COURSE TITLE:
NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
| WA CLOCK HRS: OREGON PDUs: PENNSYLVANIA ACT 48: |
60 60 60 |
INSTRUCTOR:
Jake Gordon
oregonfieldclass@gmail.com
COURSE DESCRIPTION:
Mike Rowe, of Dirty Jobs TV fame, has said that we are “Profoundly Disconnected” from blue-collar work, which has led to a PR issue for skilled trades and significant decline in young people pursuing a trade. This is at a time when shortages of these workers is a pressing economic issue and college debt has risen to crippling levels. This course aims to address these issues by providing educators with the knowledge they need to inspire their students to consider careers in the trades.
This course is designed for K-12 educators who want to learn more about skilled trades and how to incorporate this knowledge into their teaching role. The course will cover various aspects of skilled trades, including their importance in our society, the apprenticeship system of education, union vs non-union as it pertains to training and career development, and how to find opportunities for apprenticeships in your area. Additionally, the course will explore how skilled trades can benefit some of our most struggling groups.
The course is designed for all educators working within the K-12 school setting.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Learned to define what skilled trades are and why they are important in our society.
Gained an understanding of the apprenticeship system of education and how it works.
Compared and contrasted the differences between union vs non-union opportunities.
Interviewed a skilled tradesperson to learn about their journey to success and their advice for introducing their trade to students.
Discussed the benefits of a career in the trades.
Identified resources for teaching about the trades in the classroom.
Applied this knowledge to their teaching role by creating a lesson plan and activities that incorporate information about skilled trades.
Explored a variety of websites, articles, and videos that expanded knowledge of skilled trades.
Discussed the integration of skilled trades education in K-12 levels.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
The use of artificial intelligence is not permitted. Assignment responses found to be generated by AI will not be accepted.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
REQUIRED TEXT
Profoundly Disconnected: A True Confession, by Mike Rowe. 2014
OPTIONAL SUPPLEMENTAL READING. Book is not necessary to complete the course, and money from purchase goes to support scholarships for students pursuing the skilled trades.
View Online
None. All reading is online.
MATERIALS FEE
None Optional Text: $16 plus shipping
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments.
Group participants can only view and respond to their group members in the Forum.
Assignment #1: Introduce Yourself
Welcome to Skilled Trades! Your first assignment will be to review the material listed below and then write a response to the introduction prompt in the course forum.
Step 1: Watch the following introduction video by the instructor.
Step 2: Watch the video introducing the current situation of trades education
“With millions looking for work, stigmas create a dearth of skilled tradespeople” PBS NewsHour
Step 3: Write a response to the following prompt:
Assignments done in a course forum will show responses from all educators active in the course. You are welcome and encouraged to read and respond to others’ comments.
Assignment #2: What are Skilled Trades? / Follow your Passion?
Step 1: Complete Readings Defining Skilled Trade
Step 2: Watch Video
Step 3: Write a 250-500 word reflection about the following prompts:
Assignment #3: Why are they important in our society?
Skilled tradespeople have built the physical elements of our modern society and work to maintain it and keep it functioning. To illustrate how essential the trades are to our quality of life and health, you will read an article and then watch an episode of “How America Works” and an episode of “Dirty Jobs”. After completing the reading and watching the episodes, you will respond to the discussion prompt.
Step 1: Read Article
Step 2: Watch “How America Works” episode
Step 3: Watch “Dirty Jobs” episode
Step 4: Write a 250+ word reflection about the following prompts:
Assignment #4: Profoundly Disconnected: The PR Problem
Uh oh, we have a problem! The trades have a PR issue, and for a variety of reasons, the vocational arts have largely disappeared from K-12 education. This was not always the case. For example, in Portland, Oregon, Benson High School was founded in 1908 as the Portland School of Trades and continues to be a technical public high school today.
In this assignment, we will cover the PR problem in greater depth by reading an article and writing a reflection. Students will reflect on their observations and personal experience with this phenomenon.
Step 1: Read the “We’ve got a PR Problem” Article by Mike Rowe
Step 2: Review Work Smart Not Hard & Work Smart AND Hard Posters
1977 = Work Smart Not Hard Poster (file link)
Present = Work Smart AND Hard Poster (file link)
Step 3: Discussion Forum Response
After reviewing each poster, please write a 250+ word response to the prompt below in the discussion forum.
Discussion Prompt:
Assignment #5: Benefits of a career in the trades
In this assignment, you will complete several readings explaining the benefits of pursing a career in the skilled trades.
You will then select several skilled trades from the list and do research about them. Then you will write up your research in a 250-500 word discussion forum post.
Step 1: Read 5 Benefits Article:
NOTE: The article below comes from The Art of Manliness, the largest independent men’s interest magazine on the web. However, the message in the article applies to all our students.
Step 2: Read USA Today Article:
Webster, MaryJo. “Where the Jobs Are: The New Blue Collar.” USA Today, Gannett Satellite Information Network, 12 Jan. 2015.
https://www.usatoday.com/story/news/nation/2014/09/30/job-economy-middle-skill-growth-wage-blue-collar/14797413/.
Step 3: Discussion Forum Post
In 250-500 words, respond to the questions below in the discussion forum. You are encouraged to read and respond to your fellow classmates' postings.
Optional Additional Readings:
Assignment #6: How can trades benefits our most struggling students?
This assignment will explore how trades can benefit our most struggling students. Our exploration will be split into two categories: boys in trouble and increasing diversity in the trades.
Watch Instructor Video: https://youtu.be/vWSube-96nQ
Step 1: Boys in Trouble
I recently took Heritage Institute instructor Lori Gibson’s course titled “Boys in Trouble: Turnaround Strategies For Educators” (link to course). In the course description, Gibson notes;
“More and more boys are struggling. They are academically disengaged. They are facing social challenges alone. And they are struggling to imagine what their place will be in the wider world once they leave high school (if they even make it that far in school). It is estimated that only 35% of new college enrollees will be boys. Rosalind Wiseman, best-selling author, wrote Masterminds and Wingmen about boys, believes educators are in a prime position to reverse some of these trends.”
Therefore, as trades have traditionally attracted a greater percentage of male students, it is important to evaluate the skilled trades as a way to help reconnect those who are disengaged with a meaningful and beneficial career.
Please watch the CBS Mornings report and read the Washington Post op-ed to learn more about the extent of the problem and how integrating skilled trades into K-12 education could be one of the solutions.
Step 2: Diversity in the Trades
As discussed in the assignment introduction video, many of the skilled trades have traditionally not been very diverse. However, this is changing, and many organizations are working hard to open up paths in the trades to groups that have been previously left out.
Resources
Step 3: Discussion Forum Prompt
After reading and watching all the materials above, please write a 250+ word response to the prompt below in the discussion forum.
Assignment #7: The Apprenticeship System of Education
In this assignment, you will learn about the apprenticeship system of education. Much of the content is about apprenticeships in Oregon, but the structure and system of apprenticeships will be virtually the same across North America. Therefore, if you live outside of Oregon, the information is still relevant. The apprenticeship model in America originated from the trades in Europe. Therefore, we will begin with a look at the structure of apprenticeships in Germany before moving on to examples closer to home.
Step 1: Watch Videos
History of Apprenticeships “Dual Vocational Training—Germany’s successful system”
“Deutsche Welle: German Apprenticeship Program Goes US!”
Youtube link: https://www.youtube.com/watch?v=8O9AkyrqnK0
“Introduction to Registered Apprenticeship in Oregon”
“2021 NECA-IBEW Apprentice Recruitment”
Step 2: Read Articles
Step 3: Explain the Apprenticeship Model of Education
Complete one of the following options:
Option 1:
Write a short essay (250-500 words) briefly describing the history of apprenticeships, what an apprenticeship today looks like, and the general timeline from application to becoming a journeyman skilled tradesperson. Include in your essay at least one example of an apprentice posted on the Oregon Apprenticeship website.
Option 2:
Create a presentation (Google Slides, PowerPoint, etc.) briefly describing the history of apprenticeships, what an apprenticeship today looks like, and the general timeline from application to becoming a journeyman skilled tradesperson. Include in your essay at least one example of an apprentice posted on the Oregon Apprenticeship website. REQUIREMENTS: Minimum of 25 slides and include visuals such as diagrams.
Additional Optional Readings:
“Apprenticeship in the United States” detailed history
https://eh.net/encyclopedia/apprenticeship-in-the-united-states/
Assignment #8: Explore Apprenticeship Opportunities
In this assignment, you will take the role of one of your K-12 students and conduct a search through skilled trade apprenticeships. After you search through the different paths you will respond to the discussion forum prompt about your experience.
Step 1:
To better understand what one of our students would experience searching for an apprenticeship you will search through the various apprenticeships. Please look through 3 apprenticeships.
Step 2:
Assignment #9: Community College & Trade Schools
In this assignment, you will learn about the skilled trade paths that community colleges and trade schools can offer. You will first read several articles and watch several videos about these schools before researching programs at your local community college and a trade school of your choice.
Step 1: Read articles and watch videos about Community College vocational programs
Community colleges and trade schools offer a way for students to gain the necessary skills to begin a career in the trades. Most community college and trade school programs teach skills necessary to start working or earn an entry-level certificate; however, some programs connect with the apprenticeship model by teaching the prerequisites required for a successful apprenticeship. These programs are referred to as pre-apprenticeships.
Please complete the following readings:
Step 2: Read articles and watch videos about trade school programs
Trade schools generally function similarly to a community college trade program. The trade school can operate as either a non-profit or a for-profit institution. There are many excellent trade schools that connect students to a career in the trades by building foundational knowledge, skills, and certifications. Typically, trades schools do on offer degrees; rather, they offer certificates of completion. You will complete readings and watch several videos about trade school. Also included is information about how some trade schools under the for-profit model have been caught over promising students and leaving them in debt and with few options upon completion.
Trade School Info:
Instructor Video About Trade School Experience:
“Guide to For-Profit Colleges: How to Avoid Predatory Schools” The Best Schools article
https://thebestschools.org/resources/for-profit-colleges/
“For-Profit Education Investigation” ABC News
https://youtu.be/eXH-uNMwbVE
“What for-profit trade schools do not want you to know” YouTube
Step 3: Research your local community college for programs.
For this part of the assignment, you will go to your local community college’s website and research the skilled trade programs they offer. Spend time exploring the different programs and options offered. Pay attention to the cost, duration, and opportunities offered by each program. If your local community college does not offer skilled trade courses, search for the next closest one that offers such programs.
Step 4: Research trade school
Similar to how you just researched skilled trade programs at your local community college, you will now pick a trade school of your choice and explore the programs it offers. Spend time exploring the different programs and options offered. Pay attention to the cost, duration, and opportunities offered by each program. If you are having trouble finding a trade school some (non-vetted) examples are provided below:
Step 5: Discussion Forum Post
Respond to the following question prompts and post your answer in the assignment discussion forum.
Assignment #10: Labor. Union vs. Non-Union Work in the Skilled Trades
Step 1: Read articles and watch videos about Union vs. Non-Union paths
“The Labor Movement in the United States | History”
“Trade (or Labor) Unions Explained in One Minute: Definition/Meaning, History & Arguments For/Against”
“Union vs Non Union – There is a difference!”
“What Are the Pros and Cons of Labor Unions?” Maryville University
https://online.maryville.edu/blog/pros-and-cons-of-unions/
“Union Plumbing vs Non-Union Plumbing? Ask a Plumber”
“Union vs Open Shop Electrical Contractors: Union vs Non-Union Apprenticeship.” ElectricianSchoolEdu.org, 20 Jan. 2017.
https://www.electricianschooledu.org/union-vs-open-shop-apprenticeship/.
“Union vs. Non-Union Electrical Apprenticeship Programs.” Electrical Career Now, https://electricalcareernow.com/articles/whats-the-difference-electrician-apprenticeship-programs.
“What Are the Pros and Cons of a Union Contractor and a Member?!” YouTube, 12 Jan. 2022.
Step 2: Discussion Forum Post
Respond to the following question prompts and post your answer in the assignment discussion forum.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section, you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments. Group participants can only view and respond to their group members in the Forum.
Assignment #11: Interview a Skilled Tradesperson
Step 1: Prep Interview Questions
You will interview a skilled tradesperson and complete an assignment about the experience. The assignment will be to write a paper, create a presentation, or do an alternative format, such as a video presentation or audio recording. Please check with the instructor prior to doing an alternative format. To find a tradesperson to interview, I would recommend reaching out to local plumbers, electricians, welders, unions, trade businesses, etc. Another great place to start is contacting former tradespeople who have worked on your home in the past.
If you are unable to interview a skilled tradesperson, please search the internet (e.g., YouTube) for an interview recording of a skilled tradesperson explaining their path to becoming a professional and advice for young people interested in the trade.
I can not iterate strongly enough that, if possible, please reach out to a tradesperson and interview them. Most teachers say this is their favorite part of this course!
Step 2: Interview
Conduct your interview.
Step 3: Assignment Response—Document Interview
Chose one of the options below to document your interview:
Option 1: Write a 2-3 page summary
After your interview, write a 2-3 page summary presenting the questions you asked and the answers the tradesperson gave you.
OR
Option 2: Upload a video or audio recording of the interview
If the tradesperson is comfortable, you may record your interview and upload it either to YouTube, Google Drive, DropBox, or some other format that allows it to be shared with a link. Due to file size limitations, please do not upload the recording to the Heritage website.
OR
Option 3: Self-Designed Alternative
Choose to design your own assignment. Please obtain prior approval from the instructor before starting.
Assignment #12: Removing the Stigma about trades?
You will write a paper or create a presentation discussing the issue of how our society and education system have stigmatized blue-collar trade careers and the ways we can remove this stigma in our role as educators.
Write a paper or make a presentation to your local community leaders or school board advocating for reintroducing vocational arts education and training back into K-12 education. If efforts are already underway in your schools, how could you advocate for expanding these programs and making them more visible and have better PR.
Assignment Options:
Option 1: Prepare a presentation (Google Slides, PowerPoint, Prezi, Adobe, etc.) aimed at your educator colleagues focused on removing the stigma associated with skilled trades careers. Make sure that your presentation covers the background behind why trades have a PR problem, how schools and educators have historically helped to foster this stigma, and why these negative perceptions are misguided. Additionally, highlight the benefits trades can offer young adults and how educators are in an ideal role to encourage student’s pursuit of the skilled trades. You are welcome to add any related information or topics to your presentation as you see appropriate.
Guidelines for presentation:
Discussion: You will come up with a list of thoughtful questions to stimulate a conversation. You are free to design the questions and discussion as you wish. This could be in a large group format, with partners, individually, or a mixture of the formats. Examples of discussion questions would be “When did you last rely on a skilled tradesperson?” “What is our school doing to promote skilled trades careers?” etc.
Activity: You will design an activity for your colleagues that teaches them more about the skilled trades and their benefits. Some examples are having colleagues look up apprenticeships or community college programs, having a skilled tradesperson come in at the end of your presentation as a guest speaker, etc.
OR
Option 2: Write a paper directed at your school administrator or school board highlighting the need to remove the stigma around trades. You will need to describe the background and extent of stigma around skilled trades careers, how schools and educators have historically helped foster this stigma, and why these negative perceptions are misguided. Then you will highlight the benefits trades can offer young adults and discuss the ways that your school or district could encourage and support students in pursuing the trades while still K-12 students.
Guidelines for paper:
Assignment #13: Interactive Lesson Development to introduce your students to skilled trades
Please choose one (1) of the following options:
Option A) Guest Speaker
Interviewing a skilled tradesperson is an ideal way to learn more about the trade and is also highly engaging. For this option, you will design an interactive lesson where a real-world tradesperson or even several tradespeople visit your classroom and share information with your students. I welcome you to design this lesson however works best for your role. In the past many teachers have created several lessons or multi-step lessons where students prepare questions and learn about the trade prior to the guest speaker(s) visiting the classroom. Then on the day of the guest speaker visit, more questions can be answered, and more time can be spent with the tradesperson and the students. Write up your guest speaker lesson plan in a clear easy-to-follow format.
AND/OR
Option B) Field Trip
Getting outside of the classroom and into the real-world can be an amazing learning opportunity! You will design a field trip lesson where students visit a tradesperson or several tradespeople at work. You can write this up as a field trip proposal and plan. If you wish to introduce students to multiple trades, visiting a construction site or house under construction could create an opportunity where electricians, plumbers, painters, laborers, etc., are all working. It is also possible that you will stop at several locations or just visit one place, such as a welding fabrication shop. Write up your field trip proposal in a clear, easy-to-follow format.
AND/OR
Option C) Self-Designed Alternative
Choose to design your own assignment. Please obtain prior approval from the instructor before starting.
Assignment #14: (500 Level ONLY)
In addition to the 400-level assignments, complete two (2) of the following options:
Option A) Lesson Plan
Create a lesson plan to introduce skilled trades. Tailor the lesson to your teaching role and students. The lesson topic is up to you, but it could be on what the skilled trades are, the different types of trades, how students would be trained through an apprenticeship or trade school, the benefits of community college programs, etc. An example lesson plan was developed by the Consumer Financial Protection Bureau.
https://www.consumerfinance.gov/consumer-tools/educator-tools/youth-financial-education/teach/activities/exploring-life-after-high-school-trades/.
Write up your lesson plan in a clear, easy-to-follow format. Here is a link to a template if you wish to use one.
AND/OR
Option B) Presentation for Students
Create a presentation aimed at your students based on what you have learned from this course. Focus on perspectives or strategies you feel would be beneficial for your school/classroom. You must have at least 20 slides, graphics, pictures, creative design, and appropriate font size.
AND/OR
Option C) Self-Designed Assignment
Choose an assignment of your own design, with prior approval from the instructor.
C. INTEGRATION PAPER
Assignment #15: (Required for 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 400-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Instructors will comment on each assignment. If you do not hear from the instructor within a few days of posting your assignment, please get in touch with them immediately.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Jake Gordon, M.S. Ed., received his AA from Chemeketa and BS and MS degrees from Western Oregon University. Jake is an experienced middle school teacher who taught social studies, geography, and language arts courses for more than seven years. In 2022 Jake followed his interest in the trades and electricity by attending VOLTA line school, completing Chemeketa Community College’s CDL program, and worked as an electric line groundman before being hired by Portland General Electric as a Design Project Manger responsible for power line replacement projects. He has a desire to share the world with his students, providing them with the skills needed to explore and understand the world around them.
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TRADE SECRETS: Exploring Opportunities in the Skilled Trades
“2021 NECA-Ibew Apprentice Recruitment.” NECA-IBEW, 19 Mar. 2021, https://youtu.be/Z1h1QSRRyC0.
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“Guide to for-Profit Colleges: How to Avoid Predatory Schools.” TheBestSchools.org, 2 Sept. 2022, https://thebestschools.org/resources/for-profit-colleges/.
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The Life of a Lineman. 30 May 2019, https://youtu.be/rFf9zJ4Sbqw.
Marcus, Jon. “Long Disparaged, Education for the Skilled Trades Is Slowly Coming into Fashion.” The Hechinger Report, 9 Feb. 2022, https://hechingerreport.org/long-disparaged-education-for-the-skilled-trades-is-slowly-coming-into-fashion/.
Marcus, Jon. “More People with Bachelor's Degrees Go Back to School to Learn Skilled Trades.” The Hechinger Report, 1 Apr. 2021, https://hechingerreport.org/more-people-with-bachelors-degrees-go-back-to-school-to-learn-skilled-trades/.
Mike Rowe Cleans out the Grime inside a Water Tower!: Dirty Jobs. 17 Feb. 2022, https://youtu.be/vwu3qscFyOA.
Mike Rowe Discovers the Hardest Job in Construction: Dirty Jobs. 24 Mar. 2022, https://youtu.be/5dSj2B-Ahtg.
“Millennials Are Abandoning the Gig Economy for the Trades.” Paschal Air, Plumbing & Electric, 19 Oct. 2021, https://gopaschal.com/millennials-are-abandoning-the-gig-economy-for-the-trades/.
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Rowe, Mike. Profoundly Disconnected: A True Confession. MRW Holdings, 2014.
Solman, Paul, and Lee Koromvokis. “Black Americans and Women Continue to Face Discrimination in Skilled Trades.” PBS, Public Broadcasting Service, 12 Mar. 2021, https://www.pbs.org/newshour/show/black-americans-and-women-continue-to-face-discrimination-in-skilled-trades.
Steinberg, Anya, and Elissa Nadworny. “Community College Enrollment Is down, but Skilled-Trades Programs Are Booming.” NPR, NPR, 28 Mar. 2022, https://www.npr.org/2022/03/28/1086454046/2-year-skilled-trades-programs-booming.
“Success Stories.” Oregon Apprenticeship, 28 Apr. 2020, https://oregonapprenticeship.org/success-stories/.
Top Paying Trades in 2023. 31 Jan. 2023, https://youtu.be/KuCeQYN99lg.
“Trade (or Labor) Unions Explained in One Minute: Definition/Meaning, History & Arguments for/Against.” One Minute Economics, 28 July 2019, https://youtu.be/1SAzPoYEG0I.
“Union & Non-Union Electrical Apprenticeship Programs.” Electrical Career Now, https://electricalcareernow.com/articles/whats-the-difference-electrician-apprenticeship-programs.
“Union vs Non Union - There Is a Difference!” IUOE Local 115, 29 Aug. 2013, https://youtu.be/pu2cbXZYrb0.
“Union vs Open Shop Electrical Contractors: Union vs Non-Union Apprenticeship.” ElectricianSchoolEdu.org, 20 Jan. 2017, https://www.electricianschooledu.org/union-vs-open-shop-apprenticeship/.
Wakefield, Roger. Union Plumbing vs Non-Union Plumbing? Ask a Plumber. 24 Jan. 2020, https://youtu.be/HmBiQFMXBTk.
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