Practices with Promise Success Story
Submitted By: Gerlinde Brady, Bay Area Community College Consortium
ICT Training for the 21st Century
- Type of Practice: Regional Collaboration
- Type(s) of Users Served: Apprenticeship, Associate Degree Students, First-time Students, Higher Unit Certificate Students, Low Unit Certificate Students, Pre-Apprenticeship, Skills-Builders Students
- Sector(s): Information & Communication Technologies (ICT)/Digital Media
- Momentum Point(s) & Leading Indicators : MP 34, LI 1, LI 5, LI 6 (click here for description)
- Regions Involved:
- Colleges Involved: Cabrillo College, Chabot College, City College of San Francisco, College of Alameda, Contra Costa College, De Anza College, Diablo Valley College, Evergreen Valley College, Gavilan College, Hartnell College, Las Positas College, Los Medanos College, Merritt College, Monterey Peninsula College, Ohlone College, San Jose City College, Santa Rosa Jr College, Skyline College
- Other Organizations: CTE Enhancement Fund
ICT students needed hands-on experience demanded by ICT employers. Supporting a NETLAB system (which provides this experience) by each college requires tremendous cost, time and expertise. In many cases, faculty maintained these individual systems in addition to their teaching load.
Instructors have been discussing the advantage of sharing access to a centralized facility for several years. The CTE Enhancement Fund provided the resources to put this idea into practice.
In August 2015, 20 Bay Area Community College Consortium (BACCC) colleges joined together to establish a remotely shared ICT Lab Facility (aka Netlab) to serve their ICT students who need hands-on skills demanded by ICT employers. This shared facility was funded by the 40% CTE Enhancement funds.
The BACCC partner colleges chose NETLAB+, provided by Network Development Group, as the management system. NETLAB+ is a centralized system that allows the colleges to host real networking equipment, virtual machines and a variety of curriculum content. NETLAB+ supplements or replaces local hands-on lab facilities.
The NETLAB+ system comes with scheduling software that provides a calendar interface. Students and instructors use the scheduler to reserve lab time at their convenience. The lab environment is well suited for instruction of online classes. Faculty can “enter” a student’s lab environment remotely and provide real time assistance to their students. Students do not need to commute to practice ICT skills.
NETLAB+ provides course content from Cisco Networking Academy, VMware IT Academy, EMC Academic Alliance, Linux Professional Institute, CompTIA, and many others. It also includes virtual topologies that can be used to teach a variety of courses, including Linux, Microsoft, General IT and Cyber Security.
The Bay Region committed almost $1 Million with an additional in-kind equipment contribution valued at about $600,000, to serve students from over 20 colleges. There are a number of colleges outside the Bay Region who see the value of the shared lab facility and would like to become a partner college.
Why a Regional System?
There are many advantages to implementing NETLAB+ on a regional basis. Cost savings is a major factor. Setting up a single-college system would cost about $150,000 plus the cost of a technical support person and licensing fees. The cost for 20 individual systems would be about $5 M. The cost for the Bay Area Shared Lab was about $1.6 M including operating expenses for year one.
There are numerous other benefits of a shared lab facility. To name just a few, it allows for collaborative curriculum development, coordination of industry academy programs, development and coordination of K-12 pathways, faculty professional development opportunities, and joint marketing and public relations efforts.
During the fall term, more than 60 student classes and more than 50 professional development opportunities were supported by the facility. During the same period, a total of 576 unduplicated students used the system and completed 8460 lab hours.
A few other BACCC colleges are still in the process of subscribing and colleges outside the Bay Area are ready to become partner colleges.
To come as the collaboration grows
|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|
|Middle School Cluster|
|MP 1||Completed 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 2||Completed a bridge program between middle school and high school and revised student career/education plan|
|MP 3||Completed a student orientation and assessment program while in middle school or high school|
|High School Cluster|
|MP 4||Completed one course in high school within a CTE pathway|
|MP 5||Completed two or more courses in high school within a CTE pathway|
|MP 6||Completed a CTE articulated course|
|MP 6a||Successfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits|
|MP 7||Completed a program in high school within a CTE pathway|
|Transition from High School to College Cluster|
|MP 8||Completed a bridge program between high school and college in a CTE pathway|
|MP 9||Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway|
|MP 10||Transitioned from a high school CTE pathway to a similar community college CTE pathway|
|MP 11||Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway|
|MP 12||Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway|
|MP 13||During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway|
|MP 14||Percentage 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 15||Completed two courses in the same CTE pathway|
|MP 16||Retention rate between Fall and Spring within a CTE pathway|
|MP 17||Completed a non-CCCCO-approved certificate within a CTE pathway|
|MP 18||Completed a CCCCO-approved certificate within a CTE pathway|
|General Education and Transfer Progress Cluster|
|MP 19||Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway|
|MP 20||Completed college level English and/or math, for students in a CTE pathway|
|MP 21||Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway|
|MP 22||Completed requirements in a CTE pathway, but did not receive a certificate or a degree|
|MP 23||Completed an associate degree in a CTE major|
|MP 24||Completed an associate degree in a major different from student’s college CTE pathway|
|MP 25||Transferred from community college to a four-year university in the same CTE pathway|
|MP 26||Transferred from community college to a four-year university in a major different from their CTE pathway|
|Community College Transition To Workforce Cluster|
|MP 27||Participated in a college internship or workplace learning program within a CTE pathway|
|MP 28||Attained a job placement in the same or similar field of study as CTE pathway|
|MP 29||Acquired an industry-recognized, third-party credential|
|Workforce Progress Cluster|
|MP 30||Attained a wage gain in a career in the same or similar CTE pathway|
|MP 31||Attained wages equal to or greater than the median regional wage for that CTE pathway|
|MP 32||Attained wages greater than the regional standard-of-living wage|
|MP 33||Participated 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)|