Director of Operations and Maintenance, East Bay Municipal Utility - - PowerPoint PPT Presentation

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Director of Operations and Maintenance, East Bay Municipal Utility - - PowerPoint PPT Presentation

Nov 18, 2022 256 likes •1.52k views

Welcome Mike Wallis, Director of Operations and Maintenance, East Bay Municipal Utility District Candidate Development Ingrid Bella, BAYWORK Chair A REGIONAL PARTNERSHIP Our Signatory Agencies and Mission-Critical Job Categories

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Welcome Mike Wallis, Director of Operations and Maintenance, East Bay Municipal Utility District

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Candidate Development Ingrid Bella, BAYWORK Chair

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A REGIONAL PARTNERSHIP

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Our Signatory Agencies

and

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Mission-Critical Job Categories

Machinist/Mechanic Wastewater Treatment Operator Engineer Electronic Maintenance Technician/Instrument Technician Electrician Water Treatment Operator Wastewater Collections Operator Water Distribution Operator

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Workforce Reliability Roadmap

  • Develop qualified candidates for mission-

critical jobs

  • Provide staff with the information needed to

do quality work

  • Modify work to optimize use of staff

available

  • Maximize cost-effectiveness of investments

through collaboration

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Collaboration with Education

  • Career Fairs
  • Classroom Presentations
  • Facility tours for students
  • Internship Guidebook

New Projects FY 2015-16

  • Contextualized Learning Projects
  • Workshop on Wheels for

Educators

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Collaboration with Education

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Summit 2016 Feedback Form

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Internship Guide Workshop Steve Currie, BAYWORK Candidate Development Co-Chair

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Internship Workshop

  • The Internship Guidebook: A

Free Resource to Industry

  • Building Better Internships

through Collaboration

  • Internships: What’s Next?
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Internship Guidebook

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Contextualized Learning Workshop Renée Willette, BAYWORK Candidate Development Co-Chair

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Contextualized Learning Workshop

  • The Process
  • The Products
  • Contextualized Learning: What’s

next?

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Contextualized Learning Workshop

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“The Perfect Storm” EBMUD Pilot Project

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“The Perfect Storm” EBMUD Pilot Project Subject Matter Expert – Grant Gilley, EBMUD

  • Who I am
  • Why I wanted to participate
  • Products
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“The Perfect Storm” EBMUD Pilot Project Storyboard

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“The Perfect Storm” EBMUD Pilot Project Script

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“The Perfect Storm” EBMUD Pilot Project Location Scouting

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“The Perfect Storm” EBMUD Pilot Project Video

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Candidate Development Videos

Boris Noss, Instrument Tech, EBMUD

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“The Perfect Storm” EBMUD Pilot Project Instructional Designer - Tue Rust, Los Medanos College

  • Who I am
  • Why I wanted to participate
  • Products
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Curriculum Deliverables Warm-up & exit ticket

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Curriculum Deliverables Coversheet for teachers

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Curriculum Deliverables Math problem worksheet

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Curriculum Deliverables Answer sheet for teachers

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“The Perfect Storm” EBMUD Pilot Project

Panel Discussion

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Contextualized Learning Project The Evolution of the Contextualized Learning Project: A Work in Progress

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Mission-Critical Job Categories

Machinist/Mechanic Wastewater Treatment Operator Engineer Electronic Maintenance Technician/Instrument Technician Electrician Water Treatment Operator Wastewater Collections Operator Water Distribution Operator

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Contextualized Learning Project All of these mission-critical jobs require vocational training Many students graduate from high school without the skills needed to be successful in vocational training

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Contextualized Learning Project

“Only 37% of American 12th-graders were academically prepared for college math and reading in 2015, a slight dip from two years earlier, according to tests” by the National Assessment of Educational Progress, also known as the “Nation’s Report Card.”

April 27, 2016 WSJ article

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Contextualized Learning Project

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Contextualized Learning Project We want to motivate students by:

  • Creating videos showing real people using

math, science, and communication skills to solve real problems

  • Featuring personal stories of skilled trades

workers (in multiple languages)

  • Providing companion curriculum developed

by instructional designers

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Contextualized Learning Project

Who we are not: Hollywood

  • Not used to writing scripts
  • Not used to memorizing

dialog

  • Not trained actors
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Contextualized Learning Project

Who we are:

  • Water and wastewater staff

who want to help educators teach students the skills they will need to be successful

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Contextualized Learning Project Brainstorming and kick-off meetings

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Contextualized Learning Project Script – the evolution

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Contextualized Learning Project Film and video planning package

  • Celtx
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Contextualized Learning Project Storyboard – the evolution

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Contextualized Learning Project Site visits for location scouting

SFPUC Southeast Wastewater Treatment Plant EBMUD Orinda Water Treatment Plant

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Contextualized Learning Project Call Sheet – the evolution

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Contextualized Learning Project Film and video editing software

  • Premiere Pro - Creative Cloud
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Contextualized Learning Project Hardware:

  • Nikon D-5200 camera
  • Tripod
  • Clip-on mini-microphone

Future:

  • Video camera
  • Boom
  • Second mini-mike
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Contextualized Learning Project

baywork.org

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Contextualized Learning Project Future:

  • Continue to upgrade products we

produce

  • Involve more agencies and staff from
  • ther industries in creating

contextualized learning modules

  • Help teachers learn how to integrate

modules into their lesson plans

  • Put modules online for easy access
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Contextualized Learning Project Our Goal To create a learning community with subject matter experts and educators working together for the next generation

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“The Great Shake” Napa Sanitation District

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“The Great Shake” Napa Sanitation District Subject Matter Expert – Jim Keller, Napa Sanitation District

  • Who I am
  • Why I wanted to participate
  • Products
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“The Great Shake” Napa Sanitation District Script

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“The Great Shake” Napa Sanitation District Storyboard

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“The Great Shake” Napa Sanitation District Call sheet

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“The Great Shake” Napa Sanitation District Video

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“The Great Shake” Napa Sanitary District Candidate Development Videos

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“The Great Shake” Napa Sanitation District Instructional Designer – Levi Fuller, Dublin San Ramon Services District

  • Who I am
  • Why I wanted to participate
  • Products
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Curriculum Deliverables Warm-up for students

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Curriculum Deliverables Coversheet for teachers

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Curriculum Deliverables Equivalents and formulas sheet

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Curriculum Deliverables Worksheet for students

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Curriculum Deliverables Solution sheet for teachers

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Curriculum Deliverables Exit ticket for students

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“The Great Shake” Napa Sanitation District

Panel Discussion

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“Go with the Flow” EBMUD

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“Go with the Flow” EBMUD Subject Matter Expert – Jim Smith, EBMUD

  • Who I am
  • Why I wanted to participate
  • Products
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“Go with the Flow” EBMUD Script

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“Go with the Flow” EBMUD Storyboard

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“Go with the Flow” EBMUD Video

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“Go with the Flow” EBMUD Candidate Development Videos

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“Go with the Flow” EBMUD Instructional Designer – Kathi Roisen, Laney College

  • Who I am
  • Why I wanted to participate
  • Products
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Curriculum Deliverables Warm-up

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Curriculum Deliverables Coversheet for teachers

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Curriculum Deliverables Worksheet for students

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Curriculum Deliverables Solution sheet for teachers

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Curriculum Deliverables Exit ticket

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“Go with the Flow” EBMUD

Panel Discussion

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“Under Pressure” EBMUD

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“Under Pressure” EBMUD Subject Matter Expert – Lyle Hernandez, EBMUD

  • Who I am
  • Why I wanted to participate
  • Products
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“Under Pressure” EBMUD Script

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“Under Pressure” EBMUD Location Scouting

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“Under Pressure” EBMUD Storyboard

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“Under Pressure” EBMUD Call Sheet

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“Under Pressure” EBMUD Draft Video

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“Under Pressure” EBMUD Candidate Development Videos

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“Under Pressure” EBMUD Instructional Designer – Kathi Roisen, Laney College

  • Who I am
  • Why I wanted to participate
  • Products
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Curriculum Deliverables

Warm-up

1) If a tank that measures 120 inches in height is 65% full, how many inches of water does it contain? Express your answer two ways: in inches as well as in feet. 2) The volume of a cylindrical water tank is 3500 cu. ft.

  • a. How many gallons of water can it hold at full

capacity?

  • b. What is the tank’s diameter if the height is

10 ft?

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Curriculum Deliverables

Coversheet for Teachers We need to discuss these topics first:

  • Why water distribution operators must be able

to determine how much water is in their tanks at all times

  • How are water levels read on measuring

devices?

  • Basic concepts like inches of water and

pressure (PSI)

  • Students must be able to calculate percentages
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Curriculum Deliverables

Worksheet for Students – The Math Problem

A water tank has a height of 300 inches and a diameter of 30 feet. A water distribution operator’s computer screen shows that the reservoir (aka “tank”) is 75% full.

  • a. How many inches of water should we measure at the bottom of the

reservoir?

  • b. How many feet of water?
  • c. How many PSI?
  • d. What is the maximum capacity (in gallons of water) of the reservoir?
  • e. If the reservoir is 75% full how many gallons are in it?

f. The level indicator on the side of the reservoir reads 25% full. There is a gauge at the bottom of the tank which reads 5.1 PSI. Is the gauge reading accurately? If not, what should the gauge be reading?

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Curriculum Deliverables

Solution Sheet for Teachers

a. 225 inches b. 18.75 ft. c. 8.12 PSI d. 132,182.4 gallons e. 99,136.8 gallons f.

  • NO. The gauge should read 2.71 PSI
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Curriculum Deliverables Exit Ticket

  • In your own words, describe what you learned today.

Try to use as much precise technical terminology as possible.

  • How difficult did you find this problem?
  • What part of this problem was most difficult for you?
  • If this problem was not particularly difficult for you, why

do you think that is the case?

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“Under Pressure” EBMUD

Panel Discussion

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“The Air & Why We Should Care” SFPUC

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“The Air & Why We Should Care” SFPUC Subject Matter Expert – Susan Tensfeldt, San Francisco Public Utilities Commission

  • Who I am
  • Why I wanted to participate
  • Products
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“The Air & Why We Should Care” SFPUC Script

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“The Air & Why We Should Care” SFPUC Location Scouting

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“The Air & Why We Should Care” SFPUC Storyboard

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“The Air & Why We Should Care” SFPUC (Video in Post-Production)

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“The Air & Why We Should Care” SFPUC Candidate Development videos

Lolita Wilkins

Senior Stationary Engineer

San Francisco Public Utilities Commission

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“The Air & Why We Should Care” SFPUC Instructional Designer – Richard Moore, John O’Connell High School

  • Who I am
  • Why I wanted to participate
  • Products
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Curriculum Deliverables Coversheet for teachers

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Curriculum Deliverables Lab sheet for students

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Curriculum Deliverables Warm-up for students

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Curriculum Deliverables Worksheet for students

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Curriculum Deliverables Solution sheet for teachers

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Curriculum Deliverables Vocabulary sheet for students

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Curriculum Deliverables Exit ticket for students

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“The Air and Why We Should Care” SFPUC

Panel Discussion

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Contextualized Learning Materials Tue Rust, Math Director, Los Medanos College

  • Contextualized Learning

materials and how they can be used by teachers

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Contextualized Learning Materials

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Contextualized Learning Materials

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The Perfect Storm Creation

Contextualized Learning Materials

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The Perfect Storm Creation The Perfect Storm Creation The Perfect Storm Creation

Contextualized Learning Materials

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The Perfect Storm Creation

Contextualized Learning Materials

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Timeline

The Perfect Storm Creation

Leads from Baywork and Educational Institution outline a plan for the project Expand the group and flush out the plan Determine initial industry professionals for a pilot Baywork contacts industry partners Partners agree to allow professionals to work on the pilot

Contextualized Learning Materials

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Timeline

The Perfect Storm Creation

Leads from Baywork and Educational Institution outline a plan for the project Expand the group and flush out the plan Determine initial industry professionals for a pilot Baywork contacts industry partners Partners agree to allow professionals to work on the pilot Industry professionals and teachers outline a thought problem

Contextualized Learning Materials

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Timeline

The Perfect Storm Creation

Leads from Baywork and Educational Institution outline a plan for the project Expand the group and flush out the plan Determine initial industry professionals for a pilot Baywork contacts industry partners Partners agree to allow professionals to work on the pilot Industry professionals and teachers outline a thought problem Teachers create curriculum Industry professionals and Baywork create the video

The Perfect Storm Creation

Contextualized Learning Materials

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Timeline

The Perfect Storm Creation

Leads from Baywork and Educational Institution outline a plan for the project Expand the group and flush out the plan Determine initial industry professionals for a pilot Baywork contacts industry partners Partners agree to allow professionals to work on the pilot Industry professionals and teachers outline a thought problem Teachers create curriculum Industry professionals and Baywork create the video Baywork and teachers finalize the video and curriculum

Contextualized Learning Materials

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Timeline

The Perfect Storm Creation

Leads from Baywork and Educational Institution outline a plan for the project Expand the group and flush out the plan Determine initial industry professionals for a pilot Baywork contacts industry partners Partners agree to allow professionals to work on the pilot Industry professionals and teachers outline a thought problem Teachers create curriculum Industry professionals and Baywork create the video Baywork and teachers finalize the video and curriculum Module is formatted Share Out

The Perfect Storm Creation

Contextualized Learning Materials

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  • Creating Relevant

Contextualized Math Curriculum

  • Next Steps

Agenda

Contextualized Learning Materials

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What are concepts students struggle with, typically in pre-algebra

  • r in algebra?

Next Steps: Concepts

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Next Steps: Who To Involve?

What contributors and stakeholders are needed to create the capacity to fully engage the institution?

Next Steps: Who to Involve?

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Next Steps: Who To Involve?

Who will:

  • Continue working on

the problem?

  • Focus on getting

administrative and funding support?

  • Be the team lead?

Next Steps: Who to Involve?

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Contextualized Learning Project Renée Willette, BAYWORK Candidate Development Co-Chair Help Us Build the Program: Your suggestions for future development, distribution, and utilization of Contextualized Learning curriculum