunately, wages for many of these occupations – especially early career – are relatively low. Further education, training, and work experience become all the more important for career advancement.
  • Workers attracted to these occupations are often motivated by helping people and making a positive difference in the lives of others.

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Top Ten Skills

 

Mass Production Bonanza

March 3rd, 2016

Group photoBy John Bass
Technology Education Teacher, American Fork Junior High

I want to tell a story, I don’t tell very many stories but I want to tell this one. It’s about my ninth grade intro to manufacturing class and the mass production unit, where my students are given a problem to create a wooden vehicle that has three or four wheels. The vehicle is no bigger than a piece of paper and has three or more parts. You will notice that I didn’t say car or truck, I said vehicle. Anything that transports people counts and I have had some amazing ideas from my students.

The whole project starts with brainstorming and sketching. It’s one thing to have a bunch of ideas, but it’s another thing to start drawing the ideas on paper to see how they look. Each student draws at least four ideas. Using a computer-aided design (CAD) program, they pick their two favorite ideas and create a three page set of plans from those sketches.

Once each student has created two sets of plans they whittle their ideas down, by pairing up with a friend. From their four sets of plans they choose one that they like and build it in the woodshop as a prototype. From the prototypes I choose the one that I like the best and that all my classes will mass produce. I don’t mean 20 or 30 vehicles per class. I mean 350 vehicle packets made by my students using jigs and fixtures, so that each vehicle has identical and interchangeable parts.

Fire truck 2I understand that 350 vehicle packets may seem a little excessive, but it’s for a much greater purpose. My eighth grade classes collaborate with every third-grade class, in every elementary school, that feeds into our junior high school. That means that we are mass producing enough vehicles for every third-grade student that comes into our junior high school. On the day of the field trip my students take the bus out to the elementary school and become the teachers, as they teach and explain how to build the vehicle. With hammers, that they have premade earlier in the semester, they help the third-grade students build the vehicle. Then they give it to them as a gift.

Of course this activity takes almost the entire term to pull off. But the feeling of accomplishment and the sense of pride felt by my ninth grade students is well worth it. As an added bonus, this activity meets almost all of the standards for the ninth-grade introduction to manufacturing class. Manufacturing is a team effort, everyone has a part to build, and each part must be perfect or the class fails. When we start the mass production section of this unit I tell my students you must succeed, you are not allowed to fail. DSCF7649And they do succeed!

This activity has become a tradition shared between my ninth-grade classes and the third-grade classes of every elementary school in Alpine School District. I am at the point in my teaching career that when I introduce the mass production unit to my students I say, “Do you remember in third grade when a ninth-grader helped you build the vehicle?” Eighty-five percent of the hands will shoot-up and they will shout out, “I do. I made a diesel.” or “I do. I made a motorcycle and I still have it.” Then I get to say, “Now it’s your turn.” And off we go.

This semester we made a fire truck with a moving ladder. What a great time!

 

The Endless Possibilities of Making a Difference in the Medical Field

February 29th, 2016

By Laura Sofia Ortega

Laura Sophia Ortega photoThe first CTE class I enrolled in was medical terminology. I was surprised how much fun this class was! We would do hands-on activities to visualize the information we were taught. I also went to many activities at the University of Utah, including Future Doctors and Advancing Youth in Medical Education.

My junior year I enrolled in a medical anatomy and physiology, where we went in-depth [learning] the functions of the body. My instructor organized a field trip with her anatomy and physiology professor at Utah State University to visit their cadaver lab. This experience was such a great [addition] to this CTE course.

Laura Sophia Ortega photo 2I also attended the Health Career Summer Camp at St. Mark’s Hospital. I never thought I would be interested in surgery. They allowed us to go into the surgery rooms and perform a mini-demo with real surgical tools and technology. I also talked with nurses which helped me realize that I want to become a nurse.

This year I am a medical assisting student that will be starting my externship in the Pediatric Clinic at the University of Utah Hospital. I know that being a medical assistant will help me become the best nurse I can be. I plan on attending the University of Utah to become a nurse.

I am grateful for the opportunity to have taken these classes because they have expanded my vision, by showing me the endless possibilities of making a difference in the medical field.

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Nursing is one of ten Career and Technical Education Pathways in the Health Science Education program area. Career and Technical Education (CTE) Internships are part of the Work-Based Learning (WBL) program. To participate in the Nursing Pathway talk to your school counselor. To participate in a CTE Internship talk to the WBL coordinator at your school.

Career and Technical Education provides all students with a seamless education system from public education to postsecondary education, driven by a Plan for College and Career Readiness/SEOP. Through competency-based instruction and hands-on experiences, students obtain certified occupational skills, culminating in further education and meaningful employment. CTE prepares students for careers that are most in demand and that are part of the economic development of the state.

Career and Technical Education: Opportunities for Career Success

I Completed a CTE Internship in the Field of Videography

February 26th, 2016

I’m Spencer Funk. I completed a CTE Internship at Rescue 1 Studios in the field of videography. Because of this experience I am going to be able to understand what it takes to be a sole proprietor. I learned that you may have your own office and get to have a fantastic income, but you do pay the price for that income. You have no one else to bounce ideas off of and you have to do all of the work. You don’t get paid overtime, you just get what is there and nothing more. If you have a low income month you have low income for your family or for yourself that month. If you have a high income month you get a high income for yourself or family.

I have had the chance to learn how to use video and photo editing software and make my own videos and photos. I learned how to use a camera more efficiently to take a picture. All in all, this has been a fabulous experience in my life that will help me decide what I want to go into when I grow up. Videography could very well be the career of my choice.

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Commercial Photography is one of two Career and Technical Education Pathways in the Skilled and Technical Education/Visual Arts program area. Career and Technical Education (CTE) Internships are part of the Work-Based Learning (WBL) program. To participate in the Commercial Photography Pathway talk to your school counselor. To participate in a CTE Internship talk to the WBL coordinator at your school.

Career and Technical Education provides all students with a seamless education system from public education to postsecondary education, driven by a Plan for College and Career Readiness/SEOP. Through competency-based instruction and hands-on experiences, students obtain certified occupational skills, culminating in further education and meaningful employment. CTE prepares students for careers that are most in demand and that are part of the economic development of the state.

Career and Technical Education: Opportunities for Career Success

My Chosen Career Path

February 25th, 2016

Kash Allen photo 2Cancer, cysts, and lipomas are things that most people will probably only experience a few times in their lives. I’m Kash Allen and I am able to observe and learn about each of these every day of the week, thanks to the Work-Based Learning program.

Whether it’s seeing half of somebody’s cheek folded off their face, or the top of their nose wide open, for the purpose of removing cancer, not only do I get to view this, but I get to see how these lesions are treated. Dr. Nathan Hanson, located in Logan, Utah, is a highly respected dermatologist who has a thriving business and I feel very lucky to be his shadow, as I intern during my senior year of high school. As an aspiring anesthesiologist, I love this opportunity to be able to work side-by-side someone in the medical field, and gather information regarding my chosen career path.

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Surgical Technician is one of ten Career and Technical Education Pathways in the Health Science Education program area. Career and Technical Education (CTE) Internships are part of the Work-Based Learning (WBL) program. To participate in the Surgical Technician Pathway talk to your school counselor. To participate in a CTE Internship talk to the WBL coordinator at your school.

Career and Technical Education provides all students with a seamless education system from public education to postsecondary education, driven by a Plan for College and Career Readiness/SEOP. Through competency-based instruction and hands-on experiences, students obtain certified occupational skills, culminating in further education and meaningful employment. CTE prepares students for careers that are most in demand and that are part of the economic development of the state.

Career and Technical Education: Opportunities for Career Success