1. Building Quality Workforce Programs through Partnerships: Follow-up Results from cᶟbc
Judith A. Alamprese
Abt Associates
Giovanna Taylor
St. Petersburg College
NCWE, September 26, 2018

2. Today’s Presentation
Overview of Community College Consortium for Biosciences Credentials (cᶟbc) grant and evaluation
Lessons learned about sustaining and expanding partnerships after the end of the cᶟbc grant:
Positioning Programs & Products for Flexible Use
Leveraging Existing Partnerships for New Activities
Anticipating New Needs and Directions of Local Economy and Employers
Example from cᶟbc grant: St. Petersburg College’s Workforce Institute

3. Community College Consortium for Bioscience Credentials (cᶟbc)
TAACCCT, Round 2,
Grantee: Forsyth Technical Community College (NC) and 11 partner colleges in 8 states
Evaluator: Abt Associates
Involved colleges’ science, math, biotechnology, and engineering departments, workforce development, and continuing education
DOL #TC A-37

4. cᶟbc Partners: 12 colleges, 8 states City College of San Francisco
Madison Area Tech
Montgomery
City College of San Francisco
Bucks
Ivy Tech
Salt Lake
Alamance
Forsyth Tech
LA Valley
Rowan-Cabarrus
Austin
St Petersburg
Hubs
Lab Skills
Medical Devices
Biomanufacturing
Learning Technologies

5. Why cᶟbc as example for partnerships?
Strong emphasis on partnerships in all grant activities through grant PI’s leadership and business/industry network
Included national and local activities to enhance biosciences education and training
Involved varied form of partnerships: colleges and employers; colleges and public sector workforce; departments/divisions within colleges; between colleges

6. cᶟbc Activities and Outputs
Developed and expanded courses and credentials in 3 bioscience subsectors
Formed partnerships with business and industry to align courses and credentials with labor market needs and assist with transition to sector employment
Developed Core Skill Standards for Bioscience Technicians; developed Medical Device Skill Standards; updated Bioscience Laboratory Skill Standards and Biomanufacturing Skill Standards
Outputs
12 new/updated bioscience certificates
1 new AS credential
70 new/updated bioscience courses

7. Abt Associates Evaluation
Implementation Study: To what extent did cᶟbc colleges carry out the core grant activities in terms of:
Strategic alignment though partnerships
Course, program, and credential development and enhancement
Student recruitment, assessment, and advising
Preparation for further education and employment
Harmonization of standards
cᶟbc design and structure
Follow-up Study: Telephone interviews with 4 cᶟbc colleges

8. Community College-Employer Partnership Model from cᶟbc
Influential Factors
Activities with Partners
Outputs
Outcomes
Employer
More training options, sources of employees
Outreach & Recruitment
Employer
More qualified applicants
Offset in recruit., training costs
Better productivity
Prior/Existing Relationship between College & Employer
Program Design
Labor Market
College
Better aligned courses & credentials
New resources
Program Delivery & Support
College
Increased students, credentials
New work w/partner
College’s Reputation in Education & Training
Student Support
Size & Types of Employers
Participant
Credential
Job attainment
Wage increase
Employer Interest, Time
Employment Related

9. Key Findings on Partnerships between Colleges and Employers
Successful Partnership
College Organizational Conditions
Employer Organizational Conditions
Interpersonal Skills

10. Key Findings on Partnerships between Colleges and Employers
College: Organizational Factors Affecting Partnerships
Prior work with employers, industry associations
Administrative support/champion for new programs, credentials, partnerships
Willingness to think differently about roles of employers in advisory groups, development and delivery of courses
Alignment of employer needs with activities within scope of college’s department/division

11. Key Findings on Partnerships between Colleges and Employers
Employer: Organizational Factors Affecting Partnerships
Past work with college, other education providers
Priority of employer’s need for new trained staff, education for incumbent staff
Alignment of college’s new training and credentials to employer’s job descriptions and educational requirements
Available time and interest in supporting college’s program

12. Key Findings on Partnerships between Colleges and Employers
Interpersonal Skills Needed in Partnership Building
Gather information to determine partners
Assess employer’s potential for partnership
Determine strategy for meeting employers
Identify potential benefits of partnership to employer
How partnership can meet employers workforce needs, enhance training capacity
Develop shared vision of how an initial need that can be met
Reinforce partnership through activities
Involve multiple levels in organization to obtain “buy in”
Provide feedback on progress and outcomes to reinforce benefits of partnership

13. Sustaining and Expanding Partnerships After a Grant
Institutionalizing grant-developed programs and processes
Administrative home in college
Post-grant staffing
Preparing products for flexible use
Leveraging existing partnerships for new activities
Developing related products
Proposing new activities
Anticipating new needs and directions of local economy and employers
Proactive positioning
Identifying processes and products

14. Sustaining and Expanding Partnerships After a Grant: Examples
LAVC: Increased rigor of Bridge Academy to qualify for CTE funding
SLCC: Located program in Continuing Education
Position Programs & Products for Flexible Use
LAVC: Worked with employers and other colleges to develop skills assessment
SLCC: Expanded partnerships with Core Knowledge & Skills Certificate
Leverage Existing Partnerships for New Activities
LAVC: Obtained LA Strategy Sector Center grant
SLCC: Worked with state agency to customize program for target population
Anticipate New Needs and Directions of Local Economy

15. Contact Information
Judith Alamprese, Principle Scientist, Abt Associates cᶟbc Final Evaluation Report: Alamprese, J.A., Costelloe, S., Price, C., Zeidenberg, M. (2017). Evaluation of the Community College Consortium for Bioscience Credentials (cᶟbc): Final Report. Bethesda, MD: Abt. Associates

16. Giovanna Taylor, MS-HSA
Program Director
Allied Health Certification &
Health Care Continuing Education Programs
SEPTEMBER 26, 2018

17. THE SPC MODEL Structured Internship Model Innovation & Design
Required participation in professional associations
Collaboration w/ Industry to develop academic
programs
CAREER
READY
PROFESSIONAL NETWORKS
CONTEXT-UALIZED LEARNING
ALIGNED W/ INDUSTRY
PROJECT BASED LEARNING
LONG TERM INTEGRATION OF INDUSTRY
Soft Skills & employment preparation;
Resumes,
e-portfolios, internships, co-ops
SME as instructors, curriculum developers &
guest lecturers
Built in preparation for industry recognized credentials
Industry-led workshops and mandatory skills assessments
High-tech Lab
eCommunities

18. THE INDUSTRY EXPERIENCE
1:08 MIN

19. CONTEXTUALIZE YOUR CURRICULUM
Identify key aspects of the industry
Categorize and order along a continuum
Research related in demand jobs
Identify training and educational requirements
Identify related industry & workforce credentials
Identify related courses
Reviewed by industry experts
Add new or modified content
Contextualize
Your Curriculum

20. LESSONS LEARNED DEVELOP INDUSTRY PERSPECTIVE ENGAGE ENTHUSIASTIC SME’S
COLLABORATIVE SUSTAINABILITY
OUT OF THE BOX CLASSROOM
CONTEXTUALIZE CONTENT
BRIDGE NON-CREDIT TO CREDIT

21. WHERE ARE WE NOW? BUILD LOCAL COMMUNITIES & LOCAL & REGIONAL ECONOMY
BUY IN AND SUPPORT FROM ALL SECTORS TO CREATE STABLE SUPPORT & FUNDING FOR WORKFORCE DEVELOPMENT
FAST-TRACK DEVELOPMENT OF SKILLED WORKFORCE
CREATE SYSTEMIC CHANGE TO SUPPORT NIMBLE RESPONSE TO INDUSTRY NEEDS
BUILD LOCAL COMMUNITIES & LOCAL & REGIONAL ECONOMY
TARGET FAST GROWTH INDUSTRIES

22. WHAT MATTERS? EMPLOYER DRIVEN COMMUNITY ENGAGED CAREER PATHWAYS
MEET REGIONAL WORKFORCE DEMANDS
TRAINING AND CAREER ADVANCEMENT
UNEMPLOYED, UNDEREMPLOYED, AND INCUMBENT

23. SYSTEMICALLY-INTEGRATED
BROAD ECONOMIC FOCUS
SYSTEMICALLY-INTEGRATED
WORKFORCE DEVELOPMENT
EMPLOYER SPONSORED
NOT FOR PROFIT ORGANIZATIONS
EDUCATIONAL ORGANIZATIONS
FUNDERS, CITY GOVERNMENTS

24. OUR EMERGING MODEL
FIVE
FOUR
THREE
TWO
ONE
Focus on both persistent and emerging workforce needs
Professional coaches & mentors to promote soft skills and job retention
Stackable, articulated non-credit and credit credentials
Cohort-based learning to facilitate peer support
Innovative, shared, and transferable curriculum to facilitate student success

25. WHERE ARE WE GOING? EMPLOYER-SPONSORED INTEGRATED LEARNING
WORKFORCE PATHWAYS

26. Contacts
GIOVANNA TAYLOR