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USING RAPIDS FUNDS
TO ADDRESS THE CHANGING WORKFORCE NEEDS OF THE REGION
Fall 2021 Volume 9 Issue 4
INSIDE: > Washington State Community College Using RAPIDS Funds to Address Changing Workforce Needs > Work-Based Learning Aids TCTC Students and Employers > Language Modification: Cuban Aviation Technicians Participate in Communication Workshop at Wright State > Miami University's Newest Degrees and Majors Tap into Industry Expertise > Ohio Statewide Consortium Delivers Inclusive Postsecondary Options to Students with Intellectual Disability > Edison State to Offer New Ag Program at Greenville Location
Photo: Northwest State Community College
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A Message from Chancellor Randy Gardner When speaking about higher education in Ohio, I often highlight what I call the “diversity of opportunity” that our state offers students, employers, employees, and job seekers. If there is a skill or training, a degree or program, a profession or career you are seeking, you’ll find it in Ohio. And this issue of ConnectED highlights “Ohio opportunities.” Washington State Community College uses state RAPIDS funding to pair quality academic programs and state-of-the-art equipment to meet changing workforce needs, while Trumbull Career and Technical Center is using work-based learning to meet the needs of both high school students and local employers. At Wright State University, faculty and volunteers customized an eight-week curriculum to teach fundamental English to Cuban aircraft technicians employed at a Wilmington, Ohio, aviation business. Colleges and universities are also molding their programs to adapt to a changing economy. A new program at Edison State prepares students for the world of agriculture maintenance, a blended study of agricultural science and business with industrial maintenance and systems integration training. Meanwhile, Miami University’s newest majors and degrees target growing fields such as cybersecurity, game design, and urban development. Ohio is committed to ensuring that these opportunities are open to all, evident by the Ohio Statewide Consortium (OSC) and how it came together to build, enhance, and sustain programs that deliver inclusive postsecondary options to students with intellectual disability. From advanced manufacturing to cybersecurity, from building trades to aviation and logistics, Ohio’s colleges, universities, and technical and career centers remain ConnectED to today’s economy while preparing students for tomorrow’s workforce.
IN THIS ISSUE: Washington State Community College Using RAPIDS Funds to Address the Changing Workforce Needs of the Region WSCC received $286,896 of those funds and will use the grant to support its training efforts in advanced manufacturing and healthcare.
Work-Based Learning Aids TCTC Students and Employers As employers struggle to fill job openings, collaborative programs help strengthen the talent pipeline.
Language Modification: Cuban Aviation Technicians Participate in Specially Designed LEAP Basic Communication Workshop at Wright State WSU customized an eight-week curriculum to teach fundamental English to Cuban aircraft technicians employed at an Ohio business.
Miami University's Newest Degrees and Majors Tap into Industry Expertise Miami’s faculty work with employers and experts in industry as they develop programs that are relevant to today and tomorrow.
Ohio Statewide Consortium Delivers Inclusive Postsecondary Options to Students with Intellectual Disability The Higher Education Opportunity Act of 2008 authorized transition and postsecondary programs for students with intellectual disability.
Edison State to Offer New Ag Program at Greenville Location Edison State launched its new Agricultural Maintenance program at the beginning of the fall semester.
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WASHINGTON STATE COMMUNITY TO ADDRESS THE CHANGING WOR Ohio Department of Higher Education (ODHE) Chancellor Randy Gardner recently announced the latest round of funding for the state’s Regionally Aligned Priorities in Delivering Skills (RAPIDS) program. Washington State Community College (WSCC) received $286,896 of those funds and will use the grant to support its training efforts in advanced manufacturing and healthcare. The $7.6 million RAPIDS grant is funded by the ODHE and distributed throughout the state. Nearly $1 million was allocated to the Northern Appalachian region of Ohio, which is composed of Washington State and three other community colleges. “The RAPIDS program has been a successful way to bolster Ohio’s workforce efforts and create a pipeline of skilled workers for regional employers,” Chancellor Gardner said. “RAPIDS puts students at Washington State in a strong position to train and learn with up-to-date equipment and helps put students on a path to a successful career. This new funding will help Washington State continue to be a leader in advanced manufacturing and healthcare training, and I’m pleased that Governor DeWine and legislators continue to support this important program.” WSCC will use the funds to sustain efforts to address the changing workforce demands of this region. Through collaborative work with Belmont College, FALL 2021
Eastern Gateway Community College, and Zane State College, WSCC is taking a forward-thinking approach to the emerging intersection of the Industrial Internet of Things (IIoT/Industry 4.0) and advanced manufacturing. In addition to investing in training equipment, WSCC is developing an Industry 4.0 Factory Automation Regional Certification. The certificate will consist of an innovative model using shared curriculum from each of the partnering institutions with curriculum in instrumentation, programming, cybersecurity, networking, IIOT/ Industry 4.0, and cloud computing. WSCC’s Dean of Technology and Transfer, George Bilokonsky, said part of the grant will fund the purchase of a state-of-the-art computer numerical control (CNC) machine that will allow the college to provide in-demand training that currently isn’t offered in the region. “With this new equipment, we will be able to upskill incumbent workers. They will earn valuable, nationally recognized credentials from the National Institute of Metalworking Skills (NIMS) as well as FANUC,” Bilokonsky said. Bilokonsky said the addition of the new equipment will allow WSCC to offer training to high school students that will make them work-ready upon graduation. They will also have the opportunity to receive credits toward graduation and earn more than 20 industrial credentials that lead to high-
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Y COLLEGE USING RAPIDS FUNDS RKFORCE NEEDS OF THE REGION
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demand jobs. Furthermore, the college will be able to provide Mastercam and SolidWorks CAD training, as well as offer Rockwell/Allen-Bradley PLC certification as part of its Advanced Manufacturing and Integration training for incumbent workers and students. Additionally, the funds will support new equipment needed for the expansion of WSCC’s nursing programs, which have continually grown as the local demand for nurses rises. Currently the programs accept approximately 120 new students annually. To accommodate the increasing numbers, WSCC is renovating and expanding the facilities in its Health and Sciences division. The renovations will include larger labs for general biology and anatomy/physiology, which will be equipped with updated microscopes. “We are grateful for the support from ODHE. Students and incumbent workers rely on us to provide them access to and engage them in career-specific education and skills training that will help them succeed and advance on the job,” said WSCC President Dr. Vicky Wood. “These funds make it possible to provide quality academic programs with state-of-the-art labs to meet the demands of our local workforce. They allow us to be ahead of technology and innovation in this region so we can support our industry partners’ efforts to incorporate automation and integration.” FALL 2021
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Work-Based Learning Aids TCTC Students and Employers
Rachel Gensburg, program and guidance supervisor, and Nathan Berry, career development coordinator, spearhead the work-based learning program at TCTC.
BY JEREMY LYDIC [LINK] As employers struggle to find enough people to fill job openings, collaborative programs between businesses and educational institutions help strengthen the talent pipeline. One such program is the work-based learning program at Trumbull Career and Technical Center (TCTC). In the three years that VEC Inc. in Girard has engaged students through the program, the electrical contractor has hired a few graduates to its estimating and design departments and directed a few others to the electrician apprenticeship FALL 2021
program at IBEW Local 573 in Warren. VEC trains students in safety and some in-house work such as fabrication and basic electrical skills, said Dave Jakovina, service department manager and manpower superintendent. Students also learn soft skills such as filling out reports and keeping track of their time. “Everything that they need as their base to develop skills as a tradesman,” Jakovina said. “We try to give them a well-rounded training program.” Work-based learning gives students experience in their trade while they’re still in school, said Nathan Berry, TCTC career development coordinator. Given
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the shortage of available workers, area employers are enthusiastic about participating “to work with the students to help them learn and grow and become the employee that they would want,” Berry said. “I’m receiving calls and emails and also making calls to businesses almost every day.There are a lot of companies that get in touch with us that are looking for help,” he added. TCTC students have always had the opportunity to work during the second half of their senior year, said Rachel Gensburg, program and guidance supervisor. What’s changed in the last couple of years has been the formalization of the program from the Ohio Department of Education.The department started voluntary collection of data about work-based learning in 2019. As of last school year, 132 schools had work-based learning programs. Part of the reason for the formalization is to track the success of career centers and determine their eligibility for federal funding. In July 2018, former President Donald Trump signed into law a bipartisan measure to reauthorize the Carl D. Perkins Career and Technical Education Act of 2006, providing nearly $1.3 billion annually for national career and technical education programs. The law requires that programs be designed cooperatively by educators and industry representatives, including what skills and competencies the students should learn, Gensburg said. Students must also track their hours. In turn, the partner businesses must evaluate the students’ performance.
“So what it is trying to do is give students an opportunity to work in a field and get a business person to give them feedback on how they’re doing from that aspect,” Gensburg said. “If we can do this in high school and we can receive that feedback and we can build those business relationships for kids, we’re strengthening the workforce later.” To participate, businesses must hire the student as they would any other employee. Internships and volunteer opportunities that meet appropriate guidelines also work. All employers must follow applicable minor labor laws. Employers must also fill out paperwork that affirms the student is doing work related to what they’re learning at TCTC. They must evaluate the students on their work, as well as getting to work on time, showing initiative, following instructions, and working safely. “Our goal is for them to become a successful employee,” Gensburg said. The program allows employers to build relationships with the students so, after a few years of training them, they can help to instill the work ethic they want to see. Typically, this leads to students gaining full-time employment. “More often than not the students that get into positions with employers through work-based learning end up staying with the company. Or the company will help to finance further education,” Berry said. “[The students] may work there for a while as they’re going to school. Or they may just stay on and work as a career.” (continued on next page)
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The pandemic put a halt to the program in 2020. But before that, TCTC had about 20 students working in early placement positions. This year, the school is on track to exceed that number.
businesses in general to get them involved with the TCTC program. “They definitely are setting an example in this area. And there is a definite demand,” he said.
TCTC has also increased the number of preapprenticeship programs available for students, Area employers work with students in the including opportunities with the International construction, electrical, welding and health science Brotherhood of Electrical Workers, VEC, and the programs, among others, Gensburg added. Mahoning Valley Manufacturers Coalition. Businesses interested in participating in TCTC’s “Our seniors actually complete their [State Tested work-based learning Nursing Assistant] test in program can contact Berry December,” she said. “A lot at the school. TCTC is of them then start working looking for true partners at our assisted living More often than not the who will work within the facilities as an STNA.” students that get into guidelines of the program, he said. Other organizations can positions with employers participate in the program through work-based “We’re not a placement with simulated work learning end up staying service. We’re not just environments. Students with the company. Or trying to fill holes in their in information technology the company will help to company. But it has to be programs have built a relationship where the websites and mobile finance further education. students can grow,” Berry applications for nonprofits said. “They’re still students. or promotional materials, They’re still learning and she said. they need that support.” TCTC is working to create opportunities for students Businesses such as VEC recognize the value in in careers that traditionally go on to a four-year helping students get up to speed before they degree program before they enter the workforce. graduate. With a shortage of skilled tradesmen entering the workforce, work-based learning will “Those can be a challenge because those are “fast track” students to a career in the building not jobs students are going to get right out of trades after graduation, Jakovina said. high school,” Gensburg said. “Maybe a minimum requirement is a four-year degree or a certain “Most public schools, with their guidance systems, certification.” don’t even bring up options like this in the industry,” he said. “It’s missed along the way. TCTC really In those cases, TCTC is looking for simulated work jumped on this and they’re finding places for their environments where a company presents a project students when they graduate.” to complete or a problem to solve. Gensburg said employers can come in and meet with the students Along with being a participant, VEC is an active to explain the project, then “let our students try to proponent of the program, Jakovina said. He’s work on some solutions for you.” Employers would reached out to other electrical contractors and then provide their responses. FALL 2021
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LANGUAGE MODIFICATION CUBAN AVIATION TECHNICIANS PARTICIPATE IN SPECIALLY DESIGNED LEAP BASIC COMMUNICATION WORKSHOP AT WRIGHT STATE
BY KRIS SPROLES [LINK] Wright State University faculty and volunteers customized an eight-week curriculum to teach fundamental English to Cuban aircraft technicians employed at a Wilmington, Ohio, aviation business. Through the LEAP Basic Communication Workshop, 17 Spanish-speaking technicians are learning basic English, the international language of the aviation industry. Organized by the Learning English for Academic and Professional Purpose (LEAP) Intensive English Program at Wright State, the
course provides instruction with the help of four to five volunteers during each two-hour lesson. “They’re all beginners so we are working on increasing vocabulary, learning basic sentence structure and engaging in simple conversations at this point,” said Jeannette Horwitz, LEAP program director. LEAP instructors also take students around campus so participants can see the connection with aviation history. (continued on next page)
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“Since they’re all aircraft technicians and mechanics we’re incorporating some of that in the course, too,” said Horwitz. “We went to the library and looked at the replica of the Wright flyer and some of the pictures and artifacts on the fourth floor and they really enjoyed that Wright State has a connection with the Wright brothers.” The LEAP program prepares non-native speakers of English for success in academic and professional programs.
“I enjoy working with our students,” said Crowley.
A group of 17 Spanish-speaking aircraft technicians is learning basic English at Wright State.
The English learners are employed as aircraft technicians with Aircraft and Avionics Solutions, a Miamibased company that specializes in interior airplane modifications. Some of the workers’ spouses are also attending, giving the class a family feel. All participants are from Cuba and have been in the United States anywhere from two to 12 years. Bart Ferriol, the company’s vice president of operations, said the students have made steady progress in only a few weeks. “Many have started asking questions to me in English, which shows how much their interest in the language has increased since the start of the training,” he said. Ferriol, an immigrant from Cuba himself, said his colleagues need to learn English to give them the best chance to progress in the company and be successful in the United States. Workshop sessions are led by Catherine Crowley, a senior lecturer in the Department of English FALL 2021
Language and Literatures.
“They are motivated to learn and grateful for the opportunity to do so.” Volunteers and instructors are also benefiting from the workshop. “I enjoy seeing how Catherine Crowley’s energetic teaching style successfully engages the students in classroom activities,” said Beth Sjostrom, course volunteer and a graduate student in the Teaching English to Speakers of Other Languages Program. “I am learning teaching methods that I will be able to take into classes I will be teaching in the future.” Ferriol praised the Wright State faculty and volunteers for their work. “The instructors are very helpful and always dedicate their entire efforts for the students’ evolution,” he said.
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Miami University's Newest Degrees and Majors Tap into Industry Expertise .
BY CAROLE JOHNSON [LINK] Headline-making terms like cybersecurity, game design, and urban development are prominent in Miami University’s newest majors and degrees. Miami’s faculty work with employers and experts in industry as they develop programs that are relevant to today and tomorrow. For instance, job opportunities in multimedia arts and animation are expected to increase 4% through 2029. Demand for higherquality graphics, immersive gameplay, and creative
storytelling in mobile and console games continues to rise, according to Intelligent.com. Glenn Platt, chair of Miami’s new Department of Emerging Technology in Business + Design, said interest in the new games and simulation degree was so strong they doubled the capacity of the incoming class to 50. Miami has had a game design major or co-major for 12 years, and the academic year 2020-2021 was the first for the new bachelor’s degree program in games and simulation. (continued on next page)
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Platt said about 25-30% of students who apply are accepted into the competitive program. This speaks to the quality of Miami’s program, he said, because most of the topranked game design schools are on the West or East Coasts near the gaming industry. Intelligent.com ranks Miami second on its list of the Top 49 Game Design Programs, selected from 236 programs offered by 206 colleges and universities.
Combining artistic practice with foundational skills in management Miami also has approved a new arts management and entrepreneurship major and degree. The bachelor's degree in arts management and entrepreneurship is "unlike any degree in the country," according to Todd Stuart, associate teaching professor and director of the arts management and entrepreneurship program. "The degree was developed because students wanted more depth in their studies in this innovative field that combines artistic practice with foundational skills in arts management, business, and creativity and innovation in the arts," Stuart said.
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The degree builds on the success of the existing minors and co-major in the arts management and entrepreneurship program and the collaboration with the Farmer School of Business.
Forward-thinking data point to high-achieving careers Programs within Miami’s Farmer School of Business consistently rank high nationally. A new program major, Information and Cybersecurity Management, begins this fall. “Security is as much of a people issue as it is a technical issue,” said John “Skip” Benamati, chair of the department of information systems and analytics. There are numerous business issues surrounding managing risk, and Miami’s Information and Cyber Security major will focus on managerial strategy. Students in the major will learn the skills needed for creating secure corporate cultures, implementing security policies and practices, and managing responses when bad things do happen. In fact, recent statistics from and analysis by Burning Glass list risk management, threat intelligence, incident response, compliance and controls, data privacy, security strategy, and governance among the skills employers are seeking.
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The U.S. Bureau of Labor Statistics predicts that employment for information security analysts will grow 31 percent looking at data over a 10-year period (2019-2029). This is a higher rate than most occupations, according to the Bureau. Alumni connections key to program development When creating new degrees, Miami also looks to alumni. Miami’s alumni were supportive in the development of a new real estate major. They will be an integral part in its implementation. The launch of the program within the Department of Finance is partially funded by a donation from Richard (’60) and Carol (’63) Puzzitiello. Real estate has previously been available as a minor at the Farmer School of Business, requiring a mix of finance, business legal studies, and geography classes. FSB also has hosted popular real estate forums each of the past two years and has a popular real estate club. Capitalizing on Miami’s strengths, the department will expand its collaboration with the department of geography by tapping into its geographic information science program for mapping out urban development projects.
“The new Real Estate major will make it easier for Miami students to enter into the commercial real estate industry, whether in investing, development, or operations,” said Joel Harper, chair of the Department of Finance.
Inaugural class of robotics engineers This fall we will see the inaugural class of students starting in Ohio's only four-year Bachelor of Science in Robotic Engineering degree, which encompasses industrial automation, autonomous systems, and artificial intelligence. The degree is a highly interdisciplinary field synthesizing elements from electrical and computer engineering, computer science and software engineering, mechanical and manufacturing engineering, and mathematics as well as other disciplines. Students can select one of three specialties within the major: Automation, Intelligent Systems, and General Robotics. The Automation specialty focuses on robotic applications in the manufacturing process. The Intelligent Systems specialty emphasizes the application of artificial intelligence and the design of autonomous systems. General Robotics provides students the flexibility in choosing courses of their interest from a set of courses related to Robotics Engineering.
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Ohio Statewide Consortium Delivers Inclusive Postsecondary Options to Students with Intellectual Disability
University of Cincinnati TAP class of 2021 (left to right): Lara Klein, Brennan Eve, and Matt Maine
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The Higher Education Opportunity Act of 2008 authorized transition and postsecondary programs for students with intellectual disability (TPSID). Twenty-seven schools were awarded federal grants in 2010, including Kent State University and The Ohio State University, to begin TPSID programs. These model demonstration programs, designed for students with intellectual disability, promote academic and social inclusion at institutions of higher education. As part of the grant Ohio State won in 2015, the Ohio Statewide Consortium (OSC) was established. The OSC came together to build, enhance, and sustain programs that deliver inclusive postsecondary options to students with intellectual disability. Partners from across the state come together regularly to help recruit students, provide technical assistance to each other, and leverage knowledge to increase access to inclusive higher education spaces. There are currently nine inclusive postsecondary programs in Ohio, each with unique characteristics specific to the home institution. An overview of OSC programs is outlined in the table below. Seven are recognized as Comprehensive Transition Toledo Transition (T2) Coordinator, Zach Programs, recognized by the U.S. Daugherty, instructs participant Brendan Smith Department of Education, which during goal setting at summer orientation. allow students to access federal and state financial aid options. Two additional programs serve students receiving college-based transition services and therefore, students are not eligible for federal financial aid. Students in TPSID programs are enrolled in the college or university, taking classes (typically for audit), participating in career-development activities, and engaging in campus culture, including living in residence halls, while building self-determination and self-advocacy skills. Upon graduation from a TPSID program, students most often enter the workforce. “We believe that it is very important for our students to be fully involved in campus culture,” said Lorrie Spivey of Sinclair Community College. “We are intentional in our approach to involving students in structured and unstructured activities throughout their college experience. For example, our students will be running an activity at our Welcome Week for fall semester. They are involved in regular librarian on location activities and are collaborating with other academic department students on activities at the college and in the community.” (continued on next page)
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In the past, outcomes for students with intellectual disability were abysmal. With access to higher education, these individuals have proven they are worthy of their presence in the academy. Graduates of the OSC have an employment rate of 82%, with an average wage of $12.34 per hour and working an average of nearly 26 hours per week, as compared to a 28% employment rate for adults with a cognitive disability (source: disabilitystatistics.org). Some Participating in t graduates have gone on to added another la complete industry-recognized to my public spe credentials and other higher benefited my tea education degrees. Casey Saup, lecturer in the Earth Sciences department at Ohio State, said, “As the sister of a talented young autistic man who was segregated from his peers in school, I thoroughly understand that a separate education is not The Ohio State University TOPS program graduate, an equal education. Ensuring a Lena Meerman, poses on campus after graduation welcoming, accessible learning holding her Workforce Development Certificate. environment for all students, especially disabled students, creates a richer experience for everyone. My favorite, most engaged students often come from the inclusive postsecondary program.
to reconsider the and entertainme making me more material easier fo understand. Stud part of the class all rooted for one Seeing such shar and empathy wa rewarding outco the program.
“I personally benefit from their thoughtful questions, and my students benefit from learning their different perspectives,” Saup added. “As in Universal Design for Learning, I have Sinclair Community College students (left to right) Scott Thorner, found that TOPS students’ Sierra Ward, Joseph Mantz, Charles Rice III, Madyson Wheelock, Johnnie Dennis III, and Tanner Karrick attend 2021 New Student accessibility needs also Orientation. SCC had its first cohort of students start the Tartan benefit their non-disabled TOPS program during summer 2021. peers, enabling them . to engage with course material on a much deeper level. We know that diversity leads to greater innovation and problemsolving – including TOPS students in your classroom is no exception.”
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Ohio Statewide Consortium Programs:
the TOPS program ayer of diversity eaking course and aching. It forced me e clarity, accessibility, ent of my lectures, e flexible and the or everyone to dents with ID were community and we e another to succeed. red enthusiasm as one of the more omes of being part of Dr. Emily Davidson The Ohio State University
Program
City
Start Date
Type
Length (Years)
Student Housing
BGSU-F CSCC KSU MC OSU SCC UC UT YSU
Sandusky Columbus Kent Marietta Columbus Dayton Cincinnati Toledo Youngstown
FY19 FY16 FY10 FY14 FY11 FY20 FY10 FY12 FY14
CTP CTP CTP Secondary CTP CTP CTP CTP Adult/ Secondary
2 1 4 2/3 2/4 2 4 2 2/4
N N Y N Y N Y N N
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Edison State to Offer New Ag Program at Greenville Location
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Edison State Community College launched its new Agricultural Maintenance program at the beginning of the fall semester, which started August 23, 2021. This program offers a blended study of agricultural science and business with industrial maintenance and systems integration training. Graduates will be able to install, program, maintain, and repair various systems and components used across the industry. The program will prepare them for a variety of careers, such as family farming and industrial maintenance. Other potential jobs include agriculture field service technician, safety coordinator, and production manager, to name a few. Edison State’s Agriculture Program Advisory Committee developed the program after discussions about the industry’s current trajectory. The committee felt it was important to ensure students were prepared for the technological aspects required in the career field. “No matter what level you are involved with in agriculture, it is all becoming very technical. The main goal is to prepare students for careers, whether that be returning to a family farm or going into the industry,” said Brad Lentz, director of the program. “This degree will help them with all the technical aspects: engineering, manufacturing, robotics, automation, programming, and troubleshooting.”
This degree will help students with all the technical aspects: engineering, manufacturing, robotics, automation, programming, and troubleshooting.
Available exclusively through Edison State at Greenville, this program serves students in Darke, Miami, Shelby, and the surrounding counties. The program includes courses in agriculture, agribusiness, agricultural communication, agronomy, animal science, and more. Students will also complete an internship during their final semester. “We have been in discussion with larger agriculture companies, mainly grain handling and livestock facilities, and they are very excited to see what this program will produce. Many of these companies are starving for help, and we hope this program will be able to provide them with easily trainable employees,” Lentz said.
Seth Swallow, Regional Extension Associate at Central State University and a member of Edison State’s Agriculture Program Advisory Committee, added, “Technology and systems within agriculture, and all industries, are changing constantly and rapidly, and it is imperative that companies have a pool of individuals who know enough about the whole system to be able to adapt and continually learn in order to keep up.In many ways, I see this as creating the new generation of the jack-of-all-trades.” To learn more about the Agricultural Maintenance program, contact Edison State at Greenville at 937.778.7890. FALL 2021
Photo: Kent State Tuscarawas 19
A special thank you to all of those who contributed stories and articles: Washington State Community College Using RAPIDS Funds to Address the Changing Workforce Needs of the Region Amanda K. Herb | Vice President of Institutional Advancement | Washington State Community College
Work-Based Learning Aids TCTC Students and Employers Jeremy Lydic | Content Manager | The Business Journal
Language Modification: Cuban Aviation Technicians Participate in Specially Designed LEAP Basic Communication Workshop at Wright State Kris Sproles | Video Content Producer | Wright State University
Miami University's Newest Degrees and Majors Tap into Industry Expertise Carole Johnson | Associate Director, University News and Communications | Miami University
Ohio Statewide Consortium Delivers Inclusive Postsecondary Options to Students with Intellectual Disability Jessie C. Green | Program Manager | Nisonger Center | The Ohio State University
Edison State to Offer New Ag Program at Greenville Location Andrea Francis | Assistant Director of Marketing & Communication | Edison State Community College
Thanks for reading ConnectED. If you have any story suggestions, links to articles of interest, or news releases to share, feel free to send them to Jeff Robinson at jrobinson@highered.ohio.gov.
