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Developing Future Applicant Skills 23 Exhibit 3-2 (Continued) Industry Strategies: Developing Future Applicant Skills Strategy Strategy Description Develop Student DOTs, University Transportation Centers (UTCs), and other organizations Curriculum and sometimes work with engineering departments at colleges and universities to Educational Academies develop or tailor courses to address the technical needs of the industry. The recent inclusion of context-sensitive solutions is one such example. At times, contractors give presentations as guest speakers or provide scholarships with an emphasis on the transportation side of engineering. Organizations have also begun to work with elementary, middle, and high schools to develop math and science examples that involve transportation content. Guidebooks and brochures are being provided to teachers to help them develop their own transportation-related science lessons. The previously discussed "TRACPAK" develops these materials in order to raise awareness of the transportation field as a potential career. Since education is closely connected to individuals who influence job decisions (such as teachers or school counselors), transportation organizations need to consider ways to support education including grants for night school, scholarships for degrees in transportation, and certification classes during off-peak times. Adopt Scholarship Scholarship programs provide an opportunity for students to obtain the skills Programs they need to be successful in future transportation jobs. Agencies often partner with universities to provide scholarships to students, sometimes targeting minority students with the goal of increasing the future diversity in the workplace. Some scholarship programs have a contingency of future employment with the sponsoring agency, thereby establishing a contractual arrangement that helps the agency with recruitment of talent. 3.3 Workforce Practices. Thirty workforce practices that were designed to "Develop Future Applicant Skills" within transportation agencies were reviewed, and we identified two workforce practices that were noteworthy within this context: Oregon DOT College Internship Program (CIP) Minnesota DOT Seeds Student Worker Program For these two practices, we conducted a case study. Summaries of the two case studies are presented below. The full case studies can be found on the TRB website at http://trb.org/Main/Blurbs/164747.aspx as part of Volume II: Supplemental Materials. The full case study descriptions detail each practice's background, implementation, maintenance, evaluation, and transferability.

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24 Strategies to Attract and Retain a Capable Transportation Workforce Oregon DOT College Internship Program (CIP). Oregon Department of Transportation's (ODOT) Oregon DOT College Internship Program College Internship Program is one of the largest in Oregon. ODOT's internship program was initially Job Type: Engineers designed to introduce interested engineering ROI: Short- to mid-term students to the agency and enable them to get Generation: Younger hands-on experience on actual projects, which Key Program Highlights: would help the interns determine what aspects of engineering they like most and want to pursue. o Interns are mostly college students ODOT's strategy in building the agency and its o 65 to 70 Internships per year recruitment base is to pursue a diverse set of o Provides students hands-on experience perspectives and skill sets, and to help interns on real-world projects while also recognize aspects of the job that are important establishing relationships between beyond just pay. ODOT invested in marketing the student and organization that could program and advertised the opportunity as one result in potential employment where interns could work on large projects with smart and creative people. The initial step in implementing the internship program is the collection of internship projects and positions from various managers around the state within the highway division. These managers complete a summary of the project and intended outcomes, and identify measurable activities and goals. Available internships and locations are posted on-line, and then the ODOT Human Resource (HR) personnel and interested managers and specialists perform a nationwide, in-person recruiting effort at colleges and work fairs in the West, South, and Midwest. ODOT has between 65 and 70 internship opportunities each summer, with over 200 highly qualified engineering students applying each year. The initial requirements to intern include maintaining a Grade Point Average (GPA) of over 3.5, presenting references from two professors, and providing answers to essay questions on their reasons for interning and what they expect to gain from their internship. ODOT HR implements an interview process with those applicants that qualify after the first hurdle. Based on these conversations and submitted records, HR works with the managers to understand what type of candidate and qualifications they are seeking. HR then chooses four to five candidates and presents these candidates to the managers. This program has now expanded to include not only recruiting interested engineers, but also recruiting potential candidates with backgrounds in Information Systems and heavy equipment operators and mechanics. ODOT is now also doing some recruiting for Right-of-Way (ROW) and geotechnical positions and is continuing to expand its internship program to cover other areas, such as accounting and finance. ODOT sees student interns as their greatest marketing tool, especially when these students return to their schools and courses and converse with other students about the agency. ODOT further supports the program with an off-site orientation and mid-summer engineering conference for networking and the sharing of projects and lessons learned. The program also feeds ODOT's Graduate Engineer program, a rotation program available to both internal staff and recent graduates. In addition to paying the salaries of 1.5 full-time employees, ODOT spends money each year to sustain the internship program's success. The agency budgets around $150,000 to $200,000 per year for the program's marketing and national outreach efforts. The agency also hosts a couple of "engineering days," which cost about $20,000 to $30,000 per day, at the beginning of the summer as an orientation and kick- off and at the end to share projects and lessons learned. This includes the costs associated with renting a center to host the event in a special, off-site location.

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Developing Future Applicant Skills 25 The internship program provides students with the opportunity to obtain valuable hands-on experience and training as they work with other employees on large, real-world projects. ODOT finds the biggest benefit of this program to occur when students return to their colleges and share their positive experiences with other students. Through word-of-mouth and communication about the program, ODOT has been able to successfully brand itself as one of the leading places to work.

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26 Strategies to Attract and Retain a Capable Transportation Workforce Minnesota DOT Seeds Student Worker Program. Minnesota Department of Transportation's (Mn/DOT's) program called Seeds is an Minnesota DOT Seeds Student Worker Program approach to growing talent in-state, as an Job Type: Engineers alternative to out-of-state recruiting. The ROI: Short-term program began with the intent to find good students, connect them with on-the-job learning Generation: Younger opportunities, and build them into well-qualified Key Program Highlights: potential job candidates. The program has a o Connects students with on-the-job learning special focus on increasing ethnic, gender, and opportunities economic diversity. o Focuses on increasing ethnic, gender, and economic diversity Mn/DOT has expanded from potential engineers to other employment classes, including the o Accommodates about 50 students per year technicians that constitute 50% of the agency's workforce. Mn/DOT has tried to make sure that Seeds students and the program are present in every part of the department as the agency has found that to be the best way to get the word out about the program. Mn/DOT has also supported program implementation through use of its community liaison program, supervisor training, mentoring support, and an annual workshop for Seeds participants and managers. Mn/DOT has developed Seeds program guidelines and presentations, which can be shared with other DOTs. Mn/DOT has measured success in the number of permanent hires the agency has made out of the Seeds program. The agency also credits a substantial percent of its total diversity to the achievements of the Seeds program. Mn/DOT has devoted 1.5 full-time equivalent (FTE) staff and about $500,000 annually to implementing Seeds, which accommodated 70 students this past year and about 50 students in an average year. The program manager handles the mentoring program and helps with performance reviews for the students. Part of the success of the program is the investment in the students throughout their careers such as the mentoring and shepherding to help the student navigate a DOT career. The Seeds program has a 72% placement rate, which Mn/DOT considers a worthwhile investment. Five disabled candidates have been hired in the past year as an outgrowth of the program. Candidates placed out of the Seeds program also have a higher GPA than other incoming candidates and hiring authorities express a high degree of satisfaction with Seeds candidates and hires. Other Example Practices To serve as an additional resource for agencies interested in "Developing Future Applicant Skills," we have included a list of other practices that transportation agencies have implemented for this purpose. Additional information on each of the following practices can be found in one- to two-page summaries within the supplemental materials. Center for Advanced Cement-Based Cooperative Apprenticeship Program at Materials' "Concrete: What is this stuff?" Metropolitan Transit Authority, New York Program City Transit American Society of Civil Engineers 2009 Arkansas EAST Initiative South East Student Conference Eisenhower Fellowships for Special Groups Build Up! Toolkit Engineering Resource Development Carl Albert Public Internship Program Program CityBuild Academy Engineering the Future: Science, Kokosing Construction Company's CO-Ops Technology, and the Design Process Program Garrett A. Morgan Transportation and Technology Futures Program

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Developing Future Applicant Skills 27 Grants for Research Fellowships Tennessee Information Technology Local Technical Assistance Program Community College Co-Op Program Minority Research Fellowship Programs The Ed and Charlotte Rodgers Scholarship National Asphalt Pavement Association Fund Research and Education Foundation - Transportation and Civil Engineering Scholarship Program Program National Park Transportation Interpreters TransTech Academy's Electro-Mechanical Program Technology Training Program National Park Transportation Scholars University of South Florida Graduate Program Interdisciplinary Transportation Program South Carolina Vocational Rehabilitation University Transportation Centers Department West Point Bridge Design Contest Student Mentor Program The practice summaries include information, such as the lead organization, practice description, practice purpose, targeted participants, return on investment (ROI) timeline, influence of the economy, innovativeness, and resources to find out more information on the individual practices.