This pilot focuses on industry-aligned learn-and-earn opportunities for single mother learners to further their education and careers while financially supporting their families. They will receive holistic support through comprehensive case management, career navigation, and community building opportunities.
This prototype is a marketing package for a novel academic model that Catholic University of America is delivering alongside Pima Community College in Tucson, AZ, for a target of less than $10k/year. It describes program elements and features developed in partnership with Education Design Lab.
This prototype is a micro-credentialing package focused on helping incumbent frontline employees to develop, benchmark, and demonstrate 21st century skills mastery with the aim of positioning them for middle skills jobs and improved earning potential.
This prototype is a micro-credentialing package focused on helping incumbent frontline employees to develop, benchmark, and demonstrate 21st century skills mastery with the aim of positioning them for middle skills jobs and improved earning potential.
This prototype is a community learning program / course (built in Canvas) that is intended to create a first cohort of facilitators who are equipped to employ a learn-and-earn experience for the Lab’s 21st Century Skills Micro-credentials.
This prototype is an online repository for alumni testimonials and links to content to help learners develop 21st century skills that provide targeted career exploration by major or industry, allowing learners to learn more deeply about what will be needed to succeed in a career.
Learners’ academic plans change over time; there are students who wish to transfer schools, but will not complete the transfer because many courses do not articulate across universities and University of North Texas has an intensive prerequisite course list for their business degree. This prototype is the creation of a new major that will allow learners to complete the undergraduate business degree by integrating learning outcomes from pre-requisite courses into upper-level Business major courses.
Miami Dade College offers one completely transferable degree: the Associate’s degree (AA). However, learners interested in STEM pathways are often confused by the number of required general education hours and the number of courses needed as prerequisites for entry to the bachelor degree program at Florida International University. The structure of the degree, as well as the total number of STEM related prerequisites results in the accumulation of excess hour even if a student follows the plan perfectly. This prototype offers an alternative path to an AA that allows students to complete a STEM focused AA that is both transferable and results in a reduction of excess hours.
Entry level+ designates to the employer that the employee is well positioned to advance sooner than later based upon their skills and awareness of the opportunities for growth. While the employee may start in an entry-level job to gain valuable experience, the path forward will be articulated, planned andAchievable. One way to build entry-level+ candidates is through a “hospitality bootcamp.” We propose the bootcamp be run by an independent non-profit organization and should be designed in conjunction with the support of key industry leaders (e.g., AHLEI) and local employers.
The In-House Academy concept is about identifying and developing talent from within and onsite, at the property. There are models of experiential hospitality programs at the high school level and a handful of quality, trusted postsecondary institutions focused specifically on the hospitality industry, but those programs are about preparation rather than ongoing, long-term skill development and growth. They lack a combination of on-the-job training and immersion in the culture of a particular setting or property.
The In-House Academy could potentially have two models—one for current employees focused on “skilling up” and another for incoming employees as a way to attract and develop talent. It could allow for unique and cooperative partnerships between employers and community-based organizations and education providers (including high schools and adult charter schools) who already know the employees and could potentially provide case management support.