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Practices with Promise Workforce Outcomes eShowcase

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Practices with Promise Success Story

Submitted By: Lena Tran, Evergreen Valley College

Mother-Daughter STEM program at Evergreen Valley College

  • Type of Practice: Student Engagement and Career Awareness
  • Type(s) of Users Served: First-time Students
  • Sector(s): Advanced Manufacturing, Advanced Transportation & Renewable Energy, Agriculture, Water & Environmental Technologies, Energy, Construction & Utilities, Health, Information & Communication Technologies (ICT)/Digital Media, Life Sciences/Biotech
  • Momentum Point(s) & Leading Indicators : MP 6a, LI 4, LI 5 (click here for description)
  • Regions Involved: Silicon Valley
  • Colleges Involved: Evergreen Valley College

The Challenge

It’s widely known that girls, particularly those in underrepresented populations, are likewise underrepresented in science, technology, engineering and math (STEM) classes and careers. This is partially fueled by many girls’ lack of self-confidence in their ability to succeed in STEM.

The Solution

Mothers wear many hats, two of which include cheerleader and household influencer. We learned that influencing mothers can lead to influencing daughters and fathers. Therefore, we asked mothers (or aunts, sisters or female mentors) to join their high school daughters for several for-credit STEM classes: Women in Technology, Forensic Science, and Computer and Information Technology. The program is called Mother-Daughter STEM Program.

Outcomes

Girls enrolled! With backing from their mothers and families, 15 pairs of girls and mothers (or aunts/female mentors) enrolled in the classes. Yet, even with the proposed solution, a large number of young ladies still desperately wanted to take a STEM class. Many students had wished that the program would expand to family members beyond mothers to include fathers, other males or high school siblings.

The Data

Fifteen mother-daughter pairs enrolled in the first session of this program. We plan to continue the cohort in spring 2016. More data will come as the cohort progresses. Our hope is that the mothers can see what their daughters can achieve in STEM careers and, by word of mouth, we can incrementally increase STEM participation among girls. We foresee empowerment for both daughters and mothers.

Supporting Information

Evergreen Valley College website


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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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