|
|
FAQ (Frequently Asked Questions)
| Categories |
|
· Business Partner Perspective
· Education Perspective
Business Partner Perspective
| Answer |
| · This program has worked in GA, but is it universal in appeal and do you think it would work in other states?
To help answer that question, NRECA’s Cooperative Research Network contracted with the National Association of Partners in Education (NAPE) to study the Georgia Program, determine if the program was replicable and if so, recommend a methodology for rolling out a national pilot. NAPE found the program to be an excellent model of business / education partnership that produced significant and well-documented benefits to all participants – the students, schools, communities and businesses. They developed a pilot project plan that is starting to take shape
[ Back to Top ]
|
| · Who will be paying for this program?
In Georgia, funds came from several sources – business/school partnerships, civic groups, fundraisers, school budgets, and grants. Initially participants in the pilot project will use a similar funding strategy with participating Co-op and G&T financial support. Ongoing efforts seek funding from state, federal, and private agencies.
[ Back to Top ]
|
| · What is the cost per site?
Implementation costs vary depending on the availability of existing facilities and cost sharing. Some schools in Georgia had shop facilities, computer labs, and a network of local businesses. Others had to purchase basic hand tools, some saw horses, and rent a trailer to transport their vehicle to competition. The cost for pilot sites should average about $10,000 per school. This includes the cost of two teachers per school to attend training in Georgia, a teaching vehicle kit from EV Master, basic tools, reference materials, and supplies.
[ Back to Top ]
|
| · Who administers the program?
Karen Sawyer, Senior Program Manager for CRN will manage the pilot program. Alan Shedd of Jackson EMC, who helped develop the Georgia Program, will provide program support and technical assistance. Jane Marden, Director, Community and Economic Development for NRECA will work to identify national networking partners and funding opportunities. As the pilot expands and more groups get involved, program management will shift to an advisory board and program manager.
[ Back to Top ]
|
| · How long does the entire program last?
In Georgia, the program has been going strong since 1997. Each year, more schools get involved and more students share in one of the most dynamic business / education partnerships. While the pilot program will continue for a full school year, we hope that each pilot site will experience the same enthusiastic reception and become not only self-sustaining but expand to other areas.
[ Back to Top ]
|
| · How many people at the co-op are involved?
Alan Shedd handles most of the project at Jackson EMC. He is also heavily involved in running the statewide program. However the project has touched employees and customers alike. Public relations takes advantage of the EV program for parades, school visits, and annual meeting. Marketing exhibits student EVs at business expos and talks with new prospects about the strength of the educational system and skilled workforce. Our CEO raced the competition at a fundraiser. Linemen take turns driving at the employee picnic. It has become part of our corporate identity – featured in ads and our annual report.
[ Back to Top ]
Education Perspective
| Answer |
| · How does the program benefit students?
The program addresses many disciplines of standard school curricula. Hands-on activities from simple labs to constructing and testing a drivable electric vehicle challenge and motivate students. Students must bring skills and information from many areas to bear in problem solving. Competitions test student knowledge and skill while fostering teamwork. Business aspects of program management and fund raising as well as close interaction with business partners and mentors provide valuable life skills. Testing conducted by the University of Georgia showed a statistically significant improvement in program participant test scores.
[ Back to Top ]
|
| · What can teachers gain from it?
Just as the program challenges students to master new material and concepts, teachers face the same learning curve. While teacher training workshops, curriculum, and activities help guide the process, teachers leave wrote lesson plans behind and experience the fun of teaching again while helping students excel.
[ Back to Top ]
|
| · What kind of support is available?
While students and teachers blaze new trails, they are not without a compass. Based on four years of experience and refinement of the Georgia Program the curriculum uses resources from standard classroom texts, how-to books, and Internet resources through a variety of media. Before teachers begin working with their students, they attend training workshops to gain the hands-on experience and learn about the subject matter, the curriculum, and other information resources. Teachers in the workshops work together, learn from each other, and help each other. The teacher network and ongoing technical support and training keep teachers current.
[ Back to Top ]
|
| · What resources would be needed to implement it?
Every educational program is competing with scores of others for funds, space and personnel. The EV Education Program is demanding and rewarding. Schools have implemented the program in a variety of ways – as a team-taught course between science and technology Ed or vocational classes, as a stand-alone course, or as a unit of an existing course. Hands-on activities can be integrated as labs into the course or handed as an extra-curricular club activity. As part of the pilot program we will meet with school administration, curriculum directors, and teachers and help find the solution that works best for the school.
Most schools find the team teaching approach to be most effective building on the strengths of both specialties. Teachers will need to participate in program planning activities and attend a three-day teacher-training workshop this summer in Georgia. In addition to actual contact hours for the course, additional time will be required for planning, after school and extra-curricular activities such as field trips and competitions.
If schools elect to construct the Electric Modular Teaching Vehicle (EM-TV), rather than tackle a vehicle conversion project the requirement for special facilities, tools, materials, and cost is significantly reduced. The EM-TV can be constructed from a kit with basic hand tools on a table in a standard classroom.
[ Back to Top ]
|
| · Who needs to be involved?
The program is most effective when it receives the full support and involvement from the top down including the principal, parents, and central office. The curriculum director or supervisor, the vocational director, the principal, and ultimately, the superintendent and the Board of Education should be included in planning and be kept informed of progress. Strong support from local business groups, parents, and the media helps make the program sustainable. We will work with pilot sites to help identify key players and get them on board early.
[ Back to Top ]
|
| · How much time does it require?
Program planning with pilot site participants for the Fall 2002 school year will begin in the spring of 2002. Two days of on-site meetings with follow-up conference calls and email support are planned. Teacher training will be held in conjunction with the Georgia Program Teacher Training Workshop in July 2002. This will reduce program costs and provide a great networking opportunity for teachers. We envision schools implementing the program in the fall. However, some sites may have to delay till winter semester. Schools have used both single-semester and full-year formats. We hope that pilot schools will plan to participate in the Georgia EV rallies held in late fall and spring each year. Beyond participation in the program during the first year, we hope that the program will become a standard offering. To aid in program assessment and refinement we will ask teachers and other program participants to complete surveys and provide feedback. Frequently teachers become program ambassadors, talking about the program and its successes at teacher conferences, workshops, and seminars.
[ Back to Top ] |
|
|
|
|
|
| |
