Convergence Technology Center (CTC) Efforts

MPICT is not the only Center funded by the National Science Foundation (NSF) Advanced Technological Education (ATE) program to improve ICT education. Other relevant and related centers include the ICT Center and BATEC in Massachusetts, CREATE in California, CTC and GeoTech in Texas, CSEC in Oklahoma, CyberWatch in the DC area, CSSIA in Illinois, and NWCET in Washington State. ICT educators would benefit from visits to any of these centers’ websites.

The Convergence Technology Center (CTC), for example has been operating in Texas for more than 5 years under P.I. Dr. Ann Beheler.

ICT is an umbrella term, widely used outside the U.S., to encompass all rapidly emerging, evolving and converging computer, software, networking, telecommunications, Internet, programming and information systems technologies.

Historically, many of these fields developed separately: in different companies, departments and R&D groups; and at different times. With rapid improvements in computer processing power, networking technology advances, programming interface improvements, widespread adoption of Internet Protocols, integration into organizational strategic operations, and improved workforce and user competencies, however, these fields are rapidly converging.

Equipment is converging into ever fewer devices. Previously separate networks are converging. Previously separate organizational departments are converging into single operations.

In the U.S., these trends are often referred to as "convergence." The Convergence Technology Center (CTC) uses the convergence term in its title, but it is focused on ICT. It was established to meet the growing need for skilled specialists in the area of Convergence Technology and Home Technology Integration.

CTC Lab at Collin County Community College in Texas

The CTC pulls together the strengths of regional and national educational institutions and business and industry partners to create of pool of qualified convergence technicians who can design, build, test, secure and troubleshoot communication infrastructure and devices in the convergence technology arena, both for enterprise and home markets.

The CTC is profiled in a recent article in Converge magazine.

Launched in 2004, the CTC has four primary goals:

1. Program Improvement:

   • Developing convergence technology and interoperability curriculum to meet workforce needs;

2. Professional Development for Educators:

   • Equip faculty to teach convergence technology;

3. Recruit and Attract underserved populations into the field;

4. Capacity Building:

   • Function as a Regional Distribution Center.

A recent NSF grant renewal expands the CTC’s efforts to include integration of Green IT concepts, principles and practices into ICT related programs and classes. The CTC hosted a November Green IT Summit in Texas. Green IT strategies include ICT to replace travel, virtualization, intelligent power management, cloud computing, and smart operating practices, system design, cooling systems and storage strategies.

The CTC offers a summer “Working Connections” event, much like MPICT’s summer Faculty Development Week, to help faculty develop new knowledge and skills and learn to teach new material.

It also provides mentoring services for ICT-related programs. Five California community colleges, including MPICT partners Ohlone College and City College of San Francisco, have benefitted from being mentored by the CTC.

CTC’s Ann Blackman, Program Manager (left) and Helen Sullivan, Director (right) with Unidentified Mentee
 

December 14-16, the CTC held a two-day conference addressing recruitment and retention of Hispanic students. Educators, counselors, school district representative, and campus recruiters were facilitated by Dr. Costanza Eggers-Pierola in discussions about challenges and successes at their respective colleges.

Attendees discussed tactics to improve recruitment, persistence and graduation of Hispanic students. They identified the main barrier to access as exposure. Hispanic students are not reached with messaging about opportunities in ICT. Interestingly, the main barrier to success is students’ parents. The parent/ elder population needs to learn about opportunities for employment, enrichment and community benefit in order to support their children’s ICT studies.

Dr. Eggers shared 5 aspects of her framework: cultural connections, community connection, collective learning, usable knowledge, and cultural bridges. All 5 of these elements need to be addressed in successful Hispanic recruitment and retention efforts. Additionally, successful programs need to consider ways to reach and engage the student learner, the family and student peers, not just instructors.

MPICT Co-PI Jen Giang (center) attended. Expect good work to come out of this effort in the future.

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