Practices with Promise Success Story
Submitted By: Tessa Miley, RCC, North/Far North, CCC
Edu-Preneurs Program Gives Teachers Tools to Teach Entrepreneurship
- Type of Practice: Contextualized Content
- Type(s) of Users Served: Counselors/Supporting Staff to Student, Faculty/Teachers
- Sector(s): Small Business
- Momentum Point(s) & Leading Indicators : MP 4, MP 10, LI 6, LI 7 (click here for description)
- Regions Involved: Greater Sacramento, Northern Coastal, Northern Inland
- Colleges Involved: American River College, Butte College, College of the Redwoods, College of the Siskiyous, Cosumnes River College, Feather River College, Lassen College, Shasta College
- Other Organizations: Industry partners; Workforce investment boards
The challenge was two-fold:
• 1) to help high school teachers and community college faculty infuse teaching of entrepreneurial skills into their courses; and
• 2) to make sure that regional small business needs are understood by regional high school teachers and community college faculty, so that these teachers and faculty can help incorporate training to meet small business needs in their classrooms.
Edu-Preneurs is a program designed to get teachers, industry, and the community together to address small businesses issues. More specific to the community college, the focus is workforce improvement for small businesses. The program starts with a two-day kick-off summit attended by small businesses, faculty, and others. Participants help identify needs and existing programs in their communities. Later on, a 3-day professional development camp is held in which faculty and teachers receive training and materials to help them implement a solution to what the region identified as gaps. Topics at events have included “Creating Entrepreneurial Educational Pathways” and “Infusing Entrepreneurship into CTE Programs of Study”, among others.
The small businesses that were in attendance at the kick-off summit have all signed up for work-based learning/internships, and the Edu-Preneurs professional development continually fills up.
Multiple school districts are working together sharing curriculum and models. Feather River College is sharing an online platform with six high schools in Shasta County, and College of the Siskiyous is partnering to adopt a national entrepreneurship certification from Fresno State University. The Deputy Sector Navigator from Cuesta College is teaching a Hewlett-Packard entrepreneurship best practice to 15 community college faculty in the north region.
• 60 people attended the kick-off summit. The participants represented 10 different counties, seven community colleges, and three California State Universities.
• 15 high school teachers and 15 community college instructors from the North/Far North region voluntarily attended professional development twice a year.
• Five high schools were implementing entrepreneurship pathways into their senior curriculum.
• Two hybrid manufacturing and entrepreneurship and ag/entrepreneurship courses were created.
• Five high schools were on track to receive Network for Teaching Entrepreneurship (NFTE) certification.
|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)|