Until recently, the Career Center and the Adult Education programs of the Omaha Public Schools operated separately. The integration of these two programs began in the summer of 1995 when Dr. Connie Eichhorn was appointed to the position of Coordinator of the Career Center and Adult Education Programs. Before her appointment as Coordinator, Dr. Eichhorn served as Supervisor of Transitional Services of the Omaha Public Schools.
Despite funding concerns at local, state and federal levels, a unique opportunity may exist to create a successful marriage of the Career Center and Adult Education programs. Physically moving the Adult Education office and testing services into the Career Center has increased services and offerings to adult learners in the Omaha community. Additionally the Career Center is used by more students at more times than ever before. Hopefully, this efficiency of operation will lead to cost savings that will add to the continuity of both programs.
Challenges for Dr. Eichhorn and her staff include the completion of the integration process and the identification of long-term and short-terms goals. A well defined marketing strategy for enlisting community support is crucial.
A brief history of the Career Center should give insight as to why the Career Center and Adult Basic Education programs of the Omaha Public Schools are being integrated under the same administration and the same physical facilities. A description of the status of both programs should give insight related to: completing the integration process, identifying long-term and short-term goals, and developing strategies for strengthening community support. February 13, 1996, I interviewed Dr. Ron Meyer, Supervisor of Special Projects for the Omaha Public Schools. Dr. Meyer helped in the planning of the Career Center before its opening in the 1984-85 school year. He explained the sequence of events that led to the creation of the Career Center as we know it today.
Omaha's Technical High School experienced several years of declining enrollment. To boost enrollment, the O.P.S. School Board decided that the high school should become a magnet school. As a magnet school, Technical High School offered several courses that were not available at other O.P.S. high schools. Students from all over the district had the option of attending Technical High School. The magnet plan did not Cause the desired increase in enrollment and Technical High School was closed at the end of the 1983-84 school year.
The O.P.S. School Board approved a plan to convert all but the west end of Technical High School into administrative offices for the district. The original Technical High School building became the Teacher Administrative Center (TAC). The west end of the T.A.C. building was named the O.P.S. Career Center.
Several parents connected with Technical High School at the time of its closing were concerned that their children would not have an opportunity to complete certain specialized courses. The opening of the Career Center in 1984 allowed some of these students to complete programs in their interest areas.
Programs have continued at the Career Center since the 1984-85 school year. Buses from the seven O.P.S. high schools take interested students to the Career Center at three different times of the school day. Currently the Career Center offers programs in: Automotive Services, Auto Body Repair, Photography, Printing and Graphic Arts, Electronics, Broadcast Journalism, and Radio and Television Production. A Culinary Arts program will be added in the 1996-97 school year. Approximately 450 high school students attend the Career Center on a daily basis.
Dr. Meyer said that he is generally pleased with the progress of the Career Center. He feels strongly that the Career Center should "continuously innovate." (Meyer, 1996) He said that Career Center programs must keep up with new technology as well as provide course offerings that cannot be easily duplicated at the seven high schools.
He pointed out that Career Center programs are considered expensive because of busing costs and because of what he called "a parallel curriculum" (Meyer, 1996). He explained that the Career Center curriculum is in effect a "double cost" (Meyer, 1996)item because Career Center students could be taking all of their classes at their home school. To reduce program costs, Dr. Meyer would like to see part of the Career Center instruction delivered through the internet. In that way, students would not be bused to the Career Center on every school day.
Dr. Meyer said that he is pleased that the Adult Education program has moved into the Career Center. He likes the dual utilization of facilities and services. He hopes that both programs will maintain their high standards. The integration of the Career Center and Adult Education is progressing smoothly. The new Adult Education office and testing room offer much needed space. The Adult Education classroom is next to a new Adult Education computer lab. The Career Center library and internet lab will soon be available for adult learners. Adult Education students and staff seem to enjoy the new facility. The adage that "adult learners vote with their feet" (Imel, 1994) seems to apply at the Career Center.
The original Career Center staff is generally positive about their proximity to Adult Education. Most realize that the survival of the Career Center will depend in part upon the maximum utilization of facilities. Occasionally, the Career Center staff complains that the adult students are interacting inappropriately with the high school students. These instances are infrequent and involve a very small percentage of the adult student population.
"The adult education literature generally supports the idea that teaching adults should be approached in a different way than teaching children and adolescents, groups sometimes referred to as preadults (Imel, 1989)." This does not however suggest that adult learners and "preadults" (Imel, 1989) cannot successfully share the same resources.
The Career Center facility helps to create a better environment for contextual learning to take place. Students have access to relaxed settings where they can interaction in a positive way. They can reinforce each other while they identify personal goals. The Career Center facility helps to motivate the adult learner because it gives students opportunities to explore things that they are interested in. Adult learners initially come to the Career Center for a variety of reasons.
They are motivated to keep coming in part because they enjoy the experience. The Executive Summary of The Interim Report to Congress addresses the need for "the integration of academic and vocational curricula" (Boesel, 1994) at secondary and postsecondary levels. This integration is an essential element in the "school-to-work transition" (U.S. Department of Education, 1994). In a climate of budget restraints and "restructuring reforms" (U.S. Department of Education, 1994), why not take advantage of existing resources and where feasible integrate secondary and adult education programs. I feel that the Career Center may provide an interesting social experiment. "Tech-prep is an educational restructuring strategy, centered in curriculum and instruction (Law, 1994)." Tech-prep is built upon the "competencies needed for employment" (Law, 1994) in specific sectors of the "emerging labor-market" (Law 1994). I feel that the tech-prep approach to instruction may work for the adult learner. The typical adult learner is not motivated to learn for learning sake. The adult student is more likely to be motivated when learning leads to specific and productive employment.
I feel that successful completion of the GED test series for many adult learners is an important first step but not necessarily the final step. Some adult learners will require additional instruction that builds competencies for careers in an increasingly technological world.
The Career Center offers a unique opportunity for adults to develop marketable skills in specific career clusters. Sometimes students may explore Career Center interest areas long enough to decide whether they want to pursue postsecondary alternatives. For example, a female adult student first passes the GED test series. She then takes a four-week class in printing and graphic arts at night in the Career Center. She then enrolls in a one or two year printing and graphic arts program at a local community college. She now has the necessary competencies to obtain long term employment in a high demand field.
The Career Center offered its first special interest area class in October 1995. The class was computer instruction for beginners. It was offered Tuesday nights for four weeks. The class was so successful that it has been repeated three times since October. Several students from these classes have requested that an advanced computer class be offered. I feel that the Career Center has staff and facilities to develop similar classes in at least ten other special interest areas. The National Assessment of Vocational Education reports that "72 percent of postsecondary program administrators rated preparation for specific occupations as the primary goal of vocational education, compared with 13 percent of secondary school vocational program administrators" (Goodwin, 1989). I feel that fewer students would drop out of high school if secondary schools return to its original focus - "to provide students with specific occupational skills that can be used at work" (Goodwin, 1989). The Career Center is in a unique position to develop these occupational skills. I believe that adult education programs have a moral obligation to work with secondary schools to keep students in school. When this is not possible, adult education students need access to programs (such as the Career Center) which emphasize the development of "specific occupational skills" (Goodwin, 1989).
"Adults are the fastest growing segment of all the population groups in higher education (Bowden and Merritt, 1995)." Colleges and universities have often overlooked the fact that "adults have different needs, desires, and goals than their 18 to 24 year old counterparts" (Bowden and Merritt, 1995). I believe that adult education programs must help adults in their transition to higher education after they have completed their adult high school diploma. I would like the Career Center to provide a series of exploratory special interest courses for their adult learners. Local community colleges should be consulted so that interested adult students can make a smooth transition to appropriate study programs. Adult education, secondary education, and community college staff should collaborate on program design. Programs offerings must be flexible. "Adults are responsible for their own decisions and therefore must be allowed to select their own learning experiences based on their self-perceived needs and interests (Ellis and Bernhardt, 1989)." Planning of the integration of adult education into the Career Center must consider the fact that we live in a multicultural society. Adult education programs will be increasingly challenged to meet the needs of "newly arrived immigrants as well as the continuing needs of ethnic minorities" (Cassara, 1990). "There are millions of adults in various ethnic groups in the United States who are not well served - if served at all - by educational institutions (Cassara, 1990)." The Hispanic population of Omaha, for example, has increased dramatically in recent years. "By the year 2020, there will be forty-seven million Hispanics in the United States (Cassara, 1990)." Career Center programs can help adult learners make the difficult transition from the classroom to the workplace.
The Omaha Public Schools currently have thirty-five adult education teachers at thirty locations in the Omaha area. The Career Center currently has one adult education classroom. The Career Center is also home to the O.P.S. Adult Education office, testing room, materials storage area, and computer lab. O.P.S. adult education staff uses the Career Center for inservice activities and volunteer training. Approximately one hundred volunteers assist the classroom teachers.
I would like the Career Center to work with local universities to develop a program that uses college students as tutors for adult students. The Pennsylvania Literacy Corps has provided a good model for the Omaha Public Schools to study. It "has provided 3 years of funding to 13 competitively selected colleges and universities throughout the state to develop innovative literacy projects involving college students as tutors" (D'Annunzio, 1994). The project director for the program encouraged the tutors to develop "an attitude of empathetic understanding and genuine, unpossessing caring" (D'Annunzio, 1994). Tutors were challenged to see the world in the eyes of the adult learner. They were told to avoid any behavior that might be interpreted as judgmental. They were asked to avoid expressing approval or disapproval. "The adult learners were encouraged to set their own goals and determine how they should proceed" (D'Annunzio, 1994). Friday, February 23, 1996, I interviewed Kathleen Taggart (1996). Mrs. Taggart is the Grants Director for Creighton University. She made several recommendations related to finding grant monies for Career Center programs. One of her suggestions involved a joint effort on the parts of Creighton University and the Omaha Public Schools to increase the pool of well-trained adult education volunteer tutors. She said that she would contact the Dean of the College of Education at Creighton University to discuss the matter.
Thursday, February 29, 1996, I interviewed Dr. Marvin Alff, Vocational Evaluator for the Omaha Public Schools. Dr. Alff works in the Career Assessment Center. He spends part of his time with the WorkKeys Project for Careers 2000. He spends most of the rest of his time assessing aptitudes and interests of O.P.S. students and adult learners. He is trained as a Certified Vocational Evaluator.
I asked Dr. Alff to describe the best possible setting for the Career Assessment Center. He said that the most important factor is student access (Alff, 1996). Dr. Alff and the Career Center staff would like for the Career Assessment Center to physically move into the Career Center and become apart of its overall mission. Dr. Alff said that the ideal setup would include a multi room facility (Alff, 1996). One room would include a private area for counseling, an office, and a reception area. Another room would be used for testing. A third room would give students access to computer technology with internet links and access to a variety of career information (Alff, 1996). He said that his ideal Career Assessment Center would be available to adult learners, Career Center students, special needs students, work experience students, special education students, and various community agencies throughout the Omaha area (Alff, 1996). He pointed out the economic efficiency of pooling student service resources within the Career Center (Alff, 1996).
Saturday, March 2, 1996, I interviewed Leon Yelinek, Director of Counseling at Omaha Northwest High School. Besides his counseling duties, Mr. Yelinek works part time in the Adult Education Office. His wife Jan is an adult education teacher for the Omaha Public Schools.
Mr. Yelinek was asked to identify specific improvements that he would like to see in the O.P.S. Career Center and Adult Education Programs. He said that the Career Center gets "little exposure" (Yelinek, 1996). He said that the Career Center needs to do a better job in promoting its programs to high school students and staff. He suggested that the Career Center create a "pictorial display" (Yelinek, 1996) for each high school counseling center. He also suggested that the Career Center visit each high school at least four times per year to explain programs to students (Yelinek, 1996). He would like the Career Center to invite more counselors to tour its facilities.
Mr. Yelinek is concerned that it will get more difficult for the Career Center to attract students as high schools add programs. He says that the Career Center is often overlooked as teachers, counselors, and administrators are under "increasing pressure" (Yelinek, 1996) to do more things. He notes that students have fewer electives, fewer study halls, and more required subjects than before because of "new college admission and N.C.A.A. requirements" (Yelinek, 1996). He suggests that the Career Center should get more creative with its scheduling by offering classes late in the day, evenings, summers, and even Saturday mornings.
Mr. Yelinek suggested our Adult Education Office examine the apparent shift toward younger adult learners in many of our adult education classes. He is concerned that some younger learners may actually "scare away some older adults" (Yelinek, 1996). He said that it may become necessary to develop "specialty GED classroom and testing centers" (Yelinek, 1996) where students are grouped homogeneously.
Monday, February 26, 1996 I interviewed Dr. Connie Eichhorn. As mention earlier, she is the Coordinator of the O.P.S. Career Center and Adult Education Programs. She is a former middle school math teacher. She has written several mathematics textbooks for adult learners. Her leadership is largely responsible for the success of the O.P.S. Adult Education Program. I have worked directly under Dr. Eichhorn as Lead Teacher for the past nine months. Dr. Eichhorn was also asked to identify changes that she would like to see in the O.P.S. Career Center and Adult Education Programs.
Dr. Eichhorn said that we must do a better job in marketing our Career Center programs to the middle school and high school population. She is concerned that many elective subjects "fight for the same students" (Eichhorn, 1996). Some of her goals for the Career Center are to: increase enrollment, add new course offerings, keep up with technology, make selected programs accessible to adult learners, improve "career information integration" (Eichhorn, 1996), and follow-up on former students. She feels that Career Center courses should emphasize marketable employment skills. Dr. Eichhorn said that the O.P.S. Adult Education program serves "approximately twenty-five hundred adult students in the Omaha area" (Eichhorn, 1996). She indicated that approximately "32,000 adults in the Omaha area do not have a high school diploma" (Eichhorn, 1996). She said that she has always dreamed of having a "one stop adult center" (Eichhorn, 1996). This center would not only offer classroom instruction and GED testing, but would also offer assessment services, counseling, and assistance from social agency representatives and case workers. She recognizes the need to coordinate efforts when dealing with the emotional, social, and economic concerns of many adult learners. She feels that it is vital that businesses, community organizations, and colleges identify common goals and work together to achieve them. Dr. Eichhorn feels that adult learners need help in their transition to work. She recognizes the need for teachers, tutors, and mentors who encourage adult learners to "think for themselves" (Eichhorn, 1996). She sees where programs like Project Resolve have been successful "setting boundaries" (Eichhorn, 1996) for adults.
O.P.S. Adult Education Programs have received much needed publicity since moving into the Career Center. For example, the Adult Education Office has used the radio and television production staff, students, and facilities to promote Free GED Testing Week. The main purpose of this testing week is to encourage our adult learners to begin the GED testing process. This week also serves to remind the public about the various services offered in our adult education programs. The radio and television production students of the Career Center have produced public service announcements that have been distributed to several local radio and television stations. Baker's Supermarkets printed a bag art message about our testing week on 144,000 grocery sacks. Sixteen local businesses and community organizations purchased space on 35 bus benches to promote our message.
Several Career Center teachers are currently writing a major lottery grant. Our first grant goal is 'to provide enhanced applied learning experiences in hypermedia for 60 Career Center students enrolled in a year-long career-oriented class called Digital Communications and Design.' These high school students will learn how to use new digital video editing hardware and to construct world wide web pages for the internet.
Our second grant goal is 'to enhance the knowledge and skills of the staff of the Omaha Public Schools, community service agencies, and community members in digital based communication techniques for educational and community service.' I feel that our second goal has applications to our Adult Education population. I believe that the utilization of technical communication techniques is quickly becoming a basic skill for survival in today's world. Many of our adult learners would benefit from training related to finding career information on the internet. Others may wish to learn how to communicate on an electronic mentoring web page. The Career Center could offer classes that would help adults to overcome the fear associated with computer-related technology.
Monday, March 18, 1996, I interviewed Jerry Ball, Automotive Instructor at the Career Center. I asked Mr. Ball to identify changes or improvements that he would like to see take place in the Automotive Department of the Career Center.
Mr. Ball said that the Career Center's automotive program has two possible directions it can take in terms of curriculum design. The program can either focus on "student interests or student vocations" (Ball, 1996). He said that he prefers a curriculum focus related to the interests of students. He gives the following reasons:
Mr. Ball would like to establish ten computer work stations for the Automotive Fundamentals class. Each of these stations would be equipped with a computer, automotive software, a combination television/video recorder, and automotive tools. Each station would deal with a different automotive concept. Two students would be paired at each station and all students would eventually rotate through each of the ten stations. Mr. Ball would like the program to be set up so that each student could work at his or her own pace. Some topics of study for these computer stations would include: an introduction to the course, shop safety tips, tool identification and usage, and various repair situations. I agreed with Mr. Ball that student interest should be the primary factor when designing a high school automotive class. I also feel that the opposite may be true for some adults. I would like to see the addition of automotive adult education classes at the Career Center. Some of these classes would give the adult learners a brief introduction to a specific automotive vocation. For example, the Career Center may offer 10 hours of instruction in a class called 'Welding for Beginners'. Adult learners who complete this welding class may decide to major in a welding program at a local community college. Other classes may deal with topics of special interest to the adult learner. For example, the Career Center may offer a 'Road Safety' course. Hopefully these kinds of courses will help learners "apply what they are learning" (Wlodkowski, 1990).
February 15, 1996, I asked David MacCallum, Photography Instructor, to identify changes or improvements that he would like to see in the Photography Department of the Career Center. Mr. MacCallum prepared a written response. The next few paragraphs summarize Mr. MacCallum's views on several Career Center issues.
Mr. MacCallum views Photography as both "an art form" and "a technological process" (MacCallum, 1996). "In addition to providing an avenue of expression, it also allows the student to put to good use knowledge gained in physics, chemistry, and mathematics" (MacCallum). "Photography provides the high school student with the challenge of synthesis, perhaps the highest order of learning" (MacCallum).
Mr. MacCallum feels that the Photography Department should restructure its curriculum, modernize its facility, and expand its operations. He points out that, for several years, the demand for photography classes has exceeded the supply. Each year, for example, several sophomore students must wait until their junior or senior year to take their first photography class at the Career Center.
He is concerned that some equipment is getting old and must be replaced. He feels that the Photography Department must tie into the latest digital technology. He feels that the time is right to start a "visual-imaging lab" (MacCallum). He also feels that it may be time to modify the curriculum. He said that "We have the opportunity to mobilize a lot of resources to work with kids who will do the work of the future." He admits that it may be asking too much to train photography students "to directly enter the world of work upon graduation." It is possible, however, to prepare student for "the next level of instruction" (MacCallum).
I support Mr. MacCallum's suggestions for changes and improvements. I also feel that there should be a place for the adult learner in the Career Center photography program. The curriculum design for adults should be markedly different from the curriculumfor high school age students. Instead of offering an exploratory photography course for adults, I would rather see photography classes which deal with specific type of photography. For example, the Career Center might offer a course called 'Photographing Children' or 'Vacation Pictures'. These classes would offer eight to ten hours of instruction for adults who have already decided how they will use this information.
April 2, 1996, I asked Dennis Bernadt, Electronics Instructor, to identify changes or improvements that he would like to see in the Electronics Department of the Career Center. Mr. Bernadt teaches electronics full-time at the Career Center and part-time at Metropolitan Community College.
Mr. Bernadt feels that the electronics facility at the Career Center is well equipped and is unique among high school programs in Nebraska. He sees the need to replace some older computers so that his students will have access to more recent software programs.
When asked about curriculum changes, he expressed a concern about the course title. He feels that people are mislead when they see the title 'Digital Electronics'. This title implies that the students are going beyond the basic electronics class. He is concerned that most of his students lack the math background necessary to understand more advanced electronics theories. He has had to adjust the electronics curriculum to accommodate the needs of his students. Mr. Bernadt is concerned about the continuity of the electronics program. He feels the program may be viewed as too costly to maintain. He has doubts that the district can find a qualified replacement when he retires. He says that people mean well but often do not understand or appreciate the need for classes in the industrial arts area.
I agree with Mr. Bernadt when he says that students lack many necessary skills to understand electronics theory. I also feel that most high school teachers feel the same way about their own classes. I would like the district to hire a math instructor to offer assistance to students taking technical courses at the Career Center. We need to find a way to challenge even the most talented students.
I feel that the Career Center should consider offering basic electronics classes for adults. This class should inform students about career options, job requirements, and educational opportunities. It should give each student enough information to decide whether he or she has the interest and aptitude to succeed in the electronics field.
Tuesday, April 2, 1996, I interviewed Mrs. Sharen Sorensen, Adult Education teacher assigned to the Career Center. Mrs. Sorensen also works as a part-time teacher at Metropolitan Community College. She was asked to identify changes or improvements that she would like to see in the Adult Education program at the Career Center.
Mrs. Sorensen said that the six programs offered to high school students at the Career Center should also be available to adult students. She feels that these new adult classes should be offered when the high school students are not present. She says that it may be necessary for most of the adult students to pay tuition for these specialized classes. She recognizes the fact that some students can't afford tuition. She thinks that some criteria should be developed to determine if a student is eligible for free or reduced tuition.
Mrs. Sorensen would like to try a team teaching approach at the Career Center. She would like to move her classroom into a much larger space to be shared with two other teachers. Each teacher would specialize in preparing students for a specific part of the GED test series. For example, one teacher would help students prepare for the Mathematics test. Another teacher would help students prepare for the Writing test. A third teacher would help students prepare for the Social Studies test, the science test, and the Literature and Arts test. The teachers would also plan special activities that would bring the three classes together.
The thirty-five adult education teachers for the Omaha Public Schools are all part-time employees without benefits. Mrs. Sorensen would like the district to offer a few full-time positions for adult education teachers. She would also like the state of Nebraska to offer certification in adult education. She believes that these suggestions would provide additional encouragement for quality teachers to work in the adult education area.
The integration of the Career Center and the Adult Education programs has progressed smoothly. Many challenges remain for both programs. I feel that these programs should act on the following recommendations:
Dr. Eichhorn is willing to give all students an opportunity to enroll in first year classes at the Career Center. High school students from alternative schools will be allowed to attend the Career Center for the first time next year. Dr. Eichhorn does not generally exclude a student because of prior academic, attendance, or disciplinary problems. She will exclude a student if that student poses a threat to others.
Not all teachers at the Career Center agree that all first year high school students should have access to Career Center classes. Some teachers are concerned that the Career Center is already becoming a 'dumping ground' for some high schools. They believe that a few 'bad' students will adversely affect the learning environment in their class. They are concerned that the 'good' students will not be challenged and will drop their classes. They say that they have been forced to lower their standards to accommodate today's students.
I understand the frustration of teaching students who do not seem to care about learning. I understand that even one disruptive student can destroy the atmosphere of a class. I appreciate the fact that some of our best students are not challenged or given the attention that they deserve. I do not, however, buy into the theory that some students should be excluded from Career Center first year classes for the following reasons:
Many adult education teachers have experience with high-risk population groups. They deal with attitude problems, poor attendance, and minimal effort from some of their students. These teachers have developed methods that may have some applications when applied to high school students. It might prove helpful to ask adult education teachers for ideas on how to deal with specific high school students.
The integration of the Career Center and Adult Education programs can help to bring about needed changes in both areas. The potential benefits to the O.P.S. Adult Education programs include: access to facilities and services that better serve the adult population, economic savings through efficiency of operation, and the development of new adult classes in Career Center subject areas. The potential benefits to the O.P.S. Career Center programs include: economic savings through efficiency of operation, access to adult education materials and resources, and assistance from adult education teachers in dealing with high-risk students. Our greatest challenge may lie in our ability as educators to adapt to change, adjust our thinking, improve our attitudes, better utilize existing human resources, and create new methods for old problems. We cannot do this alone. We can be successful if we enlist and coordinate the support of other public schools, community colleges, universities, organizations, agencies, businesses, and individual citizens of our local community.