Practices with Promise Success Story
Submitted By: Carol Pepper-Kittredge, Advanced Manufacturing Sector
Sierra College Hacker Lab
- Type of Practice: Industry Engagement
- Type(s) of Users Served: Apprenticeship, Associate Degree Students, Faculty/Teachers, First-time Students, Higher Unit Certificate Students, Lifelong Learning Students, Pre-Apprenticeship, Skills-Builders Students
- Sector(s): Advanced Manufacturing
- Momentum Point(s) & Leading Indicators : MP 34, LI 1, LI 6, LI 7 (click here for description)
- Regions Involved:
- Colleges Involved: Sierra College
Sierra College wanted a makerspace near the campus that followed the Hacker Lab ethos of ‘open’, ‘creative’, and ‘collaborative.’
HackerLab Rocklin, the first private makerspace and co-working space in the country to form a public-private partnership with a community college.
Hacker Lab is an economic catalyst for start-ups and micro-businesses; a place where one can go to learn, create new products or technologies; and a community of diverse minds, skills and interests that reflects a growing and passionate Creative Class. Just four years old, Hacker Lab is hip, shows contagious entrepreneurial energy, and promotes a culture based on human connections, shared learning and kind respect.
In fall 2014, Hacker Lab co-founders Eric Ullrich and Charles Blas met with the Sierra College team of faculty, staff and managers, as well as the executive leadership, to tour the campus and discuss how a partnership might be structured. Hacker Lab wanted a partner who would help them expand and connect to a wider community.
The Grand Opening on May 7, 2015 saw more than 400 attendees; a response unlike any other for a business opening in Rocklin. Memberships at the Rocklin site hit the 100 mark in less than 6 months and currently stands at over 140. Fifty percent of members are Sierra College students; a campaign is currently underway to recruit more.
With support from the Sierra College Center for Applied Competitive Technologies, five events were held in 2015:
• A youth Hack-a-thon for more than 75 middle and high school students.
• A StartUp Hustle bootcamp with 75 applicants and 15 selected participants who learned how to take an idea for a product or service to the next level.
• A presentation by Mark Randall, Chief Strategist and VP of Creativity, on “How to Create Products Customers Love” attended by more than 80 people.
• A panel presentation with Brook Drumm, Founder of PrintrBot (Lincoln, CA), Jasan Singh, Founder of Clover, and Josh Klint, Founder of Leadwerks, on “How to Crowdfund Your Next Product” attended by more than 50 people.
• A community college faculty professional development series focusing on digital design and printing. Faculty members prepared lessons for their instructional disciplines, which included manufacturing, theatre arts, drafting, architecture, computer science, engineering and horticulture, and presented to their peers. Lessons were placed on a shared Google drive for further access.
Additionally, in March 2015, the City of Rocklin became a key partner by designating the triangle connecting City Hall, Hacker Lab Rocklin, and the College as an Innovation District. Hacker Lab was identified as a key component in supporting the City’s economic vitality, and Willy Duncan was praised for reaching out and engaging the community.
The Hacker Lab Rocklin site just finished its first year of operations in February 2016, so effects emerging.
Tyler Hill, a Sierra College Electro Mechanical Engineering major from Lincoln, CA, got a job working for NCR Corporation in part because of his participation in the Hacker Lab Startup Hustle, a boot camp for entrepreneurs held in fall 2015.
|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)|