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Descriptors:
Awards; Community Colleges; Certification; Allied Health Occupations; Fire Protection; Police; Maintenance; Welding; Business Administration; Information Technology; Building Trades; Employment Qualifications; Employment Opportunities

Abstract:
Certificates are nondegree awards for completing an educational program of study after high school. Typically, students finish these programs to prepare for a specific occupation. And they do so in a relatively short period of time: Most certificates take less than a year to complete, and almost all are designed to take less than 2 years. Among the questions about certificates that one will need to have answered are the following: (1) What occupations can certificates prepare me for?; (2) What are some benefits and drawbacks to getting a certificate?; and (3) How can I find a program that's right for me? This article answers these and other questions about certificates and certificate programs. The first section of the article describes certificates and some of the occupations that require them. The second section explains some potential benefits and drawbacks to these educational awards. The third section offers advice on evaluating certificate programs. The final section provides additional sources of information. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Learner Engagement; Evidence; Feedback (Response); Welding; Cooperative Learning; Workshops; Educational Environment; Academic Achievement; Discourse Analysis; Foreign Countries; Peer Teaching; Outcomes of Education; Educational Improvement

Abstract:
Due to safety considerations, students' practice and learning of welding is conducted within individual welding booths. The booth setting presents some challenges to student learning as collaborative learning within a workshop learning environment is compromised. The project reported in this paper, established peer-learning (i.e., students learning from each other) as an opportunity to enhance student learning. Techniques for effective feedback were presented to students as a means of compensating for reported disadvantages of novices' peer learning. Therefore, this article provides results from introducing peer-learning with relevant feedback techniques, to improve learning outcomes for welding students. This is a practical evidence-based study, reporting findings that are generalisable to the learning of other trade-based disciplines. The feedback strategies proposed are not difficult to introduce to learners and teachers but lead to improved student engagement, improved student meta-cognition and enhanced skill practice and learning. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Program Effectiveness; Community Colleges; Beginning Teachers; Mentors; Phenomenology; Vocational Education Teachers; Interprofessional Relationship; Nursing Education; Welding; College Faculty; Andragogy; Teacher Effectiveness; Retirement; Hermeneutics; Interviews; Teacher Persistence

Abstract:
The purpose of this study was to understand the impact of faculty-to-faculty mentoring programs on the experiences of both mentors and first-year instructor proteges in Career and Technical Education (CTE) programs with an emphasis on practitioner-educators in nursing and in welding-fabrication. The study was undertaken for four reasons: (a) increases in retirement rates force extensive replacement of experienced community college CTE faculty, (b) teaching effectiveness is linked to student success and is often predicated on experience and the application of best andragogical practices, (c) mentoring constitutes effective preparation for new professionals, and (d) given the demands placed on community colleges to educate learners and provide for a robust workforce, faculty preparation constitutes a significant challenge for community college leaders well into the future. The research design used an interpretive social science philosophical approach and the method of hermeneutic phenomenology. Ten faculty from three community colleges were interviewed in order to understand: (a) what they viewed as the key elements in a mentoring initiative, (b) how the elements of mentoring influence the experiences of first-year faculty, and (c) what common themes emerged concerning mentoring experiences that participants self-describe as "successful." Impressions and statements drawn from the interviews were examined to show how the participants viewed their experiences within the mentoring relationship and how such experiences played a part in their lives as practitioner-educators. Aspects of mentoring experiences that participants identified as both present and high yield in nature included collaboration, reciprocity in relationships, a dedication to continuous improvement in both program and individual performance, access to experiences that constituted a source of renewal for programs and educators, and the existence of transformative experiences that lead to growth and satisfaction. Analysis of participant statements identified the needs of novice instructors coming to the community college learning environment for the first time and suggested experiences that may support them in their andragogical growth. Among the insights drawn from the study are the following: (1) Providing authentic growth experiences that work may positively affect faculty retention and satisfaction. (2) Institutional initiatives can be deemed successful only if they have a positive impact on students and the achievement of their outcomes. Taking into consideration these insights, related recent literature on mentoring, and the lived experiences of practicing CTE instructors as shared through their interviews, this study offers implications for community college leaders responsible for shaping and nurturing the faculty in a time of competitive job opportunities, unprecedented retirements, and scarcity of resources in an increasingly-complex environment. The manner in which these parameters are addressed may likely affect institutional success and prestige, faculty retention and satisfaction, student success, and long-term program viability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Welding; Agricultural Education; Agricultural Engineering; Agricultural Machinery; Beginning Teachers; Delphi Technique; Teaching Skills; Skill Analysis; Educational Needs; Teacher Education Curriculum; Teacher Competencies; Knowledge Base for Teaching; Likert Scales; Mail Surveys

Abstract:
Using the Delphi technique, agriculture teachers with significant experience teaching welding were asked to help determine the critical skills beginning agriculture teachers need to successfully teach welding. The study's objectives sought to (1) identify the knowledge and technical skill competencies that beginning agriculture teachers need to develop in order to successfully teach welding and (2) specific welding curriculum recommendations for the agriculture teacher education program at Utah State University. The panel of agriculture teachers identified 49 skill and knowledge competencies that beginning teachers should develop. Competencies were categorized into the areas of performance skills, technical knowledge, laboratory management skills, and dispositions. In addition to using this information to make adjustments to teacher preparation programs in agricultural mechanics, an implication of this could be seen in the increased utilization of collaborative mentoring efforts within teacher preparation programs including the National Association of Agricultural Educators' Communities of Practice and various teacher induction programs across the country. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Manufacturing Industry; Computer Simulation; Virtual Classrooms; Welding; Developing Nations; Trainees; Statistical Analysis; Training Methods; Computer Assisted Instruction; Surveys; Questionnaires; Interviews; Skill Development; Vocational Education; Job Training

Abstract:
The purpose of this study was to identify the suitability of VR welding simulator application towards CBT in developing welding skills upon new trainees at the Centre of Instructor and Advanced Skills Training (CIAST) Shah Alam Selangor and National Youth Skills Institute (IKBN) Pagoh Johor. The significance of the study was to create a computer-based skills development approach in welding technology among new trainees in CIAST and IKBN as well as to cultivate the elements of general skills among them. This study is also important in elevating the number of individual knowledge workers (K-workers) working in manufacturing industry in order to achieve a national vision which is to be an industrial nation in the year of 2020. The design of the study was a survey type of research which using questionnaires as the instruments and some 136 trainees from CIAST and IKBN were interviewed. Descriptive analysis was used to identify the frequency and mean. The findings of the study shows that the welding technology skills has developed in the trainees as a result of the application of VR simulator at a high level (min = 3.89) and the respondents agreed that the skills could be embedded through the application of the VR simulator (78.01%). In summary, this VR simulator is suitable in welding skills development training in terms of exposing new trainees with the relevant characteristics of welding skills and at the same time spurring the trainees' interest towards learning more about the skills. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Manufacturing Industry; Welding; Qualifications; Training; Labor Force Development; Standards; International Cooperation; Foreign Countries

Abstract:
Purpose: The aim of this paper is to propose a model for international harmonization of the training and qualification of human resources for industrial professions. The outcome is a system based on training guidelines and a quality assurance methodology that is now in use in 42 countries around the world. Design/methodology/approach: The paper describes the motivations that led to the development of the International System for the Training and Qualification of Welding Personnel. The structure of this system and the documents on which it is based are outlined. Findings: The approach used has gained wide international acceptance. The progress achieved is analysed in the final part of the paper. More than 150,000 qualifications have so far been awarded around the world. Practical implications: The need for a harmonized International System for the Training and Qualification of Welding Personnel has been recognized by industry and the authorities. The reference to this system in international standards and the general recognition of its reliability by stake holders is leading to its widespread use in more countries and by more professionals. Originality/value: The harmonized international system for the qualification of human resources in welding technology is unique in Europe. The methodology used has proved to be successful and can be benchmarked for application in human resources development for other professions. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Welding; Summer Science Programs; Electronics; Engineering Technology; College School Cooperation; Science Process Skills; Prevocational Education; Womens Education; High School Students

Abstract:
Even in the face of a recession, great careers are currently available in many technical fields, and throughout the nation efforts are under way to grow the workforce in those jobs through greater diversity. In this article, the author describes a weeklong, free summer camp offered by Calhoun Community College, Decatur, Alabama, which gets high school girls interested in nontraditional, hightech, high-wage careers in welding and electrical technology. The camp was held June 21-24. The college's fourth annual Summer Welding and Electrical Technology (SWeETy) camp offered participants a hands-on introduction to technical skills that can lead to high-paying, satisfying careers in high-growth industries. In addition to providing experiences in welding and electricity, the camp helps students develop problem-solving skills and teamwork as they participate in instructor-led projects and field trips and interact with female role models during industry-sponsored lunches. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Welding; Educational Technology; Teaching Methods; Vocational Education; Secondary School Curriculum; Educational Policy; State Regulation; State Legislation; Federal Legislation; Standards; College Readiness; Educational Strategies; Building Trades; Construction Industry; State Curriculum Guides; Certification; Competency Based Education; Student Evaluation; Course Descriptions; Units of Study; Check Lists; Scoring Rubrics; Worksheets; Equipment; Technical Occupations; Active Learning; Industry; Technological Literacy; Teacher Certification; Vocational Education Teachers

Abstract:
Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Welding is an instructional program that prepares students for employment or continued education in the occupations of the welding field. The curriculum framework for this program was developed in partnership with the Mississippi Construction Education Foundation (MCEF). MCEF is the accredited sponsor for the National Center for Construction Education and Research (NCCER). Appended are: (1) 21st Century Skills Standards; (2) Mississippi Academic Standards; (3) ACT College Readiness Standards; (4) National Industry Standards; and (5) National Educational Technology Standards for Students. A list of references is provided for each unit. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Welding; Occupational Surveys; Job Analysis; Education Work Relationship; Engineering Education; Paraprofessional Personnel; Career Education

Abstract:
About 95% of all manufactured goods in this country are welded or joined in some way. These welded products range in nature from bicycle handlebars and skyscrapers to bridges and race cars. The author discusses what students need to know about careers for welding technicians--wages, responsibilities, skills needed, career advancement possibilities, and more.

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Descriptors:
Foreign Countries; Industry; Metal Working; Welding; Apprenticeships; Course Descriptions; Program Descriptions; Training; Safety; Certification; Educational Policy; State Policy; Public Agencies; Building Trades; Technical Education; Technical Institutes; College Instruction; Postsecondary Education; Curriculum Design

Abstract:
The graduate of the Boilermaker apprenticeship program is a certified journeyperson who will be able to: (1) understand the principles of drafting; how drawings originate, their purpose and how to correctly interpret the information therein; (2) understand the use of each type of drawing, part work order sketches, materials lists and specification sheets; (3) layout from drawings to material; pattern development and template making; (4) relate to all applicable Codes and Regulations with reference to materials specifications, uses and safety for vessels of all types and the acceptable methods of construction for pressure vessels; (5) relate to metallurgy, structural shapes, plate, pipe and pipe fittings with respect to vessel components, ropes, wire and fibre types, uses of pipe and its respective fittings and materials used with pressure vessels, both metallic and non-metallic; (6) use hand tools and powered equipment in a proper and safe manner; (7) calculate material quantities; (8) perform a satisfactory operation with oxyfuel or electric arc welding equipment in order to facilitate this work; (9) relate to the work of other tradespeople in affiliated trades; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Boilermaker Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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