san diego community college district dsn advanced...

San Diego Community College District DSN Advanced Manufacturing (RFA #13-152)

TABLE OF CONTENTS

Cover Letter ..................................................................................................................... i

Contact Page .................................................................................................................. 1

Abstract ........................................................................................................................... 2

Need ................................................................................................................................ 3

Response to Need........................................................................................................... 8

Annual Workplan ........................................................................................................... 15

Application Budget Summary ........................................................................................ 22

Application Budget Detail Sheets .................................................................................. 23

Project Management ..................................................................................................... 27

Organization Chart ............................................................................................. 32

Deputy Sector Navigator Resume ...................................................................... 33

Letter of Reference #1 – ..................................................................................... 35

Letter of Reference #2 – ..................................................................................... 36

Letter of Reference #3 – .................................................................................... 37

Dissemination ................................................................................................................ 38


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Chancellor’s Office

California Community Colleges

Grant Number: 1 3 - 1 5 2

CONTACT PAGE

District/College: SDCCD/San Diego City College

Address: 1313 Park Blvd

City: San Diego State: CA Zip+4: 92120

District Superintendent/President (or authorized Designee)

Name: Constance Carroll, Ph.D Title: Chancellor

Phone: 619-388-6500 Date: 5/2/13

Fax:

Email Address: [email protected]

Responsible Administrator (Should not be the same as Project Director)

Name: Randy Barnes, Ed.D Title: Vice President of Instruction

Phone: 619-388-3522 Date: 5/2/13

Fax: 619-388-6513 Email Address: [email protected]

Project Director (Person responsible for conducting the daily operation of the grant)

Name: Trudy Gerald Title: Deputy Sector Navigator

Phone: 619-388-3522 Date: 5/2/13


Person Responsible for Data Entry

Name: Ira Marie Garcia Title: Clerical Assistant

Phone: 619-388-38081 Date: 5/2/13


Business Officer (or authorized Designee)

Name: Mary Granderson Title: Business Officer

Phone: 619-388-3433 Date: 5/2/13

Fax: Email Address: [email protected]

Person Responsible for Budget Certification

Name: Charles Rogers Title: Controller

Phone: 619-388-3433 Date: 5/2/13

Fax: Email Address: [email protected]


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ABSTRACT

Objectives The ultimate objective of the San Diego Imperial County Community College

Association (SDICCA) proposal for the Advanced Manufacturing Deputy Sector Navigator

(DSN) is to move student momentum points in a positive direction, supported by a well-

functioning Regional Consortium that leverages resources, sustains sector partnerships, and

enhances sound regional decision making about workforce and economic development in San

Diego and Imperial Counties.

The region has already established a foundation for serving the advanced manufacturing industry

with the State Chancellor’s EWD initiative; The Center for Applied Competitive Technologies at

San Diego City College (CACT-SD). Over the last 20 years the CACT-SD has established itself

as a regional resource for education, information sharing, and feedback on manufacturing related

industries and overall economic development needs in Southern California, as the Director of the

CACT-SD initiative for the last six years and a workforce and educational leader for over 20

years, the proposed DSN, Trudy Gerald, will continue to build on that foundation to ensure a

strong regional collaborative

Process: To accomplish these objectives the DSN will collect data for gap analysis for the sector utilizing: labor market, inventory of public and private educational program offerings, student enrollments and completions and, where available, employment statistics of students who completed programs. This information will be reviewed, analyzed and translated into knowledge and action plans by the Regional Advanced Manufacturing Sector Advisory Committee, formed in the first year of the funding cycle. The advisory committee will formulate action plans that will be reviewed and synthesized by the Workforce Development Council (composed of Designated Occupational Deans, sector leaders, counselors and interested faculty in the region) and shared with the nine regional CEOs in the region through SDICCCA for final input and direction. Action plans will be implemented at both the college and regional levels.

Contribution or Impact: Using the above model, the Advanced Manufacturing sector will have

a fully functioning regional system in place to continuously monitor performance, address gaps

and ultimately recommend development or modification of programs and instruction that

improve performance on the Common Metrics of: Quality of Service, Curriculum Alignment to

Labor Market Needs and Student Momentum Points.

Deliverables (products/services/outcomes): The region will create a Regional Sector Advisory

Committee and convene meetings with all stakeholders. Action plans to address identified gaps

for each sector will be created and communicated. The sector website will be re-designed, with

particular emphasis on the needs of business and industry. The DSN will provide professional

development related to the state Chancellor’s Office LaunchBoard and to the involvement of

special populations in the sector.


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NEED

Define the size, common characteristics of the businesses and workforce, locations, industry associations, educational partners, competitors, projected growth and prospect for positive outcomes in serving this regional industry sector.

In response to Region 10’s needs within the emerging Advanced Manufacturing (AM) industry sector, the San Diego Community College District is pleased to designate Mrs. Trudy Gerald as Deputy Sector Navigator (DSN) at San Diego City College (SDCC). Based on its record of exemplary performance, the CACT-SD, housed at San Diego City College, is seeking to transform its designation as the Region 10 EWD Center for Applied Competitive Technologies to the Deputy Sector Navigator (DSN) for Advanced Manufacturing, while continuing to use the CACT-SD brand. The CACT-SD has served the manufacturing, technology, construction, green technologies, supply chain, logistics, and small business development industries for two decades.

Manufacturing remains a vital component to the San Diego/Imperial Counties regional economy. There is a move away from outsourcing to insourcing and employers in the sector want community colleges to better partner with their local manufacturing businesses and to develop more short-term programs and solutions to the industry’s workforce development needs. The CACT-SD proposes to continue to provide in-depth services to the large and diverse region and focus on the manufacturing area’s industry clusters with the largest growth and high annual wages – 1) Advanced Precision Manufacturing; 2) Aerospace, Navigation, and Maritime Technologies (Shipbuilding and Repair Industry); and 3) Biomedical Devices and Products Industry; 4) Cleantech; 5) Biotechnology and Pharmaceuticals http://www.sandiegocitd.org/sites/default/files/

Traded_Clusters_Report.pdf

Advanced Precision Manufacturing: The Advanced Precision Manufacturing cluster is a newly established industry cluster that supports the region’s metalworking and machine manufacturing operations. This cluster acts as an innovation hub between other industry clusters, such as Aerospace, Navigation, and Maritime Technologies, ICT, Cleantech, and Biomedical Devices and Products by integrating state-of-the-art technologies with customized product development to meet the needs of those clusters. Part of the success of this cluster stems from using these precision manufacturing suppliers as innovators across different clusters to bolster creativity and productivity.

Projected Growth: Federal government procurement contracts in areas such as precision manufacturing are on the rise. Companies in the Advanced Precision Manufacturing cluster in San Diego received more than$25.3 million of government procurement funds in 2010, The Advanced Precision Manufacturing cluster has 4,416 jobs. The average wage in this cluster is approximately $51,800.

Aerospace, Navigation, and Maritime Technologies: Given San Diego’s historically strong military presence, the region now has a thriving maritime/shipbuilding and repair industry. Industries in this cluster perform manufacturing logistics and operations that include aerospace, navigation, maritime, and shipbuilding-associated products. In partnership with the industry, CACT-SD established the ShipWorks Institute in 2011, consisting of 120 hours of basic entry level technical training in blueprint reading, OSHA 10 & 30, fire safety, measurements, and environmental hazard training.

http://www.sandiegocitd.org/sites/default/files/%20Traded_Clusters_Report.pdf




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Projected Growth: Approximately $700,000,000 ship repair dollars were spent in San Diego in FY10. The economic impact of defense spending to the region is $3 billion dollars annually. The industry is becoming a high-skill, high-technology environment, and advancement in the industry today requires employees who can achieve an increased technical, academic, and workplace competency. According to the 2012 Maritime Industry Report, the projected employment growth from 2011 to 2020 is nearly 6,000 new jobs or 12% of the current total. However, faster growth, new technologies, and new opportunities could yield significantly higher numbers. San Diego is a maritime city with more than 1,400 companies producing over $14 billion of direct sales and a workforce of almost 46,000 spread across an array of traditional and technology-oriented sectors.

Biomedical Devices and Products: The Biomedical Devices and Products cluster consists primarily of firms producing surgical, medical, dental, optical, and ophthalmic devices and products. It also includes firms conducting research and development activities. Emerging technologies, ever-changing regulations, and increased competition create many challenges for the medical product industry. There is an ongoing need in the region for comprehensive training in the successful design, development and delivery of medical devices, pharmaceuticals, and other biomedical products.

Projected Growth: Biomedical Devices and Products continue to be an important driver of innovation in the regional economy. This industry cluster supports approximately 12,000 jobs in the region, with an average wage of $99,500. The number of jobs grew by 21% in just the three years (2008-2010), reflecting the largest percent growth of any cluster in the region during this time period.

Cleantech & Biotechnology/Pharmaceuticals: The Cleantech and Biotech and Pharmaceuticals clusters are among the top 5 manufacturing related industry clusters in the San Diego region. The DSN will work collaboratively with the regional DSNs for Biotech/Life Sciences and Transportation/Renewables to continue to address the evolving workforce needs in these clusters.

POSITIVE OUTCOMES

Anticipated positive outcomes from the regional focus of the Doing What Matters framework include greater alignment of CCC Advanced Manufacturing offerings among regions and with their regional articulated pathways to provide a clearly defined roadmap featuring on-ramps to education and off-ramps to employment from entry-level to professional occupations, and increased enrollment in Manufacturing related programs, completion of certificates and degrees, employment in manufacturing, technology and entrepreneurial occupations and transfer to 4-year colleges, especially among disadvantaged and under-represented populations. The San Diego/Imperial Center of Excellence (CoE) has committed funds to conduct an analysis study of the Advanced Manufacturing sector. The research will include the analysis of employer demand and workforce supply for community college relevant occupations in this sector. The DSN will collaborate with the CoE to help collect more in-depth data on emerging occupations/skills in demand by funding employer surveys, interviews, and other primary research efforts.


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Regional Partners

Business/

Industry

Port of San Diego Ship Repair Association; Society of Manufacturing Engineers; California Manufacturers and Technology Association; National Tooling and Machining Association; American Electronics Association; National Coalition of Advanced Technology Centers.

Education

San Diego and Imperial Counties Community Colleges Association (SDICCCA); Region 10 community colleges; SD County Office of Education; SD Unified School District; Sweetwater Unified School District; San Diego State University, UCSD, National University

Economic/

WIB

San Diego, Imperial, and El Centro Chambers of Commerce; S.D. Workforce Partnership; Small Business Association; S.D. Regional Economic Development Corp; South County Economic Development Council; CA Association for Local Economic Development; Center for International Trade Development Advisory Group.

Competitors

As a region, we strive to move away from a paradigm of competition to the establishment of collaborative communities. By connecting community colleges across the region, we strengthen the ability to impact regional workforce development needs with more depth. However, as we collaborate with organizations like the Workforce Partnership, EDD, or local Career Centers we recognize that they are also our competitors. The same is true for some of the industry trade associations and labor unions that provide training. A critical role of the deputy sector navigator will be to collaborate with those partners to create a win-win environment with the common goal of meeting the needs of the region.

The private colleges and for-profit organizations are a presence in the region. Some have the advantage of standardized curriculum, while each community college district designs their own. However, the significant cost saving offered by community colleges along with the limited transferability of private college coursework to 4-year programs sets aside the community college as a great option.

Discuss curricular challenges; and opportunities with respect to skill including the relationship between available workforce and employer need – within the community college tier of education and between higher education and industry. Discuss efforts to establish and articulate career pathways in this sector for region-wide stackable certificates across multiple colleges, strategies as they relate to a new candidate pool or incumbent workers.

Employers report skill gaps between the available manufacturing workforce and the one needed as the industry advances. The shortage of qualified workers is expected to worsen as new technologies require higher skills, and the workforce shortage is exacerbated by the expected retirement of skilled workers in the next several years. The majority of manufacturing is becoming computerized, therefore retraining individuals to


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operate and maintain highly sophisticated computerized equipment is essential to meeting the workforce needs and reducing unemployment. To produce these newly skilled workers, manufacturers are looking to community colleges to develop short-term programs and solutions. Over the last 4 years there has therefore been an increasing number of CACT-SD initiated manufacturing related training institutes, incumbent worker training series, industry standardized credentials, and career pathways established between high schools and community colleges to enhance the pipeline of skilled new employees.

There is a need for increased articulation agreements between high schools and community colleges. With the reemergence of the manufacturing field, machining and manufacturing/engineering related programs are returning to the local high schools. Some of those high schools have done a good job of partnering with industry. However some of the high school-to-industry, and community college-to-industry relationships are happening in a silo from one another. There needs to be a stronger K-16 link. To accommodate the need for stronger links and ultimately a better prepared workforce, the DSN will continue to work with the CTE Community Collaborative to strengthen relationships and networks between K-12 and the community colleges. In the last two years the region increased the number of articulation agreements by 35% and the DSN will continue to work toward increased articulation agreements with high schools and the identification of evolving career pathways as manufacturing, engineering, and machining programs return to local high schools.

A survey of local manufacturers, report skill gaps in a variety of areas for applicants: o Basic and soft skills: critical thinking and problem solving (65.6%),

communication skills (63.5%), math (59.4%), ability to work in teams (31.2%). o Technical skills: material knowledge (65.6%), blueprint reading (59.4%), machine

skills (56.2%), CAD (55.2%), CAM (52.1%), NC (45.8%). o Business knowledge: supervisory skills (65.6), basic business principles (65.6%),

understanding of the supply chain (62.5%), quality (45.8%). o Work experience (53.1%)

Employers in the manufacturing industry cannot wait for adults to complete years or even months of basic academic preparation before they can take courses that provide job-specific skills. CACT-SD will work with employers and instructors to bridge the worlds of workplace competencies and postsecondary education by creating “stackable” certificates based on the competencies defined in the Department of Labor’s (DoL) Advanced Manufacturing Competency Model. This model illustrates how occupational and industry competencies build on a foundation of personal effectiveness, academic, and workplace competencies. The stackable certificates will include several tiers of competencies for new and incumbent workers, ranging from personal effectiveness competencies like interpersonal skills and professionalism, to industry-wide technical competencies such as manufacturing process design and development. Discuss the inventory of organizations, bodies, collaboratives, and other entities inside and outside of the community college system that are currently active in-region for this industry sector. Identify the gaps, overlaps, and opportunities for improvement and discuss plans to leverage assets into the current structure.


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Under the auspices of the SDICCCA Regional Consortium, the DSN will play a vital role in workforce systems collaboration. Promoting the Doing What Matters framework will require leveraging the resources of various assets in the region.

Regional

Resource

Plans to Leverage

SDICCCA Regional Consortium

DSN will work with Regional Consortia; DSNs for Transportation, Renewables, Trade and Business; Centers of Excellence; Workforce Investment Boards; regional economic development organizations; SDCCD’s Engineering & Manufacturing Programs; Continuing Ed and Contract Ed programs to address workforce development gaps, and will partner to target investments through mini-grants to advance implementation of sector strategies.

Statewide AM Navigators

Collaborate with other AM Sector Navigators to create statewide standards for curriculum and programming; offer professional development opportunities throughout the state; present best practices in the AM field statewide.

SB 70 Community Collaboratives

Community collaboratives will focus on articulation and career pathways, faculty externships, middle/high school outreach.

Advanced Manufacturing Industry

Industry partners will provide occupational skills needs, subject matter expertise, up-to-date information on important industry workforce trends, and partner in the design, implementation and evaluation of workforce development strategies.

Economic Development Entities

WIBs, COEs, SANDAG, and other regional economic development organizations will provide regional workforce need information, as well as connections to regional Advanced Manufacturing employers.

Describe the opportunity for more effective regional communication and collaboration with constituents.

The inclusion and convening of all relevant stakeholders within our collaborative communities

will help to create a stronger body to address regional workforce needs. The need from one

company to the next varies greatly as do the efforts from one educational system to the next.

Additionally, the rapidly changing technologies and innovation in manufacturing heightens the

need to identify all assets and resources available to support the updating of curriculum,

textbooks, software, training, procedures and equipment in order to meet the industry at their

point of critical need. With an abundance of partners, effective communication and collaborative

will be based upon developing and nurturing relationships through face-to-face interactions

augmented with web-based tools that provide opportunities for communication and resource

sharing. In addition to regular meetings of the Regional Consortium members, sector workgroups

and faculty collaboratives will share progress on projects.


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RESPONSE TO NEED/OBJECTIVES

In response to Region 10’s needs within the emerging Advanced Manufacturing (AM) industry sector, the San Diego Community College District is pleased to serve as fiscal agent and designate Mrs. Trudy Gerald as Deputy Sector Navigator (DSN) at San Diego City College (SDCC). SDCC is the only institution of higher education in all of Region 10 with modern manufacturing laboratories available for credit instruction and for customized workforce training in advanced manufacturing technologies. As an experienced workforce systems integrator she will continue to identify and connect needs and resources within the region. In her capacity as DSN, she will ensure project objectives are implemented as planned and will support the Doing What Matters framework by working collaboratively to improve career pathways with high school partners and support continuous workforce improvement with industry partners. 1. The DSN will work collaboratively in a network comprised of statewide sector

navigator and other DSNs within the sector. The DSN will work collaboratively with the Chair and/or Co-Chairs of the Regional Consortium to align the needs of the sector employers with the program and curriculum offered by colleges within the regional consortium. Additionally, the DSN will work with the Regional Consortium, and individual colleges within the region offering courses and programs within the sector, to develop faculty collaboratives, connect programs and employers, and promote and strengthen curriculum and program alignment.

As the San Diego/Imperial Counties DSN, Mrs. Gerald will work in a collaborative

community convening employers, WIBs, economic development agencies, four year institutions, and fellow Region 10 community colleges with similar programs. Together they will identify gaps in service and programs and the subsequent resources and tools available to strengthen curriculum and program alignment and promote workforce development in the region. Over the last 20 years the CACT-SD has established itself as a regional resource for education, information sharing, and feedback on manufacturing-related industries and overall economic development needs in Southern California. Mrs. Gerald will build on that foundation to ensure a strong regional and statewide collaborative. Under the auspices of the SDICCCA Regional Consortium, she will work with the SN and other DSNs to develop an Advanced Manufacturing Strategic Plan for Region 10. The Plan will include: 1) an inventory of programs (courses, certificates, articulation agreements); 2) a gap analysis (stackable credentials, short-term non-credit training); 3) existing pathways between high school and two- and four-year college/university programs; and 4) enrollment, completion, employment and transfer data. This will establish baselines for performance measures, determine strategic priorities, and serve as a key resource for AM education alignment with employers’ workforce needs. In concert with the Regional Consortium, Mrs. Gerald will employ face-to-face and technology-mediated communications connecting and engaging CTE faculty and deans as key partners to implement Advance Manufacturing strategies. These strategic planning efforts will result in:

a summary report of the San Diego/Imperial Counties Advanced Manufacturing capacity and gaps (QS 2);


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faculty collaboratives to identify exemplary programs and expand effective practices with regard to successful student outcomes (completion, skill attainment, employment, transfer) (MPs);

an integrated workgroup structure of skill panels, faculty collaborative, and sector partnerships to implement regional strategic priorities (QS 4);

regional and statewide alignment of manufacturing-related college courses with C-ID codes (transfer) and enhanced articulation efforts (LI 3, 5);

alignment of colleges’ credit, not-for credit, non-credit, and contract-ed delivery systems as purposeful compliments to one another for the development of regional stackable credentials (LI 2, 4);

collaboration among industry, college, continuing education, and K-12 partners to develop strategies to expose, inform, recruit and engage students into Advanced Manufacturing programs (MPs).

2. The DSN will work with industry, labor organizations, and Workforce Investment

Boards within the region to determine gaps in the workforce: promote integration of workforce training and employment; strengthen programs within the sector at regional colleges and high schools; provide incumbent worker training; promote opportunities for contract education and faculty professional growth; and thereby, promote and support growth of the sector within the regional economy.

The DSN will continue to build on the foundation established by the EWD Initiative Centers, particularly the CACT-SD that has served the manufacturing, technology, construction, green technologies, supply chain, logistics, and small business development communities for two decades. CACT-SD has served as a workforce systems integrator in the region, linking education, industry, municipalities, and the community to assess, plan, consult, educate, and train the regional workforce.

Sampling of CACT-SD’s Past Accomplishments

Curriculum Development

Partnered with college faculty and industry experts to integrate green manufacturing technologies into existing engineering, manufacturing, and electrical programs.

Developed Solar Technician Certificate program, meeting alternative energy training needs in the engineering, manufacturing and technology industries (SB 70 funds).

Technical Assistance

Provided training to 100+ employers in a region-wide Green Manufacturing series.

Established the San Diego Technology Incubator to support new entrepreneurs and technology ventures; successfully graduated ~100 new entrepreneurs, including SeaBotix Corp. now a world leading manufacturer of MiniROV systems.

Training Services

Trained 120+ incumbent workers in manufacturing and engineering design firms in a Think Lean series.

Launched a region-wide Basic Manufacturing & Engineering series that included Basic Blue Print Reading, PLC, GD&T, OSHA,


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Basic Electronics, Fiber Optics, and Process Improvement Strategies workshops; training 160+ incumbent workers.

Launched the Manufacturer’s Institute & ShipWorks institute, both 120-hour continuing education programs developed in partnership with industry to build critical competencies and identify career pathways of new and incumbent workers.

Building on this successful foundation, the DSN proposes to deliver the following

demand-driven services to support the purposes of SB 1070 and AB 1402.

Integrate workforce training and employment

In collaboration with statewide and regional stakeholders, develop an Advanced Manufacturing Strategic Plan for Region 10; determine strategic priorities; establish action plan (QS 2, 4).

Establish region-wide baselines for performance measures: quality service, curriculum alignment to labor market needs, and student momentum points (QS 4).

Ensure colleges’ programs and courses align with the skills needed to succeed in the labor market (LI 1).

Collaborate with statewide DSNs and colleges’ Engineering Departments to develop stackable certificates using DOL’s Advanced Manufacturing Competency Model (LI 2).

Collaborate with Small Business and Global Trade DSNs in the region to identify and mobilize opportunities to integrate small business, trade and manufacturing efforts (LI 7).

Strengthen high school and college

programs

Foster curriculum articulation along a career or multiple-career educational pathway (LI 5).

Support regional colleges and high schools in building capacity and facilitate expansion of advisories and collaborative communities (QS 4).

Sponsor field trips, career days, internships and middle and high school activities that expose students to engineering and manufacturing related fields.

Promote contract education and

provide incumbent worker training based on gap analysis and

advisory board input

Offer an Electrician re-certification program, LEED test prep, OSHA re-cert, and a series of certification prep and testing services when driven by industry priorities (LI 3).

Offer region-wide customized trainings: Blueprint Reading, Geometric Dimensioning, Basic Electronics, Fiber Optics, Programmable Logic Controller, Process Improvement, among others when identified by the gap analysis (LI 3).

Offer Supply Chain Technician Program, Certified Logistics Associate, and Certified Logistics Technician programs in support of the total manufacturing supply chain (LI 5).

Provide faculty professional development

Host regional Manufacturing & Technology Advisory collaboratives comprised of critical stakeholders to address priorities, issues and workforce needs (LI 6).


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Provide high school and college faculty and counselors summer externships in Advanced Manufacturing worksites (LI 6).

Encourage faculty attendance at CCCAOE conferences (LI 6).

3. Gaps within the workforce will be identified and prioritized and strategies developed

and implemented using SB 1402 and/or SB 1070 funding. Examples of strategies to address workforce gaps include: creating community collaboratives, professional development opportunities, curriculum development, articulation of curriculum in a career pathway, career lattice, or in a system of stackable credentials, career guidance module development, seminars, workshops, and collaboration between faculty, with an outcome of integrating the needs of employers and addressing within the curriculum the job skills and competencies required for employment and advancement.

As previously indicated, the Region 10 DSN for AM, Trudy Gerald, plans to utilize a regional workgroup and faculty collaborative structure to identify and prioritize needs, and implement strategies to address those needs. To further integrate the needs of employers and address the competencies required for employment and advancement in the AM sector, the DSN will collaborate with the Regional Consortium, partner with educational, community, and workforce development collaboratives to strengthen career pathways, provide professional development, and align curriculum throughout the region. CACT-SD proposes to implement the following demand-driven strategies.

Utilize established CTE Community Collaboratives

Partner with Region 10 community collaborative in the development and distribution of train-the-trainer programs to advance maritime, bio-medical, small business, trade and manufacturing & engineering careers. (LI 6)

Provide faculty externships in industry worksites. (LI 1, 6)

Recruit industry experts to teach CTE classes; provide professional development training on Learning Theories, Teaching Strategies, and Classroom Management. (LI 6)

Support career technical curriculum and program development in regional middle and high schools to better prepare students for postsecondary education. (MP 2, 4)

DSN sits on the advisory boards for Hoover High School’s AOIT School and Kearny High School’s Construction Tech Academy. (QS 2, 4)

Develop/modify curriculum;

provide stackable credentials

Convene faculty collaborative/workgroups to align curriculum within the region and integrate new technologies and advancements, such as additive manufacturing, green technologies, and entrepreneurship. (LI 3, 5)

Collaborate with colleges’ engineering department and regional stakeholders to develop stackable certificate programs for students and incumbent workers using the


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DOL’s Advanced Manufacturing Competency Model. (LI 2,3)

Build on CACT-SD’s long-established ties to local K-12 school districts to establish career pathways and develop a seamless pipeline from high school to college. (QS 2, MP10)

Link credit and noncredit courses and programs at colleges across the region so that offerings and practices are strategic and purposefully complement one another. (LI 2, 4)

Provide industry-focused seminars

and workshops

Provide seminars and workshops for incumbent workers in process improvement, inventory management, scheduling, quality assurance, value stream mapping, and other manufacturing issues based on gap analysis. (LI 1)

Recruit subject matter experts to be called upon as needed to meet local training needs. (LI 6)

Develop a portfolio of seminars for distribution throughout the region and state and/or posting through multimedia. (LI 1)

4. The DSN will work with representatives of business, labor, and professional trade associations to develop and implement courses and programs to train incumbent workers in the regional industry sector. A key objective is to enable incumbent workers to become more competitive in their region’s labor market, increase competency, and identify career pathways to economic self-sufficiency. Sector strategies may be implemented using articulated career pathways or career lattices and a system of stackable credentials. Curriculum will be offered through a variety of methods including credit, non-credit, or contract education depending on the needs of the employer.

To enable incumbent workers to become more competitive in the San Diego/Imperial

Counties regional labor market, the DSN will provide direct services that result in employees progressing in educational pathways and/or career ladders. Utilizing the DoL Advanced Manufacturing model of tiered competencies as a basis will focus workforce development efforts and show workers how different jobs interconnect within careers in the industry, and inform workers about the training, education, and developmental experiences that would enable them to accomplish their career objectives. The model allows for the identification of critical developmental experiences that individuals would need to acquire as they progress in a career. These include educational requirements, work-based experiences, licensure requirements, certification requirements, and skills they need to develop for a new position in the industry.

Develop and modify curriculum in partnership with local industry and trade

associations. CACT-SD is housed at SD City College, which is the only institution of higher education in all of Region 10 with modern manufacturing laboratories available for credit instruction and for customized workforce training in advanced manufacturing technologies. It has a long history of working with faculty in the engineering and manufacturing programs to develop and update curriculum. The regional Advanced Manufacturing Strategic Plan, undertaken in the first year of the project, will indicate


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where there are gaps, where regional colleges can chunk and/or share courses, and which occupations and career ladders/lattices would benefit from community college degree and certificate programs.

The newly developed Manufacturers Training Institute, first piloted in spring 2013 at

East County manufacturing sites, will be expanded based on results of the gap analysis and strategic plan developed for the region. Consideration will be given to developing modules on shop theory, shop math, drilling operation, conventional machinery, surface grinding, inspection procedures, lean manufacturing, and yellow belt training. Curriculum will be developed, reviewed, implemented, and evaluated by college and continuing education faculty, contract education professionals and industry subject matter experts.

Deliver performance-improvement training to workforce participants. Over the

past two decades, CACT-SD has been tasked with assisting in the modernization of local industry and incumbent worker training through the deployment of technical assistance services and customized training programs. The CACT-SD has also served in an R & D capacity for regional colleges in the development of new and/or updated technician education programs that reflect industry’s emerging workforce needs. The DSN will build on this platform to recruit industry subject matter experts to consult on training and non-training solutions to performance problems. Under the auspices of the CACT’s Technology Incubator’s Small Business Assistance Program, the DSN will make available a customized series focused on trade, technology demonstrations, workshops, and one-on-one consulting with industry partners.

Provide credit and noncredit programs that contribute to workforce skill development. CACT-SD has access to a host of credit and noncredit courses and subject matter experts throughout the region that can be coordinated to provide certificates and/or modified to deliver as needed. The DSN will continue to work with high school and university partners to develop career pathways and ensure intersegmental articulation of credit courses. Integrate Small Business/Entrepreneurship training into Advanced Manufacturing and related programs. Nearly 95% of businesses in San Diego County are small businesses that face considerable challenges in doing business and adding jobs in the region. Most businesses start as a sole proprietor and many machining, welding, HVAC, electrical and engineering professionals either work for a small business, work as independent contractors, or are small business owners. To be successful in these industries, they need to develop business acumen related to marketing, pricing, developing a client base, and the legal issues related to working as an entrepreneur, contractor, or small business owner. Additionally, recent growth in the manufacturing industry has been linked to expansion in trade and export. Therefore the Advanced Manufacturing DSN will collaborate with the Small Business and Global Trade DSNs to integrate practices and develop region-wide strategies to support small business, manufacturing, and trade efforts.


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5. The Deputy Sector Navigator will collect and report data on all required accountability measures working with common metrics and accountability measures, and working with the statewide LaunchBoard initiative.

In order to achieve the statewide purposes of SB 1402 and SB 1070, The DSN and associated staff will closely monitor the activities identified above to ensure that outcomes on all required accountability measures are achieved on time and within budget. Quarterly reports will be submitted that will indicate whether targets are reached and explanations of delays or modifications in plans will be explained. In addition, the DSN will input operational results at quarterly intervals into the Chancellor’s Office electronic Data Collection System and associated LaunchBoard so that project-specific information is available for review. The DSN and staff will document, track, and report activities conducted under this initiative to the Project Monitor, the SN, and to regional consortium membership during the interim period prior to the implementation of LaunchBoard. DSN, Mrs. Gerald, will participate in LaunchBoard training and thereafter ensure timely uploading of metrics into LaunchBoard to use as a tool for 360-degree evaluation of the DSN and the project. The project work plan and measurable outcomes (common metrics and accountability measures) will serve as an evaluation rubric for determining the success of the program. In addition to capturing and reporting data on Quality of Service, Leading Indicators of Curriculum Alignment, and Student Momentum Points, the DSN will meet with those responsible for activities to consider the more qualitative nature of the work to better understand how the program is doing and to determine if changes need to be made. Qualitative data will be used to report success stories and may be used in marketing efforts. As a provider of direct services to employers, the DSN will conduct an assessment of the beneficial impact of services on the businesses served. All activities will be informally assessed through ongoing feedback loops to and from all collaborative stakeholders.

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Chancellor’s Office California Community Colleges

District: San Diego Community College District

College: San Diego City College


ANNUAL WORKPLAN

Objective Number*: 1 The Deputy Sector Navigator (DSN),Trudy Gerald, will work collaboratively in a network comprised of the Sector Navigator (SN) and DSNs within the Advanced Manufacturing (AM) sector; Chair and Co-Chair of the Regional Consortium and colleges within the Consortium, to connect and align needs of employers with programs

Activities Timelines Responsible Person(s) Performance Outcomes

Deputy Sector

Navigator In-Region

Investment Metric(s)

No.

1.1 Interact with AM SN and DSNs to identify and align statewide and regional goals consistent with Statewide Advisory Committee recommendations 1.2 Collaborate with Regional

Consortium leadership and member colleges to support implementation of initiatives and projects 1.3 Establish and convene regional

advisory team and AM workgroups to develop an AM Strategic Plan for Region 10 and establish baselines for performance measures.

1.1a Sept 2013, Dec 2013, March 2013, June 2013 1.1b Dec 2013

and June 2014 1.2 July 2013 –

June 2014 1.3a Sept-Dec

2012

1.3b Jan-Feb 2014 1.3cMar-May

2014

SN MA DSNs SN MA DSNs SDICCCA Chair; DSN; Consortium Colleges SN, DSN; Com-position of Team to include faculty collaboratives, industry, WIBs, and other WED stakeholders

1.1a Participation in AM meetings as convened by SN as documented by meeting minutes 1.1b Participation in semi-annual meetings with Statewide Advisory Committee as documented by meeting minutes 1.2 Participation in meetings as convened by Regional Chair, as documented by meeting minutes

1.3a Strategic Plan team established, accuracy of map inventory reconfirmed, and gaps defined/refined 1.3b DSN/team prioritize needs and develop Action Plans to address gaps 1.3c Action Plan distributed to SN, Consortium and stakeholders.

1.a 100% 1.b 100% 1.2 10% 1.3a 20% 1.3b 10% 1.3c 10%

.2 90% 1.3a 80% 1.3b 90% 1.3c 90%

QS 2 QS 3 QS 4 QS 2

QS 3 QS 4 QS 2, 4 QS 2, 4 LI 1-3, 5 QS2, 4;

LI 1-3, 5 QS2, 4 LI 1-3, 5

16





ANNUAL WORKPLAN

Objective Number*: 2 The DSN will work with employers, industry and labor organizations, and WIBs within the region to determine gaps in the workforce; promote integration of workforce training and employment; strengthen programs within the sector at regional colleges and high schools; provide incumbent worker training; promote opportunities for contract education and faculty professional growth; and thereby promote and support growth of the sector within the regional economy.


Deputy Sector

Navigator In-Region


No. 2.1 Establish and convene meetings

of faculty collaboratives and skills panels to align employer needs with program and curriculum 2.2 Develop/modify curriculum to ensure currency and alignment with industry needs, practices, and advances in technology

2.3 Coordinate acquisition of equipment to support currency and alignment with advances in industry

2.4 Coordinate, offer, and/or support participation in faculty/staff professional development activities, such as CCCAOE, and other professional organizations

2.1a Jul-Dec 2013 2.1b Nov 2013-

May 2014 2.1c Mar-May

2014 2.2 Sep 2013 –

May 2014 2.3 Nov 2013 –

March 2014 2.4 Jul 2013-Jun

DSN; Com-position of panels to include faculty, industry, labor, WIBs, and

other workforce & econ dev stakeholders 2.2 faculty

collaboratives 2.3 DSN, faculty

and deans

2.4 DSN; faculty/staff/dean

2.1a Workgroups established, accuracy of map inventory reconfirmed, and gaps defined/refined 2.1b Collaboratives/panels prioritize

needs and develop Action Plans that address gaps 2.1c Action Plan is distributed to

SDICCCA leadership, and stakeholders. 2.2Curriculum is written and

instructional packages created and readied for deployment, pending institutional approval 2.3 Grant-supported equipment

purchases will be appropriately tagged and inventoried

2.4 Grant-supported participants provide documentation of attendance, including evaluation of the activity.

2.1a 30% 2.1b 10% 2.1c 10% 2.2 25% 2.3 5% 2.4 30%

2.1a 70% 2.1 b 90% 2.1c 90% 2.2 75% 2.3 95% 2.4 70%

QS 2, 4 LI 1-3, 5, QS2, 4;

LI 1-3, 5, QS2, 4 LI 1-3, 5, LI 1-3, 5

MP 34 QS2, 4

LI 1, 6 QS 4, LI 6

17

2014 Chancellor’s Office California Community Colleges




ANNUAL WORKPLAN

Objective Number*: 2 The DSN will work with employers, industry and labor organizations, and WIBs within the region to determine gaps in the workforce; promote integration of workforce training and employment; strengthen programs within the sector at regional colleges and high schools; provide incumbent worker training; promote opportunities for contract education and faculty professional growth; and thereby promote and support growth of the sector within the regional economy.


Deputy Sector

Navigator In-Region


No.

18

2.5 Support educational outreach, including regional collaborative project(s); creation and distribution of AM career awareness and student recruitment materials

2.6 Develop and maintain a regional inventory of student internship opportunities

2.7 Collaborate with stakeholders to establish stackable certificates.

2.8 Collaborate with Small Business and Trade DSNs to identify and mobilize opportunities to integrate small business, trade, and manufacturing efforts.

2.9 Develop a portfolio of seminars for distribution throughout the region and state and/or posting through multimedia.

2.5 Aug 2013 – June 2014 2.6 July – Sep

2013 2.7 July 2013-

May 2014 2.8 Sept 2013-

May 2014

2.9 Jan 2014 – April 2014

DSN, community collaboratives DSN DSN, Faculty DSNs, faculty

collaboratives DSNs, regional consortium collaborative, advisory group

2.5 promotional/outreach materials for activities and work products credit the CCCCO and grant program and are approved by the Project Monitor prior to distribution 2.6 Inventory of regional student

internship opportunities created and maintained 2.7 Leading indicators documented

toward cross-institutional courses selected for certification. 2.8 Connections made between

Incubator resources and potential for new business in trade and export. 2.9 Portfolio published and

distributed

2.5 20% 2.6 40% 2.7 40% 2.8 40% 2.9 50%

2.5 80% 2.6 60% 2.7 60% 2.8 60% 2.9 50%

QS 4, MP 1 QS 2, 4,

MP 27 QS 2, 4

MP 34 LI 7 LI 1

19





ANNUAL WORKPLAN

Objective Number*: 3

Gaps within the workforce will be identified and prioritized, and strategies developed and implemented using SB 1402 and/or SB 1070 funding. Examples of strategies to address include creating community collaboratives, professional development opportunities, curriculum development, articulation of curriculum in a career pathway, etc., with an outcome of integrating the needs of employers and addressing within the curriculum and programs the job skills and competencies required for employment and advancement.


Deputy Sector

Navigator In-Region


No.

3.1 Establish and convene meetings of AM faculty collaboratives to begin alignment of employer needs with program and curriculum 3.2 Link credit and noncredit

courses across region 3.3 Recruit SMEs to be called upon

to meet local training needs 3.4 Identify faculty externships in

industry worksites.

3.1aAug-Dec 2013 3.1b Jan 2014-

May 2014 3.1c Mar-May

2014

3.2 Jan – June 2014 3.3 Jan – June

2014 3.4 Jan – June

2014

DSN; regional faculty, industry stakeholders DSN; regional

faculty, industry stakeholders Regional Chairs,

DSN, SN workgroups,

SMEs DSN; regional

stakeholders; faculty collaborative DSN DSN, Faculty,

Industry Partners

3.1a workgroups established, accuracy of map inventory reconfirmed, and gaps defined/refined 3.1b workgroups prioritize needs

and develop Action Plans to address gaps 3.1c Plan is distributed to SN, Rgnl

Consortium leadership, and stakeholders. 3.2 The faculty collaborative has created a plan for the strategic alignment of offerings and practices that purposefully complement one another. 3.3 db of SMEs shared with

regional stakeholders 3.4 Faculty externships identified

with at least 2 placements

3.1a 20% 3.1b 10% 3.1c 10% 3.2 10% 3.3 5% 3.4 15%

3.1a 80% 3.1b 90% 3.1c 90% 3.2 90% 3.3 95% 3.4 85%

QS 2, 4 LI 1-3, 5 QS2, 4;

LI 1-3, 5 QS2, 4 LI 1-3, 5 LI 4 QS 2, 4 LI 6 LI 6

20

ANNUAL WORKPLAN

Objective Number*: 3

Gaps within the workforce will be identified and prioritized, and strategies developed and implemented using SB 1402 and/or SB 1070 funding. Examples of strategies to address include creating community collaboratives, professional development opportunities, curriculum development, articulation of curriculum in a career pathway, etc., with an outcome of integrating the needs of employers and addressing within the curriculum and programs the job skills and competencies required for employment and advancement.


Deputy Sector

Navigator In-Region


No.

3.5 Support development or enhancement of regional SB1070 community collaborative projects, promoting middle and high school students’ career exploration and awareness; AM sector course/program articulation efforts; and faculty externships. 3.6 Support career technical

curriculum and program development in regional middle and high schools to better prepare students for postsecondary education. 3.7 Sponsor field trips, career days,

internships and middle and high school activities that expose students to engineering and manufacturing related fields.

Aug 2013 – May 2014 Nov 2013 – April

2014 Nov 2013 – April

2014.

DSN, Regional Consortium Chair, Community Collaborative leads DSN, Community

Collaborative leads (K-12, community college) DSN, Community

Collaborative leads (K-12, community college)

3.5 Create and/or collaborate with at least two community collaborative projects in the region. 3.6 document planned program

development as a result of community collaborative. 3.7 document planned program

development as a result of community collaborative.

3.5 20% 3.6 20% 3.7 20%

3.5 80% 3.6 80% 3.7 80%

QS 4 LI 5, 6 MP 1, 8 MP 2, 4 MP 2, 4


District:

San Diego Community College District



22





ANNUAL WORKPLAN

Objective Number*: 4 The DSN will work with representatives of business, labor, and professional trade organizations to develop and implement courses and programs to train incumbent workers in the regional industry sector.


Deputy Sector

Navigator In-Region


No.

4.1 Develop and modify curriculum as needed to meet industry needs and standards.

4.2 Based on needs identified in Strategic Plan, deliver performance-improvement training and technical assistance to employers.

4.3 Integrate small business/ entrepreneurship training into AM and related programs.

4.4 Partner with Region 10 community collaborative in delivering train-the-trainer programs to advance maritime, bio-medical, small business, trade and manufacturing & engineering careers.

4.5 Offer region-wide customized trainings: (i.e.,Blueprint Reading, Basic Electronics, PLC, Process Improvement, among others when identified by the gap analysis

July 2013-May 2014 March-June 2014 Oct 2013 - May 2014 September 2013

– May 2014 October 2013 –

May 2014

DSN, faculty, SMEs, Partners DSN, Qualified

Faculty, SME Contractors Regional DSNs

(AM & Small business) DSN, Community

Collaborative DSN, Community

Collaborative

4.1 documentation of incumbent workers served maintained and reported 4.2 documentation of services to

employers maintained and reported. 4.3 Incubator supports development

of new business ideas 4.4 launch 2 train-the-trainer

opportunities as evidenced by attendance records and input in data collection system 4.5 a minimum of 4 industry

trainings delivered and captured in data collection system

4.1 60% 4.2 70% 4.3 80% 4.4 80% 4.5 70%

4.1 40% 4.2 30% 4.3 20% 4.4 80% 4.5 30%

QS 2, 4 MP 34 MP 29 QS 2 QS 4

MP 34 QS 2 QS 4 MP 34 QS 2 QS 4

MP 34 LI 3

23





ANNUAL WORKPLAN

Objective Number*: 5 The DSN will collect and report data on all required accountability measures, working with common metrics and accountability measures, and working with the statewide LaunchBoard initiative.


Deputy Sector

Navigator In-Region


No.

5.1 Participate in LaunchBoard training 5.2 Collect and report data on

accountability measures, summarize activities and achievements, and disseminate information to stakeholders, including Project Monitor, Sector Navigator, Regional Consortium Chair, and AM stakeholders 5.3 Participate in annual evaluation of

the AM sector activities

As scheduled by Regional Consortium Chair Sept 2013, Dec

2013, March 2014, June2014 June 2014

Regional Consortium Chair, DSN DSN, Project

Monitor, Sector Navigator, Regional Consortium Chair Project Monitor,

Sector Navigator, DSN, Regional Consortium Chair, Consortium Colleges

5.1 documentation of training participation 5.2 Quarterly reports are submitted on

a timely basis 5.3 Annual evaluation is conducted and

a determination made by Regional Consortium regarding ongoing status as an emerging industry sector

100% 100% 100%

QS 0 QS 1 QS 4 QS 0 QS 1 QS 4 QS 0 QS 1 QS 4

RFAAppChklst–DepSecNav-ABDS (Rev. 3/13) 22



District: San Diego CCD



APPLICATION BUDGET DETAIL SHEET

Object of Expenditur

e Classification

Funds Requested

Deputy Sector Navigator $200,000

Funds Requested

In-Region Investments

$100,00

1200 Deputy Sector Navigator 80% x $85,000 (Director Salary)

$68,000

1201

Academic Salaries, Non Classrroom, Contract or Regular Status Various instructors in Manufacturing related programs

will be asked to participate in gap analysis, curriculum refinement, program piloting and development of stackable certificates. 100 hours x 70 per hour = $7,000

$3,500 $3,500

1401

Instructional Salaries Academic Adjunct NonClassroom Various instructors in Manufacturing related programs

will be asked to participate in gap analysis, curriculum refinement, program piloting and development of stackable certificates 100 hours x 60 per hour- $6,000

$3,000

$3,000

2300 Classified Salaries, Noninstructional (Non-Regular,

Full-time) 60% @ 35,000 a year

$21,00

2400 Instructional Aides’ Salaries (Non-Regular, Full-time) Instructional Tech support for Classroom initiatives 100 x 15 per hour - $1,500

$1,500

3000 Employee Benefits @ 25% All salaries averaged at 25% ( 97,000 @ 25% =

$24,250)

$24,250 $2,500

4000

Supplies and Materials software, book, magazines and periodicals,

instructional supplies and materials, non-instructional supplies and materials, etc.

$4,000 $2,000


5000

Other Operating Expenses and Services [Mini grants, consultant/contract support, travel,

professional development, and other resources will be available to support the efforts of consortium members and community collectives throughout the region] Contracts: - Website Development = $5,712 - Regional Professional Development 6 (colleges with related programs)x $3,000 = 18,000 - Mini-Grants $5000 X 6 = $30,000 - Industry Outreach and support, gap analysis

support; Industry convening in various areas (precision

machining, Maritime, Medical Devise Manufacturing, Trade, Small Business Support) = $25,000 - High School Outreach (Ready Soon Program) =

$15,000 - Regional College (including Continuing Ed &

Contract Ed) outreach and contracted support - $15,000 Travel and Conferences = $20,000 Travel for DSN and Regional reps to attend CCCAOE

and other Sector Related Conferences (i.e., AACC, Workforce Development Institute Conference, The National Coalition of Advanced Technology Centers Conference, National Tooling and Manufacturing Association Conference, National Business Incubation Association Conference)

$50,058

$78,654

6000

Capital Outlay The cost of materials and equipment today often

exceed the $200 limit that defines supplies. Funds for materials, small tools and equipment purchases that will add value to programs so that they better meets the needs of the local workforce will be made available.

17,000 6,500

7000

Other Outgo (7100-7900): Debt Retirement, Intrafund Transfers-

Out, Interfund Transfers-Out, Other Transfers, Student Financial Aid, Other Student Aid, Reserve for Contingencies

Total Indirect Costs (Not to Exceed 4% of Direct

Costs) $7,692.00 $3,846

Total Costs $200,000 $100,000

25


District: San Diego CCD



APPLICATION BUDGET DETAIL SHEET

MATCH

Object of Expenditure Classification Match

San Diego Community College District

1000 In-kind Salaries in support of planning, coordination, administration,

participation in advisory councils and CTE/industry related meetings $71,027

- SDCCD Instructors participation as Subject Matter Experts, planning, collaborative participation - $3,000 - VP of Instruction (5%)- $7,500 - STEM Dean (5%) - $5,500 - Regional Occupation Dean (5%) - $4,500 - Machining Lead (10%) – $9,603 - Engineering/Manufacturing Dept. Chair (10%) – $9,174 - Consortium Chair (10%) - $8,000 - Regional Occupational Chair (5%) - $6,750

Technology Incubator – 20% of Director/DSN’s salary – 17,000

2000 In-Kind Clerical Support $19,250

SDCCD Clerical Support STEM/Occupational Dean’s Office clerical support @ 15% = $5,250 Technology Incubator funding 40% of DSN’s office clerical support =

$14,000

3000 In-kind Benefits (averaged at 25%) $71,027 (1000 object code) +

19,250 (2000 object code) = 90,277 x .25% = 22,569 $22,569

4000 SDCCD Supplies in-kind - $1,000 Technology Incubator supplies in-kind -$2,000

$3,000

5000

SDCCD Facilities (Electricity, communication, CACT administrative offices, machine shop, classrooms, storage, labs) = $92,400 Technology Incubator funding small business consulting for industry =

$30,000

$199,900

Industry Match Metropolitan Laboratories = $20,000 Serco Inc = $17,500 Superior Abatement Services Inc = $20,000

26

Total = $57,500 Educational Partner National University = $15,000

6000

Total Direct Costs $310,746

Total Indirect Costs (Not to Exceed 4% of Direct Costs) 0

Total Costs $310,746

27

Project Management Plan 1) Explain the Deputy Sector Navigator’s (DSN) professional experience in

this sector, including direct work experience, specific expertise, existing networks and partnerships; major accomplishments in both the public and private sector work; and recognition or awards that serve as a testimony to subject matter expertise. Trudy Gerald has been the director of CACT-SD for over 6 years. She is

responsible for the direction, implementation, and oversight of all CACT project activities. She is also responsible for administrative oversight of the San Diego Technology Incubator and other related state and national grant projects designed to support workforce and economic development in the region. Mrs. Gerald brings 20 years of experience in the field of education and workforce development, having begun her career with the S.D. Unified School District where she managed professional and organizational development, career technical education, and adult education programs for the district. She later joined the County of San Diego, as Director of Workforce Development, where she partnered with private and public entities to create collaborative workforce development strategies to address infrastructure improvements to all County systems and operations. Duties included the exploration and scanning of capacity and performance data in order to generate and articulate system usage patterns, anomalies, trends, and correlations between intersecting agencies and processes. Trudy was responsible for convening all County sectors (i.e., Public Works, Urban Planning, Health & Safety) in order to assess need and develop supportive and integrated citizen support systems. Ms. Gerald’s responsibility at the San Diego Community College District includes working with local Advanced Manufacturing business and industry to provide training, infrastructure support, and certification to meet their needs and strengthen California’s overall economy. She is responsible for convening regional support partners including continuing education systems, contract education providers, WIBS, economic development agencies, career agencies, industry partners, universities and other community colleges to develop effective strategies to meet the current workforce need for both new and incumbent workers. She is also responsible for program planning and development, fiscal management, project management, maintenance of facilities and equipment, training and evaluation of staff, and industry outreach.

Accomplishments: While at San Diego Unified School District, Trudy was asked to join a national team of educators tasked with researching best practices in student success initiatives. In recognition of her excellence in the field of professional development, she was asked to serve as the national representative for professional development on the team. She also developed and launched the district’s leadership academy and was the author of San Diego Unified School District’s Manual and Guide on Shared Decision Making. While at the County of San Diego, Trudy developed and launched the first Public Works Academy. The first academy to specifically address the workforce needs of Engineers, Planners, Inspectors, Technicians, and construction related workers through the

28

development of what is now known as stackable certificates and cross functional training. In addition to the skills and knowledge provided, the academy provided a common language and understanding between County personnel who previously existed in silos from one another. Within the first two years, the academy graduated 150 Public Works Employees.

As Director of the CACT-SD program, Trudy was instrumental in the design and development of the ShipWorks Institute consisting of 120 hours of training. These classes were offered to current employees and potential future employees. The classes delivered in-demand technical skills and also provides a platform to assess the compatibility between new or potential employees and the shipyard environment. During the 2011/2012 fiscal year Over 1000 participants received training through CACT-San Diego’s Shipworks Institute. Within 30 days of completing the program 75% of all Institute graduates were hired into the ship repair industry.

As a result of her success the Port of San Diego Ship Repair Association wanted to recognize her efforts and Mrs. Gerald was awarded both a Senate and Assembly Recognition Certificate from the State of California in acknowledgement of her leadership and success supporting workforce development for the Marine Technologies Industry.

Existing Networks: As an established economic development service provider for the past decade, Trudy Gerald has developed numerous links to regional consortia, other statewide initiatives, and the EWD Coordination Network. Her participation and partnership with these organizations provides the benefit of first hand information, sharing and feedback regarding selected industries and overall economic development needs in Southern California. Mrs. Gerald works very closely with the CACT Advisory Board/Manufacturing Advisory Committee to conduct region-wide assessments of workforce development needs. In addition, she has established strong ties to local school districts. Including sitting on the advisory board for Hoover High School’s AOIT School and Kearny High School’s Construction Tech Academy (CTA).

2) Describe the DSNs past successes in creating educational products and/or services that address skills gaps for industry, including but not limited to development and adoption of curriculum. What needed to be achieved? What were the outcomes attributable to the DSN’s efforts? Over the last six year, Trudy Gerald has leveraged multiple state and federal

grants, including the California Community College SB-70 grants to support curriculum and program development at the community college and regional high schools.

In an effort to address the low percentage of women entering construction related fields, Trudy worked with San Diego’s Kearny High School’s Construction Tech Academy to develop the Mentoring A Girl in Construction (MAGIC) program. Through the convening and collaboration of high school instructors, college

29

faculty, administrators and industry representatives 12 curriculum modules were designed to teach students basic concepts of carpentry, electrical, plumbing, sheet metal, masonry and landscaping. The girls also received basic safety skills as well as instruction using hand and power tools. They even learned how to operate heavy equipment used on construction job sites. As a final product, students built a green house that used solar technologies to harness power. As a further extension of these efforts, new electricity modules were adopted into

Kearny High School’s construction course schedule. This model was completed as a partnership between the Community College Electrical Faculty and the High School Construction Program Lead. This curriculum served to strengthen the level of construction related technologies taught at the high school level and greatly strengthen the student’s bridge to the college level courses.

In 2011, Trudy proposed and was awarded ARRA funding to initiate a 16 unit “for credit” HVAC and Solar Thermal certificate program at San Diego City College. This Air Conditioning, Refrigeration, Environmental Control Technology (AIRE/HVAC) and Solar Certificate program expanded employment training opportunities for entry-level workers in the construction industry, with a focus on green technologies related to solar energy production. The program available to both incumbent workers and SDCC students has been developed in conjunction with an industry advisory committee, and the college awards a certificate to students completing the program to acknowledge and certify workers in the AIRE/HVAC trade. Through this program students are prepared to sit for the EPA safety certificate and the NABSEP solar installer certificate. Since its inception approximately 96 students have gained the HVAC & Solar Tech Certificate and 65% of those students have gone on to pursue the AA degree.

3) Describe how the DSN has taken a leadership role in creating a vision, identifying opportunities, and acquiring resources to organize cross-organizational and cross-functional teams to achieve a common set of goals.

As a workforce and economic development leader, Mrs. Gerald was able to bring together other workforce development providers with varying program responsibilities to develop a working mission and values philosophy that leveraged resources and allowed the program to grow and expand. As a member of the college’s Academic and Occupational Deans Council, she is able to develop the critical relationships with other deans and staff to successfully collaborate on a broad variety of programs and services.

As an example of bringing together cross-functional teams, Trudy lead the way in 2009 in the formation of the local 4Energy Program, formed through the collaboration of four California Community College Initiatives - ATTE, ETC, CACT and SBDC – The 4Energy Collaborative became a critical planning and development program focused on providing Initiative Centers with expertise and networks in different sectors, disciplines, and career paths an opportunities to share information, network and to create and implement new energy programs. Working collaboratively the four centers met with energy related businesses and

30

agencies to assess utility and energy agency trends initiated in the state. Through these efforts all four regional community colleges gained funding to launch new programming in the areas of solar, exporting, water management, and alternative fuels. Those programs persist today in each of the four participating community colleges.

4) Describe the DSN’s experience in outcome-centric environments/projects with strong emphasis on data collection, performance baselining, measurement, reporting and analysis.

Trudy’s education and work experience is grounded in both quantitative and qualitative (statistical) analysis. These skills, and the process of strategic assessment, have been developed and tested in outcome –centric environments including her doctoral research and as an Associate Dean of the Engineering, Math and Science Department and Director of the CACT program at San Diego City College. Trudy is responsible for oversight of a multitude of budgets including CETA, General Fund, EWD funding, Technology Incubator fiscal management, and millions of dollars of grant funding over the years including funding from the Department of Commerce, Department of Labor, American Recovery and Reinvestment Act, State Chancellor’s Office, San Diego Gas & Electric, and Wells Fargo. Each of these funding sources requires constant monitoring, detailed data collection and assessment, measurement and reporting. Trudy continues to demonstrate success in meeting project outcomes and managing programs in an outcome-centric environment. She is very familiar with the EWD Data Collection System, and the accountability and data collection methods and requirements of Chancellor’s Office grantees.

5) Describe how the DSN will manage the project in order to leverage personnel, in-kind funding and network connections for project success

As an established economic development service provider for the past decade, Trudy Gerald has developed numerous links to industry related associations, faculty workgroups, regional consortia, other statewide initiatives, and sits on the board of several High School related programs. Her participation and partnership with these organizations provides the benefit of first hand information, sharing and feedback regarding selected industries and supports effective project management of regional workforce efforts.

The DSN will build on the foundation established through the CACT and Technology Incubator program. Instructors from the City College Engineering and Manufacturing program will sit with faculty from continuing education centers and specialized contracted instructors to assess gaps and inventory all resources and assets available to meet the goals based on the identified need. The faculty will work together to develop a strategic plan for addressing both long-term and short-term workforce development strategies and to share resources and ideas. In addition, industry has already pledged in-kind services to work with the community colleges to build a stronger infrastructure for the advancement of the regional workforce. Where possible, industry will be asked to offer space, access to

31

equipment and tools, and serve not as passive observers, but as an active partner that plans, executes evaluates, and strategizes for ongoing success.

In addition, the CACT program brings with it clerical personnel, college faculty, and contracted staff with specializations in small business development, industry outreach, government/community affairs, training and development.

6. For those Deputy Sector Navigators who currently are operating from fixed asset facilities previously developed with EWD funding, describe how you will utilize those assets in fulfilling the regional objectives of this grant

CACT-SD has been in operation for two decades. It has a long history of collaboration with various types of organizations to meet workforce demands, which greatly enhances its capacity to be responsive to industry needs and maximize resources to meet these needs. CACT-SD collaborates with key partners to leverage resources, provide training, identify emerging occupations and skill gaps, provide technical assistance, support internships and job placement, and support pipeline development through training and articulation with K-12 and universities. Its strengths include a well-developed infrastructure that consists of an office space, technology incubator and small business assistance program that greatly enhance the services CACT-SD is capable of providing. Through these strong partnerships, Trudy Gerald now has the foundation and infrastructure required to meet many of the needs of region’s Advanced Manufacturing Industry.

32

Region 10 Advanced Manufacturing Deputy Sector Navigator

Organizational and Support Structure

AM DSN Trudy Gerald

SDICCCA San Diego Imperial Counties Community

College Association

(CEOs) Workforce and

Economic Development Consortium

SDCC College President

Dr. Terence Burgess

SDCC College VPI Dr. Randall Barnes

SDCCD Chancellor Dr. Constance Carroll

33

Trudy Gerald

(619) 476-3531 1313 Park Blvd, T-110

[email protected] San Diego, CA 92120 MASTER OF PUBLIC ADMINISTRATION CAL STATE UNIVERSITY , NORTHRIDGE WORK HISTORY SAN DIEGO CITY COLLEGE 2007- PRESENT DIRECTOR, CENTERS FOR APPLIED COMPLETITVE TECHNOLOGIES Provide leadership, direction and managerial oversight for the Center for Applied

Competitive Technologies (CACT), a California Community College Economic and Workforce Development program. Develop, coordinate and monitor education and training programs, technical assistance and technology transfer services offered by the CACT to colleges and employers in a multi county area. Oversee and ensure effective program development, performance consulting and project management related to workforce training and education programs. support of full and adjunct faculty and staff; collaborate on scheduling of faculty, courses and facilities; Achieve understanding of and implements all appropriate labor contract provisions and personnel policies; oversees budget development and monitoring. Serve as Associate Dean of the School of Business, Math, Engineering & Technologies

providing administrative management and leadership in collaboration with faculty and other divisional administrators and in a manner consistent with established College policies and procedures. Provide the day to day management of assigned campus department including and assists in devising equitable responses and solutions; Assist in planning and development of educational specifications for physical facilities for construction or remodeling; administer grants; represent the College; serve on committees as appropriate; work collaboratively to achieve departmental, divisional and institutional initiatives; encourage and promote professional staff development; nurture positive faculty relations; proactively pursue entrepreneurial activities which benefit the department, division and institution; encourage, support and establish academic partnerships with K-12, 4-year institutions and businesses and industry. COX COMMUNICATIONS 2005-2007 MANAGER , CORPORATE TRAINING & HUMAN RESOURCES Responsible for the strategic development, oversight and implementation of all corporate

education, workforce development, employee relations, human resources, training, and organizational development for national telecommunications firm.

Direct and oversee all educational and workforce development programs.

Develop system-wide strategic plans to address education and workforce gaps; develop educational partnerships to address training and education gaps; establish a cadre of internal and external subject matter experts, educators, and facilitators to support workforce needs; ensure systems for continuous feedback and improvement of all workforce development systems.

Establish performance measures to monitor ongoing progress of strategic initiatives.

34

Respond to all levels of management and staff on employee relations, performance management, and workforce development issues.

Provide coaching and training, to management and staff to address human resource improvements needs.

. COUNTY OF SAN D IEGO 20002 TO 2005 DIRECTOR , WORKFORCE DEVELOPMENT & TRAINING Leadership and oversight of all County workforce development and training initiatives.

Supervised staff charged with the design and delivery of professional development, process improvement, employee relations and vendor/customer support.

Produced and launched organization-wide Public Works academy, performance management institute, and Leadership Academy.

Director of the corporate university offering education and support to working professionals. Produced the organization’s first online companion corporate university.

Managed Public Works Continuing Education program

UNIVERSITY OF CALIFORNIA , SAN D IEGO 1999 TO 2002 MANAGER, WORKFORCE DEVELOPMENT & TRAINING Partnered with public and private industry leaders to develop workforce initiatives

designed to enhance the community and build strength in San Diego’s ready workforce.

Chaired multiple occupational development collaboratives including the welfare-to-work placement project, and school district internship programs.

Partnered with enterprise wide representatives to determine the annual priorities and resource requirements for workforce development and training, and subsequently gained funding approval to support the plan.

SAN D IEGO UNIFIED SCHOOL D ISTRICT -SAN D IEGO , CA. 1991TO 1999 LEADER , ORGANIZATIONAL DEVELOPMENT Human resource development professional providing expertise in the area of human

resource management and development for the 9th largest urban school district in the country. Providing coaching and guidance to over 15,000 employees housed in 200 separate operating sites.

Managed the design, development, delivery and evaluation of research based training curriculum for adult education.

District representative to a national collaborative working to research and design effective strategies for enabling all students to achieve higher standards in education

Writer and producer of the district’s 135-page manual used as the primary resource and guide for shared decision management.

Responsibility for Career Technical Education programs and Adult Learning

38

DISSEMINATION Describe how the Deputy Sector Navigator grant will distribute grant materials or products to the Sector Navigator, other DSNs within the same sector, Regional Consortia, community colleges, resource libraries, or other organizations. Project staff is encouraged to disseminate their findings and work products through state and regional venues. As the proposed DSN, Trudy Gerald will ensure that all findings and products developed under this initiative, including documents, published materials, and multimedia presentations, shall reference the Chancellor’s Office of the California Community Colleges and cite the funding source with phrasing as detailed in the RFA. The Project Monitor will be consulted as needed to ensure prior approval in advance of distribution of materials.

All exemplary program and curriculum models and their factors for success will be shared throughout the region and state to assist faculty and other workforce development professionals wanting to implement effective practices and share in curriculum assets. Exemplary models will be defined using enrollment, completion, employment, promotion, demonstrated skill attainment, and transfer data.

In consultation and coordination with the AM Sector Navigator, and fellow sector DSNs throughout the state, Mrs. Gerald will review and provide new or updated information, news, and/or otherwise post content for public access and consumption through the sector’s dedicated website. Other venues for broad dissemination of findings and work products include national, statewide, and regional partners and stakeholders such as:

CA Community College Association of Occupational Educators

SDICCCA Regional Consortium

Chambers of Commerce and Economic Development Agencies

Resource libraries

Industry related organizations via specialized listserves

Dissemination of findings and work products may include oral presentations at conferences and meetings, documents and publications distributed in print or electronically, and presentations archived and accessible through CCC-Confer to the Regional Consortium and other Advanced Manufacturing Deputy Sector Navigators and the statewide Sector Navigator. As appropriate, materials will also be made available to resource libraries and industry related organizations via specialized listservs. The DSN will provide presentations at local and regional meetings, statewide conferences, and professional association meetings.

The CACT-SD webpage will be revised to ensure ease of user access and retrieval of information and will link to both the Regional Consortium website and to the other Advanced Manufacturing sector initiatives around the state.

SAN DIEGO COMMUNITY COLLEGE DISTRICT 33 75 C.zmino de! Rio ,<.)outh

.\'an Diego, C'aiif.m;ia 9.!! nB-3883

6! 9-388-6 500 CJTY CO!UCF MESA COLLECC :"11RAMAR ("OLLEGE

April 26, 2013

Ms. Van Ton-Quinlivan, Vice Chancellor Workforce & Economic Development Division California Community Colleges Chancellor's Office 1102 Q Street, Suite 4554 Sacramento, CA 95811-6549

Dear Vice Chancellor Ton-Quinlivan:

CONT!l\:Ull\iG l:.lH'CATlOI'

()jfke of the Cha1tcellm· 619-388-6957

The San Diego Community College District is pleased to support the grant application for RF A 13-152 Advanced Manufacturing Deputy Sector Navigator grant.

As indicated in the instructions in the RF A, we are providing the following requested

information.

Community College CEO:

Terrence Burgess San Diego City College 1313 Park Blvd. San Diego, CA 921 01-4 787 Telephone: 619/388-3453 tburgess(dJsdccd.edu

Principal contact information for this application:

Trudy Gerald Deputy Sector Navigator Designee 619/388-3522 [email protected]

Thank you for this opportunity.

~d; ~/ Constance M. Carroll,~ Chancellor

san diego community college district dsn advanced...

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