TAA COETC – OPEN and OER Material Index

College Students Served by the Career Coach/Intrusive Advising Students Served in DE Redesign Unduplicated Headcount of Students Served in Redesigned Energy Program Energy Link
ACC 206 125 N/A N/A N/A
Aims CC 206 125 85 Oil and Gas AAS,
Oil and Gas Cert

CCA 206 125 N/A N/A N/A
CCD 780 470 N/A N/A N/A
CMC 206 125 48 Process technology, instrumentation in solar and oil and gas
CNCC 115 70 N/A N/A N/A
FRCC 625 375 322 Electro-Mechanical and Energy Technology
LCC 115 70 N/A N/A N/A
MCC 82 50 N/A N/A N/A
NJC 115 70 74 Wind energy
OJC 115 70 N/A N/A N/A
PCC 289 175 470 Mining and extractive technologies
PPCC 619 350 N/A N/A N/A
RRCC 206 125 62 Water quality management
TSJC 115 70 115 Line Technician

TAA Career Coaches and Workforce Center Partners Webinar
October 25, 2012

The ESCF and Reporting Webinar
Rutgers, October 2, 2012

How Do We Move Forward on Contextualizing TAA Energy Programs in the Era of Developmental Education Redesign?

Elaine Baker, COETC Acceleration Specialist
December 20, 2012

  1. What’s Changed in Math?Moving forward, upon approval of the State Board and CDHE this spring, the developmental sequence, as we know it, will be gone. There will be no developmental education math pre-requisites. In their place colleges will be instituting new strategies to accelerate students through remedial work in one semester (with some exceptions), using a combination of redesigned developmental offerings, including “co-requisite” courses that provide remedial support to college level courses.
  2. What are the developmental education options for COETC energy programs?
    • Integrate required math competencies within the Intro college course, using a “just in time” strategy and/or supplemental support through the tutoring center or modules, either locally or commercially developed. Content could be delivered within the course, or as a co-requisite to the intro course, depending on the material.
    • Integrate required math competencies within Math 107, using the same strategies as above, or as a co-req with Math 107, depending on the material.
  3. What are the grant deliverables?
    • Any new curriculum that is developed for energy programs has to be available in an on-line format.
  4. How can the system TAA team support these changes?
    • In addition to the D.E. redesign and implementation team, individual and peer support will be available in the spring to COETC energy colleges, including administration and faculty. The point person for these efforts this spring is Elaine Baker. She can be reached at Elaine.Baker@cccs.edu. Elaine is only in the office 12 hours a week, but may be reached on her cell at 720-560-6774.

A Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant for $17.3 million was awarded by the U.S. Department of Labor to the Colorado Online Energy Training Consortium (COETC). The Consortium is focused on enhancing current energy-related programs with the goal of training highly qualified workers for businesses that are seeking a skilled workforce. The funds are being used for curricular redesign and the technology needed to bridge the gap between existing workforce skills and emerging energy industry needs. The project facilitates partnerships between energy-related businesses, community colleges, and local workforce centers to train unemployed and under-employed workers with skills they need for placement in some of Colorado’s highest-paying and most in-demand jobs. In addition, workers who have been out of school for a while and who require remediation to succeed in college-level work will benefit from a complete redesign of remedial education using nationally recognized best practices to help students enter and succeed in the fast-growing energy industry in Colorado.

The goal of the redesign is to accelerate students through developmental education by reducing the amount of time, number of developmental credits, and number of courses in the developmental sequence so students can be successful in a college level course. Accelerated learning requires a curriculum redesign.

Purpose Statement: Prepare students testing into Reading, Writing, and/or Math at the high school level or higher to enter and succeed in 100 level or above classes. Students who do not test into at least high school level will be offered independent opportunities to re-mediate and reassess for placement (referred to as Assessment Prep and Soft Landing).

Voices on Education Redesign

Frontline Testimonials About Teaching A New Paradigm of Courses Created by the Community Colleges of Colorado’s Developmental Education Redesign


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