Practices with Promise Success Story
Submitted By: John Cordova, Doing What MATTERS for Jobs and the Economy
Health Care Entree to Employment event links students, instructors, industry
- Type of Practice: Student Engagement and Career Awareness
- Type(s) of Users Served: Associate Degree Students, Counselors/Supporting Staff to Student, First-time Students, Higher Unit Certificate Students, Returning Students
- Sector(s): Health
- Momentum Point(s) & Leading Indicators : MP 7, MP 13, MP 27, LI 1 (click here for description)
- Regions Involved:
- Colleges Involved: Moorpark College, Oxnard College, Ventura College
- Other Organizations: Venture County Office of Education, California Lutheran University, the Chamber of Commerce Workforce Education Coalition and numerous community business partners
Reading about a career of interest can shed some light on the industry, but meeting someone who actually works in the field is a much better way to gain a stronger understanding.
On May 12, 2015, the Ventura County Office of Education, in partnership with the South Central Coast Regional Deputy Sector Navigator Health (Doing What MATTERS for Jobs and the Economy initiative), California Lutheran University, the Chamber of Commerce Workforce Education Coalition and numerous community business partners, hosted a two-hour networking and dinner event to introduce students interested in careers in the health care sector to professionals working in the field.
Students dressed in business attire and not only gained valuable information about career options, they also learned how to network in a professional setting. Teachers, students and professionals mingled before dinner, replicating a typical business conference setting. Business cards were exchanged and mentoring relationships were initiated.
Three students, a teacher, two or three industry professionals and a facilitator sat at each dinner table. A few guided questions were provided to start conversation and facilitators assured that everyone at the table had the opportunity to participate in the conversation. To help maximize their interaction with professionals, students sat at one table for dinner and rotated to a second table for dessert.
Students asked the professionals about their education, how they made career decisions, what job opportunities are available to students today and what advice they have for the next generation of health care professionals.
Approximately 30 students and 10 instructors from 13 Ventura County high schools, adult schools and community colleges attended the event. Almost 30 health care professionals also participated in the program, including physicians, hospital floor nurses, home healthcare specialists, pediatric occupational therapists, physician assistants, emergency room nurses, renal specialists, mental health workers, imaging techs, social workers, biotech manufacturers and chiropractors.
Feedback from the dinner was uniformly positive. Anecdotally, we can report that all of the health care professionals with whom we spoke following the event were impressed with the students’ poise, motivation to succeed and sincere interest in the information that the professionals shared. These business partners are looking forward to participating in the health care Entrée to Employment dinner next year.
Student comments were similarly positive. A number of students reported that professionals invited them to come to their offices and offered to be a resource for them as they pursue their careers. Other students said that the dinner made them aware of career opportunities that they had not previously considered.
The health care Entrée to Employment was an overwhelming success. Students felt that they had an opportunity to engage with professionals in the career field of interest to them, teachers were able to get first-hand information on careers available to their students and business community members left the event wanting to expand their involvement with the county’s students.
|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)|