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Practices with Promise Success Story

Submitted By: Kevin Fleming, Norco College

Norco College Develops Employment Opportunity Program for Students

  • Type of Practice: Industry Engagement
  • Type(s) of Users Served: Associate Degree Students, External Certification Seekers, Higher Unit Certificate Students, Lifelong Learning Students, Low Unit Certificate Students, Returning Students, Skills-Builders Students, Transfer Students
  • Sector(s): Advanced Manufacturing, Advanced Transportation & Renewable Energy, Agriculture, Water & Environmental Technologies, Energy, Construction & Utilities, Global Trade & Logistics, Health, Information & Communication Technologies (ICT)/Digital Media, Life Sciences/Biotech, Retail/Hospitality/Tourism, Small Business
  • Momentum Point(s) & Leading Indicators : MP 19, MP 27, MP 28, LI 1, LI 5 (click here for description)
  • Regions Involved: Inland Empire/Desert
  • Colleges Involved: Norco College
  • Other Organizations: Multiple Chambers of Commerce, community, & industry groups

The Challenge

• Engaging community and industry partners with the college to increase awareness of programs to meet the standards of local industry and provide employment and internship opportunities.

• Increasing student engagement in CTE programs and offering career exploration opportunities to increase student’s completion of a certificate and/or degree.

The Solution

In 2011, the CTE department at Norco College hired an Employment Placement Coordinator to organize student internships and employment opportunities. The coordinator hosts and facilitates industry meetings, including the annual industry and advisory meeting and maintains a presence at local chamber meetings and with local employers. They also host a career and job fair twice a year along with pre-employment workshops that help students with career search, resumes, job search, and interviewing skills.

Outcomes

Student internships introduce students to real world work skills and provide networking opportunities for future job searching. The Career & Job Fair is an opportunity for students to meet local employers and apply for volunteer or employment positions. Industry Advisory meetings allow employers to look at the curriculum offered by Norco College and provide recommendations to make students more employable. Attending the local chamber of commerce meetings allows the Employment Placement Coordinator to make industry connections as well as successfully promote work experience and internships. The well received CTE workshops prepare students for employment by helping with resumes, cover letters, interviews, career research, and other topics.

The Data

The activities of the Employment Placement Coordinator have led to internships and employment for students and strengthened the college’s advisory boards.

• The Spring 2014 Industry and Advisory Breakfast, hosted on the Norco College campus, welcomed over 130 industry representatives, community partners, and faculty to review our programs and promote our students for internships and jobs. The number of attendees has grown every year.

• The Career & Job Fair attendees have also grown with over 40 employers and many industries represented.

• These activities have increased job placement numbers. For example in the fall semester over 30 students were placed directly into internships and/or jobs, an increase of 33% over the preceding semester.

Supporting Information

Visit Norco College’s job placement website

Read more about Norco College’s Career and Job Fair


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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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