Practices with Promise Success Story
Submitted By: Lorinda Forrest, Small Business DSN, Central Valley & Mother Lode
Growing an Entrepreneurial Ecosystem
- Type of Practice: Student Engagement and Career Awareness
- Type(s) of Users Served: Apprenticeship, Associate Degree Students, Counselors/Supporting Staff to Student, Faculty/Teachers, First-time Students, Higher Unit Certificate Students, Lifelong Learning Students, Pre-Apprenticeship
- Sector(s): Small Business
- Momentum Point(s) & Leading Indicators : MP 34, LI 1, LI 6, LI 7 (click here for description)
- Regions Involved: Central Valley, Mother Lode
- Colleges Involved:
As is the case in regions nationwide, the Central Valley / Mother Lode region experiences two seemingly separate, but intricately woven issues:
1. Students are not engaged in learning.
2. Employers cite a lack of soft skills high in their struggles for find qualified workers.
An entrepreneurial mindset, with its focus on celebrating and encouraging self-generated ideas and light-bulb ingenuity, empowers both students and workers.
Students learning entrepreneurship are engaged and participation is an active, integral component of the process. It changes how they think about their place in the community.
Soft skills from an entrepreneurial mindset + technical skills + work-based learning = 21st Century Worker.
Workers with an entrepreneurial mindset are much more valuable to employers. Entrepreneurism teaches the soft skills employers say is inordinately lacking in today’s pool of available workers and a deterrent to hiring. Teaching entrepreneurship creates an “intrapreneuer”, a worker within an organization who thinks outside the box to make systems better.
The Small Business Sector of the Central Valley / Mother Lode Region of Doing What MATTERS for Jobs and the Economy, under the direction of Lorinda Forrest, is engaging in a host of activities to promote an “entrepreneurial ecosystem.” This is a community focused on entrepreneurial success with entities including (but not limited to) entrepreneurs, government, schools, students, private sector, private foundations, Chambers of Commerce, SBDCs, family businesses, investors, banks, social leaders, research centers, military, labor representatives, lawyers, cooperatives, and international aid agencies.
1. Central Valley Grows Business, a resource website for students, educators and the business community for all things entrepreneurship
2. Eship Educator, a free curriculum-sharing website community designed specifically for entrepreneur educators
3. Collaboration with California State University at Fresno’s Lyles Center for Innovation & Entrepreneurship to grow the Community College Entrepreneur Pathway (CCEP) professional development program for college faculty. Students of CCEP faculty receive expedited articulation to Fresno State’s entrepreneur degree program.
4. Social media presence, with a Facebook Page and a Twitter handle, both under “Central Valley Grows Business.”
5. Student pitch competitions that flowed into a statewide “Get a Taste of Success” Business Plan Pitch Competition.
6. Educators Cultivating Entrepreneurship Summit. This Summit was the impetus for a statewide Small Business Educators Symposium planned for Feb 18 & 19, 2016.
7. Recruiting college presidents to sign the National Association for Community College Entrepreneurship President's Pledge for Entrepreneurship, which calls on colleges to create or expand internal & external teams dedicated to entrepreneurship, increase entrepreneurs' engagement in community colleges, engage in industry cluster development, leverage both community college and community assets to spur innovation and job creation, create buzz and broad exposure of the college's commitment to entrepreneurship.
As part of the strategic vision, the outcomes anticipated as a result of the above projects include:
• Improved access to best-practice curriculum by faculty
• More and better faculty interaction statewide related to infusing entrepreneurship and the entrepreneur mindset
• Higher engagement outcomes with students through learning the entrepreneur mindset (soft skills) and via business pitch competitions
• Higher levels of employer satisfaction related to improved soft skills and work readiness by students
Many of the strategies are recently launched or in the beta stage, so data is still being collected. However, below are some early results from the outcomes to date:
• In the first month after launching eShip Educator, it has more than 100 active users
• More than 125 students participated in the first year’s business pitch competitions in the region
• 34 faculty across the state participated in the Community College Entrepreneurship Pathway training
|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)|