PDF Partnering with Maryland for America's Networked Future

[Pages:6]Partnering with Maryland for America's Networked Future

A sustained economic recovery requires a skilled and well-trained workforce. Graduates who have acquired problem-solving and critical-thinking skills, in addition to specific job-related expertise, will be a crucial human resource for the United States in the years ahead.

As organizations become increasingly reliant on knowledge workers and intelligent networks, Cisco? Networking Academy? is helping Maryland prepare for sustainable, high-paying jobs by teaching the skills that employers

need.

A Leader in Education Innovation Cisco Networking Academy is a transformative, public-private education initiative, preparing today's students for 21st century opportunities via curricula that build knowledge and skills in information communications technology (ICT).

Cisco Networking Academy has enrolled more than 3 million students since its inception in 1997.

After successfully completing the coursework, Networking Academy students are prepared to earn ICT certifications that are valued by employers in diverse industries and public-sector organizations. Courses also prepare students to pursue further education or apply these skills in their own businesses.

Each year, Networking Academy delivers 14 courses to more than 810,000 students, in over 9,600 academies worldwide.

Networking Academy partners

Networking Academy is recognized worldwide as a leader in education innovation and e-learning. The curricula include instructor-led course content, online learning and skills assessments, hands-on labs, and innovative simulation technology.

with a broad range of education, government, and nongovernment organizations, offering courses in high schools, community colleges, universities, and non-

Core courses include IT Essentials, Cisco CCNA? Discovery, CCNA

traditional settings.

Exploration, and CCNA Security. Students may then enroll in the more

Cisco is the largest networking

advanced Cisco CCNP? courses.

company in the world, delivering

innovations that transform how

As of October 31, 2009, approximately 155,571 students were enrolled in

people work, live, play, and learn.

2,425 academies in the United States and Canada. Rapid growth over the

past decade has demonstrated the program's versatility in geographic

reach, diversity of students, number and variety of partners, breadth and relevance of curriculum, and ability to

keep pace with technical and pedagogical advances. Course content is consistent, providing students

everywhere with the same knowledge and skill development.

The 21st Century Workforce Strengthening instruction for science, technology, engineering, and mathematics (STEM) is a prerequisite to developing a well-trained, 21st century workforce. The Obama administration has announced an education initiative aimed at increasing STEM literacy and critical thinking, improving the quality of STEM teaching, and expanding STEM education and career opportunities with a focus on under-represented groups like women and minorities.

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Educators have placed considerable emphasis on the science and math components of the STEM curricula. But technology and engineering are equally vital. In particular, ICT investments are expected to play a major role in generating stable, high-paying jobs and boosting the nation's GDP. In addition, a workforce that is well-schooled in ICT and engineering can help spur innovation across many industries, which in turn opens up additional business opportunities to fuel productivity and economic growth.

"Reaffirming and strengthening America's role as the world's engine of scientific discovery and technological innovation is essential to meeting the challenges of this century. That's why I am committed to making the improvement of STEM education over the next decade a national priority." --President Barack Obama, 11/23/09

Networking Academy puts an emphasis on understanding what skills will be required in future job markets. Networking knowledge will be especially important in critical areas such as green technologies, healthcare, smart energy grids, and the push toward universal broadband deployment. Networking Academy utilizes an education infrastructure that ensures curricula will evolve to meet STEM and future learning requirements.

State-of-the-Art Learning Environment The instructional approach at Networking Academy encourages student engagement, enhancing the student's ability to synthesize learning and apply it in other contexts. Four skill areas identified by education researchers as critical for 21st century workers have been integrated into the course content:

? Problem solving and decision making: Students practice and test their knowledge by configuring and troubleshooting networks using hands-on labs and simulation software.

? Creative and critical thinking: Students understand the how and why of networking by combining hands-on learning with conceptual and analytical exercises.

? Collaboration, communication, and negotiation: Students acquire teamwork and career-ready skills as they perform lab exercises and engage in business scenarios.

? Intellectual curiosity and information handling: Coursework helps students develop the ability to find, select, structure, and evaluate information. Real-world case studies give students the opportunity to develop cutting-edge problem-solving techniques.

Spotlight on Community Colleges A unique feature of these institutions is their linkage with business and industry, and hence their integration into economic development. Community colleges are working to align their curricula, certifications, and degrees with new ICT jobs through Networking Academy implementations. In the United States, more than 50% of all community colleges offer Networking Academy courses.

According to researchers, students today are faced with high tuition costs, a weak economy, and increased competition for admission to four-year colleges. They are more likely than at any other point in history to attend community college. As a result, community colleges have experienced a spike in enrollment. In July 2009, the Obama administration proposed a $12 billion plan called the American Graduation Initiative, aimed at supporting community colleges by funding job training and retraining programs.

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As an example of how these institutions are responding to the challenge, Moraine Valley Community College in the Chicago area is leading the Center for System Security and Information Assurance (CSSIA), a consortium of seven academic institutions in five states, dedicated to developing and evaluating cyber-security curricula, and offering training programs to community college and university faculty, secondary school faculty, and students across the region. A Cisco Networking Academy training center was established at Moraine in 1998, and academy courses are an integral part of the curricula. CSSIA has developed nine undergraduate courses, nine graduate courses, and a variety of workshops that can be used as models by other institutions.

The Data Behind the Demand Tables 1 and 2 outline the growth and projected demand for ICT-related careers in the nation overall, and in the state of Maryland.

Table 1. Projection of Select ICT Occupations in the United States1

Occupation

Employment

2006

2016

Employment Change

Number

%

Average Annual Openings

Occupational

Employment as of May 20082

Computer Support Specialists

552,000

624,000

71,000

21.9

24,000

545,520

Computer Systems Analysts

504,000

650,000

146,000

29

Network and Computer Systems Administrators

309,000

393,000

83,000

27

Network Systems and Data Communications Analysts

262,000

402,000

140,000

53.4

Computer and Information Systems Managers

264,000

307,000

43,000

16.4

28,000 15,000 19,000 9,000

489,890 327,850 230,410 276,820

Table 2. Projection of Select ICT Occupations in Maryland3

Occupation

Employment

2006

2016

Employment Change

Number

%

Computer Support Specialists

11,870

13,750

1880

16

Average Annual Openings

555

Occupational Employment as of May 20082

12,230

Computer Systems Analysts

12,465

16,435

3970

31.8

727

12,520

Network and Computer Systems Administrators

9080

12,320

3150

34.7

523

Network Systems and Data Communications Analysts

8990

13,965

4975

55.3

681

Computer and Information Systems Managers

6665

7900

1235

18.5

231

9,640 8,020 6,730

1 Source: U.S. Department of Labor, Bureau of Labor Statistics, emp/emptabapp.htm, based on data available on of Oct 31, 2008 2 Source: U.S. DoL, BLS, May 2008 State Occupational Employment and Wage Estimates, 3 Source: U.S. DoL, BLS, Projections Central, oco/oco20024.htm

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The Impact in Maryland The partnership between Cisco Networking Academy and Maryland has touched the lives of 8,606 students and generated an estimated contribution valued at $5,148,069 to education in the state. Tables 3-4 provide detailed information on the current academies, curricula, and education levels in the state.

Table 3. Cisco Networking Academy in Maryland1

Students

Female students

Distinct cumulative students (having successfully completed at least one course)

Academies

Instructors

Education Level (students/academies at more than one ed level are distributed proportionately)

Students

Academies

Curricula3 (students/academies that take/teach multiple curricula are counted more than once)

Students

Academies

Secondary Schools

69% 76%

Community Colleges

31% 24%

Universities

0% 0%

ITE

CCNA 1, 2

CCNA 3, 4

41% 60%

63% 82%

18% 52%

Contribution value5 (estimated cumulative value to academies, including donations and discounts)

3,305 18% 8,606 50 91

Other2

0% 0% Advanced Technologies/ Other4 3% 18%

$5,148,069

1 Source: MRE FULL Package of Quarterly Metrics_10.31.09_v1.xls 2 Includes community-based organizations, middle schools, military, nontraditional educational settings, and post-graduate institutions 3 Source: MRE reports 4075_MASTER P51_v2_with Country Totals.xlsx 4 Includes CCNA Security, CCNP, Security, Wireless, IP Telephony, Java, UNIX and Panduit Network Infrastructure Essentials (PNIE) 5 Source: MRE report MASTER IN-KIND CONTRIBUTION for USCAN as of 10.31.09_v1.xlsx

Table 4. Active Academies in Maryland6

Active academies are defined as those that have taught a class with at least 3 distinct student assessments, or adopted a new curriculum, within the last 12 months.

Number of Districts 8

With Networking Academies 8

Without Networking Academies 0

% Penetration 100%

Congressional District 1

*Anne Arundel Community College (Arnold) Harford Community College (Bel Air) Congressional District 2

311th Theater Signal Command (Fort Meade) *BCPS District Office CNA (Lutherville Timonium)

BCPS Dulaney High CNA (Timonium) BCPS Eastern Technical CNA (Essex) BCPS Sollers Point Tech CNA (Baltimore) HCPS Joppatowne High CNA (Joppa) Congressional District 3

Baltimore Polytechnic Institute (Baltimore)

BCPS New Town High SCA (Owings Mills)

BCPS Parkville High SCA (Baltimore)

Center of Applied Technology North (Annapolis)

Digital Harbor HS (Baltimore)

North Western High School (Baltimore)

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Congressional District 4

Bishop McNamara High School (Forestville)

Crossland High School (Temple Hills)

Dr. Henry A. Wise, Jr. High School (Upper Marlboro)

Forestville Military Academy (Forestville)

*Prince George's Community College (Largo)

Suitland high School (Forestville)

Congressional District 5

Center of Applied Technology South (Edgewater)

College of Southern Maryland (La Plata)

Infinte Training Academy (Waldorf)

Laurel High School (Laurel)

North Point High School For Science, Technology (Waldorf)

St. Mary's County Technical Center (Leonardtown)

Congressional District 6

Allegany County CCTE (Cresaptown)

Carroll County Career and Technology (Westminster)

Damascus High School (Damascus)

Frederick County Career and Technology Center (Frederick)

Garrett College (Mc Henry)

Hagerstown Community College (Hagerstown)

Washington County Technical High School (Hagerstown)

Congressional District 7

BCPS Milford Mill Academy CNA (Baltimore)

BCPS Western Tech CNA (Baltimore)

Carver Vocational-Technical High (Baltimore)

Community College of Baltimore County At Catonsville (Baltimore)

Edmondson West Side HS (Baltimore)

*Howard Community College (Columbia)

Mergenthaler Voca-Tech (Baltimore)

Technology Magnet Program (Ellicott City)

Congressional District 8

MCPS - BCC (Bethesda)

MCPS Gaithersburg High SCA (Gaithersburg)

Montgomery Blair High School (Silver Spring)

Montgomery College (Rockville)

*Montgomery County Public Schools (Rockville)

Northwest HS (GermanTown)

Quince Orchard High School (North Potomac)

Springbrook High School (Silver Spring)

Thomas S. Wootton High School (Rockville)

* Indicates Cisco Networking Academy Training Center 6 Source: MRE/Academy Connection, Congressional_Report_VLOOKUP_December_08_2009_Final_ch1.xlsx

Student and Community Impact Ashley Covington learned about Cisco Networking Academy courses at Edmonton-Westside High School, within Baltimore City Public Schools (BCPS). She had transferred from Polytechnic Institute, and signed up for a series of ICT courses at Edmonton-Westside.

"It's cool that computers run everything now. Today, no matter what you want to do with your life, you need to have some type of computer skills. I think that's exciting."

Ashley explored hardware and software classes in the electronics/computer repair vocational program, which included Cisco CCNA courses. She quickly learned that she preferred the hands-on nature of computer hardware repair.

"The Cisco CCNA textbook covers different topologies, and students learn how to work with different cables. Labs include making CAT-5 and coaxial cables to better understand how they work, as well as making router configurations, setting up racks and servers, and connecting everything to the internet."

Ashley soon obtained a part-time job in the BCPS network security department at the school district headquarters. Her Networking Academy courses had been right on target, helping her to be successful at work right from the beginning.

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As part of the network security group, she assists in diagnosing network and connection problems. She looks at scripts and works with various command prompts, so her attention to detail pays off. She also helps set up "virtualized" server networks, to conserve space and energy.

Career Development Each year, a Black Engineers career networking event is held at the nearby convention center, attended by top state and national companies like NASCAR, Northrup Grumman, Raydon, the military, toy companies, and many others. Ashley and her fellow students find this event very inspiring ? a rare opportunity to see behind the scenes and learn how many varied fields utilize ICT and networking.

Advice for potential students:

"Do a lot of research, no matter what particular technology you think you like best at first. Push yourself to discover what is out there. Motivate yourself to pursue this thoroughly, despite the challenges, because it's worth it. If you want to attend a particular college, or achieve a certain lifestyle, you'll want to make the effort in order to have those options."

Ashley now attends the University of Maryland at Baltimore County (UMBC), an honors university, where she is majoring in both information systems/networking and business management. She continues to work part-time for BCPS.

Learn More For additional information, impact stories, and Cisco Networking Academy contacts in your area, visit our website: go/netacad/us-can

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