Joseph Demma, Vice President for College Relations, Mountainland Technical College (MTECH)

Could you please introduce yourself with your name and position?

My name is Joseph Demma, and I am the Vice President for College Relations at Mountainland Technical College in Utah.

Could you provide an overview of Mountainland Technical College and share how its mission and vision guide the institution’s role in Utah’s evolving technical education landscape?

Mountainland Technical College is one of 16 higher education institutions within the Utah System of Higher Education. We are also one of eight technical colleges in Utah that provide regional support to local communities, and Mountainland is the state’s largest technical college.

We serve just over 7,000 students across five primary program areas: the School of Trades, Apprenticeships, Healthcare, Technology, and Services. Our 38 programs within these five groups range from cosmetology and culinary arts to digital marketing, welding, natural trades, electrical apprenticeship, and automation technology. Across this broad spectrum, our programs are designed to support students in developing practical, career-focused skills.

We are a certificate-granting institution, and our mission is centered on employability—delivering the training and skills necessary for students to secure meaningful careers and competitive wages. Our graduates leave Mountainland with credentials that verify to employers that they possess the skills required to perform at a high level.

Employers trust these certificates because they help us build the curriculum. We have more than 550 industry advisory board members who meet with us quarterly across all programs, ensuring that the content we deliver remains current and relevant. We are also closely connected with employers not only for curriculum development but also for career placement opportunities.

These advisory committees remain actively engaged, helping develop curriculum, guide innovation, and support student placement. Our strong connection to industry is what truly distinguishes us from traditional higher education institutions. Partner companies also play an important role in workforce development, and that collaboration is embedded throughout our mission.

Which Mountainland College courses are your signature programs for training experiences, and which best represents the institution?

Our healthcare programs represent our largest enrollment area. Our second-largest category is our apprenticeship programs, which are four-year pathways in electrical, HVAC, and plumbing.

All of our programs reflect our core purpose—connecting with industry and meeting workforce needs. We only develop programs when there is clear demand from regional employers. This approach forms the foundation of our course offerings.

A strong example is our recent public-private partnership with Clyde Companies, a global construction and development organization. The company identified a significant workforce gap in general civil construction. Over the past year, we collaborated with Clyde Companies to develop a one-year civil construction curriculum. The program was jointly funded—half by Clyde Companies and half through a grant—which allowed us to launch our first cohort and graduate 28 students.

The state legislature recognized the program’s success, and it has since expanded statewide with additional industry participation. This demonstrates how we work directly with industry partners to develop programs in real time.

Our hallmark in the region, however, is the number of healthcare graduates we place into the workforce as nurses, medical assistants, nursing assistants, and pharmacy technicians. Many students also use their certificates as a pathway into four-year programs through our regional partner, Utah Valley University.

How does innovation shape the way Mountainland develops its programs, particularly in the era of artificial intelligence? What specific technologies, partnerships, or methods are integrated into your training model?

Traditional perceptions of technical education often focus on hands-on trades, such as automotive repair. However, even over the past 15 years, these industries have evolved significantly. Today, the automotive sector, for example, is as technologically advanced as many software companies located in the Silicon Slopes region.

Our college has had to innovate alongside industry. We remain at the forefront by maintaining close connections with employers. Our instructors are not recruited through traditional academic pathways; instead, we hire experienced industry professionals who already bring innovative practices with them.

We then support them with training in classroom management and instructional techniques so they can become effective educators as well as subject matter experts. Our hiring and instructor development models are therefore central to our innovation strategy. We also rely on our partners’ technology expertise to help sustain and evolve our curriculum.

We are currently implementing a range of AI-focused strategies in collaboration with corporate partners and by applying best practices shared by the University of Utah. As a sister institution, we benefit from their support, resources, and knowledge-sharing initiatives.

How does Mountainland position itself among other higher education institutions as technical education becomes increasingly relevant?

For many years, technical education and traditional academic pathways were viewed as mutually exclusive. Historically, students were often tracked into either vocational or baccalaureate routes.

Today, however, there is growing recognition of the importance of skilled trades, and many institutions are reinvesting in career and technical education. We view Mountainland as a partner in this broader ecosystem. Rather than presenting a choice between Utah Valley University and Mountainland, we emphasize that students can pursue both pathways.

Students can complete a certificate within one to two years, secure a well-paying job, and then leverage that income to continue their education. Many certificates also transfer for up to 30 academic credits, saving both time and cost.

We see ourselves as a complementary partner within the system. Our programs are designed around a K–16 continuum. When developing new offerings, we evaluate whether they serve students’ best interests and how they connect across that continuum.

We collaborate with high schools to create stackable pathways, enabling students to earn up to nine credits while still in secondary education, which can later apply toward a certificate and eventually a degree. Throughout this process, employability remains a central focus.

Do you have any upcoming announcements you would like to share, such as new developments, projects, or expansion plans?

Two months ago, we opened a new 90,000-square-foot campus in Payson, Utah, which now serves more than 1,100 students in the southern portion of our region. We are also currently constructing another 90,000-square-foot facility in Heber City, Utah, which will soon be ready for its ribbon-cutting ceremony.

These locations are approximately an hour and a half apart, reflecting our commitment to expanding access to technical education—particularly for underserved rural communities across the state.

What core message would you like to share with the Mountainland community, prospective students, and the broader public about the college’s impact and direction?

Technical education and our graduates play a critical role in economic development. If economic development is viewed as a highway, technical education sits at its center.

Our institution maintains an 85% graduation rate and an 85% job placement or transfer rate. Additionally, 99.7% of our students graduate debt-free, enabling them to enter the workforce and contribute to the economy immediately.

For students seeking career advancement or university-transferable credits in aligned program areas, technical colleges are increasingly viable and impactful options. Mountainland Technical College’s continued growth reflects that strength.

Before we conclude, is there anything else you would like to add?

The most important point is the value we provide students through the quality of education we deliver, which is driven by our close industry partnerships. Our governing board includes Chief Executive Officers from Fortune 500 companies, demonstrating strong stakeholder commitment.

This partnership ensures that the education we provide is directly applicable in the real world. It represents value, quality, and long-term commitment, and we are proud to play a meaningful role in that process.