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Practices with Promise Workforce Outcomes eShowcase

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Practices with Promise Success Story

Submitted By: Mark Williams, Prop 39 Project Director SF Region

Skyline College Delivers Education…Literally!

  • Type of Practice: Student Engagement and Career Awareness
  • Type(s) of Users Served: First-time Students
  • Sector(s): Energy, Construction & Utilities
  • Momentum Point(s) & Leading Indicators : MP 8, LI 1 (click here for description)
  • Regions Involved: San Francisco/San Mateo
  • Colleges Involved: Skyline College
  • Other Organizations: Prop 39 Program Improvement Funds Region B

The Challenge

Skyline College's Green Energy Camp is very successful, but was offered only on campus, limiting the program’s reach.

The backstory:
The earth’s environment faces numerous challenges, including climate change and “dirty” energy. Skyline College responded with a two-week, onsite “Green Energy Camp” that integrates a young demographic into the emerging green sector, essential to the development and growth of a robust workforce to meet the challenging climate, energy, and water challenges in our near future. The two-week camp gave high schoolers a pathway to college with two units of college and high school credit. More information about the camp is available at its YouTube channel: https://www.youtube.com/channel/UCKRR3fGnc6v145TW7q4fXYg

Green Energy Camp staff includes: Celia Canfield, camp producer and marketing instructor, Bruce Greenstein and Joan Connolly as subject matter experts on energy efficiency and solar, Rita Gulli as the coordinator for the camp, Anasanique Fountain as the lead videographer and she was assisted by two Skyline film students, David Oriqat and Nicole Smith.

The Solution

Skyline College’s Center for Sustainable Construction is taking a “mobile classroom” (specially equipped vehicle) on the road this year to deliver a college-level, “Green” Construction Basics course to students on their high school campus. The program is designed to be a bridge for students in high school to get exposure to college faculty, curriculum, and culture. Students will receive both high school and college credit for the two-semester program.

This program is part of the Proposition 39 workforce RFA, which targets occupations in the commercial, industrial, and institutional sectors of energy efficiency and clean energy generation. Residential and agricultural occupations are excluded.

Energy Efficiency Program Definition
Energy consumption and clean energy generation occur on the customer or “demand” side of the utility meter. This includes the power meter, gas meter, and water meter. Energy efficiency programs – for purposes of the Prop 39 workforce RFA - reduce demand side energy consumption in commercial, institutional, and industrial buildings.

Technologies
Within demand-side applications for commercial, institutional, and industrial buildings, energy efficiency technologies fall into three general categories:
• Heating, Ventilation, Air Conditioning, and Refrigeration (HVAC/R)
• Lighting and lighting controls
• Building envelope (roofing, insulation, windows, etc.)
• Renewable Energy related to energy consumption in a building

Related technologies for environmental controls can be eligible for Prop 39 funds allocation:
• Lighting control systems (e.g. California Advanced Lighting Controls Training Program)
• Environmental Control Systems (sensors, controls, and networking specifically for HVAC/R)
• Building Automation Systems, if related to HVAC/R or lighting controls
Foundational Workforce Programs
Selected programs such as Electrical, Plumbing, Sheet Metal, Drafting, OSHA, and others are considered “foundational” to an Energy Efficiency pathway and are eligible for Prop 39 workforce funds allocation.

Outcomes

To come as students register for the new program.

The Data

To come as students register for the new program.

Supporting Information

Green Energy Camp's final videos are uploaded to the dedicated YouTube channel.


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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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