CTE Enhancement Funds Summer 2016 Paid Internship Pilot .
CTE Enhancement FundsSummer 2016Paid Internship Pilot ProjectFinal ReportReport Prepared by Claudia Estrada-Howell, Supervisor San Diego Mesa Career Centercestrada@sdccd.eduAlicia Lopez, Senior Student Services Assistant, San Diego Mesa Career Centeralopez006@sdcdd.eduDecember 20, 2017AbstractIn the year 2014-2015, Governor Brown signed a budget providing funding on a one-time basis to creategreater incentives for California Community Colleges to develop, enhance, retool, and expand qualitycareer technical education offerings that build upon existing community college regional capacity torespond to regional labor market needs. This funding was referred to as the “Career and TechnicalEducation (CTE) Enhancement Funds.” San Diego Mesa College used some of the funding that wasallocated to the campus Career Center to establish a paid summer internship pilot project. The pilotgave Mesa College CTE students an opportunity to be paid during their summer internship experience inCTE fields. The following report outlines the scope of the project, participant information, and internshipexperience impact on the participants in the summer pilot. We also offer recommendations for futureprojects.
Table of ContentsI. Background . 3II. Project Scope of Work . 5A. Project Details . 5B. Outreach . 7C. Participants . 7D. Career Services Offered . 8E. Culminating Event: Internship Summit . 9III. Analysis . 9A. Surveys . 10IV. Conclusion. 20V. Considerations . 20A. Existing Infrastructure and Challenges: . 20B. Future Recommendations: . 20Appendix A . 22Appendix B . 31Appendix C . 32Appendix D . 33Appendix E . 34Appendix F . 432
I. BackgroundCareer and Technical Education (CTE) helps bolster California's economic growth. CTE incorporatescutting-edge knowledge about career options, technology, and skills required for student success in theworkforce. This initiative is critical if California is to meet the challenges inherent in its diverse, rapidlychanging education, economic, policy, and workforce environment. In 2014, Governor Brown signed the2014-2015 budget which “provided on a one-time basis to create greater incentive for CaliforniaCommunity Colleges to develop, enhance, retool, and expand quality career technical educationofferings that build upon existing community college regional capacity to respond to regional labormarket needs.” This monies was called the “ 50M CTE Enhancement Fund.” “Funds may be used forequipment, curriculum development, professional development, and other related costs necessary todevelop, enhance, retool, and expand quality career technical education offerings.” (Retrieved TEEnhancementFunds.aspx)According to the 2015 Career Technical Education Enhancement Fund Report;The San Diego/Imperial Counties Regional Consortium is composed of six community collegedistricts and ten colleges, with one college offering noncredit programs only. Although ImperialValley College is about 100 miles from the other San Diego County community colleges, theother nine colleges are closely located geographically and all primarily serve one labor marketfor the region. Both counties have important ties with the global economy via the border withMexico; priority and emergent sectors are the same, except for agriculture being a strong sectorin Imperial Valley. In collaboration with the San Diego Workforce Partnership (SDWP), theRegional Consortium, and the Center of Excellence (COE), labor market gap analyses werecompleted in 2014 in key sectors. At the Oct. 2, 2014 Workforce Conference (cosponsored bythe Regional Consortium and the San Diego Workforce Partnership, and attended byapproximately 300 college and high school/community based workforce training providers),industry panels representing the five priority and emergent sector employers and deputy sectornavigators responded to the summarized sector report outcomes and emphasized the need toimprove the occupational soft skills in all five sectors. While the reports also indicated the needfor such improved soft skills, the employer panels strongly indicated the region should beworking to improve this outcome. College CTE program advisory committees for CTE sectoroccupations have also consistently supported the need for enhanced occupational soft skills.And, the current job postings data for sector occupations include soft skills as essential forapplicants. Utilizing these findings, the regional consortium members worked with their CTEprogram advisory boards, faculty members and career centers to develop strategies forimproving work readiness across the region. The Workforce Development Council, composed ofCTE deans and deputy sector navigators as voting members, researched and presented to thegroup many differing 40 percent proposals over several meetings. Through a voting process,they agreed to develop one regional 40 percent proposal entitled “Strengthening StudentOutcomes in Key Sectors” to improve the workforce readiness of students throughout theregion. This plan focuses on improving student outcomes, including employment in key sectorsby implementing four core components:3
1. CTE Student Employment Outcomes Survey dataThe region proposes to implement the statewide “CTE Employment Outcomes Survey,” which iscurrently administered through Santa Rosa Junior College. The proposal will target students inthe region’s local share CTE EF key sectors. Data analyzed from survey results will provide vitalinformation for the region’s activities and other initiatives. It will also provide communitycolleges with a way to improve student outcomes, assess program viability and inform localemployers/industry advisory committees. The pilot will focus on key sectors by exploring bestpractices for improving student response rates, updating student contact information andinvolving faculty in the process.2. Regional Industry Certification Center (RICC)Cuyamaca College will host the Regional Industry Certification Center where college and highschool pathway CTE students and incumbent workers will be able to take industry recognizedcertification and licensure exams. Industry recognized credentials are an important metric indetermining the success of our students. Technical industry certification will improve jobplacements and advancements for students and incumbent workers in the region.3. Regional Occupational Soft Skills SupportThis component will assist in curriculum development and external assessment of occupationalsoft skills resulting in career readiness certificates utilizing the National Career ReadinessCertificate (NCRC) on every campus. The region proposes to develop a regional occupational softskills infrastructure to build capacity at all regional colleges for the infusion of occupational softskills into CTE program curriculum through the use of NCRC Work Keys online curriculummodules.4. College career development servicesCollege career development services will be regionally aligned to enhance occupational softskills and career readiness training, develop pathways for work-based learning opportunities forstudents, establish key contact points for business and industry, and increase CTE dean andfaculty involvement and collaboration with career development services.(2015 Career Technical Education Enhancement Fund Report, California Community CollegesChancellor’s docs/2015 CTE EnhancementReport ADA.PDF ).4
II. Project Scope of WorkA. Project DetailsCollege Career Development Services (CDS)Enhancement of college career development services regionally aligned to enhance occupationalsoft skills and career readiness training, development pathways for work-based learningopportunities for students, establish key contact points for business/industry, and increase CTEdean/ faculty involvement and collaboration with career development services.San Diego Mesa College was awarded 91,756 dollars in regional shares (40%) for the year 2015-2016.As a result the college decided to use the funding to pilot a paid internship program in the summer of2016. The program assisted in impacting the following areas: Increase connections between business, industry, and CTE students through college careerdevelopment services Develop regional information on employment outcomes of CTE students to demonstrate success andevaluate with stakeholdersIn early January, a meeting was held between the Dean of Business Technology and the Dean of StudentDevelopment and the Career Center Supervisor to establish the parameters of the paid internship pilot(see students’ guidelines below). As a result, this enhanced the involvement between CTE deans, faculty,and the Career Center. Strengthening this partnership was essential to delineating the guidelines for thepilot program. Additionally, the Career Center provided intentional support to students who wereinterested in the program but had not yet obtained an internship for the summer of 2016. The supportincluded internship search workshops, one-on-one career counseling, and access to the Mesa JobNetwork (online job and internship board). As a culminating event, the Career Center held an InternshipSummit event in August of 2016 (Appendix D through F). There were over 50 attendees includingstudents, faculty, staff, administrators, and employers from the region.Students’ Educational GuidelinesI.Declare a major/field of study in one of the following areas: Computer Science (e.g. Computer Programing and Computer & Information Sciences) Dental Assisting Fashion Health Information Technology Medical Assisting Multimedia (e.g Video Game Development, 3D Animation, New Media Publishing) Phlebotomy Physical Therapist Assistant Radiologic Technology Web Development Or a closely related and similar major to the majors listed above.II.Obtain an unpaid internship aligned with students chosen major5
III.IV.V.VI.VII.Have an educational plan on file with SDCCD for students’ major.Complete at least 6 units of major’s courseworkBe in good academic standing with a minimum cumulative GPA of 2.0Have a minimum major preparation GPA of 2.5Have attended San Diego Mesa College within the last academic year (2015-2016)Internship & Stipend GuidelinesThe internships had to fall into the 10 week session for summer 2016. The summer 2016 session ranfrom May 31 to August 6, 2016. The stipends granted were based on the number of units/hours earned.The stipends received by students were considered taxable income and students were responsible forapplicable taxes as required by state and federal law. The students signed an agreement ofunderstanding that they shall be paid as an Independent Contractor, not an employee, and completed a“W-9 – Request for Taxpayer Identification Number and Certification” and additional forms (AppendixA).Units:Credit units were awarded based on 75 hours per unit. The intern hours needed:2 Units 150 hours (approx. 15 hrs./week) Stipend: 2,250.00*3 Units 225 hours (22.5 hrs./week) Stipend: 3,375.00**Final stipend amounts were modified by an increase due to the number of participants in the pilotprogram. These varied depending on units completed.Application Process:A formal application was created by the Career Center and was filled out by prospective studentsinterested in the internship program (Appendix A). The following steps were followed by students:I.II.III.IV.V.Student secures an unpaid internship. (Students are encouraged to seek assistance from theCareer Center).Once student obtains internship, student must meet with Career Center to determine ifeducational requirements listed above are met.If student meets the educational requirements, the Career Center will notify the WorkExperience Coordinator of the student’s eligibility.Student must complete the Work Experience Program application process found on the WorkExperience webpage under “How to Receive an Add Code”. Which includes: Complete Online Work Experience Orientation & Orientation Quiz Work Experience Application Work Experience Employer Agreement (to be filled out by employer)Student receives add code from Work Experience Instructor and registers for course within 24hours of receiving the add code.6
VI.Stipends are awarded at end of the semester. To obtain the stipend, student must complete allrequirements of the course to earn passing grade, the required number of work hours, completemid-semester assignment, and end of semester survey.B. OutreachGiven a limited one week window at the end of May (due to class registration deadlines) of the springsemester the Career Center and CTE Dean decided on a targeted email campaign to inform students,faculty, and staff about the internship pilot program. Various campus emails were enacted to provide asmuch information to the campus about the internship pilot program. CTE faculties were notified viaemail about the opportunity. Employers were also notified about the pilot program (Appendix B).Additionally, the Career Center used their student interest lists to communicate to students about theopportunity to participate in the pilot (Appendix C). The Career Center provided students a list ofemployer contacts that were offering internships.C. ParticipantsThe program was able to secure 18 student participants from across various CTE fields. 7 students hadpart-time jobs and 1 had a full-time job outside of their internship. 10 participants did not haveadditional employment at the time of their internship.The following is the discipline breakdown of student participants: 8 Fashion Design 1 Fashion Merchandising 2 Computer Science 2 Physical Therapy Assistant 3 Medical Assisting 2 Dental AssistingThe following is the demographic breakdown of student participants:7
A total of 17 Employers participated in the pilot program (see analysis section for full list).D. Career Services OfferedFor this pilot, students were offered intentional student career support. Since the pilotorganically created a cohort group, it enabled the Career Center to communicate with studentsdirectly and continue engagement throughout the whole pilot program. The following servicesare examples of the career support the Career Center provided.Pre-Pilot Participation: One-on-one Internship Search Appointments Career Counseling Appointments Pilot Program Application Assistance Assistance with Navigating the Work Experience Program Enrollment Process Workshops Offered to Interested Students:a. Job Search and Internship Workshopb. Interviewing Skills Workshopc. Resume WorkshopParticipation Support: During the pilot program, the Career Center staff continued to engage with students and offerinformation regarding workshops, events, online job board, and career appointments.Attendance to the following services was encouraged throughout the pilot: Career Counseling Appointments8
Career AssessmentsCareer & Industry ExplorationMajor ExplorationJob Searching Resources & Online Job Board (Job Network)Career WorkshopsRésumé Reviews including Free Résumé PaperInterview PreparationJob Fairs & On-Campus Employer RecruitingPost-Participation Support:Once students completed the pilot program in August, a final communication was sent to themto remind them about registering for the online job board. Students were highly encouraged tocontinue using the services offered. Students were also notified that these services wouldremain available to them for two semesters after graduation from Mesa College.E. Culminating Event: Internship SummitAt the completion of the pilot program in August, the Mesa Career Center coordinated an event namedthe “Internship Summit.” The goal of the event was to invite the region to share best practices onstudent internship programs. The internship summit event also depicted the stories of our pilot programparticipants where 16 of the 18 student experiences were highlighted (Appendix F).Specifically, the event was designed to: Bring employers and MESA faculty together to discuss new and best practices for workexperience / internship opportunities Learn how to recruit and secure a MESA student interns Receive information on how to access and utilize different student demographics from MESA Learn how our students secured funding for unpaid internships through ourMESA internship pilot stipend programFor further details regarding the event, please see the agenda (Appendix D).III. AnalysisA total of three surveys were conducted for the pilot program. All surveys were conducted throughemail communication with participants and included opportunity drawings. The first survey wasconducted at the immediate conclusion of the student’s internship experience. This survey was calledthe “CTE Summer 2016 Paid Internship/Work Experience Stipend Pilot Program Survey.” The secondparticipant survey was conducted seven months after the summer internship program had ended. Thesurvey was called “CTE Summer 2016 Paid Internship/Work Experience Stipend Pilot Program Follow-UpSurvey.” The third and final survey was conducted a year post program participation and was called “CTESummer 2016 Paid Internship/Work Experience Stipend Pilot Final Program Survey.”9
A. SurveysFirst Survey Results: CTE Summer 2016 Paid Internship/Work Experience Stipend Pilot Program SurveyThe data collected was from all eighteen participants immediately following completion of thepilot program res
interested in the internship program (Appendix A). The following steps were followed by students: I. Student secures an unpaid internship. (Students are encouraged to seek assistance from the Career Center). II. Once student obtains internship, student must meet with Career Center to determi
12 Summer Data -410 CTE Attendance: * Collected only in the summer submission. * 410 Attendance requires the student has a valid CTE Indicator code on the 101 record. * Each student enrolled for more than two hours in a valid CTE course must have a 410 record. * "V" Codes: * V1 45-89 ave. minutes per day in a CTE course * V2 90-149 ave. minutes per day in a CTE course
CTE Overview 3 CTE Department Contacts 4 Career Pathways 2015-2016 5 CTE Course List 2015-2016 6 CTE Curriculum & Resources 8 Professional Development Requirements 9 CTE Advisory Board 14 Career Cluster Coordinator Guidelines 15 Career & Technical Student Organizations (CTSOs) & Sponsorship 18 Certification Reporting 23
New York State Work Experience Requirements by CTE Title SECTION C. BECOMING A CTE TEACHER C1. CTE Resume Example C2. The CTE Hiring Process C3. Applying for Salary Increase SECTION D. APPLYING FOR A CTE TEACHING CERTIFICATION D1. Steps to Applying for a Trans-A Certificate with NYSED D2. Trans-A Requirements for All NYS Teacher Applicants D3.
Virginia includes CTE courses within 16 career clusters, each with multiple pathways designed by the school divisions. For example, the Health Science career cluster may include pathways for therapeutic services, biotechnology, or diagnostic services. CTE credential. A CTE credential certifies that a student has mastered specific CTE content.
The enhancement itself is performed in two steps: auto-enhancement, and personalized enhancement. The auto-enhancement step (Section 4.3) is necessary to handle bad quality photos that the system is not trained to handle. This step generates some kind of a baseline image that is then further adjusted using personalized enhancement.
Dec 31, 2020 · policy”) is to invest in a portfolio of illiquid investments, funds and funds of funds such as hedge funds, private equity funds, real estate funds, infrastructure funds, private investment funds, and other alternative investment vehicles . Therefore, we are hopeful for the Vision ELT fund to re
Brazilian pension funds could not invest in funds that employed leverage or intra-day trading, they can now allocate capital to funds that trade in derivatives or to funds of hedge funds, albeit within fixed limits. The number of private clients investing in alternatives, especially funds of hedge funds, is also increasing. In the past such .
1. CTE certification or Annual Career Authorization is required for all state approved CTE programs. 2. If teacher is endorsed in CTE only, they cannot be placed in any classroom other than one that is state approved CTE. 3.
