Practices with Promise Success Story
Submitted By: Heather Kelnhofer, Shasta College
Ignite Opportunity 2.0 STEM Career Day
- Type of Practice: Student Engagement and Career Awareness
- Type(s) of Users Served: Counselors/Supporting Staff to Student, Faculty/Teachers, First-time Students, Lifelong Learning Students
- Sector(s): Advanced Manufacturing, Agriculture, Water & Environmental Technologies, Energy, Construction & Utilities, Health, Information & Communication Technologies (ICT)/Digital Media, Life Sciences/Biotech
- Momentum Point(s) & Leading Indicators : MP 13, MP 28, MP 34, LI 6 (click here for description)
- Regions Involved: Northern Inland
- Colleges Involved: Butte College, Shasta College
- Other Organizations: Shasta County Office of Education, Northstate STEM, Smart Business Resource Center
The Challenge
Through a partnership with Northstate STEM, the DSN of AgWET and Advanced Manufacturing for the Far North region worked collaboratively to increase awareness about the career opportunities in Science, Technology, Engineering and Technology (STEM) in our region. According to the US Dept. of Commerce, STEM related jobs are growing at 17 percent and in California alone; there is a projected need for a STEM workforce in 2018 of approximately 1.14 million. Northstate STEM, and the STEM Career Day committee felt strongly about highlighting local opportunities for students. The STEM Career Day committee was truly a collaboration of key stakeholders, such as the local WIB (Smart Business Resource Center), Shasta College, SCOE and more.
The Solution
Ignite Opportunity STEM Career Day was created. On October 23, 2015 Ignite Opportunity 2.0 was held. The day started with a kickoff and keynote speech from Mark Soderwall, from Indie Game University, who happens to be based out of Shasta County. From there, students ventured through the fairgrounds to visit over 50 exhibits, as well as participate in a hands on STEM challenge. The event would not be possible without the generous support of our sponsors, who include the McConnell Foundation, Redding Electric Utility, Sierra Pacific Industries, Smart Business Resource Center, Shasta College, Doing What Matters for Jobs and the Economy (sectors: AgWET, Advanced Manufacturing, ICT, Health)
Outcomes
Approximately 1,100 freshman from high schools located in Lassen, Siskiyou, Modoc, Glenn, Tehama, Trinity and Shasta counties. The day was filled with keynote speakers, hands-on activities and lots of engaging exhibits. Over 50 industry partners from those 7 counties participated in the event.
The Data
The positive feedback that we received from not only the students, but from the teachers/counselors that attended with them, as well as feedback from all the businesses that were there. Surveys were done afterward and that data is with Shasta County Office of Education.
Supporting Information
http://www.shastacoe.org/page.cfm?p=7057
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 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) | |
| MP 34 | Exception | |
