As part of Ford Motor Company's 100th year celebration, Ford kicked off the new Ford PAS initiative at a three-day event in Dearborn, Michigan. It was held at the Ford Motor Company's training campus.

Mike Schmidt welcomes all.
Paul Poledink welcomes all.
On the first morning Mike Schmidt of Ford Motor Company welcomed 91 attendees that included Ford PAS teachers, school program coordinators, regional coordinators, visitors from industry, the College Board, La Raza, and Children's Aid Society
 Paul Poledink of Ford Motor Company spoke about Ford's history of commitment to education programs, and the current need for better preparing students to meet the demands of the modern workplace. He also explained how the Ford PAS initiative has evolved over 13 years (from the FAMS program started in 1990) to become an innovative program that aims to develop life and workplace skills and introduce college-bound students to the real world of business, industry, and high tech careers.
Group shot of Ford and EDC management.
 The evolution of the Ford PAS initiative has relied on a range of partners and supporters. Here Tom Rudin (The College Board), Sandra Ulsh (Ford Motor Company Fund), Vivian Guilfoy (EDC), and Cheryl Carrier (Ford PAS, Ford Motor Company) take a break between events.
Teachers reading Ford PAS material Two teachers working in computer lab.
Over two-and-a half days teachers sampled activities from the first six new Ford PAS modules. In this picture teachers use survey information from Module 2 (Media and Messages) to make some business decisions: Where's the best location for a new Japanese fast food restaurant? What foods should be on the menu?
The use of computer technology is integrated into activities in all of the new Ford PAS modules. Several of the training sessions in Dearborn were held in computer labs where trainees viewed Web sites, investigated data bases, and used spreadsheets to solve problems.
Emily McLeod and a teacher work on a computer activity.
 Another two teachers work on a computer activity.
Emily McLeod (EDC) works with Vincent Session of Southeastern High School on a computer-based activity.
Two participants investigate Web sites where students will do research for Module 3 (People at Work) using primary source documents.
Before the session introducing Module 6 (Planning for Efficiency), Helen Zak (Lean Enterprise Institute) explained the importance of lean thinking for businesses and industries that want to stay competitive. She then distributed copies of Lean Thinking to each of the attendees. Helen was one of many subject matter consultants who have contributed their knowledge to the Ford PAS materials.
Helen Zak from the Lean Institute.
Two teachers in front of the Ford logo prepare for a group activity.

The tower game, from Module 6, gave students a chance to examine the effect of organizational structure on efficiency in the workplace. Here two teachers prepare to build a free-standing tower using only construction paper and tape.

Towers were built by four teams, each working with a specific organizational structure. Here the "Departmental" group attempts to stabilize their tower.
 The "Departmental" Group

The "Go with the Flow" Group.

 There wasn't much organization structure in the "Go with the Flow" group.
The class admires a tower build by a teacher in the "Independent" group. While not the tallest tower, it won the crowd over on its architectural merit.
 The "Independent" Group.

Teacher discussion.

Teacher discussion.

Teacher discussion.

 Throughout the training teachers got opportunities to discuss ideas about implementing the materials in their unique classrooms. Attending teachers came from schools in Alabama, California, Georgia, Illinois, Maryland, Michigan, Missouri, North Carolina, North Dakota, Ohio, Pennsylvania, Washington State, Washington DC, Wisconsin, and Wyoming.
Ford PAS engages students in decision-making and problem-solving activities. In many activities students' develop skills needed to be a contributing team member.
By participating in activities themselves, teachers experienced activities from the students' perspective

The training provided new ideas for teachers and program coordinators. Last minute networking helped participants focus on their next steps in the real world.

Networking.