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Practices with Promise Success Story

Submitted By: Tessa Miley, RCC, North/Far North, CCC

Edu-Preneurs Program Gives Teachers Tools to Teach Entrepreneurship

  • Type of Practice: Contextualized Content
  • Type(s) of Users Served: Counselors/Supporting Staff to Student, Faculty/Teachers
  • Sector(s): Small Business
  • Momentum Point(s) & Leading Indicators : MP 4, MP 10, LI 6, LI 7 (click here for description)
  • Regions Involved: Greater Sacramento, Northern Coastal, Northern Inland
  • Colleges Involved: American River College, Butte College, College of the Redwoods, College of the Siskiyous, Cosumnes River College, Feather River College, Lassen College, Shasta College
  • Other Organizations: Industry partners; Workforce investment boards

The Challenge

The challenge was two-fold:
• 1) to help high school teachers and community college faculty infuse teaching of entrepreneurial skills into their courses; and
• 2) to make sure that regional small business needs are understood by regional high school teachers and community college faculty, so that these teachers and faculty can help incorporate training to meet small business needs in their classrooms.

The Solution

Edu-Preneurs is a program designed to get teachers, industry, and the community together to address small businesses issues. More specific to the community college, the focus is workforce improvement for small businesses. The program starts with a two-day kick-off summit attended by small businesses, faculty, and others. Participants help identify needs and existing programs in their communities. Later on, a 3-day professional development camp is held in which faculty and teachers receive training and materials to help them implement a solution to what the region identified as gaps. Topics at events have included “Creating Entrepreneurial Educational Pathways” and “Infusing Entrepreneurship into CTE Programs of Study”, among others.

Outcomes

The small businesses that were in attendance at the kick-off summit have all signed up for work-based learning/internships, and the Edu-Preneurs professional development continually fills up.

Multiple school districts are working together sharing curriculum and models. Feather River College is sharing an online platform with six high schools in Shasta County, and College of the Siskiyous is partnering to adopt a national entrepreneurship certification from Fresno State University. The Deputy Sector Navigator from Cuesta College is teaching a Hewlett-Packard entrepreneurship best practice to 15 community college faculty in the north region.

The Data

In 2013-2014:
• 60 people attended the kick-off summit. The participants represented 10 different counties, seven community colleges, and three California State Universities.
• 15 high school teachers and 15 community college instructors from the North/Far North region voluntarily attended professional development twice a year.
• Five high schools were implementing entrepreneurship pathways into their senior curriculum.
• Two hybrid manufacturing and entrepreneurship and ag/entrepreneurship courses were created.
• Five high schools were on track to receive Network for Teaching Entrepreneurship (NFTE) certification.

Supporting Information

Click here to view the Agenda for the Kick-off Summit


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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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