From the Classroom to Beyond, Bridging the Health IT Workforce Need Through Collegiate and Industry Collaboration

By Melvin L Smith, Jr.

When I first embarked on developing a health care information technology (health IT) certificate program at a local community college, I was inspired to create a clear pathway for underrepresented individuals to build family-sustaining careers. I grew up in Mississippi and traveled across the country during my training. Thus, I observed the disparities among communities and resonated with people's financial and career challenges. However, what I appreciated was the relevance of the saying, “It takes a village.” Indeed, I saw that within the workforce environment, the industry village plays a role in nurturing a program’s curriculum relevance, financial backing, and, ultimately, student belief, engagement, and success within the program.

Begin by Listening

Listening is the first step in any development process. Within the health IT program, we gathered our community and asked meaningful questions among employer partners, adult learners, and support staff. Advisory boards, surveys, and informal conversations created a space where every voice could be heard and respected.

The themes that emerged shaped the foundation of the program. Our goal was to cultivate mission-driven individuals with technical skills, strong communication, and the mindfulness to support the adaptability needed in high-reliability health care IT organizations. The curriculum developed included certification preparation, essential applied skills (such as critical thinking and collaboration), professional coaching, and a capstone project. Each piece reflected the community's priorities and demonstrated how collective input can become a structured and sustainable path forward.

Embracing Thy Neighbor

Adult learners should be recognized not by what they lack, but by what they bring. Many have experienced interruptions in their education, limited access to resources, or discouragement from traditional systems. Yet, they arrive with determination, curiosity, and lived experiences that enrich the learning environment.

Instructors, mentors, and supporters walked alongside these learners, encouraging them. Through learner-centered instruction and providing access to networking engagements, learners received more than just exposure to an industry. They received light for their path toward the dark and murky pursuit of excellence. This academic and relationship capital supports building the assets of clarity and confidence necessary for success.

A Shared Investment

Contributions varied according to the strengths of the providing partner. Employers supported learners by offering networking opportunities and scholarships, co-developing curricula, and discussing industry shifts. Vendor partners supported providing access to in-practice resources. Government and nonprofit entities supported outreach and fundraising efforts. Academic institutions collaborated to develop a culture of structure, accountability, and academic rigor that enables students to navigate effectively. These elements culminated to form a supportive and symbiotic ecosystem.

A central figure in this system is the Student Navigator, the captain who guides learners through academic, personal, and professional milestones. The Navigator identifies and refers learners to available resources, ensuring no learner feels unseen or unsupported. This intentional support brings continuity to the learning journey and reinforces the program's values.

Celebrating the Harvest

When a village works in unity, the results are transformative. The program achieved a 76% completion rate in the most recent cohort. Learners completed the program with technical skills, professional connections, and a renewed sense of purpose. They gained far more than a certificate. They gained membership in a community that believes in their potential.

This effort has never been solely about job placement. It has been about relationship building, systemic change, and restoring belief in what is possible. Academic institutions cannot do this alone, nor can employers, government officials, nonprofits, or learners. However, these often-siloed groups can come together to form a unit capable of changing lives and industries.

Collaborative Growth 

This work presents a model for individuals seeking to make a positive impact in their communities. The village approach is not theoretical. It is practical, effective, and prioritizes the learner. Whether you serve as an educator, an employer, a supporter, or a learner, your role plays a crucial part in shaping the collective future.

I welcome the opportunity to connect with others who are building similar pathways. Please reach out to me at mls560@msstate.edu to share ideas or ask questions. In my village, we do not plant seeds and leave them. We commit to tending and nurturing the soil so that it can grow together.

Melvin L. Smith, Jr., is a Ph.D. student in instructional systems and workforce development and a graduate service assistant at Mississippi State University, a CAEL institutional member.