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Practices with Promise Workforce Outcomes eShowcase

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Practices with Promise Success Story

Submitted By: Gerlinde Brady, Bay Area Community College Consortium

ICT Training for the 21st Century

  • Type of Practice: Regional Collaboration
  • Type(s) of Users Served: Apprenticeship, Associate Degree Students, First-time Students, Higher Unit Certificate Students, Low Unit Certificate Students, Pre-Apprenticeship, Skills-Builders Students
  • Sector(s): Information & Communication Technologies (ICT)/Digital Media
  • Momentum Point(s) & Leading Indicators : MP 34, LI 1, LI 5, LI 6 (click here for description)
  • Regions Involved:
  • Colleges Involved: Cabrillo College, Chabot College, City College of San Francisco, College of Alameda, Contra Costa College, De Anza College, Diablo Valley College, Evergreen Valley College, Gavilan College, Hartnell College, Las Positas College, Los Medanos College, Merritt College, Monterey Peninsula College, Ohlone College, San Jose City College, Santa Rosa Jr College, Skyline College
  • Other Organizations: CTE Enhancement Fund

The Challenge

ICT students needed hands-on experience demanded by ICT employers. Supporting a NETLAB system (which provides this experience) by each college requires tremendous cost, time and expertise. In many cases, faculty maintained these individual systems in addition to their teaching load.

The Solution

Instructors have been discussing the advantage of sharing access to a centralized facility for several years. The CTE Enhancement Fund provided the resources to put this idea into practice.

In August 2015, 20 Bay Area Community College Consortium (BACCC) colleges joined together to establish a remotely shared ICT Lab Facility (aka Netlab) to serve their ICT students who need hands-on skills demanded by ICT employers. This shared facility was funded by the 40% CTE Enhancement funds.

The BACCC partner colleges chose NETLAB+, provided by Network Development Group, as the management system. NETLAB+ is a centralized system that allows the colleges to host real networking equipment, virtual machines and a variety of curriculum content. NETLAB+ supplements or replaces local hands-on lab facilities.

The NETLAB+ system comes with scheduling software that provides a calendar interface. Students and instructors use the scheduler to reserve lab time at their convenience. The lab environment is well suited for instruction of online classes. Faculty can “enter” a student’s lab environment remotely and provide real time assistance to their students. Students do not need to commute to practice ICT skills.

NETLAB+ provides course content from Cisco Networking Academy, VMware IT Academy, EMC Academic Alliance, Linux Professional Institute, CompTIA, and many others. It also includes virtual topologies that can be used to teach a variety of courses, including Linux, Microsoft, General IT and Cyber Security.

The Bay Region committed almost $1 Million with an additional in-kind equipment contribution valued at about $600,000, to serve students from over 20 colleges. There are a number of colleges outside the Bay Region who see the value of the shared lab facility and would like to become a partner college.

Why a Regional System?
There are many advantages to implementing NETLAB+ on a regional basis. Cost savings is a major factor. Setting up a single-college system would cost about $150,000 plus the cost of a technical support person and licensing fees. The cost for 20 individual systems would be about $5 M. The cost for the Bay Area Shared Lab was about $1.6 M including operating expenses for year one.

There are numerous other benefits of a shared lab facility. To name just a few, it allows for collaborative curriculum development, coordination of industry academy programs, development and coordination of K-12 pathways, faculty professional development opportunities, and joint marketing and public relations efforts.


During the fall term, more than 60 student classes and more than 50 professional development opportunities were supported by the facility. During the same period, a total of 576 unduplicated students used the system and completed 8460 lab hours.

A few other BACCC colleges are still in the process of subscribing and colleges outside the Bay Area are ready to become partner colleges.

The Data

To come as the collaboration grows

Supporting Information

Coverage in Santa Cruz Sentinel on 2/15/2016

NETLAB+ product information

Home page of the Bay Area Shared Lab Facility

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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception


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