Page 11 - College Planning & Management, January 2018

ability to replace their skilled trades personnel. Fewer and fewer 19-
to 25-year-olds are entering the trades—down from 18 percent in 2006—and even fewer perceive this path as a viable alternative to achieving their long-term financial goals. Yet, that is far from the truth.
One of the keys to solving this per- ception problem and associated skills gap is to establish and offer appren- ticeship programs. Certainly, both recent U.S. presidents (first Obama, now Trump) have allocated funds for federal apprenticeship programs. In addition, numerous colleges and uni- versities facilities departments have doubled down on the creation of apprenticeship programs to address the looming trades positions gap. Employees gain invaluable on-the- job training and technical education while earning a solid wage. Employers address critical workforce short-
ages head-on while achieving better recruitment targets and the potential for improved retention rates as a result of caring enough to make this offering available in the first place.
Frankly, this is succession plan- ning and management at its best—a proactive approach to a very real and impending problem. Take a closer look at your own needs and the opportunity you might also gain from establishing a viable appren- ticeship program. For more informa- tion, visit the University of Arizona and the University of Virginia for two great examples of viable apprentice- ship programs in place today.
TOPIC: Auxiliary Services TREND: Toward Preparing for Outside Speakers
PREDICTED BY: Judith Stepan- Norris, vice provost for Academic Planning, University of California, Irvine
Campus invitations to out-
side speakers are commonplace. While some speakers simply aim
to provide alternative points of view, others may seek to pro-
voke students and others. Hence, administrators who are concerned about disruption and/or violence engage in preventive safety mea- sures and sometimes ultimately cancel events, even after costly preventive measures are in place. Public universities in particular have a mandate to uphold the First Amendment, so being prepared for these events is important.
Administrators are paying great attention to planning for hosting outside speakers, and will be for the foreseeable future. Here are some specific points they’re taking into consideration.
1. Clearly define areas that are con- sidered public or limited public forums and ensure that affiliate and non-affiliate organizations and speakers understand the time, place, and manner require- ments of the university.
2. Designate appropriate space
for protests and counter- protests at these events.
Allow and/or encourage other campus organizations to host simultaneous counter speeches/ events.
3. Educate students about the fol- lowing four items. What consti- tutes free speech, which might
include hosting lecturers and workshops for pro-active en- gagement/education and “Great Debates” to model effective interactions. Behaviors enacted in response to objectionable speech that are allowable and not allowable under campus policies. Behaviors enacted
in response to objectionable speech that are allowable and not allowable under applicable laws. How to report incidents that constitute threats of vio- lence, physical harm, or harass- ment to the appropriate campus authority (i.e. Campus Police Department, dean of Students, Office of Equal Opportunity).
4. Develop strong relationships with student groups and community members in order to educate and advise them on effective strate- gies to deal with provocative speakers.
5. Work collaboratively with law enforcement to develop a plan of action that ensures campus safety while balancing university engagement with students, pro- testers, and speakers. The “con- structive engagement” model uses teams of faculty and staff to engage protestors and calm the atmosphere before sending in police.
6. Train campus police personnel on best practices for campus enforcement. CPM
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