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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.”
Teacher’s vision brews a future filled with opportunity for her students
With just 70 students in grades nine through 12, Council High School (CHS) may be small, but its FCSHS teacher, Jodi Cook, has big ambitions. Since 1992, Cook has been inspiring students with her passion for culinary arts, which took root during her own junior high experience. Her involvement in Future Homemakers of America (now FCCLA) and national culinary competitions in high school further fueled her desire to teach FCSHS.
Three years ago, Cook envisioned a student-run coffee shop to enhance her culinary arts program. This dream became a reality when the school remodeled its library, transforming a small closet into Jack’s Coffee Shop, named after the school’s mascot, the Lumberjacks. A Program Quality Initiative (PQI) grant provided the funding for the necessary commercial equipment, allowing Cook’s initiative to come to life.
The coffee shop offers students the chance to earn valuable certifications for careers in the food service industry. All students earn an online barista certification and the Idaho-specific Ready, Set, Food Safe Certification. Some even earn the ServSafe Manager Certification, which demonstrates advanced knowledge in food safety and sanitation.
“Running the coffee shop helps students develop essential skills,” said Cook. “They build teamwork and a strong work ethic as they manage daily operations, research drink trends, and adapt to customer preferences.”
I check in with them occasionally, but the coffee shop is entirely student-run and self-sustaining.
Jodi Cook, FCSHS teacher
Jack’s Coffee Shop operates on weekdays from 7:30 to 8 a.m. Monday through Thursday, allowing students to manage it independently before classes. Students also run the coffee shop on Wednesdays during lunch. Students take pride in crafting seasonal menus and special drinks, such as the Lumberjack Special for homecoming. Recently, they introduced boba tea and nondairy alternatives based on customer feedback, displaying their ability to research and innovate.
Beyond coffee-making, the initiative teaches crucial skills in entrepreneurship, marketing and customer service. Students create drink menus, conduct surveys to understand customer needs, design promotional materials, manage inventory and handle transactions.
“I check in with them occasionally, but the coffee shop is entirely student-run and self-sustaining,” said Cook.
The practical experience gained from managing the coffee shop has enabled many students to successfully transition into jobs at local restaurants and coffee shops, including positions in nearby McCall. This initiative not only enhances their culinary knowledge but also equips them with essential workplace skills, fostering pride and a sense of community within the school.
“I wanted my students to learn how to be baristas because coffee shops are very popular,” said Cook. “This hands-on training provides them with skills they can use when they graduate. If they go to college, they could easily step right into a coffee shop, earn some money and do something positive and fun.”
Innovative program exposes underserved students to CTE
Jessica Concie and Oster Hernandez, transition coordinators for the College of Western Idaho’s (CWI) Dual Credit department, have long believed in the power of CTE. So, when Concie discovered CWI’s Center for New Directions had assembled a plastic trunk filled with a lesson plan and some hands-on activities using an included circuit board to introduce students to CWI’s Mechatronics program, she thought it would be a perfect way to spark the interest of students enrolled at alternative high schools in the Treasure Valley.
“Oster and I have a soft spot for these kids because they’re so often overlooked. A lot of them are just trying to get through high school; they’re not thinking about what’s next or what could be,” said Concie. “CTE programs tend to work really well for these students because they’re so hands-on, and students can clearly see how what they learn connects to careers.”
With the support and approval of their supervisor, Concie and Hernandez created the Pop the Trunk initiative. To expose these students to some of the 41 CTE programs offered at CWI, Concie and Hernandez approached CTE faculty about creating a week’s worth of lesson plans to introduce potential students to their CTE program. The lesson plans would be accompanied by trunks—one per student—filled with equipment and activities to support the lessons. Materials were purchased using grant money, and the program is available at no cost to students or teachers.
“CTE programs tend to work really well for these students because they’re so hands-on, and students can clearly see how what they learn connects to careers.”
Jessica Concie
Pop the Trunk launched during the 2021-2022 school year with three programs: Mechatronics, Unmanned Aerial Systems, and Drafting. Concie and Hernandez reached out to alternative high schools throughout the Treasure Valley to let them know the program was available.
“We sent out emails to see who was interested, then we dropped off a trunk with the teacher so they could see the lesson plans and play with the trunks. If they liked what they saw, we’d deliver the trunks so they could use them with their students,” said Hernandez.
Teachers and students at Meridian Academy in Meridian, Initial Point High School in Kuna, Eagle Academy in Eagle, and Middleton Academy in Middleton liked what they saw. Now in its second semester, Pop the Trunk continues to grow in scope and popularity. Additional trunks for Automotive Technology, Diesel, and Welding are being developed, and CTE faculty who help develop the trunks and the teachers at the alternative high schools will receive a $500 stipend for their help in developing and using the program starting the spring 2023 semester. In addition, other technical colleges, such as the College of Southern Idaho, have reached out to mirror the program elsewhere in the state.
“It’s been hugely successful because it allows students without access to a lot of resources or support to see what’s possible,” said Hernandez. “We’re looking at expanding the program to rural schools, too.”
Long term, Concie and Hernandez would love to see technical colleges nationwide create their own Pop the Trunk programs to help underserved and overlooked student populations discover CTE. In fact, they were accepted to give a presentation on the initiative at the ACTE Vision Conference in Las Vegas in December 2022.
“I hope schools in other states see the program is working. If we can do it in Idaho, we can do it anywhere,” said Concie. “This is a fantastic way to expose students to what CTE is all about who otherwise wouldn’t have that opportunity.”
Relationships, certifications lead to 100% job placement for Diesel Technology program
Diesel mechanic John Montana knows firsthand how difficult it is to find skilled workers, especially for in-demand professions. In fact, his inability to find and hire qualified workers is what drove him to become a teacher in the first place.
“I couldn’t hire decent help,” said Montana. “I was training new employees on the job anyway for about 10 or 11 years, so when Canyon-Owyhee School Service Agency’s (COSSA) old diesel technology teacher retired in 1999, I figured I’d give teaching a try.”
Though Montana started teaching part-time, he soon discovered he loved working with the kids and was teaching full-time by his second year. In the two decades since, Montana has cultivated relationships with about a dozen farm implement companies, several of whom employ Montana’s former students. These relationships benefit students and businesses alike—in many ways.
First, industry partners like John Deere, Kenworth, Peterbilt, Agri-Service, Caterpillar, and Mountain View Equipment are always willing to drop off equipment and provide opportunities for students to develop their skills via job shadowing and internships. They know they’ll be able to hire skilled workers from the talent pool Montana produces, so they’re willing to help his students develop career readiness skills by conducting mock job interviews or reviewing student resumes.
Second, industry partners provide additional feedback about new workers’ skills and what needs to change or be updated in the program to prepare students for their careers. This also helps ensure Montana himself stays current.
“That’s one positive thing about these kids staying local; they’re an excellent reference for me,” said Montana. “I don’t get to work out in the field like I used to, so I bounce stuff off my former students all the time. I know I can call any of them up and ask, ‘What have you run across?’ or ‘We’ve got this truck in here that’s doing this and this; have you seen anything like that?’”
Most importantly, these relationships have resulted in 100% job placement over the past 14 years.
“Because the program teaches to NATEF standards, students can earn industry-recognized certifications in electrical engines, transmissions, engine repair, brakes, and preventative maintenance,” said Montana. “Students can also earn their OSHA 10 card and SP2 Safety and Pollution Prevention training certificates while still in high school. That means students may not need a lot of on-the-job training after they graduate.”
This is a huge advantage to not only students but their employers as well.
“If there are 50 applicants for a job and you have these certificates—especially the safety certificates—you’ll move to the top of the list because it cuts down on the number of hours an employer has to train you, and you can get right to work,” said Montana.
Patricia Frahm
COSSA’s principal, Patricia Frahm, says the importance of this foundation can’t be overstated. “If a student walks out of a CTE program with these certifications, they can walk into a job immediately, and if they decide to go on to college, it gives them a skill they can use to pay their way through school,” said Frahm. “They also learn work ethic and accountability in the process—things that can help them for the rest of their lives.”