Governor's Career Technical Education Initiative (SB 70SB1133

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					       Governor’s Career Technical Education Initiative (SB 70/SB1133)

                                            APPLICATION ABSTRACT


RFA Specification No./Title: X 07-0170                 Career Technical Education Community Collaborative Project
                                         07-0171       Workforce Innovation Partnerships
                                         07-0170a Supplemental Funding: CTE Community Collaborative Projects
Amount Requested: $350,000

Facility: San Diego Community College District           Project Director: Lynne Ornelas
Address: 3375 Camino del Rio South                       Phone: (619) 388-6830
City, State, Zip: San Diego, CA 92108-3883               Fax: (619) 388-6523
                                                         E-Mail Address: lornelas@sdccd.edu

       The SDCCD CTE Partnership will comprise the following entities: San Diego City, Mesa, and Miramar Colleges; The
       San Diego Unified School District; The San Diego County Office of Education; The San Diego Workforce
       Partnership; The San Diego Economic Development Corporation; and Industry Specific Partners. This collaborative
       will offer a variety of CTE educational options through our current program offerings which include: College and Career
       Transition Programs; Credit and Non-Credit Certifications; Associate Degrees; Middle School Career Exploration;
       Industry Externships/Internships for Secondary and Post Secondary faculty and students; and Apprenticeship Training.
       The SDCCD CTE Partnership is able to reach a broad spectrum of constituencies that is fully representative of the
       diversity of the region in terms of race, age, and socio-economic status. SDCCD serves a metropolitan area with over
       1,300,000 residents, of whom 47% are Caucasian, 27% are Hispanic, 7% are African-American, 14% Asian, 1%
       American Indian and 4% are multi-racial or “other.”

       The SDCCD CTE Partnership is a representation of the key players that are involved in responding to the workforce
       needs of the region. Through a collaborative process, the Partnership determined which projects would best serve the
       needs of the region and would meet the overall goals of the Collaborative which include the following:

       Goal 1: Develop and enhance CTE programs of study for students in high wage, high demand occupations that reflect
       the economic and workforce drivers of the region

       Goal 2: Implement aligned college and career transition programs for high school and Continuing Education students
       that foster transferable skill attainment across multiple career pathways and sectors.

       Goal 3: Afford secondary and post-secondary faculty and counselors opportunities to collaborate, build and support
       integrated CTE programs leading to advanced education and competitive employment

       In light of these goals, and in surveying the needs of the region, the SDCCD CTE Partnership is proposing to develop
       and expand projects in the four priority areas outlined in the RFA. Within each of these identified priority areas,
       projects have been developed that respond to the burgeoning needs that have been targeted by the partners within this
       collaboration. Each project focuses on a variety of career paths in key CTE sectors including; Bio-technology;
       Geographic Information Systems; Applied Competitive Technologies/Manufacturing and others. The projects will
       occur at each of the 3 comprehensive 2-year colleges of the San Diego Community College District, the 20 partnering
       high schools and the 34 middle schools that make up the San Diego Unified School District.

       CTE Community Collaborative RFA Booklet                                                     Application Abstract
                                                                      SB 70/SB 1133 RFA Specification 07-0170
                                                                                    SDCCD CTE Partnership


STATEMENT OF NEED

“Unless the skills gap within the United States is closed and employers can find the workers they need, and
job seekers that have the skills to pursue the opportunities that exist, then America’s economy will remain
vulnerable…The stakes are high: freedom of trade and commerce; personal and political liberty; and national
and individual security.” (David Sampson, 2001)

This quote reflects an increasingly competitive work environment that requires workers to demonstrate higher
and more complex levels of proficiency in terms of literacy, numerical, communication, technological,
analytical and people-to-people working skills. Our nation faces a shortage of skilled workers.

The San Diego region faces similar shortages. During the early 1990’s, the San Diego regional economy
experienced a severe recession that resulted in significant job losses across the region. In 1993, the
unemployment rate rose to 8.4 percent. Conversely, during the national recession of the early 2000’s, the San
Diego region actually continued adding jobs to the economy. The unemployment rate peaked at only 4.7
percent in 2002. The difference between the two eras lies largely in the economic structure of the region
during each recession. The region’s past economy was based largely on one industry. Today the region’s
economy is diversified across many sectors.

Numerous task forces have been convened to address the issue of skilled labor shortages. The San Diego
Regional Economic Development Corporation, San Diego Dialogue, and the San Diego Regional Chamber
of Commerce have explored ways to improve the educational system and worker skills. A recent study by
SANDAG entitled Creating Prosperity: San Diego Regional Prosperity Strategy, suggests the following:

        At the K-12 level, several steps can be taken. A broader partnership between businesses in our
        technology clusters with our K-12 institutions should focus on raising student performance in math
        and science, and on monitoring student progress in important job skill traits such as on-time
        attendance and working in groups. Internships for K-12 teachers should be created with our private
        sector to raise teachers’ connectivity with contemporary business practices. The private sector may be
        able to further boost K-12 districts with financial assistance programs or donations of computer
        hardware. San Diego’s community college districts should continue to work in concert with the
        private sector, workforce development agencies, and economic development organizations to meet
        workforce education and training needs of the region’s employers. Private sector board members of
        community college districts and the San Diego Workforce Partnership should provide direction in
        workforce development efforts by ensuring that curriculum and employment programs are consistent
        with the requirements of the modern workplace.

While we recognize a need to increase the knowledge and skills of the workforce, we have also learned a lot
about how learning occurs during the last twenty years. Indeed, much of that cognitive science research has
taken place in San Diego. We now know that learning takes place for most students when taught in a real-
world context. (Caine and Caine, 1994); Sylwester, 1995; Leamnson, 1999). In order for k-12 teachers and
college faculty to be able to provide this real-world context, they must be able to periodically engage in the
“real-world” in such a way as to incorporate real and relevant problems and situations into their teaching.




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Each of the projects listed below speak to these over-arching workforce needs, while specifically identifying
the needs within the targeted program areas.

A.      Career Exploration Development for 7th & 8th Graders
Proposed Project: My Dream Career Planning Project
Cross Sector/Interdisciplinary Approach

Research has consistently demonstrated that career guidance efforts have the most significant impacts when
they begin in middle school. The level of career interventions administered to middle school students has a
direct impact on student’s abilities to understand their educational choices and the relationship between
academic choices and careers (Peterson, Long & Billups, 1999).

As Kerka discusses, “at the middle school level, career education is needed to lay the groundwork for future
career development by helping students achieve the following goals: Knowledge of personal characteristics,
interests, aptitudes and skills; awareness and respect for the diversity of the world of work; understanding of
the relationship between school performance and future choices; and development of a positive attitude
toward work.” (Kerka 2000). Experts agree that career education and development should be woven into
curriculum and not addressed as a single unit that is briefly discussed once during the academic year. Maddy-
Bernstein and Dare (1997) found that career development programs should be a “part of the whole process of
educating a child for the larger thing called life.” (Bernstein and Dare, 1997)

A team from the Elementary & Middle Schools Technical Assistance Center out of Washington, DC, created
a document answering the question, “What attributes are important in the development and implementation
of an early career awareness and career development program?”. Of the various attributes that were listed, the
following were notable:
              Provide students with real-life and practical experiences;
              Introduce students to information about the job market;
              Invite interdisciplinary involvement and support;
              Provide students with opportunities to incorporate career information in academic areas and
              curriculum;
              Incorporate technology. (Gerver, Shanley, & Cummings)

Within San Diego County, there is a dearth of career exploration, development, and counseling programs
offered at the middle school level. While SDCCD and SDCS have initiated a pilot program under a
previous grant, there is still much work to be done. In surveying the current offerings within the region,
Several gaps have been identified in the career exploration and development activities that are currently
available to middle schools (this does not account for the project being proposed):

    1. The Career Planning Guide being widely used is geared to high schools, not middle schools. The
       planning books, while available online, are not offered in hard copy to middle schools.
    2. The Career Planning Guide does not provide links to more extensive occupational information,
       assessment and planning tools.
    3. There is no curriculum or lesson plans available to middle school teachers to enable them to integrate
       career exploration and development into their classes.
    4. Students in eighth grade develop a High School Plan without first engaging in the career exploration
       and development activities that would help them understand the importance of attending


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       postsecondary education, of taking the right courses in high school to prepare for college, and the
       options they will have if they decide that they do not want to go to college.
    5. There is no formal counselor and teacher training to prepare them to use career exploration activities
       and materials effectively with middle school students.

The My Dream Career Planning Project being proposed will address many of these gaps while incorporating
many of the needed components being suggested by leaders in the field. In its initial implementation, the My
Dream Career Planning Project included career exploration and development curriculum, lesson plans and
activities for implementation in 8th grade classes; a Career Planning Guide designed for use with middle
school students and a companion website for 8th grade students. The interdisciplinary/cross sector approach
to this project introduces students to multiple career paths and industry sectors; which allows them the
greatest opportunity to explore various industries and fields. The response section of this proposal will discuss
proposed expansions to the project which are an effort to meet the needs of middle school students in a more
profound way, based on prior successes of the project.

B.      Career Technical Education Sectors
Proposed Project: Strengthening Student Career Paths in the Manufacturing Industry Sector

Despite the reality of the decline of manufacturing jobs across the country, David Goodreau, chairman of the
Sherman Oaks-based Small Manufacturing Association of California, declares, “Manufacturing is not dead;
it’s a career in evolution.” According to Goodreau, statistics that simply expose the number of jobs being loss
without providing a detailed analysis, do not convey the big picture of what is occurring in the manufacturing
industry. (Job Journal, 2004) According to a 2004 article, many workers within the manufacturing industry
are retiring, which opens enormous opportunities for a “new generation of manufacturing employees, those
with higher-education skills.” (Hollister 2004)

In a 2007 San Diego Business Journal article, manufacturing was sited as the largest employment sector in
San Diego County in 2004. According to a report by the San Diego Regional Chamber of Commerce,
manufacturing benefits the most from the business created by defense spending. “Defense-related
manufacturing supports more than 19,800 jobs and $4.5 billion in economic output.” (Allen 2007)

In a 2007 report, prepared by Collaborative Economics, six clusters of opportunity were identified within the
San Diego region. These clusters share common characteristics in that they have all been growing in one or
more of the following: sizes, wages, and value. These clusters are unique to San Diego, as the region has
higher concentrations in most of these areas relative to the State of California as well as the nation. These
growing sectors are both export and population driven, and have a range of career opportunities. The six
clusters are identified as follows:
              Life Sciences (Pharmaceuticals, Medical Devises, Biotechnology)
              Health Services
              Information Services (IT, Telecommunications, and Publishing)
              Advanced Manufacturing
              Commercial & Infrastructure Construction
              Visitors & Regional Experience

From 1995-2005, the San Diego employment in these manufacturing firms expanded by 14%. The region’s
Advanced Manufacturing concentration is higher than the U.S. and wages have been steadily increasing


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throughout the past ten years. Advanced Manufacturing’s fastest growing occupations are all higher and mid-
level wage jobs.

The future and projected need for more technically skilled workers is well documented. There are currently
1.3 million engineering/engineering technology jobs available in the U.S. without trained personnel to fill
them. This labor gap is projected to grow to over 15 million workers in 14 years as the Baby Boomers retire.
Millions of these high-paying jobs are being outsourced annually to countries such as India and China where
an education in Engineering and Technology is viewed as an interesting profession on a par with being a
medical doctor. It is important to note that when the United States loses engineering jobs to other countries
the loss extends to the related manufacturing jobs. Without manufacturing engineers, a company is unable to
design or support the manufacturing systems required for an efficient, automated manufacturing operation.
Economic development agencies throughout the state have identified the need for more technically trained
graduates as the number one educational priority.

According to the 2005 Skills Gap Report, over 80% of the surveyed American manufacturers experience a
shortage of qualified workers overall, which in turn impacts the companies’ ability to serve customers.

The SDCCD CTE Collaborative has identified Manufacturing and Product Development as an Industry
Sector that is vital to the regional economy of San Diego County. It is vital that the region continues to
produce skilled manufacturing engineers and technicians who will be able to compete in this ever-changing
and evolving industry. Only in continuation and development of manufacturing programs, will SDCCD be
able to meet the demands of industry partners by preparing the next generation of skilled laborers for new and
existing jobs.

C.      Teacher and Faculty Externships in Business and Industry
Proposed Project: Miramar Amgen Teacher Support Center
Biotechnologies; Health Sciences and Medical Technology

A decade ago, the San Diego Region had a dynamic School-to-Career Partnership among its high schools and
community colleges. Great effort was made to provide students opportunities to experience the workplace
through job shadows and internships. We also discovered that providing similar experiences for faculty and
counselors led to enhanced curriculum. The School-to-Career Office at the San Diego County Office of
Education hosted a program for paid summer internships for teachers for several years, but found limited
interest on the part of employers and difficulty matching teacher qualifications with industry needs. The
regional School-to-Career Partnership found that shorter term job shadows ranging from two weeks to one
day were more manageable for employers and useful for faculty. Hundreds of high school teachers and
community college faculty participated in these. Manuals, orientations and debriefs were all part of the job
shadow process. Many lessons were learned, and San Diego STC leaders provided assistance throughout the
country on the job shadow process. Unfortunately the School-to-Career legislation and funding ended along
with teacher job shadows.

Several educational improvement programs have occurred in San Diego since the School-to-Career era. Small
High Schools, High School Academies and Career Pathways (between high school and college) have been
funded by national and California governments as well as private foundations. Common goals for each of
these have been “rigor, relevance and relationship”. Schools have refocused their efforts toward thematic small
high schools. These schools have advisory committees with partners from business and industry. The Perkins


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IV legislation has strengthened its emphasis on linkages between secondary and postsecondary education,
particularly in CTE.
The San Diego Community College District has identified student success as a top priority. It recognizes the
importance of strengthening pathways from kindergarten through college, including Continuing Education.
Another observation has been the need for district-wide discipline workshops between college and K-12
faculty.

San Diego, the State of California, and the nation have been experiencing a significant and growing crisis in
the area of math and science education. As San Diego continues to grow as a world class hub for
biotechnology, science and innovation, the young people growing up in San Diego are not being inspired and
prepared to fill the high-skill, high-wage jobs being created within the local economy. The Life Sciences
Summer Institute (LSSI) at Miramar College (SDCCD) was created to address this issue head-on and at
multiple academic levels. The LSSI focuses on the training and development of upper-level high school,
community college and university students as well as high school and community college teachers to create a
pipeline of qualified and informed workers for the future.

We recognize the need for this project because the workplace is changing at a rapid rate. Many CTE
instructors do not have recent experience in the dynamic industries in which they teach. Additionally the
workplace is becoming more complex, requiring more technical and academic skills. Counselors and
academic faculty, at both the college and high school levels, have limited work related experience to apply to
classroom instruction, and/or to use as a basis to guide students in their career choices. There has been a
growing awareness of the need for more professional development for the high school and college faculty
regarding these new programs. Biotechnology is the field that has been specifically identified as needing an
expansion in efforts to train college faculty and secondary school teachers.

Miramar College (SDCCD) is in the heart of “Biotech Beach,” one of the top 3 life science industry clusters
in the world. The College has over a 15-year history training the workforce needed for this industry through
its unique certificate program. The project proposed here will enhance career technical education through
teacher externships and training experiences that provide community linkages to additional educators and to
industry, with the overall goal of providing pathways for high school students to Miramar College’s certificate
program.

D.      CTE Professional Development
Proposed Project: Interdisciplinary Professional Development in Business and Industry
Geographic Information Systems

The California Employment Development Department (EDD, 2002) projected that the employment of GIS
Specialists in California will grow by approximately 66.7 % between 1998 and 2008, with almost 10,000 jobs
created in the filed during that decade—almost three times the rate of growth of occupations overall. (EDD
and other government agencies have not yet begun to create projections for GIS Specialists as an occupation;
instead they use projects for database managers as a proxy in their reports on employment in GIS). EDD
(2002) also projected that as the use of GIS increases over time; GIS duties may be added to other
occupations (such as drafters, cartographers, and research analysts) as well, creating more demand for training
for these workers. The U.S. News & World Report (2003) predicted that database managers, analysts and
developers will be in demand for many years to come, as companies and government agencies “gather a huge
amount of fate on customers, supplies, and markets- and struggle to do something useful with it.”


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The demand for college education and training in GIS has grown tremendously. There are now over 200
GIS programs nationwide, with thirty offered in California alone- fourteen at community colleges and sixteen
ant universities (primarily California State University campuses). One of the greatest factors driving this
growth is the demand from the private and public sectors for workers who can apply GIS in the workplace.

Until recently, GIS education was limited to upper division and graduate level programs at larger universities,
due to the high cost of hardware and the complexity of the systems. With the price-performance increase in
power of desktop computers and new use-friendly software for the PC, community colleges are now able to
develop and offer GIS programs. Community college GIS programs provide working professionals with
hands-on training in various software and hardware applications, as well as the theory behind GIS and spatial
analysis. Community colleges are working with universities on articulation agreements so that lower-division
academic GIS courses taken at a community college can be transferred to four-year GIS programs.

K-12 GIS programs have also grown significantly in the last five years and now reach thousands of students
annually. These programs can work closely with college or university GIS programs to encourage students to
pursue careers in the filed. Mesa College (SDCCD) is in the final stages of a 2-year National Science
Foundation (NSF) grant that focused on training, program development, and workforce preparation for
careers in GIS technologies. This successful project has created interactive and compelling web-based learning
modules used by over 100 high school students and has provided training to San Diego Unified School
District teachers.

As the field of GIS grows nationwide, statewide, and within the San Diego region, it is critically important
that teachers and faculty are trained in the varied uses of GIS technologies. Through working with partners
in a number of high growth industries, including business and marketing services; natural and environmental
resource management; health and human services; utilities; tourism and recreation; and others, the need for
skilled labors in the use of GIS technology has been clearly identified. In order to provide this labor to meet
workforce demands of the region, it is essential that teachers and faculty on both the secondary and post
secondary levels are abreast of the latest technologies and applied uses for GIS.

E.      Workforce Innovation Partnerships
The Collaborative has chosen 3 projects to submit for Workforce Innovation grants. Each of these projects
addresses a need within our region in terms of responding to the region’s workforce demands.

Proposed Projects:
1. Building Trades and Construction (With an Emphasis on Solar Energy Technology)
Strategic Priority Area(s): Applied Competitive Technologies/Manufacturing and Environmental Technologies

Amid a challenging economic outlook—plummeting housing prices, rising foreclosure rates, record-high oil
prices, sinking consumer confidence, looming recession—2007 was another banner year for clean energy,
with no signs of a slowdown in 2008. Solar, wind, biofuels, geothermal, energy intelligence, hybrid- and all-
electric vehicles, advanced batteries, green buildings, and other clean-energy-related technologies and markets
provided bright spots in an otherwise sluggish economy.

Clean Edge, which has been tracking the growth of clean-energy markets since 2000, reports a 40 percent
increase in revenue growth for solar photovoltaics, wind, biofuels, and fuel cells in 2007, up from $55 billion


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in 2006 to $77.3 billion in 2007. For the first time, three of these are generating revenue in excess of $20
billion apiece, with wind now exceeding $30 billion. New global investments in energy technologies—
including venture capital, project finance, public markets, and research and development—have expanded by
60 percent from $92.6 billion in 2006 to $148.4 billion in 2007, according to research firm New Energy
Finance.

Further proof of clean tech's move from marginalized to mainstream is abundant. A growing number of
governments announced plans to generate electricity from renewables. Corporations continued to jump on, if
not lead, the race to transition to a cleaner, greener economy. Venture capitalists in the U.S. invested $2.7
billion in the clean-energy sector, representing more than 9 percent of total VC activity. Cleanenergy indices
outpaced the broader markets in 2007. For example, the NASDAQ® Clean Edge® U.S. Liquid Series index
(co-developed by Clean Edge and NASDAQ) was up 66.67 percent last year, compared with 3.53 percent for
the S&P 500 index and 9.81 percent for the NASDAQ Composite index.

When the construction industry representatives approached Kearny High School back in 1999 regarding the
development of a construction academy what they were not aware of at the time, was the emerging
importance of renewable energy sources. In particular solar energy, especially in San Diego County where an
ample number of sunny days (approximately 300 per year) makes it a magnet for population growth and
potential solar energy, and where recent increased energy costs have the state and county looking to a more
efficient, cost effective solution for its residents. By 2007, the Environmental Protection Agency had
designated San Diego as the #1 Green Power City in the country. In its 2006 Occupational Outlook Report,
the San Diego Workforce Partnership highlighted photovoltaic technicians (who install and maintain solar
electrical and thermal systems) as one of San Diego's emerging careers.

This emerging career, a subset of the electrical and heating, air conditioning, and refrigeration fields,
corresponds with the passing of California Senate Bill 1, better known as Governor Schwarzenegger's Million
Solar Roofs Initiative. The goal of this initiative, which compliments the Public Utilities Commission's
California Solar Initiative, is to move toward building a million solar roofs by 2010 through a variety of
means that include mandating that solar panels become a standard option for all new homebuyers and
mandatory rebates for solar roof owners. In addition, the initiative requires the state licensing board to review
current licensing requirements for solar installers and determine whether they are adequately trained to install
the million solar roofs expected to be built as a result of this program. Solar units are more efficient systems,
particularly in areas of extensive sunlight, such as San Diego which has great potential to benefit from solar
power. The increasing focus on solar energy will generate a demand for trained technicians to install and
maintain solar thermal and electrical systems. The occupational growth for electrical workers, of which
photovoltaic technicians are a subset, and for solar thermo-. dynamics mechanics and installers, a sub
classification of the heating and air-conditioning trade, are increasing at a rate faster than the average job
growth rates.

In San Diego County, employment for electricians is predicted to grow much faster than average at 27.2% by
2014, an estimated 260 new positions every year. For employment in the Heating, Air Conditioning and
Refrigeration field, expected employment growth is even greater at 36.2% by 2014, an estimated 630 new
positions every year, outweighing the state-wide growth of 27%.

In the field of electrical work, as the population and economy grow, more electricians are needed to install
and maintain electrical devices and wiring in homes, offices and other structures. In addition, new


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technologies, such as the need to increasingly accommodate the use of computers and telecommunications
equipment, are creating even more demand for workers. The more complex wiring systems required for
factories and electrical devices will require highly qualified electrical workers with knowledge of high
efficiency, energy management, and building automation systems. In the field of heating, air-conditioning,
and refrigeration mechanics, the population and building growth creates an increased demand for residential,
commercial, and industrial climate-control systems. Air conditioning, refrigeration and environmental control
systems account for forty percent (40%) of the energy consumed in the United States – HVACR is a highly
energy intensive industry. Since the 1990s, the U.S. government and the State of California have required
ever increasing minimum energy efficiency standards for HVACR and manufacturers vigorously compete to
claim the highest efficiencies for their products. The increased complexity of HVACR (Heating Ventilation,
Air Conditioning Refrigeration systems) is creating opportunities for service technicians, residents, existing
businesses, and new emerging industries in San Diego. These fields require educational training through
apprenticeship programs. In particular, the position of photovoltaic technician requires journey level and
above electricians' skills needed to install and maintain photovoltaic energy generating systems. This position
requires individuals who possess high level knowledge of construction and technological principles and who
can design and interface photovoltaic systems with the conventional electrical grid, and calibrate to maximize
solar efficiency.

Despite the demand for workers in these fields, the San Diego City College Air Conditioning, Refrigeration
and Environmental Control Technology (AIRE) program is one of only three programs in California offering
a complete study of air conditioning, heating, refrigeration, and controlled environment technology.
Currently the program introduces alternative energy systems in two of its courses but plans to add solar
curriculum and new courses to meet the growing industry need for a workforce trained in installing and
maintaining solar thermal and electrical systems. Currently, 80-90% of program graduates and certificate
earners obtain jobs in the field.

The state’s solar energy industry will require hundreds of well-trained solar technicians to install maintain and
repair solar energy systems. Solar energy systems transform thermal energy from the sun into useful energy to
produce electricity, heat water, and space heat homes and buildings. Solar heat-transfer technology is
analogous to thermal energy transfer used in conventional electrical, heating and cooling systems and
therefore is a natural extension of the Electrical and AIRE Program discipline. The City College AIRE and
Electrical Program leadership sees an opportunity to become a primary solar energy training facility and has
been encouraged by the California Center for Sustainable Energy (CCSE) and the California Solar Energy
Industries Association (CSEIA) to develop such a Solar Energy Technician Training program.

2.       Development and Launch of a New Model Animal Technician Training
Strategic Priority Area: BioSciences

This project proposes to develop and launch entry level animal technician training. Currently, no program
as proposed exists in CA and only two exist nationally.

The Southern CA Biotech Center @ Miramar College, one of the six centers of the EWD program, has
identified the need for animal certification. Environmental scans and advisory board members from industry
have concluded that:
    No similar programs exist in the state for certification by the American Association for Lab Animals
    Sciences


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     A clear CTE pathway can be defined for ROP and Continuing Education Students with access to
     national certification tests
     The regional industry has difficulty finding skilled applicants for ‘animal handler’ positions
     Wages for these positions start at ~$12/hour (without a degree, and with little or no experience) and can
     range to $16-$18 per hour for 2+ years experience and certification.

It has been established that no similar program exists in the region or state like the one being proposed here.
Within California, two colleges (Pierce and Mt. Sac) offer a one credit class that requires substantial pre-
requisites. AALAS (American Association for Lab Animal Science) has indicated that “There are two
community colleges, which I am aware of, that have developed training programs to prepare laboratory
animal technical assistants. One is Temple College in Temple, TX, and the other is Tennessee Technology
Center in Memphis, TN.”

Currently there are 3 ROP programs in veterinarian technology at county high schools and several ROP
biotech programs. Currently there is no effective path for these students to transition to the life sciences
industry and certificate programs at regional community colleges

3. Aviation Career Pathway: “2+1=Entry Job+2=Better Job” Program
Strategic Priority Area: Advanced Transportation Technologies

Aviation industry employee recruitment, training and job placement has not been happening effectively, or at
the pace required by aviation industry employers in the San Diego area and as a result, many aviation jobs
have gone unfilled.

There are six key reasons that have caused this gap:

1.       Faculty and Teachers are not educated about current theory and practices
In order to provide accurate career guidance and better prepare students for employment in high-skill/high-
wage occupations such as aviation, K-12, Tech-prep and ROP faculty and counselors must be versed with
current data on the state of the industry, educated about the industries cyclic nature, and exposed to potential
paths to success in this fast paced industry. Without workplace experience, faculty and counselors have proven
ineffective at providing students with proper career guidance, up-to-date job competencies, training
requirements and employment opportunities.

2.        False perceptions regarding employment opportunities
The aviation and aerospace industry has always endured peaks and valleys in its expansion and profitability.
Although September 11, 2001 severely affected many aspects of the industry, too often people mistakenly
believe the entire field is still in decline, ignoring the historical precedence identifying the cyclic nature of the
industry. Research reveals that many areas which were impacted by 9/11, such as major commercial and
international air carriers have significantly streamlined operating costs and are now poised to report record
profits and expand at an unprecedented rate over the coming years. Other areas of the aviation industry such
as employment at NAVAIR, Northrop-Grumman, Hamilton-Sundstrand, General Atomic, commuter
airlines and helicopter operations were never significantly impacted and have in fact continued a steady
growth and hiring. In addition extensive baby-boomer retirements, as well as gaps left by professionals
switching careers in the challenging post-9/11 downturn, make successful job placement likely for qualified
individuals. U.S. Department of Labor Bureau of Labor Statistics states “job opportunities should be excellent


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for persons who have completed an aircraft mechanic training program” and “employment is expected to
increase about as fast as average for all occupations through the year 2014.” Median hourly earnings of aircraft
technicians is $21.77 (May 2004), the middle 50 percent earned between $17.82 and $27.18. As a result,
there is a need to educate high school, ROP and community college counselors about these employment
opportunities and the paths that take students there.

3.      Outdated Academic Programs
New innovative efforts are needed to update community college course content to increase rigor and
relevance, to build learning communities, establish work-based learning opportunities, link career ladders of
lifelong learning and career upward mobility, and articulate postsecondary courses with high school and ROP.

4.      Need to expand and shift aviation maintenance program focus
Similar to other aviation CTE programs around the country, enrollment in aviation maintenance courses at
Miramar College has been in decline over the past few years. This decline can be attributed to many causes,
some previously discussed, such as misperceptions about a long-term aviation industry hiring slump in the
post-9/11 period, misplaced fears about pursuing a career in a “declining” industry, and inadequate
recruitment efforts based on substandard knowledge of the cyclic nature of the industry and available career
paths.

 It is time to explore new ways of developing CTE programs and curriculum that will attract and retain the
best and brightest students in aviation, especially women, who now comprise the majority of all college
students nationwide, and other under represented special population groups. Miramar College’s aviation
maintenance curriculum has always centered on the lengthy training process dictated by FAA Part 147
criteria, which prepares students for the FAA Airframe & Powerplant (A&P) Certificate. Although this FAA
A&P certificate is mandatory for employment in some aviation jobs, many other aviation employers are not
interested in the lengthy one-size-fits-all FAA A&P Certificate that does not result in award of a college
degree. These organizations would rather have the skill-based training modules this grant proposes which they
can mix and match with leadership and human factors education resulting in attainment of a college degree as
a way to meet the needs of their unique operating environments. As a result, there is a need to revamp the
aviation maintenance program to develop new courses, curriculum and degrees to supplement the existing
FAA Part 147 program as a way to better meet the wide array of industry needs.

5.      Need to integrate new workplace competencies
Our rapidly changing post-9/11 world requires that even technical and professional fields such as aviation,
once strictly guided by licensing, qualifications and regulations must evolve to become more flexible and
collaborative than ever before. Once required to primarily provide technical training leading to specific
technical competencies, community college CTE programs must now integrate human factors and personal
growth training to meet employer requirements and keep up with industry changes.

6.      Need to develop flexible programming
Recent research and changes in federal promotion policies have created the need for flexible degree awarding
programs for both military and civilian government employees. U.S Office of Personnel Management policies
now dictate that civilian federal employees aspiring to the rank of GS-5 supervisors, for instance, must now
posses a bachelors college degree. This new industry requirement for federal employees makes curriculum,
certificate and degree changes within the aviation program at Miramar College even more urgent in order to
meet the needs of the extensive San Diego military and civilian federal employee community.


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RESPONSE TO NEED

A.      Career Exploration Development for 7th & 8th Graders
Proposed Project: My Dream Career Planning Project

In recognizing the gap in Career Development Programming in the middles schools, San Diego Unified
School District in partnership with SDCCD implemented the My Dream Career Planning Project as a pilot
program within 3 middle schools. This initial phase of the project, which was conducted over a 24-month
term, proved very successful and has worked to fulfill a great need within the San Diego City Schools.

Project Goal and Objectives

The overall goal of the initial project was to create, improve and/or expand curriculum to enhance middle
school students’ career awareness and exploration opportunities. The objectives of the project were to:

    1. Develop and implement model programs that support career exploration for 7th and 8th grade
       students, including career/employment opportunities in high wage, high growth business/industry
       sectors.
    2. Expand middle school students’ knowledge base of potential career options.
    3. Expand middle school students’ knowledge base of career pathway options, high school curriculum
       and available postsecondary training programs.
    4. Increase middle school students’ perception of the relevance of postsecondary education.
    5. Increase middle schools students’ understanding of career goals, interests and aspirations.

Short-Term and Long-Term Outcomes.

Short-term outcomes (within the initial 24 month term of the project) included:
            Career exploration and development curriculum, lesson plans and activities that can be
            implemented in 8th grade English classes were prepared and approved through the SDCS
            Curriculum Office.
            The Career Planning Guide was revised for use with middle school students and was made
            available for use in career exploration and development activities.
            The career exploration curriculum provided links to more extensive occupational information
            and planning tools.
            Career interest and aptitude assessments were identified and developed that were used with
            middle school students. The assessments were developed to be age-appropriate and sustainable
            within a school district that is continually facing significant budget shortages and could not
            commit to continued purchase of commercially available middle school assessments instruments
            (this school budget situation is common across California; commitment to sustainability and
            replicability therefore requires no significant ongoing budget outlays for the project).
            Students in eighth grade completed career exploration activities before they develop their four-
            year High School Plan.
            Middle school counselors and teachers were trained to use the career exploration and
            development curriculum, lesson plans, activities and materials in their 7th and 8th grade classes.




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Longer-term outcomes expected included better student outcomes in high school and beyond: more students
completing CTE courses in high school; more students completing the college entrance requirements in high
school; a higher percentage of students graduating from high school; more students entering a community
college with a specific educational goal; and more students entering a four-year college or university with a
declared major.

Career Interest and Aptitude Assessments. The project developed motivational and self-esteem building
activities that will provide the students with a clear understanding of themselves, their aptitudes, abilities,
interests, ambitions, resources, limitations, and values.

Career exploration curriculum, lesson plans, activities and materials. The project developed course
curriculum and lesson plans for career awareness and exploration courses that was integrated into 8th grade
English classes. The curriculum exposed middle school students to occupational choices and careers that
represented all 15 industry sectors, as defined by the California Department of Education (see Appendix B).
The curriculum was designed to address State CTE standards and ACSC-developed national standards for
career development. It also helped students establish career and postsecondary educational/training goals, and
helped them identify affordable local postsecondary options provided through the community colleges. The
lesson plans guided teachers on how to implement project-based career exploration activities that are linked to
goal setting and that culminated in a written report of the educational goals, objectives and overall plan that
the students utilized to develop their High School Plan.

Project staff adapted and revised the SDCS Career Planning Guide to better suit the needs of middle school
students and lead to the development of career and educational goals that were used to inform long-term
educational planning and development of the student’s four-year High School Plan. The curriculum and
lesson plans were developed to utilize the Middle School SDCS Career Planning Guide as the key
instructional material, with links to additional occupational information and assessments identified at key
places in the curriculum plan. The middle school Career Planning Guide was posted on the SDCS School-to-
Career website.

Teachers who participated in the pilot test of the curriculum participated in a training workshop that
introduced them to the career exploration and occupational materials developed, and prepared them to
implement the career exploration and development curriculum project-based lesson plans in their classes.

Occupational information resources. The project developed career information resources that provided the
students with knowledge of the requirements and potential opportunities in careers in various high wage, high
growth career clusters as well as conditions of success, advantages and disadvantages, and compensation.

Individual counseling sessions. The project built on the SDCS district-wide four-year planning process for
eighth grader students (and their parents), in which each student develops a High School Plan that identifies
the coursework they will take during high school to meet their educational goals. The curriculum plan was
designed to link directly to the four-year plan development process. School counselors provided regular group
and individual counseling sessions to connect the career planning to personal and educational development,
and to use the results of the career planning in student planning for their high school education. The career
exploration information and high school planning materials was provided to parents as well so that they had
the information they need to help guide their child in the personal planning process.




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Counselor training workshops. SDCS School-to-Career Office staff developed and conducted an annual
Counselor Conference focused on career exploration and awareness counseling strategies. The conference
agenda was designed to prepare middle school counselors to work with teachers in implementing the career
exploration and development program and linking it to the High School Plan. High School and Community
College counselors were invited to participate in the conference, to meet their colleagues from middle schools,
high schools and colleges, and share their institutional information and expertise across the educational levels.

Proposed Methodologies and Solutions will Enhance Performance Outcomes and Provide Value-
Added Results. The proposed project utilizes several methodologies and solutions designed to provide value-
added results to the current SDCS career exploration and development activities and enhance the
performance outcomes of current middle school students:

             The project makes career assessment available to all middle school students by ensuring that
             career interest and aptitude assessments are available at no cost to schools that do not have
             funding available to purchase career interest assessments.
             The project adapts the SDCS Career Planning Guide for use by and with middle school students,
             and makes it available to them in printed versions as classroom instructional materials and
             online.
             The project provides curriculum plans and materials to guide English and Advisory teachers,
             most of whom have not received formal training in career exploration, through the middle school
             career exploration and development process.
             The project ties career exploration to the development of the four-year High School Plan.
             The project trains middle school counselors to integrate career exploration and development
             outcomes and products with the process used to develop students’ individual High School Plan.

As research has demonstrated, it is essential that students are exposed to deliberate and well-developed career
planning activities at a very early time in their academic careers. And, based on the success of this initial
project, we propose enhancing and expanding the project in very significant ways:

             Initial rollout of the My Dream Project was extended to 3 middle schools in the San Diego Metro
             area. With additional funding, we propose on implementing the Project to all middle schools
             and charter schools in the San Diego Metro area. At the conclusion of this new phase, we
             anticipate the participation of 34 schools.
             Further development of the My Dream Project website will include extensive video of the industry
             sectors featuring local businesses and school programs. Video will include all 15 industry sectors
             as indicated by the California Department of Education. Videos of the school programs will also
             be developed.
             Additional training in regional career exploration and development curriculum will be created.
             This training will include local businesses and post-secondary partners in the creation of the
             curriculum and the resources for the middle school students.
             Resources will be developed, and training will be conducted to assist school counselors with
             providing career education that closely aligns with the recent changes in the State Education
             Code.
             We propose developing a “Middle School Counselor Tour” of regional industry sectors. On a
             monthly basis, we intend on visiting a local business or post-secondary location in order to
             reinforce the curriculum and counseling sessions.


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             Lastly, if funded, we intend on disseminating this project to districts across the broader region
             and the State. The templates and website materials will be provided at no cost to others wishing
             to implement the same model.

B.      Career Technical Education Sectors
Proposed Project: Strengthening Student Career Paths in the Manufacturing Industry Sector
Manufacturing and Product Development

Despite the demand for trained engineers and engineering technicians, no community college in the State of
California has a manufacturing program that meets industry standards. Most of the existing manufacturing
programs still use the traditional training approach, where skills are narrowly focused and knowledge
expectation stagnates at lower standards. In addition to the outdated programs, student enrollment has been
extremely low. Some of the reasons behind low enrollment are lack of awareness of manufacturing career
opportunities by students and parents, the sustained college training programs that no longer meet industry
standards, and the lack of investment in beginning manufacturing education at high school level.
Manufacturing companies experienced direct impact of hiring inadequately prepared high school graduates as
entry-level employees.

In November 2004, fifteen manufacturers in San Diego and Imperial Counties teamed up with the
Engineering and Technologies faculty and administrators at SDCC to develop a new Manufacturing
Engineering Technology (MFET) program. This new program not only meets industry standards but also is
transferable to 4-year colleges/universities. The MFET program uses an innovative approach where faculty
from different departments, including math, English, science, engineering and technology, work together to
build curriculum and employ training pedagogies that work for the student population and improve students’
employability after graduation. The program provides students the opportunity to acquire highly valued skills
in an innovative, hands-on learning environment. MFET features integrating experiences through which
students participate in all aspects of a manufacturing enterprise, from materials and processes to safety, design,
automation, quality and lean manufacturing. Armed with these skills, MFET graduates can pursue rewarding,
growth-oriented careers in such diverse industries as plastics, automotive, biomedical, electronics, aerospace,
machining and other high-value manufacturing sectors. The MFET program was implemented at SDCC in
the fall of 2006.

Although SDCC’s MFET program is the first two-year program in the State of California infused with the
current industry standards, few other community colleges in other states have implemented similar programs
successfully. One exemplary institution is Sinclair Community College in Dayton, Ohio. Sinclair developed
the Manufacturing Engineering Technology program several years ago. Sinclair’s Manufacturing department
has established strong articulation agreements with the Engineering Technology department at the University
of Dayton, and has worked very closely with local high schools to build a career path for high school students
to advance into Manufacturing field. Sinclair has been very successful in enrolling high school students in the
program at both Sinclair Community College and University of Dayton; the efforts of both institutions are
producing quality graduates for manufacturers in the state of Ohio.

Using Sinclair Community College as a model, San Diego City College is working towards establishing career
paths for high school students in San Diego/Imperial Counties for the manufacturing and product
development industry sector. The Engineering and Technologies (ET) Department at SDCC will be working
with several high schools in San Diego Unified School District (SDUSD), Sweetwater Union High School


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District (SUHSD), Regional Occupational Programs (ROP’s), the SDCCD Tech Prep Office, the California
State University at Long Beach (CSULB), the local Center for Applied Competitive Technologies (CACT),
and local industries (Sony Corporation and Kyocera America Corporation) to develop a 2+2+2 education
model for the study of Manufacturing Engineering Technology. Since SDCC’s MFET program currently
articulates with several other engineering programs at local universities, including San Diego State University,
University of San Diego and University of California in San Diego, the Engineering and Technologies
Department will expand the developed model to these universities to provide students with more options of
continued study.

The team implemented this project proposed to address the need for more technically trained workers in the
manufacturing and product development industry sector, primarily through the use of a number of
interventions before a high school graduate enters post-secondary education. The prior installation of this
project had two main goals:

    1. Develop a 2+2+2 education model for the State of California, by providing opportunities for students
       to start their education and career exploration in Manufacturing while in high school, enroll in the
       Manufacturing Engineering Technology program at community college after high school, and then
       advance to university to pursue a Bachelor’s degree in the same field.
    2. Produce high quality workers for the manufacturing and product development industry sector in the
       state by implementing current industry standards and by integrating the newly adopted State Career
       Technical Education (CTE) standards into the curriculum.

Program Enhancements. San Diego City College (SDCCD), with oversight from the CTE Collaborative, is
partnering with several consortia whose shared goal is to increase the quantity and quality of manufacturing
engineers and technicians available to the workforce. While the manufacturing industry is diminishing across
the country, it continues to be a vital player in the San Diego economy.

The goal of the project enhancements being proposed is to open up more opportunities for students to obtain
high skilled, high-paying manufacturing jobs, and to provide high quality engineers and technicians for the
manufacturing and product development industry sector in California. We desire to continue our work in
establishing a rigorous career path for students to go into the manufacturing field, starting from high school,
to community college, then to a 4-year university. Proposed enhancements to the existing project are as
follows:
     1. Expand project to include more high schools. Currently the project only includes 4 high schools in
         the San Diego Unified School System (a Collaborative Partner) and the Sweetwater School District.
         Based on the success of this program, we would like to extend the model to the Grossmont School
         District. We also intend on solidifying our existing partnerships.
     2. The initial project involved more traditional lecture-style classes. We intend to broaden the
         experience of students in the project by providing students with industry field trips, job shadowing
         opportunities, and capstone project work. This will include visits to industry partners’ facilities and
         by allowing students to engage in a manufacturing project that will offer a more contextualized
         learning experience to their time in the program.
     3. The final program enhancement will be to place a special emphasis on recruiting female and minority
         students into engineering and technology careers. We intend on utilizing professional female and
         minority engineers and technicians by having them interact with middle and high school students; by
         sharing their personal experiences and providing mentoring opportunities we hope to garner an


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        interest in field among female and minority populations. We intend on engaging this population of
        students through lively and interaction classroom demonstrations.

Our ultimate desire is to reach out to a wider community across San Diego and Imperial Counties, to schools
across multiple districts, and to open up more career and academic opportunities to students. This project is
intended to develop a higher-volume pipeline of technically-trained students that can move directly into the
Manufacturing Engineering Technology program at San Diego City College after high school graduation,
join the workforce with an Associates degree or continue on to CSULB for a Bachelors degree. We intend on
expanding the Bachelors study options to other engineering fields at local universities such as San Diego State
University, University of San Diego and University of California in San Diego. Since there are existent
articulations between MFET program and other engineering programs at these universities, we can easily
expand the program, thus providing students more opportunities for continued study.

C.      Teacher and Faculty Externships in Business and Industry
Proposed Project: Miramar Amgen Teacher Support Center
Biotechnologies; Health Sciences and Medical Technology

Miramar College (SDCCD) has an extensive history in providing teacher and faculty training in the CTE
field. We are proposing to provide enhancements to an existing partnership between the Southern California
Biotechnology Center@ Miramar College (SCBC) (the SCBC is part of the Applied Biotechnology Initiative
of the CCC EWD program), the San Diego Workforce Partnership Inc., and BIOCOM (the Biotechnology
Industry Trade organization). This collaboration has provided the Life Sciences Summer Institute (LSSI) to
the community for the past three years. Funded initially by the United States Department of Labor (DOL),
the LSSI provides training to students and teachers to address the workforce needs of the regional life sciences
industry.
The project proposes the two specific enhancements to the LSSI teacher program:
        1.        Increase the capacity of the program to train teachers.
        2.       Develop a NEW Miramar Amgen Teacher Support Center (MATSC).

Once developed under this project, the MATSC will be sustained by the SCBC. The MATSC will provide
continuous support for teachers to upgrade their technical skills and develop career technical education
pathways for their students. Specifically, the project addresses enhancements to the existing collaboration by
providing services that address the four objectives of the Teacher Externship Program Area as follows:

Objective 1: Provide teachers and faculty an opportunity to work with business and industry for
hands-on experience in which they can take back lessons learned to students, other teachers and
faculty, which may include up-to-date job competencies and requirements and current opportunities.
The CTE Collaboration Grant funding will be used to support increased participation in industry externships
through the LSSI. Teachers will have the opportunity to view both hard and soft skills in practice and to
explore the expectations of the educational outcomes in the workplace. Support provided will increase the
capacity of LSSI by 10 teachers (5 in July 2008/5 in July 2009).

Objective 2: Expand personal linkages and exchanges between community colleges, high schools,
ROCPs, and the private sector.
The Curriculum Connections portion of the LSSI will be used to provide opportunities for teachers and
faculty to expand personal linkages with required partners. Participants will engage in peer networking that is


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focused on curriculum and best practices sharing. These activities will assist in the development of a long
lasting support network of educators and industry. The anticipated outcome is that articulation between high
schools and colleges will increase.

Objective 3: Upgrade the technical skills of community college, high school, and ROCP
teachers/faculty as related to industry.
Through the LSSI partnership teachers receive standards based curriculum training on the Amgen-Bruce
Wallace Biotechnology Laboratory Program at the Biogen Idec Laboratory. Teachers link each lab to the
state science standards for incorporation into their classrooms. Using the MATSC, teachers will have
continuous support in integrating their new technical skills into their individual classrooms.

Objective 4: Implement skill sets, methods, information, and lessons learned that meet industry
standards and, where appropriate, involve the local or state academic senates.
As a result of the MATSC, teachers who have no equipment or supplies will receive free supplies, loaner
equipment, and staff support to implement the curriculum. The expected outcome is that teacher
effectiveness in the classroom will improve and be measured by the: (1) number of new labs implementing the
Amgen program, (2) number of students affected by the curriculum, and (3) ability of teachers to obtain
funding for sustaining their efforts with this curriculum. Teachers who receive ongoing support for
curriculum implementation from the regional community college support center will be asked to report back
on their implementation programs.

History of Life Sciences Summer Institute (LSSI) Program
In 2005, the Life Sciences Summer Institute (LSSI) was created at the Southern California Biotechnology
Center at San Diego Miramar College with grant funding from the U.S. Department of Labor. A taskforce of
local educational and life sciences industry leaders created the LSSI to respond to the life sciences workforce
shortage that was occurring in San Diego. The main goal of the LSSI is to foster an interest in and prepare a
well qualified workforce for the local life sciences industry. To achieve this goal, the LSSI provides academic
training and hands-on industry experience to San Diego County high school/college students and instructors.
This training and development is offered through two separate program components (teacher and student) at
which the Amgen-Bruce Wallace Biotechnology Laboratory Program curriculum is the foundation of both
experiences. A brief overview of each program component is provided below:

Student Component. The student component of the LSSI is designed to provide students with the tools,
knowledge, and hands-on experiences needed to pursue careers within the life sciences industry. Students
participating in the LSSI:

            Earn one unit of college credit by enrolling in the Boot Camp: Introduction to the Biotechnology
            Industry course offered at Miramar College. This course provides an introduction to the industry
            defined hard and soft skills needed to be successful in the life sciences industry.
            Participate in an application and selection process with potential host institutions.
            Participate in a 7 to 10 week industry or research institute internship that is paid for by the host
            institution.
            Participate in a student exhibit to showcase their life science posters to the life sciences
            community.




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Teacher Component. The teacher component of the LSSI provides high school and college teachers with
professional development support that is designed to develop a deep understanding of the sciences industry to
better prepare them to create curriculum and classroom activities that are more relevant to their students and
provide more informed career pathway information. Teachers participating in the LSSI:
             Receive standards based curriculum training on the Amgen-Bruce Wallace Biotechnology
             Laboratory Program at the Biogen Idec Community Lab to link each lab to state science
             standards for incorporation into their classrooms.
             Participate in industry externships to view both hard and soft skills in practice and explore the
             expectations of the educational outcomes in the workplace.
             Participate in curriculum sharing and peer networking to share “best practices.”
             Receive ongoing support for curriculum implementation from the regional community college
             support center. Teachers who have no equipment or follow up support receive free supplies,
             loaner equipment, and staff support to implement the curriculum.

Program Enhancements: Create the Miramar Amgen Teacher Support Center (MATSC)
The programmatic components of the LSSI prepare and expose students and teachers to the educational and
workforce needs of the Biotechnology industry. In addition to these training components, however, an
ongoing teacher support component is needed to assist trained teachers with curriculum implementation.
Ongoing support has been provided through the SCBC@ Miramar College. However, with over 60 teachers
trained to date and 30 anticipated trained in 2008, the ongoing support has not been structured in a manner
that is sufficient in scope to meet the growing needs of the program. Funding is required to create the
Miramar Amgen Teacher Support Center (MATSC). This support center will be based at Miramar College
and will coordinate the supportive services provided to teachers. It will also create additional teacher training
and career pathway opportunities. Once created, the center can be maintained by the SCBC@Miramar
College and employ Miramar College students. A description of the center proposal is provided below.

Grant funding will provide stipends to train 10 additional teachers through the LSSI. Doing so will allow for
1,890 more San Diego County high school students to be connected to the Amgen-Bruce Wallace
Biotechnology Laboratory curriculum. To date, LSSI has trained approximately 60 teachers district wide who
we estimate have impacted approximately 11,340 of the 147,121 high school students county wide with more
rigorous curriculum and relevant career pathway preparation. To reach the remaining student population,
educated within 94 public high school districts in the county, it is imperative that we train additional
teachers. Additionally, funding will be used to hire MATSC staff to provide trained teachers with the
ongoing supportive services (technical, equipment, and supplies support) needed for curriculum
implementation. Teachers will also receive guidance and support from representatives from Miramar College
with pursuing the creation of new articulation agreements between their high schools and Miramar College.
Currently, Miramar College has six articulation agreements in place that allow students at these schools to
earn 4 units of transferable college credit. Training new teachers and providing them ongoing supportive
services would set the foundation for the center to promote the creation of five new articulation agreements.
With these new articulation agreements in place additional students will be eligible to earn transferable college
credit that will prepare them for a career pathway in the Biotechnology industry. At the same time, through
the hiring and training of the two student intern staff members, MATSC is creating a career pathway that will
allow these individuals to gain additional and relevant industry training and experience.

The program enhancement proposed in this proposal is sufficient in scope to support the growth of the LSSI
program and its ongoing teacher support needs. It will also ensure that in a measured fashion, additional


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students are connected to the rigorous curriculum provided through the Amgen-Bruce Wallace Biotechnology
Laboratory and that they receive relevant career pathway preparation that prepares them for future careers in
the high-skill and high-growth Biotechnology industry. It is anticipated that once the support center is
formed under this proposal, funds to maintain this program can be obtained through the SCBC@ Miramar
College.

D.      CTE Professional Development
Proposed Project: Interdisciplinary Professional Development in Business and Industry
Geographic Information Systems

The San Diego Mesa College School of Business is nearing completion of a successful and important National
Science Foundation (NSF) GIS grant program, and employs a highly skilled GIS faculty that will spearhead
and accomplish the goals of the CTE grant program. Mesa College staff possesses unique qualifications,
industry and K12 partnerships, and geospatial and multi-discipline career training experiences which address
the CTE Professional Development goals of instruction, instructional support, and student career
development support.

Mesa’s project has been multi-faceted, including updating and expanding the existing GIS curriculum,
developing GIS skills certificates within classes, establishing educational and articulation pathways from high
school to college and university, and preparing high school and college instructors to educate students
concerning geospatial careers and opportunities.

Mesa College will leverage the innovations and advancements made in the NSF program, the lessons-learned,
and industry partnerships established. This enables Mesa to efficiently establish and coordinate components
of the proposed CTE Professional Development project and to produce tangible results within the project
period of performance. Mesa College experience under the NSF grant has enabled it to:
             Work with industry partners to develop skills for workforce entry positions and to establish work
             experience internships for Mesa College students
             Educate high school and community college teachers on geospatial and associated industry
             workforce needs and career pathways
             Develop interactive and innovative GIS career awareness learning modules for high school classes
             Become the primary source of geospatial workforce training, internships, and certifications for
             San Diego County business and industry

The project that has been designed for the CTE Professional Development program is unique and will be a
model for effective, challenging and motivating professional development programs for San Diego educators
The Mesa College GIS faculty has identified four objectives that will be realized under this project:

Objective 1: Develop a series of professional development workshops for teachers and college administrators,
faculty, and staff with seminars from industry leaders, exposing instructors to advancing industries
and applied projects.
A series of joint industry-educator workshops examining real-world applications and applied projects
using GIS visualization technology in seven important industries will be held. Educators from a range of
schools and colleges and subject areas will be recruited. Stipends will be offered to high school teachers for
participation, while college faculty and staff can apply the half-day event towards their professional
development requirements (e.g., FLEX hours). Mesa College faculty will lead and facilitate the workshop,


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which will initiate collaboration between industry and schools, provide educators with real-world
illustrations, and include hands-on activities to promote understanding of the technologies discussed and
career potentials for students. Following the workshop, educators will be evaluated to assess the
effectiveness of the workshop in promoting an understanding of industry applications and career
information.

Objective 2: Provide professional development training to educators that introduce web-based learning
modules and prepares them to implement these projects to students and colleagues.
Training will be provided to educators and they will be introduced to web-based learning modules
developed as part of the National Science Foundation (NSF) GIS grant. These modules demonstrate GIS
visualization tools as a method for applying industry examples, teaching spatial reasoning skills, and
examining cross-discipline career opportunities (e.g., Emergency Services and GIS, mapping crimes and
wildfires in San Diego County). The goal of this workshop is to promote a basic understanding of
geospatial technologies and to expose educators to a new and exciting tool for teaching industry examples.
Upon workshop completion, educators will be able better-support their students’ understanding of
important industry concepts, educational requirements, and potential careers. This development will be
long-term, as Mesa faculty will establish relationships with educators for the duration of the CTE
Professional Development project and provide complimentary one-year industry-standard GIS software
licenses, including exercises, manuals, and activities that educators can use in the classroom. During the
workshop Mesa faculty will work with educators to define and clarify their knowledge and understanding
of the visualization software and how it is applied to various disciplines. Following the workshop,
educators will be evaluated to assess the effectiveness of the workshop in promoting an understanding of
learning modules, GIS visualization technology, and industry examples.

Additionally, educations will be provided with an opportunity to network with one another, industry
leaders and Mesa College staff to build contacts for future professional development activities. Discussion
topics for this part of the workshop will examine creative ideas for enculturation and teacher deployment
opportunities, such as open houses and industry tours. Following the workshop, a calendar of events will
be assembled, including industry, school and college events that apply to each discipline and distributed
to attendees.

Objective 3: Provide discussion forums that expose educators to on-going deployment and networking
 opportunities (e.g., industry tours and open houses) and that explore new and effective ways to
attract quality teachers into their field.
A discussion forum also will be held between instructors, industry leaders, and a member of Mesa’s Teacher
Education Office to investigate new and effective marketing techniques for attracting quality teachers into
each field. In addition to industry related issues that affect recruitment, topics may include types of services
and support available for outreach and recruitment, such as web based teacher support networks. Are web
based services the most effective marketing technique for recruiting teachers? If not, what are better methods
and what media works best (newspapers, industry specific/teaching newsletters and magazines and web sites,
job search engines)?

Objective 4: Offer training and FLEX workshops for San Diego Community College District
administrators, faculty, and staff to highlight workshop results and to facilitate future professional
development activities relevant to District educators’ disciplines and areas of expertise.




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The final objective is to provide training and FLEX workshops for San Diego Community College District
administrators, faculty, and staff to highlight workshop results and to facilitate future professional
development activities relevant to District educators’ disciplines and areas of expertise. The FLEX workshops
will expose District staff to new training concepts and applications across multiple disciplines – in Career and
Technical Education programs and non-CTE programs. At least two FLEX workshops will be held during the
last four months of the project.

The timeline, activities, and primary staff identified for each of these objectives is provided in the Project
Workplan. Plans for the industry based professional development workshops will start immediately, and a
minimum of ten educators recruited for participation in each industry workshop. Mesa College faculty,
industry leaders, high school and college educators will work as partners throughout the entire length of
the project.

Mesa College staff members will work closely with other members of the CTE Community Collaborative,
including San Diego Community College District (SDCCD) colleges and local high schools, community
colleges outside of SDCCD and universities. Mesa College GIS faculty will serve as industry resources
(relevant to their disciplines) to educators and will also leverage experiences gained and products created
under the NSF grant, which are directly applicable to the CTE Professional Development program. In
addition, Mesa faculty will play a key role in providing the necessary ties between workshop
attendees/educators and industry partners. The establishment of these relationships is central to our project
and will serve as the catalyst for long-term interactions and real-world relevancy for their own learning and
growth within their discipline.

Through this funding, Mesa will build on the success and experiences gained from the NSF-funded “GIS
Careers Awareness Workshop” and “Web-based GIS Learning Modules” projects to construct a series of
professional development workshops that expose educators to new and innovative techniques that replicate
real-life, interdisciplinary learning, integrated with vital and growing technologies. GIS is an engaging,
challenging and effective tool for teaching and learning because it introduces new ways of thinking, seeing,
and working. GIS motivates students by connecting classroom activities with global issues, problems and
solutions and fosters critical thinking and problem solving in students. GIS is also a vital part of many
industries today. Organizations in all disciplines need professionals skilled in integrating GIS with their core
business. High school teachers and college administrators, faculty and staff will work directly with industry
leaders to gain practical experience to take back to their classroom. In addition, attendees will also enhance
their professional development skills by exchanging ideas and building relationships during networking
activities; and participating in discussion forums that explore new and effective ways to attract quality teachers
into their field. Mesa College will build on our past NSF workshop achievements, faculty expertise in
multiple disciplines, and industry partnerships to provide innovative professional development training
relevant to instructor disciplines and areas of expertise.

The workshops will attract teachers and faculty who have not been involved in Career and Technical
Education programs by hosting seminars in CTE and non-CTE program areas. Non-CTE industry areas
include natural resources, energy and utilities, public services and local government, and others. Educators
attending the workshops can apply the innovative techniques learned through industry demonstrations and
activities to their classes relevant to the following (non-CTE) subjects, including: biology, geology, physics,
oceanography and marine science, geography, economics and urban planning, and transportation and
engineering.



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Finally, this series of professional development workshops is unique in that it will be marketed to CTE and
non-CTE teachers and faculty. The workshops will provide educators with a chance to meet and share work
experiences and lessons learned with one another and industry professionals - an opportunity that they would
not in get in any other setting. These discussions will also provide continued professional development
opportunities by building connections between industry leaders, teachers and faculty, serving as a lasting
resource for all involved parties.

E.       Workforce Innovation Projects

1.       Building Trades and Construction (With an Emphasis on Solar Energy Technology)
Strategic Priority Area(s): Applied Competitive Technologies/Manufacturing and Environmental Technologies

In addition to meeting the reporting outcomes identified in the RFA Specification in relation to the required
objectives and activities, this project proposes the following four goals and outcomes: Goal 1: Establish a
regional collaborative of linked educational providers to increase skill levels for students entering construction related
programs and apprenticeships in order to increase the quality and quantity of workers available to the region’s
workforce particularly as it relates to readiness in the area of alternative energy technologies, resulting in the
development of a 2+2 articulated career pathway. Goal 2: Increase the number of women pursuing careers in
construction-related occupations via career technical programs at the community college level, resulting in outreach
activities at the middle, and high school levels and an increase of young women participating in construction
courses and mentor programs. Goal 3: Develop and implement a new Solar Energy Technician Training
program that will provide training for post-secondary students and incumbent workers in construction related fields,
resulting an increased readiness to meet the demands of a rapidly emerging market need and an overall
enhanced economic and workforce development. Goal 4: Facilitate the planning and development of a new
construction technology program at Sweetwater Union High School District and enhance the current construction
trades program at Scripps Ranch based on the Stanley E. Foster Construction Tech Academy (CTA) model,
resulting in a newly designed, developed, and/or enhance CTA in San Diego’s north and south county.

The regional faculty team, with members from San Diego Community College, San Diego Unified School
District, and Sweetwater Union High School District, will develop a new academy program at Sweetwater
and expand the course of study at Scripps Ranch, CTA and
City College’s Engineering and Technology program to include new solar related curriculum. This includes
developing new courses, revising existing courses, and utilizing contextualized instruction to improve student
performance. The proposed program will also utilize innovative strategies to recruit female students who
historically do not pursue the high-paying jobs in the construction trades. This project is unique in that it will
address the need in the labor market for solar energy technicians. Local construction companies and
organizations have committed financial resources as well as their time and expertise to the development of
curriculum that meets industry and state CTE standards.

In order to ensure the instructional quality of the articulated career pathway, industry partners will work with
partner schools to consult, assist, co-teach, provide worksite experiences for students, professional
development activities for instructors and counselors, and other resources needed for student success. This
project will also develop and disseminate career pathway materials and program information to schools and
districts that may wish to replicate this model program.




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2.       Development and Launch of a New Model Animal Technician Training
Strategic Priority Area: BioSciences
A 60 hour entry level certificate program will be developed to build on the community collaborative
biosciences project and use the Applied Biotechnology Center @ Miramar College (SCBC). Ongoing efforts
by these initiatives include teacher training in order to transition high school graduates into the local industry.
A defined CTE pathway with 3 levels of national certification career ladders will be developed for ROP,
continuing education and community college biotechnology certificate students.

Industry advisors have defined animal technicians as positions that are extremely difficult to fill making this
innovative project one that fills a gap identified by local biosciences companies. For students in ROP
programs, community college biotech certificate students as well as Continuing Education students, the
model training that will be developed is a clearly defined access point to good paying jobs in the Applied
Biotechnologies that at entry level do not require a college degree. It is anticipated that exposure to the
industry through work will provide a catalyst to future applied academics. The proposed training is a linkage
to the requisite hours of on the job training necessary for National Certification pathway through American
Association of Laboratory Animal Scientists provides defined career ladders with three national certifications.

Miramar College has over 15 years experience and expertise in both the creation and delivery of an Applied
Biotechnology certificate program. However this program has no curriculum or ability to deliver hands-on
training in handling of rats and mice. The SCBC, one of six biotechnology centers of the EWD program, has
already put in place an advisory board representing 10 local industry representatives who defined the need for
this training. These advisors are planning to assist in implementing the new program. The SCBC will
manage the project, the curriculum development and marketing proposed and be the site of ongoing offering
of the program upon project completion. The SCBC will use the Community Collaborative program as a
mechanism for evaluation and reporting to all required partners.

A new delivery model of animal technician training will be the exemplary outcome of this project. In
addition to 60 hours of curriculum that will be developed and delivered, the outcomes will include new
industry partnerships, a new CTE pathway with defined national certification steps students from regional
ROP programs, continuing education and community college certificate programs. The pilot launch will
place 10 trainees in local companies. Once created, the sustained offering of this program will be the
responsibility of the SCBC as fee based or contract training 2 to 3 times per year. In summary, this project is
tied to the EWD initiative, has regional impact because it fills an industry identified gap with a new program
that can be replicated throughout the state.

3.       Aviation Career Pathway: “2+1=Entry Job+2=Better Job” Program
Strategic Priority Area: Advanced Transportation Technologies

This Workforce Innovation Partnership grant supports development of an education and business consortium
in the EWD Strategic Priority Area: Advanced Transportation Technology in order to create an Aviation
Career Pathway: “2+1=Entry Job+2=Better Job” linking K-12 with Miramar College, preparing California’s
future workforce with the skills needed for emerging high opportunity employment in the growing aviation
industry. This clear, yet flexible, Aviation Career Pathway: 1) Begins by supporting K-12 students career
exploration, increasing their awareness of exciting high-skill/high-wage careers in aviation and other CTE
sectors; 2) Encourages students to complete two years of community college credit at the high school and
ROP level; 3) Guides high school students to complete a one year CTE Certificate of Completion at



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Miramar College meeting identified skill requirements for highly sought-after aviation careers with local
San Diego employers such as Northrop-Grumman, General Atomic, Lockheed-Martin, Hamilton-
Sundstrand, NAVAIR’s Fleet Readiness Center Southwest, and BF Goodrich Aerostructures.

After experience on-the-job, students can return to the Aviation Career Pathway in newly created
articulation agreements between Miramar College and bacheloriate awarding institutions such as Embry-
Riddle Aeronautical University completing approximately two years of course work and earning both an
Associates Degree and a Bachelor’s Degree. This combination of early career awareness and preparation at
the K-12 level, successful on-the-job training and college education, prepare people well to meet aviation
employers’ demand for experienced supervisors with college education supporting the life-long-learning
philosophy. Although this Aviation Career Pathway expands CTE opportunities for K-12 students by
improving linkages between public schools, community colleges and aviation employers, the pathway is
flexible to meet the needs of other groups such as special populations, prior experienced military, people
wishing to pursue FAA professional pilot or Airframe and Power plant technician certification or other related
transferable skill programs such as automotive, diesel or alternative fuels.

IMPACT: By linking San Diego K-12, ROP and Tech-Prep with Miramar College and aviation employment
this grant’s goals are accomplished by:
       Improving linkages between career and technical curricula of public schools and community colleges;
       Preparing students for high-wage, high-skill jobs in the expanding San Diego aviation industry;
       Identifying and responding to employer, student and workforce needs for aviation CTE;
       Capitalizing on San Diego’s regional economic trend as a leader in aviation industry;
       Broadening aviation course and program content to better meet industry needs; and
       Introducing K-12 students to CTE careers and basic transferable industry skills for the California
         workforce.

SDCCD CTE Collaborative Role in Projects
Within each project listed under the four program areas, Collaborative members will play key roles in
ensuring that the various projects meet their intended goals.

A.       Career Exploration Development for 7th & 8th Graders
Proposed Project: My Dream Career Planning Project
Each of the members of the Collaborative will play an influential role in this project. More specifically, while
the larger Steering/Advisory Committee will serve to give general oversight and supervision of the project at
large, the Project Management Group will play a vital role in this initiative. Ralph West, our K-12 partner on
the Collaborative, is responsible for direct oversight and implementation of this project. He will continue his
working relationship with our ROP Coordinator,Tech Prep Associate Dean and our Occupational Deans and
EWD Initiative Directors at each of the SDCCD 2-year comprehensive colleges, and the SDCCD
Continuing Education campuses to align career development and programs of study with the needs and
requirements of post secondary partners in the initiative. Additionally, Ralph has agreed to work with the
partners in this RFA and collaboration to ensure that those industries highlighted in this RFA receive special
attention in the materials being developed for the middle school classes. The Project Management Group of
the Collaborative will work to ensure that there is a seamless coordination between the middle school career
development component and the overall goals of the Collaborative as we seek to meet the demands of the
region.




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Additionally, our industry partners will be critical to the success of this project as they will serve as the vital
link between curriculum and practice. Industry visits will be facilitated through the partners that make up the
SDCCD CTE Community Collaborative

B.       Career Technical Education Sectors
Proposed Project: Strengthening Student Career Paths in the Manufacturing Industry Sector
As a part of the overall CTE Community Collaborative, we’ve designed for Industry/Sector Sub-Groups to
meet on a regular basis. These subgroups will inform those projects that have a more direct link to industry
and serve a particular service niche. Industry partners within this sector include companies such as: Solar
Turbines; GKN Aerospace; Sony Electronics; and Kyocera America. These industry partners have been
members of the MFET industry advisory board at San Diego City College and will serve as a sub-group to the
Collaborative. We plan to strengthen our partnership with them by involving the companies in different
phases of the project. Specifically, we will collaborate with industry partners in: arranging for seminar
speakers and engineers to visit classrooms; planning field trips and job shadowing opportunities for students,
and mentoring students through capstone project work.

In terms of K-12/ROP partners, the San Diego Unified School district and our County of Education ROP
Office are a part of this project and are a part of the initiative. We have, however, also included Sweetwater
and Grossmont School Districts as part of this project. We will rely on our previously established
relationships with Grossmont and Sweetwater to fulfill the goals of this initiative. The SDCCD Tech Prep
Office will provide direction and support in developing regional articulation agreements and aligned
programs of study.

While 4-year institutions are not represented as part of our Collaborative working group, we intend on
extending an invitation to a 4-year partner to join the Advisory Committee. SDCCD has a rich history of
working with 4-year institutions on various CTE initiatives. The CSU-Long Beach partnership with the San
Diego City College has been established for several years through various articulation agreements. We plan to
continue to strengthen this particular partnership by providing articulation agreements for MFET graduates
to the CSU-LB Manufacturing program. This project will provide an opportunity for high school students to
visit the CSULB campus and receive early exposure to continued study in a Manufacturing major at a 4-year
university.

C.       Teacher and Faculty Externships in Business and Industry
Proposed Project: Miramar Amgen Teacher Support Center
The goal of the partners involved in this project is to inspire students and teachers to continue their pursuit of
science by providing training opportunities that prepare and lead to a career in the Life Sciences industry.
Each of the organizations in the partnership makes a significant investment in the program either by
providing externship hosting, laboratory usage, instructional and workforce training, or financial support.
Their investment in this program is largely driven by their desire to benefit from its success in developing a
well qualified future workforce.

Life Sciences Industry Partners
Due to the diversity in the local Life Sciences industry cluster, the LSSI has partnered with a variety of Life
Sciences industry organizations (large manufacturing sites, large research and development sites, small start-up
environments, research institutions) to ensure that students and teachers receive internship and externship
experiences that are representative of the local industry. Two of LSSI’s largest industry partners are Biogent


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Idec, which is the world’s third largest biotechnology company and BIOCOM, which is the trade
organization for the Life Sciences Industry.

Since the inception of the program, Biogen Idec has supported the LSSI by hosting: (1) the Teacher
Externship Program in their state of the art Community Lab facility and (2) student interns and teacher
externships. BIOCOM provides the connection to the Life Sciences industry and the advisory committee
(BIOCOM Education Subcommittee) for the LSSI. The BIOCOM Education Subcommittee is comprised of
representatives from industry, workforce development, and education. These two industry partners are a part
of the industry sub-group for the Collaborative.

Secondary/Postsecondary Educational Partners
The LSSI partners with various secondary and postsecondary educational partners to provide the academic
instruction and professional development support needed to meet the Life Sciences industry workforce needs.
A description of the primary educational partners is provided below.

San Diego County Office of Education (SDCOE). The SDCOE is responsible for providing standards based
professional development opportunities and resources to school districts in the county that support student
learning and achievement. In addition, the SDCOE is responsible for managing the K-12 ROCP articulation
agreements. The SDCOE conducts outreach for the LSSI Program. It also provides assistance to high school
teachers that participated in the LSSI who wish to create an articulation agreement with Miramar College.

California State University, San Marcos (CSUSM). CSUSM partnered with the LSSI to provide teachers with
an option for obtaining credit for their participation in the LSSI program. The units earned by teachers are
academic semester units that are reported on official university transcripts with the grade attached. Earning
these units allows teachers to fulfill their district professional development responsibilities and to move across
on the salary pay scale.

Workforce Development Partner
San Diego Workforce Partnership Inc (SDWPI). SDWPI is responsible for the following administrative
aspects: (1) recruitment and selection of program participants (selection occurs through the BIOCOM
Education Subcommittee) and (2) managing all the logistical aspects of the internship and externship
programs. Recently the SDWPI received additional funding from the Amgen Foundation to support 15
teachers in the LSSI in 2008, 2009 and 2010.

D.       CTE Professional Development
Proposed Project: Interdisciplinary Professional Development in Business and Industry
Mesa College will work with partners that have been established over the past 4 years of this project’s
implementation. Additionally, with the support of Collaborative members, Mesa College will be able to
strengthen existing partnerships, while building new ones. Specifically, Mesa will work with Ralph West, the
k-12 partner within the Collaborative to infuse GIS specific career awareness into the middle school career
development project. A number of middle and high schools within the San Diego Unified School District
will join in this GIS project.

In addition to secondary school partners, Mesa College will also collaborate with a number of industry
partners who will serve as a sub-group to the larger Community Collaborative. These industry partners




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include: San Diego Electric & Gas; San Diego Association of Governments; Tijuana Estuary; Camp
Pendleton Marine Corps; San Diego Fire Districts; NASA/Google Earth and others.

MEASURES OF SUCCESS
Each of the projects outlined in this proposal have demonstrated initial success. Enhancements proposed here
will serve to expand the services being offered to the Region, to best meet secondary, post secondary, and
workforce demands. A number of processes have been utilized and will be expanded upon to evaluate the
success of each of these projects. These include: industry partner surveys; student surveys; faculty and teacher
reports and surveys; and internal monitoring systems. The Collaborative will play a key role in ensuring that
targeted goals are reached (through enrollment data and other measures) and that the goals, objectives, and
workplans presented in this proposal are reviewed on a regular basis and that projects are reviewed for
compliance, efficiency and effectiveness. The project management plan outlined in this proposal with further
detail the levels of accountability and the reporting structure of those involved in the project.

PROJECT MANAGEMENT PLAN
Because this proposal is multifaceted, we have developed a project management plan that will allow for the
highest levels of transparency and effectiveness as it pertains to the management of this Collaborative
initiative. The internal management structures of the San Diego Community College District, along with the
oversight structure of the SDCCD CTE Partnership allows the participants involved in each project to have
the flexibility to be innovative in their approach within a managed and supportive reporting structure. The
organization charts below will detail the overall reporting and management structure of the initiative and of
the individual projects under the four priority program areas.

A/C. Organization: Project Selection Process and Coordination with the CTE Collaborative
The Collaborative had an extensive process of deciding which projects to put forth in this RFA. Because of
the vast work that is being done through the various colleges it was critical that the right projects were selected
to support the goals of the initiative. Through an internal screening process (including a mini-grant
application), projects were selected that best fit the objectives of partners in the Collaborative and best
articulated the long terms visions for CTE programming in the region.

Each project under the four priority areas will have a local level of accountability, management and reporting.
Each project site will have separate advisory and oversight committees that will ensure the success of the
project. These committees will encompass the project director, relevant faculty and industry and education
partners. Because the projects outlined in this proposal are expansion projects, clear and effective
management and reporting systems have already been developed.

At each of the colleges, the President and academic senates will be kept fully apprised of the successes and
potential challenges in the overall development of the projects. Each campus holds monthly meetings at
various levels (with administration, departments, and discipline-specific meetings) that allows for great
accountability. Reporting structures at each of the campuses allows input from all facets of the college
community. The college presidents have been fully supportive of the development of this initiative. Rita
Cepeda, the President of Mesa College, sits on the Advisory Committee for the Collaborative and will act as
the intermediary between the Chancellor’s Cabinet (which includes all of the College presidents) to inform
them of any developments pertaining to this initiative and will inform the Committee of any feedback
received from the Presidents.




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Our K-12 partners have their internal reporting structure as well. Working in consultation with Lynne
Ornelas, SDCCD Dean of Workforce Development, Ralph West, SDUSD Program Manager of CCTE
programs, will ensure that the project is meeting stated goals and objectives. Lynne will also work with Ralph
to align the middle school project with the ROP office and with the SDCCD colleges. Ralph West is a
member of the Collaborative’s Project Management Group, and will be able to receive continual oversight and
feedback as it pertains to the success of the project.

The larger CTE Collaborative Group, made up of an Advisory Group and a Project Management Group, will
meet on a quarterly and monthly basis, respectively, to establish whether or not the initiative, in total, is
working to meet the three stated goals of the initiative. The function of this larger body will be to also link
funded projects with new funding opportunities, and to determine ways of bringing additional resources to
the work being done through the Collaborative.

B.       Staffing
A minimal amount of project funds will be used to cover staffing. Most of the staffing associated with this
project will be in-kind dollars. However, at Mesa College, funds will be used to support the GIS faculty, who
each have extensive experience in GIS training and project development. These 4 adjunct faculty are trained
professionals in GIS technology, and each work within the local San Diego region, providing GIS support
and consulting services to local business.

Within our Manufacturing program at City College, funds will be used to support 30% of the Project
Director’s salary and some administrative support for the project. The Project Director, Dr. Truc Ngo, has
been faculty at City College for many years and has extensive experience in providing oversight of our
Advanced Manufacturing program at City College.We are also proposing to utilize funds to support the
administrative management of the total initiative at the district office of the San Diego Community College
District. This person will be responsible for helping in the collection of data for this project and providing
support as needed.

D.       Evaluation
Several instruments will be utilized to determine the effectiveness of the various projects mentioned. These
include web-based and paper surveys for program participants and faculty/teacher involved in the projects. At
the conclusion of workshops, teachers and faculty will be expected to rate the overall effectiveness of
workshops through evaluation forms that have been developed. Critical to the success of this initiative will be
the feedback of external partners. As the organizational charts indicate, each localized project will have a sub-
group advisory committee made up of local industry leaders and k-16 partners who will continually provide
feedback to the Project Director and those involved in the project to ensure that the proposed projects are in
line with current industry trends and demands. The San Diego Community College District (and all
partners) will willingly comply with any statewide evaluation efforts. The District participates in Cal-Pass,
and it has proven to be a useful tool in efforts to track the success of our various initiatives. We have
requested that our secondary school partners also join Cal-Pass and this decision is currently under review by
the new Superintendent of the San Diego Unified School System.




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                                  Organization Chart 1: Overall Collaborative Management Plan

                                                             Dr. Constance M. Carroll, Chancellor
                                                            San Diego Community College District




                                                                            SDCCD CTE Partnership
                                                                               Advisory Committee
                   Collaborative Project Manager                   Chair, Vice Chancellor Instructional Services
            Lynne Ornelas, Dean, Workforce Development
               San Diego Community College District
                    Project Management Group
                  Chair, Project/Initiative Director

                                                              Career Exploration Development for 7th & 8th Graders
Various Industry Sub Groups                                     Project Lead: San Diego Unified School District
         & Partners                                                 Ralph West, Collaborative Representative

                                                                     Career Technical Education Sectors
                                                                       Project Lead: SD City College
                                                                   EWD Initiative Director, SD City College


                                                              Teacher and Faculty Externships in Business and
                                                                                 Industry
                                                                    Project Lead: SD Miramar College
                                                                 Occupational Dean, SD Miramar College


                                                                       CTE Professional Development
                                                                       Project Lead: SD Mesa College
                                                                     Occupational Dean, SD Mesa College



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                                   Organizational Chart 2: Individual Project Management Plan
                                      Career Exploration Development for 7th & 8th Graders
                                       Proposed Project: My Dream Career Planning Project


                                                  Dr. Constance M. Carroll, Chancellor
                                                 San Diego Community College District


       Collaborative Project Manager
                                                                       SDCCD CTE Partnership
Lynne Ornelas, Dean, Workforce Development
                                                                          Advisory Committee
   San Diego Community College District
                                                              Chair, Vice Chancellor Instructional Services
        Project Management Group
      Chair, Project/Initiative Director

                              Virginia Eves
                        Director, CCTE Programs
                     San Diego Unified School District
                    SDCCD CTE Partnership Advisory
                                 Member                             Ralph West, Program Manager
                                                                           CCTE Programs
                                                                   San Diego Unified School District
    Industry Sub Group Committee
                                                              CTE Collaborative Project Management Group


                                                                            Lance Larson, Project Coordinator
                                                                            San Diego Unified School District


                                                                                                34 Middle Schools Included in Project
                                                                                            Project Leads: Counselors at Individual Schools




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                                     Organizational Chart 3: Individual Project Management Plan
                                                      Dr. Technical Education Sectors
                                                   Career Constance M. Carroll, Chancellor
                                                     San Diego Career Paths in the District
                         Proposed Project: Strengthening StudentCommunity College Manufacturing Industry Sector



       Collaborative Project Manager                        SDCCD CTE Partnership
Lynne Ornelas, Dean, Workforce Development                     Advisory Committee
   San Diego Community College District            Chair, Vice Chancellor Instructional Services
        Project Management Group
      Chair, Project/Initiative Director

                              Terrence Burgess, President
                               San Diego City College

                                                                                      Ron Manzoni
                                                                               Vice President of Instruction
                                                                                 San Diego City College


                                                      Trudy Gerald, EWD Initiative Director
                                                             San Diego City College
                                                      CTE Collaborative Project Management
                                                                Group Member


                                      Industry Partners Sub Group
                                             K-12 Partners
                                      Secondary & Post Secondary                        Dr. Truc Ngo
                                                Partners                               Project Director
                                                                                    San Diego City College




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iv
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                                         Organizational Chart 4: Individual Project Management Plan
                                          Teacher and Faculty Externships in Business and Industry
                                           Proposed Project: Miramar Amgen Teacher Support Center



                                                        Dr. Constance M. Carroll, Chancellor
                                                       San Diego Community College District


                                                              SDCCD CTE Partnership
                                                                 Advisory Committee
                                                     Chair, Vice Chancellor Instructional Services
 Project Management Group
Chair, Project/Initiative Director

                                  Patricia Hsieh, President
                                 San Diego Miramar College
                                                                                             Bill Vincent
                                                                                     Vice President of Instruction
                                                                                     San Diego Miramar College


                                                                      Richard Bettendorf
                                                              Occupational Dean, Miramar College


                                        Industry Partners Sub Group
                                         SD Workforce Parntership
                                               K-12 Partners
                                        Secondary & Post Secondary                     Southern California Biotechnology Center at
                                                  Partners                                    San Diego Miramar College
                                                                                         Sandy Slivka, EWD Initiative Director
                                                                                               SDCCD CTE Partnership



                                                                       v
     SB 70/SB 1133 RFA Specification 07-0170
                   SDCCD CTE Partnership




vi
                                                                                                  SB 70/SB 1133 RFA Specification 07-0170
                                                                                                                SDCCD CTE Partnership

                             Organizational Chart 5: Individual Project Management Plan
                                              CTE Professional Development
                    Proposed Project: Interdisciplinary Professional Development in Business and Industry

                                                   Dr. Constance M. Carroll, Chancellor
                                                  San Diego Community College District


                                                        SDCCD CTE Partnership
    Collaborative Project Manager                          Advisory Committee
   Lynne Ornelas, Dean, Workforce              Chair, Vice Chancellor Instructional Services
            Development
San Diego Community College District


                         Rita Cepeda, President
                        San Diego Mesa College                                     Elizabeth Armstrong
                       SDCCD CTE Parntership                                   Vice President of Instruction
                      Advisory Committee Member                                  San Diego Mesa College


                                                         School of Business, Computer Studies, Technologies
                                                                             Mesa College
                                                                           Otto Lee, Dean
                                                                Project Management Group Member


                                  Industry Partners Sub Group
                                   SD Workforce Parntership
                                         K-12 Partners
                                                                                       4 GIS Faculty
                                  Secondary & Post Secondary
                                                                                  San Diego Mesa College
                                            Partners
                                                                                 Cook, Goff, Mathis, & Ryan




                                                             vii

				
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