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Author: Tanya Harris
Students blend trades and compassion at Elevate Academy East
When Elevate Academy East construction instructor John Kramer dreamed up a community project for his ninth graders, he didn’t want it to be another shop class assignment. He shared the idea with the ninth-grade teaching team, which includes construction, culinary arts, English language arts, government and math. Together they turned it into Give a Dog a Home and Pasta for Paws—a two-part community event blending construction, culinary arts and compassion.
“Originally, it was just going to be the doghouses,” said Kramer. “But then we thought, why not go bigger? Why not bring culinary in and make it something that brings the whole community together?”
So they did. Kramer’s construction students partnered with the Snake River Animal Shelter, where each student “adopted” a shelter dog for inspiration. The teens visited the shelter, learned about the personalities of their chosen dogs and designed 16 custom doghouses to fit each breed’s size and temperament.
“They had to research architecture styles, draft their plans and then build to fit the dog,” said Kramer. “It was real-world problem-solving at every step.”
These doghouses were then given away to adopters at the Give a Dog a Home shelter adoption event that the students sponsored along with the Snake River Animal Shelter.
Meanwhile, the school’s culinary students whipped up another kind of creativity. They baked gourmet dog treats for the shelter and planned an Italian-themed fundraising dinner complete with student-developed recipes for lasagna, tiramisu and other classics.
“They even had a little competition,” said Kramer. “The best dishes were chosen for the final menu.”
“We don’t want to repeat ourselves, but the goal is always the same: Teach them to build something that matters.”
—John Kramer, construction instructor, Elevate Academy East
The culminating event—Pasta for Paws—sold out. More than a hundred guests filled the cafeteria for the $20-a-plate charity dinner, where students presented their work, shared what they’d learned and auctioned off the top three doghouses. Faculty, community donors and even a few families who adopted shelter dogs attended.
“The kids got up and talked about their challenges, what they’d learned and what they’d do differently next time,” said Kramer. “Seeing them take pride in their work like that was incredible.”
The event raised funds for both the shelter and the school’s hands-on programs, helping replenish supplies and support future projects. But the biggest impact was educational. Elevate Academy’s model blends CTE instruction—construction, culinary, cybersecurity, medical arts, business, public safety and machining—with core academics. Students didn’t just build and cook; they researched dog care, designed shelter pamphlets, studied architecture, applied math and drafting skills and developed and presented recipes.
“We want them to see how everything connects,” he said. “English isn’t just essays; it’s how you communicate with a client.”
The success of Give a Dog a Home and Pasta for Paws even earned Elevate Academy East Project of the Year honors across the Elevate network of schools statewide. The Snake River Animal Shelter has already asked to partner again.
“They were hesitant at first,” said Kramer. “But once they saw what the kids could do, they were blown away.”
Next year, Kramer says the project will change but the spirit will stay the same.
Nursing graduate finds support, success through Center for New Directions
When Caitlyn Keelin walks the halls of Portneuf Medical Center’s progressive care unit, she’s not just a nurse tending to patients—she’s proof of what determination, community and the right support system can achieve.
Keelin’s path to nursing wasn’t a straight line. She became a mother at 15, earned her GED in Wyoming after leaving high school and started pursuing a career in pharmacy before stepping away to raise her growing family. Years later, while working full time in a call center and raising four children, she decided to take a leap she’d long dreamed about.
“It was during COVID, and I saw that nurses were really needed,” Keelin said. “That’s what I’d always wanted to do, so I thought, well, it’s now or never.”
She enrolled at the College of Eastern Idaho (CEI), first earning her associate of science degree in 2022 and later gaining admission to CEI’s nursing program that same year. It was a demanding schedule. She juggled coursework, labs and clinicals while raising her children and continuing to work. That’s when she discovered CEI’s Center for New Directions (CND). Initially, she turned to the center for help with child care.
“They would pay my copayments so I didn’t have to worry,” Keelin said. “As I got to know them, I realized they could help with so much more, including books, scrubs, food and even gas to get to school.”
That support proved life-changing.
“Once I found out they offered help with things like a food pantry, I could work less and focus more on my classes,” she said. “That was a lot of help to be able to graduate.”
With the center’s assistance, Keelin completed both of her degrees without needing student loans.
“Every time we go to the doctor’s office, they tell everyone, ‘My mom’s a nurse,” Keelin said. “They’re proud of me. It’s cool to see that. It shows them that you can do it if you put in the effort.”
Caitlyn Keelin, nursing graduate, CEI
“I don’t think I could have done it without them, especially financially,” she said. “There were times when I thought, ‘I don’t know what I’m going to do,’ and they would always be there to help.”
In December 2024, Keelin graduated from CEI’s nursing program. Today, she works nights at Portneuf Medical Center on the progressive care unit, caring for cardiac patients and others who need close monitoring.
“It’s crazy because now I have free time,” Keelin said with a laugh. “I never thought I would, but now I can actually be a person.”
That shift has transformed her family life, too.
“I can go to my son’s football games and my daughter’s dance classes,” she said. “I don’t have to miss anything.”
Her new schedule has given her more than time—it’s given her children a reason to celebrate.
Looking back, Keelin has simple advice for others walking a similar path.
“There’s light at the end of the tunnel,” she said. “At first, it feels like it’ll never get better, but if you stick with it, eventually it’s done. And it’s definitely worth it.”
Persistence pays off for Idaho’s Adult Education Student of the Year
Each September, Adult Education and Family Literacy Week highlights the importance of programs that help adults build foundational skills, earn credentials and pursue higher education or career goals. The week also raises awareness of the barriers many adult learners face and the life-changing impact education can have on individuals, families and communities.
As part of this recognition, Idaho celebrates outstanding students and educators through the annual Adult Education Student and Teacher of the Year awards. Colleagues, supervisors and administrators from adult education programs across the state nominate individuals who exemplify persistence, growth and leadership. A review committee evaluates the nominations and selects the recipients.
This year’s Student of the Year is Alexandria “Ali” Horner, whose story of perseverance and achievement reflects the very spirit of adult education.
When Alexandria “Ali” Horner walked into her first adult education class, she carried more than textbooks. She carried the weight of anxiety, the sting of past bullying and the echoes of teachers who once told her she would never amount to anything.
Now, after more than 387 hours of dedicated study in a single year, Horner has proven those voices wrong. The Idaho Adult Education program has named her the 2025 Student of the Year, honoring her resilience, determination and academic progress.
“What motivated me the most was my therapist at the time encouraging me to go back for my mental health,” said Horner. “I also wanted it for myself. I had crippling anxiety, but working toward my GED opened up doors for me. I don’t really have anxiety anymore. I’ve learned to open up more, express myself and make friends.”
Alexandria “Ali” Horner
“I have really bad memory, so I applied myself a lot more. I just kept studying more and more until my English got so much better,” said Horner.
Transportation was another hurdle. Without reliable access to a car, Horner pieced together rides using buses, taxis and Ubers—whatever it took to get to class.
“That wasn’t gonna stop me, and it won’t,” she said. “I love going to class. It keeps me focused, and it helps my brain more.”
One teacher in particular made a lasting impact. Horner credits Tami Porter, an adult education teacher at the College of Western Idaho, who helped her break down complex reading and writing concepts. “She taught me how to understand big words, read properly and identify the narrator’s point of view,” said Horner. “She is a wonderful teacher.”
Porter, who was also named Idaho’s 2025 Adult Education Teacher of the Year, said watching Horner grow has been inspiring.
Horner’s journey hasn’t been easy. She lives with multiple disabilities including ADHD, autism and a language impairment. These challenges, especially with memory and focus, made schoolwork daunting. But rather than deterring her, they fueled her determination.
“Ali has shown determination and persistence by showing up to Reading and Language classes as well as studying in the Community Learning Center nearly every weekday. She isn’t afraid to ask questions and seek answers, which has helped her to find the right resources to help her improve her math and language skills,” said Porter. “I was thrilled when she came to me and asked to try the more challenging class, showing me that she has gained confidence in herself and in her reading. She has been a great example to the students around her by showing them that you can succeed through hard work.”
When the workload felt overwhelming, Horner leaned on her mother, mother-in-law and boyfriend. Her mother, she said, was especially instrumental.
“My mom has always had a hard life, and she didn’t want that life for me. She encouraged me, bought my GED books and even paid for my rides,” said Horner. “If it wasn’t for her, I don’t think I would have kept going.”
Her boyfriend also played a big role. “He woke up extremely early every day to take me to the bus or drop me off when I didn’t have a ride. He’s my better half,” said Horner.
Horner also found family in the Community Learning Center. Staff members like Shani Cummins, Vicki Flowers, and David Wheeler made a huge impact on her journey. “Most of the staff at the CLC became a second family to me,” she said.
Along the way, Horner also discovered tools that worked for her, like Khan Academy’s online lessons. She also relied on music to stay calm and focused during class. “International music and learning new languages helps a lot with intellectual and cognitive disabilities; it keeps me focused and helps me not have my ticks in class,” Horner explained. She also finds inspiration in artists like Skitz Kraven, a horrorcore musician who speaks openly about mental health struggles, including paranoid schizophrenia, OCD, and bipolar depression.
Leading with Compassion: Kara Mahannah shapes Idaho’s Oldest CAAHEP-accredited medical assisting program
When Kara Mahannah stepped into the role of program manager at the College of Southern Idaho’s Medical Assisting Program in 2009, she knew she was inheriting a legacy. Now, as the program prepares to admit its 35th cohort, Mahannah continues to drive innovation and inspire the next generation of healthcare professionals.
Medical assistants play a crucial role in outpatient healthcare settings. They are trained to perform both administrative and clinical tasks—everything from scheduling appointments and managing patient records to taking vital signs, assisting with exams, drawing blood and educating patients.
“We train students for a wide range of roles in clinics—from front desk operations to assisting with procedures in family practice, pediatrics, urgent care and specialty settings,” said Mahannah.
Her own journey in healthcare began with a nursing degree from CSI in 1996. “I graduated from the practical nursing program at CSI in 1996,” said Mahannah. “I worked in a hospital and outpatient clinics before joining CSI, and I’ve always loved being part of a team that takes care of others.”
Her connection to CSI began even before her employment, coordinating student clinical rotations at her former clinic. That hands-on experience, combined with her nursing background, positioned her perfectly to lead the state’s longest-standing Commission on Accreditation of Allied Health Education Programs-accredited medical assisting program.
Mahannah has overseen major changes, including adapting the program structure to better serve non-traditional students.
“We adjusted the hours from five days a week to two and a half,” said Mahannah. “That flexibility really helps students who are balancing school with work and family.”
She’s also pushed for technological advancements, replacing heavy textbooks with digital resources and integrating electronic health record systems into the curriculum.
“Everything is accessible from day one,” she said. “And students get real-world practice using tools they’ll encounter on the job.”
The program’s five-year job placement rate of nearly 88 percent and a national credentialing exam pass rate of 91.3 percent speak to its quality. Mahannah credits much of that success to her technical advisory committee, a diverse group of over 30 stakeholders from the community, clinics, education and CSI administration.
I’m constantly reaching out to employers, asking how we can work together,” said Mahannah. “We hold lunch-and-learns, attend health fairs, and ensure our curriculum aligns with industry needs.
Kara Mahannah
But for Mahannah, the heart of her work lies in student transformation. She recalled a woman who joined the program after caring for her terminally ill husband.
“She called and said, ‘I think I’m too old to do this,’” said Mahannah. “But she worked so hard, commuting from Glenns Ferry on a tight budget—and this was before we changed from five days a week to two and a half. I’ll never forget the moment when she walked across that graduation stage, with her kids and grandkids cheering.”
Another student with a physical condition that didn’t allow her to meet some of the physical demands of the clinical track, but Mahannah helped her pivot to an administrative path. “She stayed in the program and is now working in a medical office,” she said. “We found a place where she could thrive.”
Mahannah emphasizes skills beyond the technical, like empathy, communication, and professionalism.
“Human interaction isn’t going away in healthcare,” she said. “Medical assistants are often the ones patients talk to most.”
Looking ahead, Mahannah wants to continue offering a thriving, high-quality program that produced competent medical professionals in an affordable setting.
“I want students to feel like they’re part of a professional team that cares for others,” said Mahannah. “This isn’t just a job—it’s a calling.”
Culinary teacher uses SkillStack® to engage students and build workforce-readiness skills
Brooke Scoville, a culinary instructor at Renaissance High School, combines her years of experience as a pastry chef and catering business owner with a passion for teaching practical skills that directly benefit students in the workforce. She has incorporated SkillStack® into her classroom since 2018, and in 2024, she introduced a new way for students to access their SkillStack information and enhance their ability to build industry-relevant skills.
SkillStack® is a microcredential platform used by Idaho educators to validate student proficiency in key skills. The platform awards digital badges representing competencies learned through rigorous training and assessments. These badges not only serve as motivation but also help employers identify qualified candidates, enhancing the employability of SkillStack® participants.
The platform uses the Open Badges standard, allowing learners to share their achievements across platforms. This makes it easier for employers to view the badges, understand the skills associated with them, and verify when and how the badge was earned. While students can use the badges to earn postsecondary credit, Scoville notes that employers have yet to fully adopt them. However, there are ongoing efforts to raise awareness about the value of SkillStack® badges to employers, helping them recognize the qualified candidates who have earned these industry-relevant credentials.
It gave them a fun, real-time way to track their progress, and they loved seeing their achievements grow.
Brooke Scoville
In Scoville’s hands-on culinary classroom, students learn in a kitchen, so they don’t have access to computers or laptops to track badges online. Instead, each student has their own personal chart where they place stickers as they earn badges.
“It gave them a fun, real-time way to track their progress, and they loved seeing their achievements grow,” said Scoville.
The charts became a central classroom feature, motivating students and inspiring younger ones to envision earning the badges.
“The great thing about having the badges on the wall is that younger students get to see the advanced students’ progress, which helps them understand what they could achieve,” said Scoville.
Scoville emphasizes that the badges represent meaningful skills students will carry into their careers. This approach reinforces that the badges represent real, employable skills.
“It’s about demonstrating competency, not just ticking off a list,” she explained.
The classroom culture encourages students to learn from mistakes rather than penalizing them. If students make errors, they can learn from them and master the skills needed to earn the badges.
Incorporating SkillStack® has greatly boosted student engagement. Earning SkillStack® badges is also a key requirement for the Workforce Readiness and Career Technical Education diploma. To earn this diploma, students must complete graduation requirements, finish a CTE pathway, pass a Technical Skills Assessment and Workplace Readiness Assessment, and demonstrate competency through SkillStack® badges or industry certifications. Local education agencies are encouraged to recognize students who earn the diploma. In the West Ada School District, where Scoville teaches, students who achieve the designation were recognized last year with a special cord at graduation.
“Since we introduced the CTE diploma, students are more motivated to come to class regularly and put in the work,” said Scoville. “It’s not about letter grades anymore; it’s about demonstrating real-world skills.”
At the end of the year, students will be recognized for their achievements in a special ceremony, where their SkillStack® charts will be displayed. This recognition, paired with the skills they’ve mastered, provides a strong incentive for continued dedication.
“Seeing their progress in such a tangible way has really made a difference,” said Scoville.
CWI’s Mindy Young leads students to success in network and system administration
Mindy Young, a dedicated educator at College of Western Idaho (CWI), has spent the past 15 years guiding students toward successful careers in network and system administration. Her journey into education began after a successful career in healthcare IT. After earning her degree from Utah State University, Young worked in IT for Intermountain Healthcare for nearly a decade as a system administrator.
“I was excited to land my first system administrator job, but when the program I was working on was shut down, I decided to step back and get into education,” said Young.
With two young children at the time, Young sought a career change that would allow her to be more present at home. She obtained her Microsoft Certified Trainer (MCT) certification and began teaching for local IT education companies before moving to Boise. Before long, a friend suggested she look into teaching at Boise State University’s Selland College of Technology. When CWI opened its doors in 2009, Young joined the institution as one of its founding faculty members. Her move to CWI allowed her to further her passion for education and contribute to shaping the college’s emerging IT program.
The goal of the program is to get students jobs in the industry, starting with roles like help desk support and moving up to system administration.
Mindy Young
The program spans four semesters and leads to an Associate of Applied Science degree in Network and System Administration. Students can also earn industry technical certificates along the way, including certificates in Networking, Security, Database Fundamentals and Cloud Infrastructure. This structured pathway helps students gain foundational skills before advancing to more complex areas of IT.
Young continually evolves her curriculum to reflect the rapidly changing tech landscape, incorporating cloud-based systems alongside traditional on-premises servers.
“I’m an active member in the MCT community, and I attend conferences like the MCT Summit to stay in touch with my peers and learn about emerging technologies,” said Young.
This dedication to professional development allows her to offer a curriculum that’s both relevant and hands-on. Her classes are designed to balance lecture with practical experience, and many of her graduates have gone on to land high-level positions in IT, including cloud architects and system administrators. But Young was recently reminded of her impact when a former student came to her aid during an IT issue at CWI.
“Just a couple of months ago, we lost internet connectivity in our classrooms, and I called the help desk. On the other end was one of my graduates,” said Young. “When he told me his name, I realized it was one of my former students. It was so rewarding to see him now providing support in the very field he trained for, helping to solve a problem at CWI.”
Young’s impact extends beyond the classroom.
“Employers are reaching out to me because they know my students come out of the program with solid skills,” said Young. “Many former students are now in hiring roles themselves, contributing to the ongoing success of the program.”
Balancing a demanding workload can be challenging, but Young finds the work incredibly rewarding.
“I do it because I know I’m making a difference. It’s fulfilling to see my students succeed and change their lives,” said Young.
Looking ahead, she’s excited about upcoming changes to her program, including a shift toward cloud security and the program’s name change to Cloud Security and System Administration next fall.
“We’re adapting to prepare our students for a hybrid IT world, with both on-prem and cloud-based systems,” said Young. “I’m optimistic these changes will attract even more students to the field.”
Health professions programs bridge community and career
Kay Gardner spent three decades at the Pocatello Children’s Clinic, taking on various roles in billing, collections and reception. Though she loved working in healthcare, she knew she didn’t want to remain in clerical work until retirement. What she didn’t know was that her husband, Mike, would be the key to helping her discover her calling.
“Mike was a paramedic who often taught night classes at local colleges, so he was gone all the time. I said, ‘You know, I really don’t like staying home alone, so I’m going to take an emergency medical technician (EMT) class so I can teach with you,’” Gardner recalled. “I took the class, and as part of it, you get to run on the ambulance, and it just stirred my soul.”
After taking the EMT class, Gardner continued her work at the clinic and served in the reserves at the Blackfoot Fire Department. In 2019, an opportunity aligned her career with her newfound passion. When her husband retired, an acquaintance contacted him about taking over her EMT class at Idaho Falls School District No. 91’s Career and Technical Education Center. Eager for a new direction, Gardner jumped at the chance.
“I suggested I take the position and haven’t looked back,” said Gardner.
Gardner used her experience and connections as an EMT to reimagine the year-long program, which includes dual credit through CSI. Classes run for two hours a day, four days a week. The extensive curriculum incorporates allied health, medical terminology and optional modules such as blood glucose monitoring and IV training. The CMA program is also a year-long program. Although students are technically supposed to receive an hour of CMA instruction each day, there’s considerable overlap between the programs.
I took the class, and as part of it, you get to run on the ambulance, and it just stirred my soul.
Kay Gardner, CMA and EMT instructor
“EMTs and CMAs both need to know medical terminology and allied health. They all earn their Assist with Medications, CPR, OSHA and Stop the Bleed Certifications. I just figure the more they know the better prepared they are for the world,” said Gardner. “In addition to clinical skills, CMAs also need to have clerical skills, so that’s the main difference.”
Gardner’s connections have led to a strong technical advisory committee (TAC) that supports her programs by donating equipment and providing guidance on skills and equipment students need. In addition to providing internships and hands-on experience, TAC members also volunteer in the classroom.
“I can’t do skills training with this many kids and have them be safe, so I have people who do this for a job come in to help teach and test,” Gardner explains. “Bonneville County Fire members were here practically as much as I was last year.”
This collaborative effort fosters a sense of community among the emergency medical services (EMS) in Southeast Idaho, with active participation from Central Fire Department in Rigby, Bonneville County Fire District in Idaho Falls, Idaho Falls Fire Department and Ammon Fire Department.
Upon completion of the program, students are prepared to take the National Registry of Emergency Medical Technicians exam.
“Some of my students go straight into industry as EMTs, and most of them go on to do fire services as well,” said Gardner. “I try to make sure that even if EMS isn’t their pathway, they learn something that will help them in their career.”
SkillStack® sees 34% increase in badges issued
The SkillStack® microcredentialing program saw a 34% increase in the number of badges issued between the 2022-2023 and 2023-2024 school years. This growth follows the introduction of the Workforce Readiness and Career Technical Education Diploma in 2021, along with the expanded use of microcredentials in academic and CTE programs at the postsecondary level.
Launched during the 2015-2016 school year as part of Idaho’s effort to enhance workforce readiness, SkillStack® provides students with targeted microcredentials that align with industry needs. The program aims to equip learners with essential skills necessary for today’s job market. Each microcredential represents skills gained through rigorous training and assessment. This clarity allows employers to identify qualified candidates more easily, enhancing the employability of SkillStack® participants. With Board policy changes that went into effect during the 2023-2024 school year, postsecondary institutions can also award prior learning credit for stacked microcredentials.
The SkillStack® program uses the Open Badges standard, the world’s leading format for digital badges, allowing learners to share their achievements across multiple platforms. This interoperability enhances learner mobility and supports their ability to present skills to potential employers, who can identify who issued the badge, when and where it was earned and what criteria were used to earn it.
SkillStack® has quickly become an integral part of Idaho’s educational landscape. It bridges the gap between traditional education and the skills required by employers. By offering credentials that reflect specific competencies, SkillStack® prepares students for immediate entry into the workforce.
Due to its commitment to maintaining high standards, Idaho was one of 20 vendors and educational institutions invited to join the TrustEd Microcredential Coalition from 1EdTech, a global nonprofit community focused on improving the digital learning ecosystem for all learners. This coalition includes leaders from higher education, educational technology suppliers, and K-12 districts. Additionally, representatives from Idaho have been invited to speak at several national conferences and webinars to share best practices.
“With the rise in demand for microcredentials, transparency and quality digital credentials are essential,” said Heather Luchte, IDCTE’s chief performance and accountability officer.
Engagement with local businesses is a critical component of SkillStack’s® strategy. By collaborating with industry partners, the program regularly updates its offerings to reflect current workforce needs. This partnership benefits students and provides employers with a steady pipeline of skilled talent.
To remain at the forefront of workforce readiness, IDCTE accepted nominations for its new Idaho Microcredential Advisory Council, which will focus on developing best practices and building support for microcredentials and digital badging. Representatives from secondary and postsecondary institutions, industry partners, and employers across the state were invited to serve on the council.
“SkillStack’s® growth and recognition reflect the ongoing shift towards skills-based hiring,” said Luchte. “By focusing on microcredentials, the program enhances the employability of its participants and prepares them for the challenges of a rapidly changing job market.”
SkillStack® enhances law enforcement education at Idaho State University
Historically, the Idaho State University (ISU) Law Enforcement Program attracted only three to four students each semester who enrolled at ISU without prior connections to law enforcement agencies. Instead, most of the law enforcement participants had already been hired by a local law enforcement agency but needed to complete their Peace Officer Standards and Training (POST) to continue working, with their agencies covering the costs of their coursework through the WTC. Because of this enrollment process, these students weren’t enrolled as degree-seeking students, so they couldn’t receive ISU credit toward a certificate for their efforts.
To earn a degree, which benefits career advancement, these students previously had to navigate an extensive prior learning assessment process. However, this approach saw little success, with very few applications submitted over the program’s history. The program aimed to find a more effective way to recognize students’ accomplishments while satisfying the requirements for a Basic Technical Certificate (BTC).
The IDCTE SkillStack® microcredentialing program offered a unique solution to this challenge.
I can use the college credits I earned while [I also] obtain my Idaho POST Certification.
Benjamin Avolio, ISU Law Enforcement student
ISU faculty contacted IDCTE to discuss converting existing coursework into a series of stacked badges. After the university provost, registrar and College of Technology dean granted provisional approval for the process to begin as a pilot, the IDCTE team aligned the badges with the law enforcement curriculum, demonstrating how the activities associated with the badges matched the courses’ learning outcomes. A key challenge was ensuring that students could enroll without incurring extra costs. To address this, the ISU team created a zero-credit course, allowing students to pay an application fee to ISU. After completing the coursework, instructors log achievements in SkillStack® and send a memo of completion to the university registrar to award academic credit. This streamlined process integrated practical training with academic recognition, enabling students to apply for graduation.
“SkillStack® is a neat program. I can use the college credits I earned while [I also] obtain my Idaho POST Certification,” said Benjamin Avolio, a current ISU Law Enforcement student.
Since implementing SkillStack®, the number of BTC recipients in the law enforcement program increased dramatically, from 15 over five years to 38 in the first year. More importantly, law enforcement agencies have expressed strong support for the program, encouraging their officers to participate to enhance career prospects.
By sharing this successful model, ISU aims to improve law enforcement training across Idaho and foster cooperation among educational institutions, with the College of Western Idaho and CSI expressing interest in adopting SkillStack® for their programs. Overall, the SkillStack® microcredentialing program at ISU represents a significant shift in law enforcement education, enhancing the educational experience for students and contributing to more effective training in the state. This innovative approach sets a precedent for similar initiatives in other programs and institutions.
Adult Education Student of the Year earns GED, phlebotomy certificate
Maritza Carmona, 47, a mother of four and grandmother of 14, dropped out of school in 1993 in the ninth grade to raise her first son. Though she always intended to finish her education, she realized later that earning her GED was essential to move forward. It wasn’t until her youngest child turned 21 last year that Carmona decided to focus on her own goals.
She enrolled in GED classes at the College of Southern Idaho (CSI) while simultaneously working as a DoorDash driver. Balancing work and study, Carmona turned her car into a mobile classroom.
“I did my homework between deliveries, with books on my lap, working on math or reading while waiting for the next order,” said Carmona. “I worked long hours, sometimes from 7 a.m. until 10 or 11 p.m., but it was worth it to stay in class.”
Throughout this process, Carmona’s teachers and fellow students provided critical support.
“I had two great teachers who encouraged me to keep going,” she said. “They helped me believe in myself, even when I doubted my ability.”
Carmona’s path wasn’t without challenges. She encountered difficulties with some of her classes, particularly math.
“I struggled with the way my teacher explained things. I just couldn’t grasp her method,” said Carmona.
But she wasn’t the only one. Other students had the same issue, so they started helping each other out. Together with her classmates, Carmona advocated for a slower pace and clearer explanations.
“I spoke up for the group, and we were able to ask the teacher to slow down and go over things more thoroughly,” said Carmona. “It helped everyone.”
Getting your GED is not just a piece of paper. It’s a key to everything. It opens doors for me and for anyone who is willing to put in the effort, and no one can take that key away from you.
Maritza Carmona, 2024 Adult Education Student of the Year
Despite feeling overwhelmed at times, Carmona kept pushing forward, motivated by the support of her family.
“My kids kept reminding me that my mom, who had passed away in 2021, was watching over me,” said Carmona. “They told me she would be proud of me.”
After earning her GED, Carmona used funding from Idaho LAUNCH to pursue a phlebotomy certification, which opened more career opportunities. She now works as a Certified Nursing Assistant and phlebotomist at Family Health Services in Jerome, Idaho. Looking ahead, Carmona plans to advance further in the medical field, with aspirations to become a Certified Medical Assistant (CMA) or Licensed Practical Nurse. She credits her GED as the key that unlocked these opportunities. For her tenacity, perseverance, and advocacy for herself and other students, Carmona was named Idaho’s 2024 Adult Education Student of the Year.
“On the day I found out, I was feeling down, doubting myself, wondering if I could keep up with everything,” said Carmona. “When I got the message that I was Student of the Year, it brought me to tears. I realized—wow, people are noticing me, even when I didn’t think anyone was paying attention.”
In recognition of her achievement, Carmona was invited to attend Governor Little’s Adult Education and Family Literacy Week proclamation signing on Sept. 20, 2024, in Boise.
Carmona’s advice to others considering returning to school is simple: Don’t let age or self-doubt hold you back.
“Age shouldn’t be an excuse to not better yourself,” said Carmona. “Getting your GED is not just a piece of paper. It’s a key to everything. It opens doors for me and for anyone who is willing to put in the effort, and no one can take that key away from you.”