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Practices with Promise Workforce Outcomes eShowcase

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Practices with Promise Success Story

Submitted By: Avanté Simmons, College of the Desert

Inland Empire Faculty Complete Externships in the Healthcare Industry

  • Type of Practice: Industry Engagement
  • Type(s) of Users Served: Faculty/Teachers
  • Sector(s): Health
  • Momentum Point(s) & Leading Indicators : MP 27, LI 1, LI 6 (click here for description)
  • Regions Involved: Inland Empire/Desert
  • Colleges Involved: Chaffey College, Mt San Jacinto College, Riverside City College, San Bernardino Valley College

The Challenge

The challenge was to provide a view into a healthcare setting that would enlighten educators as to reality facing the future healthcare workforce (and careers unknown to teachers) without disruption to the faculty and the host site. The intent of the Faculty Externships is to:

• Provide business-and-industry based work experience to full time community college and high school educators in health-related and academic background

• Improve their work with students by incorporating new skill sets, methods, labor market information, employment skills and lessons learned to meet industry standards for a trained workforce in high skill, high wage jobs that contribute to the economic development of the region.

The Solution

Faculty members are recruited from healthcare pathways, given an orientation; receive training the Health Insurance Portability and Accountability Act of 1996 (HIPAA), and asked to obtain necessary live scan, TB documentation, and workers comp letter from their districts. Faculty members contact the host sites to schedule hours. Faculty members are required to complete documents and lesson plans. A celebration event is held to honor both the host sites and the Externs who completed the program.


The externship experience offers an avenue for teachers to expand their industry-based knowledge and transfer this to the curriculum. Externs become more aware of various careers in the healthcare professions, the need for technology skills in the changing landscape of healthcare, knowledge of specific skills needed, reinforcement of professionalism in the healthcare field, the importance of being a team player, and creation of lesson plans that bring real world knowledge into the classroom. Other outcomes include:

• With first-hand exposure, teachers can design and implement classroom activities, projects and work-based learning opportunities that will add relevance and meaning to students' classroom learning Externships provide a fresh perspective that lets teachers tie curriculum to real-world applications.

• Participants gain an increased ability to explain the value of what students are learning. This often leads to activities in which students work in groups, engaging in cooperative learning and open-ended real-life, problem-based assignments.

• Externships can be particularly powerful for teachers working on an interdisciplinary team, as in a Health Career Academy.

• Externships also give employers/hosts other avenues of involvement in academies. They can inform educators about their expectations of employees in various positions and offer input to the curriculum, thereby contributing to the preparation of their future workforce. They can also become guest speakers, mentors, host field trips and job shadows, or offer internships for students. In addition they provide an avenue for educators to "market" their academy, spreading the word to students about their opportunities in the academy.

The Data

• Number of participants: 29 educators
• Number of Host sites: 12

Supporting Information

Healthcare Workforce Initiative Contract

Click here to find a summary of Deputy Sector Navigator Grant used for the Healthcare Initiative

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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception


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