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Borough of Manhattan Community College - New York,
NY
Selection criteria are tied to the student goal.
If the goal is training completion, then the criteria helps identify
those who have the academic readiness and the level of commitment
to succeed.
"What do I look for in a good Cisco student?
Desire. I look for: What have you done? What can you tell me? Why
do you want to be in this program?"
Adam Toback
Phoenix Job Corps
Phoenix, AZ
In programs where employment is the objective,
the selection criteria are aligned to industry's entry-level networking
profile.
"Our partners helped us set selection criteria:
a high school diploma; good reading, good communication and interpersonal
skills; flexibility, willingness to travel, life-long learners,
high energy, and good under pressure."
Acte Maldonado
Borough of Manhattan Community College
New York, NY
"Many of us in the department have also taught in industry. We
look for things that an employer would look for. We look to see
if they're punctual, ethical. Do they stay on task? We look at the
quality of their work, the quantity of their work-all the things
that you would rate an employee on. In the Cisco program you have
to be a motivated learner. You have to do a lot of reading. There's
a certain set of skills involved that you need to be successful
in the field. We're looking for students who fit that mold."
Lynne Ryan
Eastern Technical High School
Baltimore, MD
Networking Academies use academic results in combination with other selection
tools to select appropriate individuals. None of the Networking Academies interviewed
use academic results so rigidly that they become a tool to exclude
individuals. One Networking Academy hired an outside organization to provide
academic screening. Others use standardized tests.
Some adult Networking Academies use several different tests
to measure basic reading and math skills: the Nelson-Denny Reading
Test, the GED predictor tests and the TABE
(Test of Adult Basic Education) . When reviewing scores,
take into consideration different variables. Older students
may be out of practice taking tests and score lower than expected.
A low score for a 22-year-old with a Bachelor's degree from
another country could indicate a language problem. But for an
18-year-old coming from high school, the low score could mean
difficulty with the curriculum and require further investigation.
Reading: The Cisco curriculum is written at an 8th grade
reading level. Some workforce-focused Networking Academies require up to a
12th grade reading level. Because these Networking Academies generally offer
the curriculum in a short period of time, they feel it is necessary
to accept students near a workforce-ready level.
Math: The Networking Academies also screen for high school level math
with similar tests.
Written Communication: Some Networking Academies require a writing sample
to evaluate the individual's ability to express themselves and organize
their thoughts.
Even with excellent academic records, other variables can hinder
success. Our successful Networking Academies try to control
as many of these as possible. As Maslow's hierarchy of needs
tells us, a hungry student is going to be more focused on his
next meal than on IP addressing.
Housing: Check to see that they have stable housing. It should
send up a red flag if they are living with a friend, girlfriend or
boyfriend. What happens if the relationship changes mid-training?
Childcare: Childcare arrangements are important. Students should
be thinking long term. Can they get childcare for 8 to 10 hours a
day and do they have an emergency backup. A situation where an 8-year-old
is taken to a police station because the After School closed is emotionally
upsetting for all.
Substance Abuse: Substance abuse is difficult to overcome.
Professional support during the training is required by some Networking Academies.
Criminal Record: The type of offense and disposition are important.
If known at the beginning, it could help with job placement strategy.
There is also the opportunity to apply for Federal Bonding [http://www.ttrc.doleta.gov/onestop/FBPContacttxt.htm]
services.
Family support: Has the student discussed this investment of
time, energy and money with his or her family? Have they discussed
how it might change their lives?
"To come to the program the students and their
parents have to be interviewed. We want to assess to the best of
our ability whether or not the home environment is conducive to
this commitment. Would the parents realize that while the student
studies they can't use the telephone? Will they supervise the study
time? Are there any other issues that might affect the learning
that could be resolved by a referral to one of our partners?"
Greg Murray
Communities in Schools
Detroit, MI
"We had to call security one day. It seems there was a jealous
husband trying to pull his wife out of class-by her hair. Later
we discovered he was jealous of her success in the class, her being
with majority male classmates and fearful of her potential success
and independence in the future. Maybe, if we had known, we could
have arranged family counseling before it came to this."
Acte Maldonado, Dean
Borough of Manhattan Community College
New York, NY
Many of the people targeted by these programs are
too familiar with failure, rejection and disappointment. This may
be their first experience with technology education. It is important
that the Networking Academy is a positive learning experience for them. Many
organizations feel it is a disservice to put students in a situation
that is a high risk for them.
Telling a person that they are not accepted is also difficult. It
is important to be sympathetic, compassionate and understanding.
Here are steps our Networking Academies follow when speaking with a student
who has not been accepted.
- Explain to the candidate why they have not been accepted.
- Offer guidance on how to change the situation.
- Encourage people to reapply if appropriate.
- Refer individuals to support agencies if needed.
- Offer other training options.
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