Tech Prep Guidance for Counselors CP-201
School counselors play a critical role in preparing students for careers. This session will examine ways to build the collaboration necessary to provide strong academic foundations and clearly focused career pathways. Counselors will learn how to facilitate career exploration, apprenticeships, worksite learning, articulation agreements, dual course credit and the development of Tech Prep curriculum plans, and career clusters. [AD GC]
Leno Pedrotti

Adapting Courses to Accommodate Student Career Interests, Part 1 CP-202
Students learn more enthusiastically and retain concepts better when they can connect their academic preparation with the real world. When students' career interests are integrated into the curriculum, instructional content has greater relevance and validity. This introductory workshop focuses on the components necessary for adapting courses to meet the individual career preferences of students. Each component is explained and applied to the current practices in the participants' classrooms. Goals are developed to adapt current practices.
[SD]
Mary Witte

Adapting Courses to Accommodate Student Career Interests, Part 2 CP-203
This workshop will focus on developing objectives for the goals set during Part 1. Attendees will have opportunities to participate in guided practice as they develop strategies for adapting their current classroom practices to accommodate their students' career interests.
[SD]
Mary Witte

Job Search: What Really Matters in the Workplace CP-205; 405
How can you help students be prepared for a successful job search? What is really important to employers? Join a former director of human resources for practical tips and techniques, along with a packet of materials to use immediately in the classroom. Topics covered will include cover letters, resumés, electronic scanning criteria, telephone use, the voice mail maze, networking, grooming/attire, different types of interviews, interviewing skills, scam-alert, and legal limitations. [GC PS SD TP]
Nancy Moore

Dr. David Bond worked in higher education administration for 15 years prior to joining CORD. He has degrees in engineering and education. He is the director of the National Tech Prep Network and project director for the evaluation program known as the Tech Prep/School-to-Work Index and Improvement Program developed jointly by CORD and The Gallup Organization.

John Chamberlain, a senior associate at CORD, is a simulation designer for CORD's Math at Work CD-ROM series and served as a staff author for the development of CORD Applied Mathematics. He also served as a contributor to the Principles of Technology physics curriculum. John conducts teacher training workshops on CORD Applied Mathematics and holds B.S. and M.S. degrees in physics.

Jim Cockerill, a research associate at CORD, is project director and biology content editor for the Applications in Biology/Chemistry curriculum. Formerly, Jim was a biology instructor at St. Edward's University and a staff writer for ATAP Bioconsultants in Tennessee. He holds B.S. and M.S. degrees and is a doctoral candidate at the University of Texas.

Kippy Cooper is a research associate at CORD currently working toward a master of science in education degree. While at CORD she has worked with the National Tech Prep Demonstration Model Site project, skill standards, postsecondary activities, and several worksite learning projects and workshops. She is project coordinator for the Tech Prep/School-to-Work Index and Improvement Program.

Dr. Michael Crawford is a senior research associate in curriculum materials development at CORD, specifically in the area of secondary mathematics. He served as mathematics specialist for CORD Algebra 1 and is coordinating the CORD Geometry development project. A former physics professor at the U.S. Air Force Academy, Dr. Crawford has served in various positions with the Air Force, including chief scientist of a space technology directorate at the United States Air Force's Phillips Lab, special assistant for research and technology for the assistant to the secretary of defense, and program manager at the Defense Nuclear Agency.

Dr. Walt Edling is a vice president and chief educational specialist at CORD, where he is responsible for secondary and postsecondary educational program development and is currently directing the Integrated System for Workforce Education Curricula project. Dr. Edling is a noted speaker on educational reform. He holds degrees in engineering science and formerly was dean of instruction and an academic vice president at Lorain County Community College in Ohio.

Pam Fails has taught secondary mathematics for 15 years. She began training teachers in the use of contextual learning strategies for mathematics in 1993 in coordination with Texas A&M University and in conjunction with the Southern Regional Education Board. Her training experience includes sites across the state of Texas and numerous conferences at the state and national levels. She is a research associate/master teacher trainer at CORD.

Dr. Randy Ford is director of the Center for Learning Abilities and an instructor in the School of Education at Baylor University. Dr. Ford has 22 years' experience in public education and has served as a teacher development consultant for a public school district, developing and delivering staff development for teachers. Dr. Ford holds degrees in general education, special education, and educational psychology, and has presented papers and staff development on various topics related to curriculum and effective teaching.

Daniel M. Hull has served as president and chief executive officer of CORD since 1979. He is the founder of the National Tech Prep Network and author of several books on Tech Prep and contextual learning. Dan brings a unique background to the field of workforce education because of his extensive career as a registered professional engineer and his experience in curriculum and instructional materials development. His work with laser/optics in the defense, aerospace, and energy fields has been followed by over 20 years of designing, developing, and conducting technical training programs in schools, industry, and government labs. Dan holds B.S. and M.S. degrees in engineering and has pursued additional graduate studies at John Hopkins University.

Darrell M. Hull is director of CORD's Virtual Teaching Center. He also serves as the project director for photonics programs and heads up projects in new and emerging technologies and postsecondary curricula. Mr. Hull received his associate degree in laser/electro-optics. He also holds B.S. and M.B.A degrees and was formerly vice president for technical development at Engineering Technology Institute, designing continuing professional education programs for optical physicists and engineers.

James R. Johnson directs CORD's postsecondary and adult education department. He was project director of the Technology Reinvestment Project (TRP) for the National Institute of Standards and Technology and the recently completed National Voluntary Hazardous Materials Management Technology Skills Standard. A team of professionals under Jim's direction is working on a Manufacturing Workforce Collaborative Project for the Lucent Technologies Foundation along with community college members of the National Coalition of Advanced Technology Centers (NCATC) and Lehigh University. Prior to joining CORD, Jim was vice president for training and consulting at Rockwell Laser Industries in addition to serving 16 years as a technical college instructor and program manager.

Dr. Ruth Loring is a senior research associate at CORD and is team leader for the Integrated System for Workforce Education Curricula project, which connects school to the workplace. Dr. Loring holds Ph.D. and M.Ed. degrees in reading and a B.A. degree in elementary education. Her 25 years of experience as an educator have focused on teaching thinking through teaching, supervising, consulting, writing, conducting research, and developing programs.

Martheil Mauthe-Clanton is a CORD research associate responsible for developing a national demonstration model for work-based learning using interactive compressed video technology. She is working with secondary school teachers and administrators and industry representatives in the use of videoconferencing and other multimedia technologies to provide students workplace relevance for academic concepts. Prior to joining CORD, Martheil served as a research analyst on state fiscal policy related to public K-12 and higher education for the Texas comptroller of public accounts.

Nancy M. Moore is a research associate with CORD. She was formerly the manager of Training and Conference Services for CORD Communications, a division of CORD. She has conducted train-the-trainer workshops and other presentations throughout the United States. Nancy holds degrees in psychology and personnel administration/training. A former director of human resources for several institutions, she has held other administrative positions in industry, education, the nonprofit sector, and in both state and federal government.

Sara Mynarcik is a learning technology associate at CORD Communications and a technology instructor at McLennan Community College. Formerly, she was a secondary public school teacher and a district level technology coordinator. She holds B.S. and M.Ed. degrees from Baylor University and Texas A&M University respectively. She has 12 years' experience in education, and has obtained numerous honors and appointments related to her expertise in technology, curriculum, and staff development.

Tom Pearson is a research associate with CORD. He is working on the Manufacturing Workforce Collaborative, a project underwritten by the Lucent Technologies Foundation that is exploring the design, development, and delivery of an innovative curriculum through a virtual educational network. The project's goal is to help community colleges prepare production associates for the new manufacturing workplace. Prior to his work at CORD, Tom headed several volunteer service organizations and managed a number of retail businesses.

Dr. Leno Pedrotti is chief scientist emeritus for CORD. He served as project director for Principles of Technology and CORD Applied Mathematics and has directed research and curriculum development projects in laser/electro-optics. He is a well-known lecturer on Tech Prep and School-to-Work initiatives and was formerly a professor and chairman of the physics department at the U.S. Air Force Institute of Technology. He has received numerous awards and honors as a consequence of his accomplishments in educational reform.

Dr. John F. Reiher manages external teacher training for CORD Communications. He is responsible for master teacher education at the Roney Teaching Center and presides over master teacher training workshops across the country. Dr. Reiher has over three decades of experience in education including serving as coordinator of science and mathematics for the New Castle, Delaware, Vocational Technical School District; as state supervisor of Delaware science/environmental education; and as a master teacher of CORD's applied academics.

Charles Rouse is the principal of Leander High School in Leander, Texas. He has more than 35 years experience in education and has led the development of a comprehensive career development system that focuses on providing relevancy to education. He was instrumental in Leander being designated a national model Tech Prep site and has written numerous articles and presented conference sessions on Tech-Prep/School-to-Work initiatives.

Elizabeth Schmeltekopf is a network development associate for CORD's Virtual Teaching Center. Involved with the center since its inception, Elizabeth is responsible for developing a network of videoconferencing sites to unite technology efforts of educators around the globe. She is pursuing her master's degree in educational psychology.

Dr. John C. Souders, Jr. is vice president of curriculum materials development at CORD. His responsibilities include working closely with educators from across the country to identify curricular areas where contextual and cooperative learning can enhance student performance. Dr. Souders designs courses and units of study in the areas of science and mathematics at both the secondary and postsecondary levels. He also instructs master teachers in the use of CORD applied academics materials. A professor at the U.S. Air Force Academy for over 11 years, Dr. Souders received his doctor of philosophy degree in nuclear engineering.

Alecia Ward is a program development specialist for CORD's Virtual Teaching Center. She has 11 years' experience in public education, including administration and classroom teaching. A former Tech Prep curriculum specialist, Alecia holds a master's degree in curriculum and instruction and is pursuing a doctoral degree in educational psychology.

Dr. Mary Witte is a research associate on the Integrated System for Workforce Education Curricula (ISWEC) project team at CORD. She holds a doctorate in curriculum and instruction and a master's degree in educational administration from Baylor University. Dr. Witte has 11 years of experience as a classroom teacher and nine years in professional development for teachers in interdisciplinary curriculum, project-based learning, and individualized instruction in both elementary and secondary settings. Before joining the ISWEC team, she conducted research on teacher changes in adapting classrooms for individual differences.

Please note: Additional presenters will be added to the faculty roster throughout the year.