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Joe T. Wood, special projects coordinator at Hardeman County Schools in Tennessee, sees opportunity amid what he calls the "fourth industrial revolution." He spoke with ACT at the 2023 Workforce Summit about how skills-based hiring addresses changing workforce demands.

As Joe explains, skills-based hiring shifts the focus to employers, offering a more deliberate and transparent approach to assessing essential skills. He also gives insight into the need for a more flexible and responsive approach to career readiness to address the reality that “every kid’s going to have a career.”

Reflecting on obstacles and opportunities, Joe underscores the importance of rethinking traditional models to prepare students for diverse career pathways.

Hear all of Joe’s valuable insights in the video.

What was your motivation for going to college?

My passion for mechanical engineering, which allows me to solve technical problems in the community, is my main motivation. It was this desire that prompted me to return to school to pursue an engineering program.

Why did you select this area of study?

When I was a teenager, I was very excited by the idea of seeing vehicles in motion. One day, I asked my parents what made the vehicle move. They told me it was hard to explain because they didn't know anything about it. As I grew older, I realized that I'd been interested in engineering from a very early age. This intense passion for engineering led me to choose my current field of study in order to solve the community's technical problems.

Who inspired or supported you in your college-going journey?

It was my high school teacher who encouraged me to solve problems, as he was a mechanical engineer. What's more, I've had a passion for mechanical engineering since I was very young, and I've always said I'd be a mechanical engineer.

What is the biggest challenge you have faced as a college student and how are you working to overcome it?

My main challenges are to study English as a second language, finance my tuition and fees, and manage my time between my life as a full-time student and my life as a parent. I continue to learn English every day to improve my comprehension by taking English classes. In addition, I work full time at Worley Corporation as a forklift driver to cover my tuition and other bills as a parent. Finally, I work on weekends so that I can devote my weekdays to my studies.

What advice would you give to a first-generation college student today?

I'm a first-generation student and I'm old. I know it's not easy to study if you don't have a role model of academic success in your family. I'd like to encourage you to be determined and not give up on your dream because your parents didn't go to college. You can do better than your parents if you want to.

What goals have you set for yourself? How do you plan to achieve them?What does this ACT scholarship mean to you? How does it affect your education journey?

Working full time and being a full-time student is a terrible situation. But thanks to this scholarship, I'll be able to pay my tuition fees and reduce my working hours to devote more time to my studies. This scholarship represents a great support and helps me achieve my current and future academic goals.

Anything else you’d like to share?

I plan to continue my graduate studies until I obtain a Ph.D. in mechanical engineering, with a specialization in the energy field. I then hope to obtain a teaching position at an American university. I will also return to the University of Kinshasa in Congo, to teach students and share with them the results of my difficult journey as an immigrant to the United States.

In recent ACT research, high school seniors reported high levels of academic, social, and personal preparation for college, despite wishing they had received more support to better prepare for certain aspects of college. As a counselor to students in grades 9-12, what are your best strategies for helping students understand and enhance their readiness for life after high school?Emotional support is also a critical component of my approach. This involves fostering life skills development, engaging parents and families in the planning process, and maintaining consistent follow-up with students. By addressing their emotional needs and providing a supportive environment, as a team, we empower students to navigate the challenges of transitioning from high school to the next phase of their lives with confidence and resilience.If you're not currently involved in dual enrollment, take steps to get involved. Initiate a conversation with your coordinator, or if there isn't one, reach out to the nearest local community or four-year college. Inquire about potential funding opportunities from workforce development or CTE programs that could help cover costs for students. Additionally, check if teachers with master's degrees in their field can teach dual enrollment courses at your high school in collaboration with the community college.

Note that approval from your central office staff or superintendent is essential for this partnership to commence. Therefore, start by discussing the idea during your team leadership meeting, and then progress up the chain to facilitate the process.

This blog post is part of a two-part series. Read part one here.
Dr. Diana Virgil is a school counselor at Daleville High School in Alabama. She is recognized as an ASCA-Certified School Counselor, National Board-Certified Counselor, National Certified School Counselor, and has held a school counselor certification in Mississippi, Alabama, and Georgia.

In celebration of National School Counseling Week, Feb. 5-9, 2024, School Counselor of the Year Dr. Diana Virgil shared her insights with ACT on supporting first-generation college students and navigating postsecondary pathways through a two-part blog series. Dr. Virgil is a school counselor for 346 students at Daleville High School in Alabama. She also serves as the coordinator for ACT’s American College Application Campaign in Daleville. ACT congratulates Dr. Virgil and celebrates all school counselors for everything they do to help each student discover and fulfill their potential.

Many of your students are trailblazers in their families, aiming to be the first to graduate from high school. How do you approach supporting these students and addressing the unique challenges they may face?

This holds a special place in my heart as I am a first-generation high school graduate from my grandparents' grandchildren. My cousins, siblings, and I broke new ground by being the first to complete high school in our family. Navigating the uncertainties that come with such a milestone can be intimidating, especially when there are no familiar footsteps to follow or a roadmap to guide you.

Drawing from my own experiences, I empathize with my students who face similar challenges. I begin by delving into their backgrounds, aiming to establish a connection and reassure them that achieving graduation is not a case of imposter syndrome – they have rightfully earned this moment. Guiding them to discover the plethora of opportunities available is crucial, as some may harbor doubts about pursuing higher education simply because they are the first in their families to graduate high school. I swiftly take action, showcasing the feasibility of attending college with the availability of scholarships and grants. Additionally, I help them join programs like talent search, facilitate in-depth career explorations, and offer support, including waivers for those eligible to take the ACT. The goal is to empower them with the knowledge and resources needed to confidently pursue their education dreams.

You serve as your school’s coordinator for ACT’s American College Application Campaign, a national effort to increase the number of first-generation college students and students from low-income families pursuing a college degree or other higher education credential. Tell us about a time when, in the course of this work, you really saw how application programs make a difference for students.

I can unequivocally affirm that I have witnessed firsthand the profound effect that application programs can have on students, especially those hailing from first-generation college backgrounds and low-income families. A striking instance comes to mind involving a senior who harbored uncertainties about applying to colleges due to financial constraints, immigration status, and the absence of familial precedents. Despite being an exceptionally intelligent and ambitious student, she grappled with the fear that attending college might remain an unattainable dream. Through the American College Application Campaign, we not only facilitated applications to various colleges but also explored diverse financial aid options.

Working collaboratively, we identified colleges and universities that aligned with her academic aspirations and financial considerations. She actively participated in sessions we organized, equipping her with the necessary tools to craft application essays that eloquently portrayed her academic and personal journey. Following numerous applications, she started receiving acceptance letters and eventually secured a full-ride scholarship to attend a community college. The program not only empowered her to pursue higher education but also instilled newfound confidence in her ability to navigate the unfamiliar landscape of college admissions. This experience underscores the transformative potential of targeted application programs in dismantling barriers for students who might otherwise hesitate to chase their dreams due to socioeconomic constraints. It serves as a compelling testament to the tangible and positive differences these programs can make in opening doors and expanding opportunities for aspiring students.

Despite ongoing discourse in the education and career spaces about the value of a college degree, we know from ACT research that students still find value in higher education. How do you navigate these conversations with students as they are determining their postsecondary paths?

I start by discussing students' interests and goals to understand what they want. I then provide information about different options like college, vocational training, apprenticeships, and the military. I emphasize that success isn't only tied to college and that there are various paths to consider. I often refer to the U.S. Bureau of Labor Statistics and review the occupational outlook handbook to examine career details, including earnings and unemployment rates based on education. I encourage my students to blend this information with their personal passions and practical considerations to choose a path that suits them. I aim to assist them in making well-informed decisions for a brighter future.

 

In celebration of Black History Month, ACT is reflecting on stories from Black students who are on unique higher education journeys. From ACT Scholars to SAAB, these students demonstrate how Black students are identifying and seizing opportunities to fulfill their potential while empowering their peers and future generations of learners.