Funding Source: VTEA Title 1 B State Leadership Funds

Purpose/Use of Funds:    The purpose of this funding is to promote and support effective community college programs and services that assist individuals who are members of Special Populations to achieve their vocational and/or technical education goals.  According to the VTEA, Special Populations are individuals with disabilities, individuals from economically disadvantaged families (including foster children), individuals preparing for nontraditional training and employment; single parents, including single, pregnant women; displaced homemakers; and individuals with limited English proficiency.

SUMMARY OF MINI-GRANT PROJECTS

TO SERVE MEMBERS OF SPECIAL POPULATIONS

COMPLETED IN 2002-2003

State Center Community College District

Fresno City College, Reedley College, North Centers

State Center Community College District (the District):  Fresno City College (FCC), Reedley College (RC) and North Centers (NC)  Disabled Students Programs and Services (DSP&S) have utilized the VTEA Special Populations money wisely.  The District developed a Transition to College Course (TTC) and Bridge program to enroll 320 feeder high school disabled seniors.  The data breakdown of the 320 students is as follows:  218 male and 102 female.  32 Asian Pacific Islander, 33 Black, 132 Hispanic, 8 American Indian, 70 white, and 45 other.  All 320 were categorized as Disabled, 39 were single parents, 12 were displaced homemakers, 61 were economically disadvantaged, and 0 were non traditional.  The data collection on Limited English Proficient was unavailable.

The transition course consisted of but was not limited to introduction to our campuses and our vocational majors, comprehensive description of DSP&S services, completing the paperwork to become eligible for DSP&S services and financial aid, enrolling in the upcoming fall 2003 semester, course placement and vocational interest testing, college awareness and readiness study, and finally a bridge onto our campuses for a tour, visitation, and experience our vocational majors and campus programs.

We believe that these 320 students were provided with an understanding and experience not yet afforded to the feeder high school disabled students.   The information we included in the TTC has been available by referral of high school personnel, or parent, not readily available unless you were aware of your options.  This semester, by providing teachers to liaison the District campuses and high schools, we can already see a growth in the number of disabled high school seniors enrolled and eligible for DSP&S services than in the past.  While the outcome was expected, we have been pleasantly surprised at the number of high school students who participated.  An unexpected outcome, but again welcomed, is the exposure at the high schools who didn’t participate this year.  We have heard that they are interested in starting the TTC at their sites next spring. 

Because the program was so successful we plan on maintaining the schools we currently have TTC’s with, and increase the students enrolled at those campuses, and include additional high schools for spring 2004.  As with any maiden venture we learn areas that we can improve upon and enhance if we chose to continue on with the program.  Teacher training, gaining an earlier start on enrollment paperwork, and collaborative organization or perhaps a single District contact in the administrative details of the program could enhance the program. 

The VTEA funds proved very useful in bringing the program ideas into a professional exposure.  We were able to afford great materials, school success packs, administrative support, and instruction. In the proposed budget money was set aside for the use of transportation if the feeder high school needed it.  The high schools were able to provide transportation on their own.  We in turned used this money for the additional success packs to cover the high enrollment we weren’t expecting.  The amount awarded of 8332.00 was used as follows:  Project coordinator, supplies, administrative support, and school success packs.

I recommend replicating this project at other community colleges.  The results have been outstanding in increasing exposure, enrollment, and the potential of the area high school seniors with a disability retaining in community college.   A strong recommendation for implementation would be to start organizing at the beginning of the fall semester. Discussing at special educators meetings, and connecting with the high school instructors will ensures maximum potential in enrollment.  15% paperwork, enrollment forms, and curriculum are timely administrative tasks.  Enlisting as much help as possible from staff and volunteers will result in a smooth start to the Transition to College Class in the spring.   

Hartnell College

The amount of the mini grant awarded to Hartnell Community College is $4,166.00. We used the entire amount to produce informational marketing tools to showcase our occupational education programs to largely Hispanic, economic disadvantaged high school students in our Monterey County area. We have ten high schools that we work closely with and conducted outreach activities using our brochure as well as other materials to a minimum of 60 students at each sight for a total of 600 students. Students were identified by counselors and educators as students who could benefit from career guidance and were interested in more “hands-on” kind of occupations.

The mini grant was utilized to produce the enclosed (attached) full color brochure on Occupational and Career Programs available here at Hartnell College. Some of our funding was also utilized to produce a video, leveraging resources from other funding sources. Unfortunately the entire video is not yet completed but we are anticipating using it by Fall 2003 in our Presentations and reproducing and distributing it to the area high schools. The video consists of approximately one minute segments on our programs including drafting, auto collision, auto mechanics, welding, business technology, construction, computer information systems, administration of justice, early childhood education, and agriculture.

Outcomes that we expected were that many of the students interested in Hartnell Occupational and Career Programs were Tech Prep students involved in our local ROP Programs. Unexpected were the number of female students who seemed interested in the non-traditional career areas. 

The lessons we learned from the process are that making videos is a lengthily, slow, and sometimes frustrating process. Scheduling the video photographers for time with the classes was a feat in itself that we didn’t believe would be so difficult. Funding a project from a variety of sources is also rather painstaking in keeping track of the details. Dealing with artists and auto mechanics together is also a task in diplomacy. Better groundwork and providing faculty and film makers with a vision and an absolute timeline would have probably been more effective. We will have a wonderful finished product to share when all is said and done and we definitely learned from the process.

San Joaquin Delta College

The amount of the mini-grant award and the final expenditure total:

The Non-traditional Careers for Women VTEA mini-grant proposal was awarded $4166.00.  The final expenditure total is $4166.00.  

How the mini‑grant funds were utilized:

The mini-grant dollars funded one main component and two related, secondary components:  1) Non-traditional Careers for Women Summit on May 17, 2003, 2) “Careers Have No Gender” brochure and poster, and 3) Mentor’s Directory.  Attached, you will find:

      Beyond “Women’s Work:” Non-traditional Careers for Women Summit flier, program, and evaluation results

      “Careers Have No Gender” brochure and poster

      Mentor’s Directory, which is comprised of the names, positions, and contact information of women working in non-traditional fields who have agreed to be contacted by women interested in pursuing a non-traditional occupation.

 What the outcomes were ‑ both expected and unexpected.

Component One – Expected Outcomes

Beyond “Women’s Work” Summit

            Performance Outcome 1:  Heightened campus and community

awareness about non-traditional careers for women; and the obstacles

and prejudices facing females pursuing such careers.

      Twenty seven percent of Summit participants agree or strongly agree that they had little knowledge about non-traditional careers (NTCs) prior to the Summit.

      Sixty eight percent of Summit participants agree or strongly agree that the Summit has greatly increased their knowledge about NTCs.

            Performance Outcome 2:  Clearer, accurate understanding about women’s ability to

 succeed in careers historically dominated by males.

      Seventy nine percent of Summit participants agree or strongly agree that the Self-Assessment exercise gave them a better understanding of their skills and how they can be transferable to NTCs.

      Eighty three percent of Summit participants agree or strongly agree that the question and answer panel answered their questions about NTCs.

Performance Outcome 3: An increased interest in female enrollment in non-traditional

training and education programs.

      Seventy five percent of Summit participants agree or strongly agree that the Summit has increased their interest in enrolling in a non-traditional training program. 

Component Two – Expected Outcomes

“Careers Have No Gender” Brochure

Performance Outcome 1 & 3 :  Heightened campus and community awareness about non-traditional careers for women; and the obstacles and prejudices facing females pursuing such careers. An increased interest in female enrollment in non-traditional training and education programs.

      2000 copies were created.  This brochure was distributed to participants during the Beyond “Women’s Work” Summit and will be distributed to high school counselors, Delta College career counselors, and surrounding social and community service agencies along with corresponding posters to display.  The brochure features photos of ethnically diverse women working in various non-traditional fields and useful resources. The brochure will extend beyond the Summit and impact numerous other individuals in the county and surrounding areas, influencing their conceptions about women in non-traditional careers. 

Component Three – Expected Outcomes

Mentor’s Directory & Support

Performance Outcome 2:  Clearer, accurate understanding about women’s ability to

 succeed in careers historically dominated by males.

      While planning the Summit and brochure, we identified women working in non-traditional careers willing to serve as mentors.  We have compiled their contact information and will share it with high school counselors, Delta College career counselors, and surrounding social and community service agencies.  A couple mentors expressed a willingness and eagerness about speaking at schools.  One mentor has set up a support group for carpenters.  This support group was advertised during the Summit and will be shared with high school and Delta College career counselors as well. The support group is open to female and male carpenters and all those interested in this occupation. 

Unexpected Outcomes of all three activities:

1. The Business Journal, a bimonthly publication, sent a reporter and photographer to cover the Summit yielding an article about non-traditional careers for women.  As a result, this article will expose more individuals to Fire Captain Sharlene Brown’s powerful story and hopefully spark an interest among readers to explore non-traditional careers.

2. In the process of preparing for the Summit and gathering material for the brochure, we conducted ten interviews with individuals who were connected to non-traditional careers for women, including a female fire captain; automotive technology instructor; female electrician, technology high school principal; heating, air conditioning and ventilation instructor; female district attorney investigator and former SJDC POST Academy graduate; POST Academy instructor; female chairperson of the African American Chamber of Commerce; female SBDC director; and former Project Step Up, a community college program that promoted non-traditional careers,  coordinator. These in-depth interviews proved to be invaluable and greatly increased our knowledge about the profound impact of non-traditional careers for women and will influence our students and others for whom we serve.   

3.  Women Building California Conference:  This Conference is an annual event and is sponsored by the State Building and Construction Trades Council of California in collaboration with Tradeswomen, Inc.  The conference featured workshops about surviving apprenticeships, sexual harassment, career paths, and much more.  We were able to talk with tradeswomen and gain their support and participation in the Summit.   These relationships were key in boosting our enthusiasm and building the mentor’s directory.  Additionally, we received free posters, videos, and printed materials about women in the construction trades, all of which found their way to the Summit.   

What lessons were learned from the process ‑ what was successful, what could have been done differently.

What was successful?

Beyond “Women’s Work:” Non-traditional Careers for Women Summit

      Keynote speaker -  Fire Captain Sharlene Brown, gave a compelling and vivid presentation about her decision to become a fire fighter, requirements to become a fire fighter, and growth opportunities.

      Self-assessment Exercise - The hands-on activity consisted of a Lifeline that illustrated the participants’ varied achievements, associated skills, and links to jobs. This exercise challenged participants to look at their life’s accomplishments differently, and to reduce the mystery and intimidation surrounding non-traditional occupations for women.

      “Women Can Do It All” - The speaker’s enthusiasm and excellent speaking ability captured the audience’s attention, while the content provided insights about the advantages of entering a non-traditional occupation.

      Question & Answer Panel – The panel was comprised of five women:  a carpenter apprentice, carpenter bridge builder and Northern California Carpenters Regional Council representative, district attorney investigator, electrical apprentice, and Delta College automotive technology student.   This activity allowed participants to get a more comprehensive view about what it takes to enter a non-traditional field, harassment on the job, wages, job market, and physical requirements.

      Break-Out Session – Participants divided into five groups of six to seven members each.  Group members selected images and words that defined the statement, “This is Who I Am!”  The collage activity was designed to shatter stereotypical views of women.

What could have been done differently?

Beyond “Women’s Work:” Non-traditional Careers for Women Summit

      Low Attendance – Forty-one of the 100 who signed up attended the Summit.  Low attendance may be attributed to a lack of child care and the event being held on a Saturday. 

What was done to boost attendance? Reminder invitations were sent one week

prior to the Summit to all those who signed up. Additionally, many received

reminder calls the day before.  What can be done next time to increase attendance? Other marketing strategies and approaches could be utilized to increase attendance (see below).  Perhaps child care scholarships could be awarded. 

      Audiovisual Problems – There was a delay in starting the video and the keynote speaker’s power point.  Next time, we will ensure that we have an audiovisual staff person at the event the entire day to avoid problems/delays such as these two. 

      Uncomfortable Facility – Many stated that they were chilly.  We were unable to control the temperature.  

      Too much sitting in the first part of the Summit – Having one more break-out session in the first half of the day would allow the participants to move around more.  While the Lifeline was a hands-on activity requiring participants to use their imaginations and reflect upon their own experiences, they were still sitting and not able to work with others and be active. 

How would replication of this mini-grant project benefit or impact other community colleges regionally or statewide. Include any recommendations for successful implementation.

Replication of this mini-grant project at other community colleges represents one powerful  mechanism to expand career options for women. Based upon the Summit evaluation forms, the Summit greatly increased the participants’ knowledge about non-traditional careers for women, heightened their knowledge of how their skills may be transferable to non-traditional jobs, and bolstered their interest in enrolling in a non-traditional training program.  The brochure and poster will reach even more individuals,  promoting non-traditional careers for women to a wider audience. The mentor’s directory will connect women working in non-traditional fields with women and girls who are contemplating such careers.

Recommendations for Successful Implementation of a “Non-traditional Careers for Women Summit:”

      Market the Summit to Those Most Connected with the Targeted Audience

Ř      We traveled to over 35 local agencies and organizations to solicit Summit referrals. We discovered that it is critically important to identify the correct staff person at each agency who will become proactive in finding clients to refer to the Summit and who work with our targeted population on a daily basis. Simply going to the head of an organization to promote the Summit does not ensure that they will provide the information to their staff members. In many instances, the information was not disseminated to the staff members most connected with our targeted audience.  

o         For example, three weeks prior to the Summit we went to a social service agency that works with troubled and runaway teens, and were directed to speak with the Executive Secretary about the Summit, which we did.  After our impassioned speech and plea for referrals, we provided her with referral forms to distribute to the rest of the staff.  No teen clients from that agency attended the Summit.  The Monday following the Summit, the youth advocate from the agency called and said she just received a flier about the Summit and had a group of teens that really wanted to attend. She said that it was the first that she had heard of the Summit.  More careful identification of the staff members most in touch with our targeted population may have resulted in a greater number of referrals, and therefore, increased Summit attendance.   

      Videotape the Question & Answer Panel  - This would have enabled additional women to experience the powerful stories told by women in non-traditional careers.

Taft College

Taft College was awarded $4,166 and expended the entire amount. The funds were used to pay for instructional salaries for additional ESL classes that focused on vocational skills and vocabulary.

The course offered was part of an institutionalized plan to serve the growing Hispanic community in the West Kern area. The plan includes course offerings in Welding, Early Childhood Education, and Automotive Technology that provide in-class assistance to students via a bilingual aide. The plan also assists students in outlying regions with transportation and child care. In addition, the plan offers entry-level computer courses in Spanish to students with no experience in computers.

The tremendous growth of programs and offerings to students with limited English capabilities created a need to teach ESL courses of a higher level than the entry-level courses previously offered. In an attempt to raise students’ language skills at a level commensurate with their growing academic and vocational skills, Taft College added vocationally-based ESL courses using the funds provided by the Special Populations grant.

Taft College anticipated that students who were progressing in vocationally based programs with assistance from bilingual aides would enroll in these ESL courses. This, indeed, was the case. The additional ESL courses with an emphasis on vocational skills and vocabulary provided the students with badly needed English skills that will allow them to continue their vocational and academic education.

The most important lesson that Taft College has taken from efforts to support that sector of the population with limited English capabilities is that the population is badly underserved. Students of all ages have responded with great enthusiasm, seeing our program as a bridge to higher wages, enhanced social integration, and increased self esteem.

It is difficult to say how this particular mini grant could be replicated at other institutions because this grant was only a piece of a larger institutionalized plan. Other colleges have responded quite positively to our efforts, stating the clear need to serve this population (limited English proficiency).

Prepared by: Dr. John Eigenauer

Bakersfield College

Project Title – “Child Development – SI SE PUEDE, IT CAN BE DONE!”

Kern County is the largest county in California, covering approximately 8,200 square miles and located in the southern San Joaquin Valley. The county includes urban centers, suburban cities, as will as rural, remote communities. Overall the Hispanic/Latino population in the county is 38.4% but some rural communities have a high percentage of Hispanic/Latino population: Delano 68.5% McFarland 85%, Arvin 87%, and Lamont 88.9%.

A grant was secured with funded by Prop 10 in December of 2000 to better serve the educational needs of Kern County residents who were seeking employment in the child care profession. The focus of this grant is to develop and implement a comprehensive child development distance learning program and outreach effort in the rural communities.  A key grant component is the introduction of technology as a tool to education and to professional development for career advancement.  The success of this initial grant is demonstrated by the increase in the number of child development majors and certificates awarded. A need identified but not served was to provide greater access to information and programs to the bilingual, Spanish speaking population.  The VTEA mini-grant funded a bilingual teacher assistant for the established distance learning child development program.

OUTCOMES

• The bilingual assistant provided direct assistance to Spanish speaking students. There was an increase in the number of Spanish speaking students enrolled in required courses
• The bilingual assistant provided direct assistance in the introduction of technology to Spanish speaking populations in rural communities and assisted with “hands-on” experience with lap top computers. For many of the Spanish speaking participants this was their first experience with computers.
• The bilingual assistant provided support of the translation of educational and market materials for students enrolling in the Child Development Distance Learning courses. Those materials included: Child Development Distance Learning Website, www.cddl.org informational CD’s in English and Spanish. More people have access to materials in their primary language.
• The bilingual assistant provided support for computer skill training and access to  “How to access an online course”.  Participants in the outreach sessions were able to receive directions and ask questions in their primary language.
• The bilingual assistant provided direct help to students who met the requirements and applied for a Child Development certificates. Students were able to ask questions in their primary language. The number of Hispanic students receiving certificates increased
• The development of a database to track the target population was needed in order to measure community need and student progress in the program.

Lessons Learned

• A large segment of bilingual/Spanish speaking students were identified.

• A partnership was established with another local agency to increase access to potential child care providers.
• Materials in Spanish and English are needed in Kern County.
• The pool of applicants who are bilingual and Child Development majors needs to be developed.  Students who are bilingual students need special support to ensure the successful completion of the program and progression on the child development career ladder.
• Partnering with other agencies broadened the opportunities for interaction with new student populations.
• Although the focus of the mini-grant was direct support to students and outreach the nature of the program provided access to technology for the targeted population and served as staff development for those already employed in the child care field.

Replication of programs and impact regionally or state-wide

This program could be replicated and positively impact special population students. It would be essential to have a successful program and infrastructure in place. A needs assessment and analysis of the target population to be served should be completed so that activities can be developed to enhance existing opportunities for students.  The use of a comprehensive needs assessment survey and the implementation of an accountability system would provide the data necessary to be response to community needs and measure student success.

Recommendation

·         Assess and analyze community and student needs

·         Have a system in place to track data and ensure accountability 

Submitted by: Nan Gomez-Heitzeberg

College of the Sequoias

Use of Funds

College of the Sequoias utilized the VTEA Mini-Grant funds to develop a folder that was given to students during their orientation to college during registration.  COS used a unique approach that involved vocational students in the Industrial Technology Graphic Arts Department.  Nearly 20 students participated in a design contest in which students were asked to design a folder that would feature non-traditional students in a variety of COS vocational programs.  Women in Construction Technology, Automotive or Fire Technology or men in nursing or clerical were featured.  Every new student that enters COS must take a ˝ unit orientation class.  These folders were given to each new student and during the orientation process and tour of the campus the vocational programs were highlighted.  The folders contained information about vocational programs and contained brochures, class schedules and catalogs from the college. 

Outcomes

The results of the folder were two-fold.  Initially it was great to have students design the folder from a student’s perspective.  There were about 15 folders submitted for consideration.  A selection panel was established that included Sylvia Thomas, Coordinator of the COS Orientation Program, Deana Craighead, COS Outreach Coordinator, Larry Dutto, Dean of Vocational Education and Dr. Ray Loyd, Graphic Design Instructor.  The committee selected different concepts from each folder and discussed changes with students to incorporate several designs into one finished product.  The folders were then distributed to students during orientation and emphasis was placed on students enrolling in vocational programs at COS.

Lessons Learned

It was a very positive process for everyone involved.  The students were great to work with during the design phase of the project.  By having several different ideas being considered the finished product turned out great.  We will use this approach each year to involve more students at COS in vocational programs.  The project was going to involve the production of a recruiting video that is still under production and will be finished next year when additional funds are available. 

College of Sequoias offers a .5 unit Human Development 220 Class that is required by all new students.  This is a course for all new students designed to orient students to the college environment and educational opportunities.  The class includes placement testing and interpretation of results; introduction to academic procedures, policies, goal setting, educational planning, college services, college facilities and exploration of various opportunities for higher education.  Students will develop an educational plan to achieve the goals identified in the class.  Each student is given a folder that contains a class schedule, college catalog and student handbook.  The VTEA Special Grant money was used to design a new folder with information about COS Vocational Programs and featured special populations in non-traditional vocational courses.  This concept would easily be adapted to most college orientation programs.

West Hills College Lemoore

Objective

The primary objective of the project was to invite students from local high schools, adult schools, and continuation schools to attend a college orientation day.  The focus was on reaching individuals with various and different barriers to education.

Narrative

West Hills College Lemoore hosted a College Orientation Day for seniors and juniors from local high schools.  We formed a committee with faculty, counselors, students, and representatives of special programs.  We also worked closely with representatives from the schools – Lemoore HS, Jamison HS, Hanford and Lemoore Adult schools - to assist us in the coordination of the event.  We invited 200 students from special populations and 187 participated in the 3-hour long event. 

The College Orientation Day began with college awareness presentations on Student Services (e.g. matriculation,) Special Programs (e.g. EOPS/DSPS,) Financial Aid, Assistive Technology and Alternate Media, and Counseling Services. 

We followed with breakout sessions for Program Presentations for Early Childhood Education, Allied Health, Law Enforcement Careers, Teacher Prep, and Computer Programs.

The guests toured the campus and were treated to a complimentary lunch.  During lunch, we had music, comedy by a college student, and drawings for gifts of college mementos.  Each student was given a survey form and we kept records on those who attended for future follow-up.  The participants enjoyed the activities and many made positive comments. 

Outcomes

The students were made aware of vocational programs and student support services.  The breakout sessions provided valuable information on the programs with the participants interacting with the faculty.  For the majority of the students, this was their first visit to a college campus and the presentations cleared many of their concerns.  For those in adult schools this was extremely helpful since, as some admitted, they were unaware of programs and support services.  Catalogs, brochures, and other printed materials with program information were available and distributed as well as some college supplies. 

An unexpected outcome was the attendance by parents.  Many students were accompanied by their parents, some of them farm workers with limited English proficiency or Spanish-speaking only.  It was gratifying to see their enthusiasm and genuine interest in their children’s education.

The Student Governing Association participated in the event with the setup and serving of the lunch; they also conducted the survey and assisted in the tours. 

Summary and recommendations

From the early planning stages, this activity was well received by the members of the committee and the representatives from the schools were equally excited about the opportunity given to the students in special populations and programs.  Many of these students typically may not have opportunities to visit a college or consider college as a viable option for continuing education.  We feel that our event reached many of those who truly need the vocational skills to succeed in the workplace.  The participation of faculty and student body in these activities provided for a positive interaction with the participants and for an avenue for communication in a friendly, relaxed environment.

West Hills Community College Coalinga

How funds were utilized:

Funds were used for travel to school district presentations and farm show. Funds were also used for employment of student assistance to help with outreach/recruitment efforts and to purchase career promotional items. Funds help sponsor a barbecue lunch for participants in college field day.

Outcomes:

Expected:        Please refer to Workplan Accomplishments attached.

Unexpected:    none

Lessons learned:        Awareness of agriculture careers continues to be a challenge among all students. The traditional bias against production agriculture as hard work and low pay continues to be an obstacle hindering consideration of technical and professional employment and entrepreneurship opportunities.

Replication suggestions: Career awareness continues to require a persistent and continuous effort among the target populations. When examining how career decisions are made, experience indicates that awareness of opportunities is a very first step. This project made efforts to contribute to the agriculture career awareness of all participants.

Gavilan College

The California Community College Central Region Consortium awarded a mini-grant of $4166.00 to the Gavilan College Vocational Support Services project. We utilized $4109.82 to create five workshops for special population students and staff training for EOPS and DSPS staff, who serve special population students. The 78 students who participated were economically disadvantaged, and enrolled in EOPS, DSPS, CalWORKS, MESA, and TRIO. They participated in workshops on interviewing, assertive communication, resume development, accessing employment information and work in the 21^st century. All workshops were evaluated by the students and received an outstanding rating. Denise Bissonnette of “Diversity World” presented training for 35 staff from EOPS, CalWORKs, and DSPS entitled “Rekindle the Flame, Renewal and Re-inspiration for the Helping Professional”. Staff reported that they learned many techniques to better serve special populations.

We originally proposed that some of the funds be expended on vocational tutoring. Although we met with vocational instructors, the Tutoring Center and advertised the tutoring service, we did not have any students who requested assistance in a vocational subject. It was determined students benefited most from workshops focused on employment and skill building and we expanded the number of workshops offered to students.  The expanded number of workshops offered were again as successful in attendance as the first ones.  Students reported being better prepared to gain employment. 

Future replication of the workshops offered would benefit programs that serve special population students. I have enclosed a hard copy of the handouts developed for the workshops in the final report. Thank you for providing the funds to offer additional occupationally related services for Gavilan College students.