Career Education &
Economic Development
Program Plan
2012/13 - 2015/16
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Career Education & Economic Development
Program Plan
2012/13 - 2015/16
1. Program Overview
1.1. Community Services Department
1.1.1. Cabrillo Extension
1.1.2. Contract Education
1.1.3. Visiting International Student Program
1.1.4. Central Coast Small Business Development Center
1.2. Career Technical Education (CTE) Department
1.2.1. Santa Cruz County College Commitment (S4C)
1.2.2. Public Safety Inservice Program
1.3. Regional Partnerships Department
1.4. All CEED Staffing and Funding
1.5. CEED Relationships Across the College
1.5.1. Instruction
Grant Seeking and Grants Management
Program Evaluation
Mitigating Effects of Limitations on Repeatability and Life-Long Learning
CTE Industry Advisory Committees
Cooperative Work Experience Education
1.5.2. Student Services
K-12 Outreach
Support Services for Students
1.5.3. Administrative Services
1.5.4. Planning and Research Office
1.5.5. Cabrillo Foundation
2. Planning and Outcomes
2.1. Community Services AUO
2.2. CTE AUO
2.3. Regional Partnerships AUO
3. Goals and Recommendations
*
4. Appendix: Values, Strategies, Skills and Capabilities
CEED Values
Core Strategies
Skills and Capabilities
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1. Program Overview
The Career Education and Economic Development (CEED) program has two core missions: (1)
support the
college
’s Career Technical Education (CTE) pathways to
prosperity, and (2) deliver fee-based services that include Extension courses to the
community, consulting
services
to small businesses, public
use of the college’s
facilities,
and hosting of International Delegations.
CEED fulfills these two missions through three outward facing departments: Community
Services, CTE, and Regional Partnerships. A dedicated Fiscal Services department provides
grant and contracts fiscal management services to the other three departments. Staffing across
all CEED departments is outlined in the color-coded organization chart on page 16.
1.1. Community Services Department
The Community Services department leverages the community’s investment in Cabrillo
infrastructure to provide fee, contract, and grant-funded services. Programs include (1) Cabrillo
Extension; (2) Contract Education; (3) Visiting International Students Program, and (4) Central
Coast Small Business Development Center.
1.1.1. Cabrillo Extension
Cabrillo Extension provides fee-supported, not-for-credit instruction to the district’s residents
and organizations. The mix of offerings includes short-term vocational, recreational, personal,
and professional development courses. Most instruction is offered on campus by instructors
employed or contracted because of their special expertise and ability to teach. The Extension
program also markets instruction delivered by third parties such as Ed-2-Go which provides
short, not-for-credit, online courses. All course offerings are approved by Cabrillo’s governing
board prior to being offered. Division deans and faculty are consulted where there is a potential
overlap with the college’s regular credit offerings.
The Extension program also manages use of Cabrillo facilities. The primary function is making
facilities available to off-campus users and charging for this use as allowed by the Civic Center
Act. Extension also schedules campus facilities by on-campus users for purposes other than
classroom instruction.
All of the Extension program staffing and operational costs are met through fees charged to
those taking classes and those using Cabrillo facilities.
In fiscal year 2011-12 the Extension program generated $700K in revenue and served 6,300
people.
1.1.2. Contract Education
Contract Education provides not-for-credit and credit instruction to employers seeking to
upgrade the skills of their employees and the capabilities of their organizations. Course content
and delivery is usually customized to meet the unique needs of the employer. Credit courses,
though rarely offered, are taught by Cabrillo faculty, working and paid according to the CCFT
Contract, teaching courses that have been approved by the Curriculum Committee.
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All costs for delivering contract education are paid by the employer, or in some cases by grants.
The college does not collect apportionment for these classes.
1.1.3. Visiting International Student Program
CEED supports global awareness at the college by hosting delegations of international students
who come to the college for month-long programs that provide an immersive experience in
American culture and the English language. CEED organizes home-stays, classes on campus,
and field trips, and provides general support to students. Where it is not disruptive and adds
value, the international students are integrated into ongoing credit classes to provide our
students with opportunities to engage with and learn from students from another culture. All
costs of providing this program are charged to the sponsoring institutions, usually colleges with
missions comparable to Cabrillo’s.
1.1.4. Central Coast Small Business Development Center
The college is host to the Central Coast Small Business Development Center (SBDC), one of a
nationwide network of SBDCs. The SBDC contracts with independent business advisors to
provide free-of-charge, confidential business counseling in Santa Cruz County. The SBDC also
presents low-cost seminars in many areas of business management. In addition, the SBDC
oversees the regional Business and Entrepreneurship Center (BEC) and the regional Youth
Entrepreneurship Program (YEP) serving 17 Community Colleges in the greater San Francisco
and Monterey Bays Area. SBDC services are funded by the federal Small Business
Administration, by grants from other sources, and by program revenue. The BEC and YEP
programs provide matching funds to the federal SBA grant and provides entrepreneurial
development assistance to 17 community colleges in the greater south bay area. The BEC and
YEP programs are being sunsetted this fiscal year. In their place the college has been funded to
host a Small Business Deputy Sector Navigator for the same region served by the BEC. This
position is tasked with facilitating alignment between the educational offerings at the region’s
colleges and the workforce preparation and career development needs of the region’s small
business sector.
1.2. Career Technical Education (CTE) Department
CEED provides support to Cabrillo’s CTE programs through collaboration with the deans and
program chairs who manage the programs. The support provided by CEED includes:
●
●
Resource development, including grant seeking and grants management
Facilitation of engagement with employers, including providing logistical support for each
program’s advisory committees
● Administration of Perkins grant funds
● Oversight, funding, and dissemination of annual survey of CTE program completers and
leavers
● Acquiring and disseminating labor market information
● Administration of required biannual evaluation of CTE programs
● Support for CTE program evaluation and development
● Cooperative Work Experience Education
In addition, the CTE Department works with educational partners and county workforce
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development, through the Santa Cruz County College Commitment (S4C) project, and with local
public safety agencies through the Public Safety In-service Instruction Program.
1.2.1. Santa Cruz County College Commitment (S4C)
CEED hosts the S4C initiative, a county-wide collaboration among a membership of K-12
districts, the County Office of Education, and colleges and universities serving Santa Cruz
County. The mission of S4C is to improve the readiness and completion rates of students in the
county for college and career. S4C adheres to three basic strategies: (1) Get students onto a
pathway; (2) align the efforts among all collaborative members with best practices, curricular
sequences, and employer needs; and (3) measure the impact and outcomes of the S4C
activities.
S4C does not provide programs directly. Instead, the initiative serves as a backbone
organization, helping member institutions, along with civic and community-based organizations,
to create and align programs consistent with the three strategies. Executive guidance is
provided by a steering committee, comprised of superintendents and leadership from the
member educational institutions.
Much of the work of S4C is conducted through collaboratives--facilitated groups of participants
from across member organizations with a shared interest. Currently running collaboratives are
focused on Data Integration, Counseling, English, Math, and CTE. The initiative is supported by
a comprehensive web site at sccommits.org.
Example member programs supported by S4C include:
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Cabrillo Samper Fourth Grade Experience
UCSC/CSUMB Middle School Summit
Graniterock Career Day
Cabrillo College and Career Night
Cabrillo Extension Summer Youth Institute
CollegeSpring SAT Preparation
Integrated College Financial Aid Presentations
1.2.2. Public Safety Inservice Program
CEED has recently taken on responsibility for administering Cabrillo’s Public Safety In-service
Instruction Program. This partnership with the county’s law enforcement and fire protection
agencies provides public safety staff with mandated in-service training. The college contracts
with the agencies and with their staff to assist in the delivery of the instruction. Agencies are
paid $2.25 per contact hour. The program provides agencies with the ability to continuously
improve the skills and knowledge of the county’s law enforcement officers and firefighters.
CEED’s CTE efforts are funded primarily by grants, with the bulk of funding coming from SB
1070 and Perkins 1C. General fund supports 0.3 FTE of the CWEE Program Coordinator and
0.82 of the CEED Dean’s Administrative Assistant who provides support for the program
advisory committees. One-time funds will support 0.5 FTE of the Public Safety Program
Coordinator and 0.40 of an Office Specialist to support the Public Safety In-service Program
through 2013-14.
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1.3. Regional Partnerships Department
California’s economy is driven by powerful regional economies. Major employers operate at a
regional or larger scale, the most powerful industry sectors are organized at a regional level,
and our workforce is increasingly regional, with people commuting from one end of a region to
the other. In contrast, the community college system is organized to serve local districts. It is
generally recognized by employers, policy makers, and economic and workforce development
experts that the state can obtain a better return on its investment in CTE if our system can
develop the capacity to coordinate, align, and integrate CTE programs at a regional level.
Cabrillo, through CEED, has provided leadership for developing this regional capacity for over a
decade by acting as the fiscal agent for a number of grant-funded collaborative activities. For
the last four years, the college has been the fiscal agent and staffed the 28-college Bay Area
Community College Consortium (BACCC). BACCC’s primary activity is convening industry
sector and occupational cluster meetings that bring employers, colleges and other stakeholders
together to collaboratively identify and address an industry’s workforce development needs.
Work is currently underway in the industrial maintenance, machinist and mechanic, welding, and
engineering occupational clusters and the energy, water/wastewater, healthcare, and
information and communication technologies industries. BACCC also oversees the program
endorsement process whereby regional deans review newly proposed CTE programs for their fit
with the regional labor market, making recommendations to the Chancellor’s Office accordingly.
As previously mentioned, CEED also hosts the Business and Entrepreneurship Center (BEC)
and the regional Youth Employment Program (YEP), grant funded activities that are overseen
by the SBDC, but that serve the 17 colleges in Monterey Bay and the southern portion of San
Francisco Bay. While the BEC and YEP are being phased out by the Chancellor’s Office this
year, the college will continue to play a leadership role in the region by hosting the Small
Business Deputy Sector Navigator. This position works with the statewide Small Business
Sector Navigator and with BACCC to assist colleges in providing students with pathways into
the small business sector. Some of the activities include providing small grants to colleges to
integrate entrepreneurship curriculum into CTE programs and marketing entrepreneurship as a
career path to high school and college students.
CEED’s work on regional partnerships enables faculty from the college’s CTE programs to
connect with faculty from the same programs at other colleges, participate in high-quality
professional development that is possible only by working at a regional scale, engage with
regional industry leaders to obtain insight into where the industry is headed, align curriculum
with industry and with other colleges, obtain curriculum development resources, and obtain
access to internships for students. Students benefit from these activities by having access to
programs that are better aligned with the regional economy, greater access to internships, and
improved visibility into the range of CTE offerings across the region.
Public and private funders are increasingly focusing on support for regional efforts and
innovation that has the potential to be scaled across multiple colleges. CEED’s regional
partnership work builds the capacity of Cabrillo and our sister colleges to compete for these
funds. The college is also more attractive to grant makers because of our demonstrated
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capacity to take innovative programs developed on the campus and scale them to multiple
colleges.
1.4. All CEED Staffing and Funding
State and federal funding is projected to grow slowly if at all over the foreseeable future. In
addition, the college’s enrollments are projected to remain flat or grow very slowly through the
balance of this decade. Yet, the community’s needs for workforce development and the desire
for continued and greater access to lifelong learning is likely to grow. To sustain and expand the
college’s services to the community, other sources of revenue must be identified. To that end,
CEED is positioned as a revenue-generating arm of the college, with the goal of moving CEED’s
budget completely off the general fund, except for those expenses directly associated with
generating apportionment.
CEED’s total budget for FY 13-14 is approximately $4,267,000. Less than 8% of CEED’s budget
comes from the General Fund. Except for 0.5 FTE of the CEED Dean, 0.82 FTE of the CEED
Administrative Assistant, and 0.3 FTE of the Work Based Learning (CWEE) Coordinator, and
0.95 FTE in the Public Safety In-Service program all other CEED positions are funded by
grants, contracts, program revenue, and one-time funds.
The CEED staffing plan has been designed to account for the short-term nature of these funding
streams. As the color coding in the staffing chart on page 16 indicates, of the approximately 40
people currently working within the three outward facing departments, only 7 are “regular”
Cabrillo employees. The balance of the work is performed by temporarily reassigned faculty,
student workers, temporary hourly workers, and contractors working under professional services
agreements.
1.5. CEED Relationships Across the College
CEED works regularly with other parts of the college, in Instruction, Student Services, the
Business Office, and the Foundation.
1.5.1. Instruction
CEED supports CTE programs in a variety of ways including:
Grant Seeking and Grants Management
CEED pays close attention to the availability of grants that might be used to support the
college’s CTE programs. Where there is possible match CEED works with the program area
faculty and contracted grant writers to develop and submit proposals. When grants are received
CEED provides support services as needed to ensure that the grant’s objectives are met and
the funds are managed as required by the funder. The work required to manage the fiscal
elements of a grant can be a significant burden on division offices. CEED has developed the
capacity to provide fiscal support for grants by allocating 5% of all grants it supports to covering
the cost of CEED’s fiscal support staff.
In recent years grants have been obtained to revamp the Medical Assisting program, expand
the Construction and Energy Management program into new areas, expand and upgrade the
Welding lab, fund 50% of the construction cost for the Solari Green Technology Center, and
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pilot integration of the ACE Foundation Course into the Nursing, Dental Hygiene, and Radiologic
Technology programs. Perkins grant funds support the Tutoring Center and have enabled CTE
faculty to carry out small projects that strengthen their programs.
Grants do impose a burden on the faculty, the divisions they belong to, the Business Office and
other departments at the college. CEED worked with representatives of the different
stakeholders to develop a more structured process for consultation with affected parties before
a grant is submitted. This process has been used several times, most recently with a proposal
for an NSF grant that was ultimately not submitted in part because the process revealed that
more work was needed before a successful proposal could be submitted.
Program Evaluation
CEED utilizes Perkins and other grant funds to support PRO in carrying out an annual survey of
CTE program completers and leavers. This survey provides an accurate assessment of a
program’s success in preparing students for employment. Findings from the survey have guided
program improvement efforts and program reduction decisions. For example, the survey’s
findings that an increasingly smaller number of our Medical Assisting students were finding
employment in the field of study sparked candid discussions with employers and motivated the
program’s faculty to consider other ways of structuring the program. The data and the faculty’s
response led to a major grant supporting revamping of the program. This survey has proven to
be a such a valuable tool in demonstrating the efficacy of CTE that over 40 colleges have joined
together to carry out a survey modeled after Cabrillo’s.
CEED, with the assistance of PRO and WestEd’s Regional Educational Laboratory, is piloting a
biannual evaluation of CTE programs as is required by Ed Code. The pilot seeks to integrate a
new set of data tools that is in limited release from the Chancellor’s Office into a process that is
effective at assisting CTE programs in evaluating their programs, yet is not too resource
intensive.
Mitigating Effects of Limitations on Repeatability and Life-Long Learning
The community has benefitted from Cabrillo’s long history of serving life-long learners and in
turn the college has benefitted from strong community support, particularly when voter support
was needed for bonds. As the state has imposed limitations on repeatability and required
resources to be diverted to the three primary missions, there is a risk that withdrawal from these
services could reduce future community support. CEED has worked with the divisions most
impacted by this to develop fee-supported classes that meet this community need. These efforts
have been most successful in VAPA, where a partnership between Cabrillo Extension and the
VAPA dean and faculty has resulted in a series of fee-based classes that grows in number each
year. The division continues to serve students formerly enrolled in credit classes, while also
bringing new students to the college through the Extension, and provided more employment
opportunities for VAPA faculty and staff.
CTE Industry Advisory Committees
All CTE programs are required to convene industry advisory committees at least once each
year. CEED assists with scheduling these meetings, communicating with the committee
members, and keeping records of the minutes.
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Cooperative Work Experience Education
CEED provides staff support for CWEE classes delivered by faculty within each of the divisions.
Communication between the CWEE coordinator and division staff is essential to ensure that
CWEE assignments do not put faculty over contract limits on the number of teaching units they
can carry in any one academic year. Coordination and communication with the Instruction Office
is also essential to ensure that CWEE stays current with the limitations on repeatability.
1.5.2. Student Services
CEED partners with Student Services in a variety of ways including the following:
K-12 Outreach
Through S4C CEED conducts a number of K-12 outreach efforts, many of them in close
partnership with Student Services. College and Career Night has long been a collaborative
effort between Student Services and CEED. S4C recently took over leadership of the Fourth
Grade Experience. Both events together bring approximately 5,000 potential future students to
campus each year. S4C convenes a counselor’s collaborative that brings Cabrillo counselors
and high school and ROP counselors together on a regular basis.
Support Services for Students
Perkins funds, administered by CEED, make an annual contribution to the DSPS and EOPS
budgets to support services to CTE students who utilize these program’s services. In addition,
CEED provides grant fiscal management services to Fast Track to Work.
1.5.3. Administrative Services
CEED is primarily a thorn in the side of Administrative Services. Well, maybe not a thorn, but
definitely an irritant. Some of the services provided by CEED are innovative and different than
standard college procedures and practices. This requires frequent consultation with different
departments in Administrative Services, including the Business Services Office, HR,
Purchasing, Contracts and Risk Management, and Facilities, Planning and Plant Operations.
The Business Office has accommodated this by assigning a 0.5 Accountant management
position to provide fiscal management services to the division and to act as CEED’s liaison to
Business Services. The cost of this assignment is covered by a 5% Grant Program
Administration charge, llevied on all grants that CEED receives.
Grant and revenue funded projects and services often require personnel for relatively short
periods of time. There are many different ways to bring people on for short-term projects, but for
any given project the right way may not be obvious. In an effort to reduce missteps CEED has
designated the Administrative Assistant as the primary point of contact with the HR department.
All members of CEED are asked to consult with this position when they are considering hiring
on a short-term basis. As new situations are encountered the Administrative Assistant consults
with HR and documents guidelines that can be used when a similar situation is encountered in
the future.
CEED contracts for many services. The Purchasing, Contracts, and Risk Management
department has been particularly helpful in providing guidance to the division, providing
templates for common situations and finding solutions.
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The Extension Office’s responsibility for managing use of campus facilities by community
members requires frequent interactions with Facilities Planning and Plant Operations. CEED is
responsible for ensuring that when these uses require extra effort on the part of the FPPO staff
the user is charged for these services. Management of keys and alarm codes has been a
challenge for CEED, FPPO, and the Instructional Divisions.
CEED seeks to build systems that increase the college’s capacity to do more with less effort. A
simple example in the area of Administrative Services is creation of a system for electronically
distributing one-day parking permits. This system was developed in consultation with the
Sheriff’s Office, and allows users to distribute permits by email to advisory committee members
and others attending events at the college. The switch from mailing permits and agendas to
hundreds of advisory committee members to distributing everything by email has saved staff
time in CEED and the mailroom and reduced postage costs. Another example is engagement
with the IT Department and FPPO to upgrade Astra. This will reduce staff time necessary to
manage scheduling of facilities, improve our ability to schedule events in appropriate facilities,
reduce use conflicts, and enable FPPO to better manage the work of their staff around the
instruction schedule.
1.5.4. Planning and Research Office
CEED works closely with PRO on a number of projects related to evaluating CTE programs.
Many of these efforts are supported by grants. The annual Completer/Leaver survey is carried
out by PRO with funding from Perkins. PRO and CEED’s sharing of this with colleagues across
the state sparked a statewide, grassroots effort to replicate the survey at other colleges, with
over 40 colleges conducting the survey this year. PRO and CEED also collaborate on a
classroom survey conducted in all CTE classes at the beginning of each semester. This survey
collects information that is used to boost the funds recieved from Perkins. In the last two years
questions have been added regarding students’ motivations for enrolling in their classes. While
the survey was not originally intended for this purpose, the data generated could help inform
Cabrillo’s marketing organization. In addition to covering the costs of staffing the phone survey
that is part of the annual Completer/Leaver survey, CEED covers O.25 FTE of a Research
Analyst in PRO with Perkins funds.
1.5.5. Cabrillo Foundation
CEED works closely with the Foundation whenever seeking funds from a non-governmental
agency. Over the years, projects that began in CEED have helped the Foundation obtain grants
from and establish relationships with a number of foundations including the Packard, Hewlett,
Grove, and Gates Foundations. The Foundation’s expertise in grant seeking, grants
management, and cultivation of donors has been invaluable to CEED.
2. Planning and Outcomes
The overall long-term goal for CEED is to champion the career perspective within the college,
and the relationship between education and economic vitality with our community. CEED will
also continue to serve as a source of innovation for funding and processes, and will expand the
instructional reach of the college beyond FTE-funded activities. CEED has three AUOs, one for
each of the departments.
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2.1. Community Services AUO
Employers, community members and organizations further their organizational and personal
goals by using CEED’s educational services and accessing college facilities.
Goal to Achieve AUO
Outcome Measurement and Timeframe
Deliver fee-based classes that enable
students to achieve personal and career
development goals.
Grow enrollments and revenues by 5% each
year.
Establish baseline for student satisfaction.
Develop Contract Education and Extension
offerings utilizing Solari Green Technology
Center as delivery site.
100 Contract Ed and Extension people
served from Solari Green Technology Center
in 2013-14
Meet federal benchmarks established for
SBDC
Retain 86 jobs, create 92 jobs, increase client
sales by $3.8M, $3.8M financing facilitated,
and workshops delivered to 870, counseling
to 300 clients in 2013-14
Implement upgrade to Astra to support better
utilization of Cabrillo facilities
Astra upgraded and utilized for facilities
scheduling and management by Spring 2014.
Develop website that provides portal for
public use of Cabrillo facilities
Website developed by Spring 2014
Provide multiple opportunities for Cabrillo
student engagement with two delegations of
international students in 2014
Two delegations hosted, providing
substantive interactions between visiting and
Cabrillo students in 2014
2.2. CTE AUO
County educators and workforce development agencies improve education and career success
for all Santa Cruz County students by utilizing CEED’s services.
Goal to Achieve Outcome
Outcome Measurement
Establish model biannual CTE Program
Evaluation process
Grants secured to fund expert support in
designing process and tools in 2013
Process piloted with ½ CTE programs in
2013-14
Pilot new industry advisory committee models
Two models piloted in 2013-14
Fully utilize the Solari Green Technology
Center to provide career pathway
Two career path programs based in SGTC
and offering full complement of classes by
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programming that serves Pajaro Valley
students and industry
end of 2014-15 academic year
Develop work based learning plan
Plan for expanding WBL developed and
implementation begun 2013-14
Implement S4C version of Linked Learning as
supported by SB 790 grant
Linked learning implemented at one or more
high schools in 2014-15
Reinstate Public Safety Inservice Program
Generate 232 FTES in 2013-14
Streamline processes in order to make
program sustainable with existing staffing
level
2.3. Regional Partnerships AUO
Regional partners will match programs to workforce needs and provide students with pathways
to careers by utilizing CEED’s services.
(CEED’s regional partners include the 28 community colleges in the Bay Region, regional
employers, and other workforce development stakeholders.)
Goal to Achieve Outcome
Outcome Measurement
Launch ICT/Digital Media Marketplace
2 ICT/DM occupations selected based on LMI
demand and supply information.
75% of colleges participate in ICT
marketplaces targeting selected occupations.
Employers representing 10 major employers
of ICT/DM staff participate in marketplaces
Engage Cabrillo faculty in regional
marketplaces.
Cabrillo faculty participate in at least 4
regional marketplaces and rate their
involvement as making an important
contribution to the success of their program
3. Goals and Recommendations
Additional work this year will focus on alignment of CEED resources to better support this
department’s mission of improving CTE student success. (No additional General Fund cost)
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Over the last several years CEED’s focus has been on building capacity in three areas:
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Enterprise operations to provide more services to the community through fee and
contract supported operations. A reorganization of Community and Contract Education,
was just completed, including filling the positions of Director and Community Education
Program Coordinator. A new Community Education MIS system was also implemented.
Careful stewardship over the last 10 years has resulted in a 2013-14 beginning fund
balance of just over $600k. A portion of this is intended as a reserve to sustain the
program in the event of a downturn in revenues with the balance intended to self-fund an
expansion of the program. This expansion will be design in part to meet an anticipated
increase in offerings to accommodate the contractions in the college’s ability to deliver
life-long learning through apportionment supported instruction.
Leading regional partnerships and developing a state model for formation and operation
of regional networks of colleges that enable Cabrillo and our community college system
to better align with regional economies and the new emphasis on regional grant-making.
Funding was obtained to support 50% of the CEED dean position for leadership of the
BACCC and 30% of a co-chair position. Realignment of state Workforce and Economic
Development funds around the Doing What Matters strategy is nearly complete and the
result will be 13 Deputy Sector Navigators to assist the region in aligning CTE programs
with regional industry needs.
Partnering with K-12, other higher education providers, and other stakeholders to better
align public education efforts for college and career success. The CTE Community
Collaborative with K-12, County Office of Education, ROP and other stakeholders was
developed to build CTE pathways from the K-12 system to Cabrillo. The intent was then
substantially broadened to encompass S4C and the goal of increasing college and
career success of all Santa Cruz County students. The position of Executive Director of
S4C has been created and filled and a very productive team has been assembled.
Superintendents of the K-12 districts, County Office of Education, and executive
leadership from UCSC are actively engaged in leading this initiative.
Support for the CTE programs has suffered somewhat because of the concentration of effort
required in these three areas. While there is much to be done in those areas, a sufficiently solid
foundation has been built, enabling focus on building capacity for supporting campus CTE
programs in the following areas:
1. Develop and pilot a biannual CTE program review process.
Develop the data tools and a faculty engagement process that motivates program
improvement and requires no more than a sustainable level of effort. CTE program
review is an Ed Code requirement, and the outlines of the process have recently been
incorporated in our Administrative Regulations. Some of the best data available to
community colleges is now available for evaluating our programs. Funding has been
obtained to support design and piloting of this process, and WestEd has committed their
Regional Educational Laboratory (REL West) to supporting this effort.
2. Develop the capacity to support CTE program development and to obtain approval
from the Chancellor’s Office for new and revised programs.
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Using grant funds, a CEED Program Coordinator position will be recruited to work with
faculty and deans to write these plans and shepherd them through the approval process.
Development and approval of new CTE programs has been stalled for lack of time and
expertise. CTE program chairs, and deans have too many other demands on their time
to carry out the research and write the applications for program approval. They also lack
the expertise to carry out some elements of the research. This position can ultimately be
funded in part by offering assistance to other colleges on a cost-recovery basis.
3. Experiment with the Employer Advisory Committee model
Authentic engagement with employers can bring multiple benefits to CTE programs. It
leads to better alignment of the program curriculum with what the labor market values,
internship and employment opportunities for students, and the possibility of in-kind and
cash support for programs. The following three enhancements will be explored:
a. Incorporating K-12/ROP into the advisory committees
Share employer advisory committees among K-12, ROP and community college
programs. This will reduce the duplication employers experience dealing with
multiple educational institutions. National, state, and local employers, the
workforce development literature, and even the Cabrillo board have been
pointing to the importance of paying attention to the development of K-12 to
college to career pathways. S4C is leading this effort locally and is beginning to
get statewide attention for the comprehensiveness of its approach. Experiments
have been done, bringing employers together to advise on the development of
high school to Cabrillo CTE pathways, but a sustained effort is needed to
develop this model. S4C provides an opportunity and some infrastructure to
advance this concept.
b. Developing regional industry advisory committees
There has been significant success at engaging regional scale employers in the
BACCC convened marketplaces in energy, entrepreneurship, water/waste water
utilities, the industrial maintenance, machinist, mechanic occupational cluster and
the healthcare industry. In some cases these may be good adjuncts to local
advisory committees and in others they may be good replacements. Other
colleges have expressed interest in having a single regional convening
committee that replaces the local committees. This would facilitate regional
alignment and enable engagement with large employers who might not be
interested in participating at a local level, but might be very interested in the
opportunity to meet with multiple colleges.
4. Reorganize work based learning
Over the next year the CWEE program will be in a transition. CWEE curriculum needs to
be consistent with the changes to Ed Code and Title 5 driven by the Student Success
Initiative, and exploration is needed to expand work based learning opportunities beyond
CWEE. The Harvard paper on Pathways to Prosperity highlighted the positive impact of
work-based learning, such as internships, on student academic and career success. A
new program coordinator to lead this program was hired in August.
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Goal
Cost
1. Biannual CTE program review process
No additional costs
2. CTE program development capacity building
Grant and fee-for-service funded
3a. Integration of K-12 and ROP advisories
Grant funded
3b. Regional industry advisory development
Grant funded
4. Reorganize work based learning
No additional costs
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4. Appendix: Values, Strategies, Skills and Capabilities
CEED Values
Passion
We are individually and collectively passionate about the impact (pathways to prosperity) we can
have on those we serve
Bias for Action
We start with how we can make things happen, not why we can’t.
Innovation
We are committed to useful and significant innovation, grounded in data and ignited by a creative,
connected and playful environment
Evidence Based Practice
We identify indicators & metrics, collect data, analyze & present it in ways that inform our actions,
services, programs and investments.
Learning
Learning is fostered by a culture of respect, risk-taking, forgiveness, trust and transparency. We
make time and devote resources to learn from each other, reflect on our practice, and seek out
relevant research, experts & best practices.
Transparency
We value and practice transparency in our internal workings and in our relationships with
partners. We recognize that transparency creates trust, enabling risk-taking that leads to
accelerated learning.
Stewardship
As an organization that is funded by public funds and grants from multiple sources we recognize
our responsibility to be effective stewards of these funds and to ensure that they are always put to
their highest and best use. This motivates a sense of urgency and desire to move quickly and
efficiently.
Excellence
We do things really well, capitalizing on our individual and collective strengths and passions.
Intentional Focus
We make conscious choices about the things we undertake, striving for strategic impact, and
seeking to avoid dilution of impact through over-extension.
Core Strategies
Aligning Systems and Leveraging Scale
We look for opportunities to provide greater returns on investment by aligning the efforts of
organizations that have complementary missions and by leveraging the scale of the workforce
development and the community college systems.
Investing in Sustainable, Evidence Driven Innovation
We invest in design, redesign, and program improvement strategies to improve the quality and
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quantity of services that can be delivered with sustainable funding streams.
We identify measurable outcomes for our efforts, facilitate innovation informed by relevant
research and best practices, measure and analyze our performance, and use the results to improve
the delivery of services.
Expanding Services to the Community Through Entrepreneurial Enterprises
We provide and facilitate the provision of fee, contract and grant supported services that enable
Cabrillo and other community colleges to more fully utilize community college assets to serve
businesses, organizations and individuals in our communities.
Skills and Capabilities
Meeting Facilitation
We develop and practice meeting skills and methodologies that enable us to use our time working
in groups to maximum advantage.
Project Management
We acquire, practice and continually develop project management skills and practices that enable
us to effectively and efficiently manage our resources and accomplish our goals.
Grants Management
We develop our capacity for effectively seeking and managing grants. We apply fiscal and project
management skills and methodologies and utilize appropriate technologies to effectively and
efficiently manage grant funds and report in a timely and accurate fashion grant outcomes.
Event Management
Many of our activities involve meetings and events of various types. We develop processes and
practices and staffing that supports highly efficient and effective meetings.
Facilitate Formation of Engaged Partnerships
We acquire, develop, and continually refine methodologies, skills, and technologies that enable us to
engage stakeholders and facilitate the formation and operation of partnerships that produce results
for the partners and our stakeholders.
We facilitate the alignment of education, workforce development, and industry stakeholders
around industry sector based programs of study. We leverage the resources of the partners by
providing facilitation, project and information management rather than direct delivery of services.
Outcomes tracking
We develop the methods, practices and systems for choosing the most important indicators,
collecting valid data efficiently and cost effectively, analyzing and displaying, and disseminating the
data, and engaging stakeholders in effective use of the data.
Effective use of Technology
We are quick to adopt and effectively utilize technology that enables us and our partners to be more
effective and efficient.
Growing Capacity through Professional Development
We grow our capacity and that of our partners by seeking out and providing professional
development. We recognize that we are most effective when we can combine and build upon each
others’ strengths.
Communication
We talk a lot.
Change Leadership/Management
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Much of our work involves change in practices, relationships, and policies. We improve our capacity
for leading, facilitating, and participating in change by learning methodologies, studying best
practices, developing our skills, and engaging in critical reflection of our practices.
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