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Practices with Promise Success Story

Submitted By: Carol Pepper-Kittredge, Advanced Manufacturing Sector

Sierra College Hacker Lab

  • Type of Practice: Industry Engagement
  • Type(s) of Users Served: Apprenticeship, Associate Degree Students, Faculty/Teachers, First-time Students, Higher Unit Certificate Students, Lifelong Learning Students, Pre-Apprenticeship, Skills-Builders Students
  • Sector(s): Advanced Manufacturing
  • Momentum Point(s) & Leading Indicators : MP 34, LI 1, LI 6, LI 7 (click here for description)
  • Regions Involved:
  • Colleges Involved: Sierra College

The Challenge

Sierra College wanted a makerspace near the campus that followed the Hacker Lab ethos of ‘open’, ‘creative’, and ‘collaborative.’

The Solution


HackerLab Rocklin, the first private makerspace and co-working space in the country to form a public-private partnership with a community college.

Hacker Lab is an economic catalyst for start-ups and micro-businesses; a place where one can go to learn, create new products or technologies; and a community of diverse minds, skills and interests that reflects a growing and passionate Creative Class. Just four years old, Hacker Lab is hip, shows contagious entrepreneurial energy, and promotes a culture based on human connections, shared learning and kind respect.

In fall 2014, Hacker Lab co-founders Eric Ullrich and Charles Blas met with the Sierra College team of faculty, staff and managers, as well as the executive leadership, to tour the campus and discuss how a partnership might be structured. Hacker Lab wanted a partner who would help them expand and connect to a wider community.

The Grand Opening on May 7, 2015 saw more than 400 attendees; a response unlike any other for a business opening in Rocklin. Memberships at the Rocklin site hit the 100 mark in less than 6 months and currently stands at over 140. Fifty percent of members are Sierra College students; a campaign is currently underway to recruit more.

With support from the Sierra College Center for Applied Competitive Technologies, five events were held in 2015:

• A youth Hack-a-thon for more than 75 middle and high school students.
• A StartUp Hustle bootcamp with 75 applicants and 15 selected participants who learned how to take an idea for a product or service to the next level.
• A presentation by Mark Randall, Chief Strategist and VP of Creativity, on “How to Create Products Customers Love” attended by more than 80 people.
• A panel presentation with Brook Drumm, Founder of PrintrBot (Lincoln, CA), Jasan Singh, Founder of Clover, and Josh Klint, Founder of Leadwerks, on “How to Crowdfund Your Next Product” attended by more than 50 people.
• A community college faculty professional development series focusing on digital design and printing. Faculty members prepared lessons for their instructional disciplines, which included manufacturing, theatre arts, drafting, architecture, computer science, engineering and horticulture, and presented to their peers. Lessons were placed on a shared Google drive for further access.

Additionally, in March 2015, the City of Rocklin became a key partner by designating the triangle connecting City Hall, Hacker Lab Rocklin, and the College as an Innovation District. Hacker Lab was identified as a key component in supporting the City’s economic vitality, and Willy Duncan was praised for reaching out and engaging the community.

Outcomes

The Hacker Lab Rocklin site just finished its first year of operations in February 2016, so effects emerging.

Tyler Hill, a Sierra College Electro Mechanical Engineering major from Lincoln, CA, got a job working for NCR Corporation in part because of his participation in the Hacker Lab Startup Hustle, a boot camp for entrepreneurs held in fall 2015.

The Data

To come.

Supporting Information

SIERRA COLLEGE MANUFACTURING STUDENT STARTS UP HIS FUTURE AT MAKER SPACE

HackerLab Sierra College


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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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