Transfer Program Between California Community Colleges and California State University Hits Milestone of 1,000 Associate Degrees for Transfer Developed

[Within the broad ICT cluster, traditional Computer Science is so far the only Transfer Model Curriculum to be developed and approved in this process.  Efforts to create a Transfer Model Curriculum pathway related to hands-on IT/ICT were rejected, because not enough CSU programs exist already to handle the massive need for a transfer pathway in that area.  Efforts to create a Transfer Model Curriculum pathway related to business information systems that would end up in CSU business department programs were rejected, because there is not enough room in the curriculum to substantially differentiate business information systems from standard business degree pathways.  So far, there have been no efforts to create a Transfer Model Curriculum pathway related to Digital Media.  The chaotic wild west of the ICT revolution continues.]

MEDIA RELEASE November 21, 2013
Contact: Paul Feist, California Community Colleges
Office: 916.327.5353 / Cell: 209.670.6240
Office E-mail: pfeist@cccco.edu
Contact: Mike Uhlenkamp, California State University
Office: 562.951.4834 / Cell: 562.756.7935
Office E-mail: muhlenkamp@calstate.edu


Transfer Program Between California Community Colleges and California State University Hits Milestone of 1,000 Associate Degrees for Transfer Developed

Students now have wide range of options for degrees that guarantee admission to CSU

SACRAMENTO – The state’s new streamlined transfer program developed by California Community Colleges and California State University now offers 1,000 associate degrees for transfer in a wide variety of disciplines, making it easier for students to transfer to CSU and earn a bachelor’s degree.

California Community Colleges Chancellor Brice W. Harris praised the academic senates from both systems for working diligently to develop the new degrees offered at the system’s 112 colleges in a way that properly aligns course requirements for smoother transfer.

“Development of 1,000 degrees over a two-year period is an astonishing feat,” Harris said. “These degrees guarantee admission to CSU, and students are quickly finding this is an attractive path for transfer. This program makes both systems run more efficiently and will go a long way in helping California meet its need for more college-educated workers.”

The Associate Degree for Transfer program allows community college students who complete an Associate in Arts for Transfer or an Associate in Science for Transfer degree with 60 units (two years) priority admission to a CSU program that is similar to the community college major as determined by CSU. Once admitted to CSU, students only have to complete an additional 60 units to earn a bachelor’s degree. (Click on the image to see one Associate Degree for Transfer student’s success story.)

“Creating more than 1,000 Associate Degrees for Transfer is an important testament to the combined work of both educational systems and a win-win achievement for our students and state,” said Chancellor Timothy P. White. “By earning both an associate’s and bachelor’s degree through this new endeavor, our graduates ‘win’ by being more competitive in the job market and earning higher wages. With the need for at least 1 million additional degreed professionals by 2025, our state also ‘wins.’ By advancing degree completion, this new transfer pathway is supporting the economic vitality of California.”

Past studies showed that community college students transferred with an average of 80 units when only 60 units are required for an associate degree. Then, upon arrival at the California State University, they often took excess units to make up for courses that did not transfer from their community college.

“The degree with a guarantee program means the world to me. It means a better life for me and my family,’’ said Maria Brown, who started at Cuyamaca College and transferred to San Diego State University. “As a former foster youth, I grew up with no parents, and I never learned about college or the opportunities that were available to youth. This program guaranteed me a spot, and it gives other former foster youth and other people of challenging backgrounds a chance to be something they never thought they could be."

In the 2012-2013 academic year, the first full year transfer degrees were available, 1,730 Associate of Science for Transfer and 3,571 Associate of Arts for Transfer degrees were awarded to California community colleges students.

For more information about the transfer program and to hear from students who have already earned these degrees and made the jump to CSU, visit ADegreeWithAGuarantee.com.

The California Community Colleges is the largest system of higher education in the nation. It is composed of 72 districts and 112 colleges serving 2.3 million students per year. Community colleges supply workforce training, basic skills courses in English and math, and prepare students for transfer to four-year colleges and universities. The Chancellor’s Office provides leadership, advocacy and support under the direction of the Board of Governors of the California Community Colleges.

The California State University is the largest system of senior higher education in the country, with 23 campuses, approximately 437,000 students and 44,000 faculty and staff. The CSU awards about 96,000 degrees annually and since its creation in 1961 has conferred nearly 2.8 million. The CSU is renowned for the quality of its teaching and for the job-ready graduates it produces. The mission of the CSU is to provide high-quality, affordable education to meet the ever changing needs of the people of California. With its commitment to excellence, diversity and innovation, the CSU is the university system that is working for California. Connect with and learn more about the CSU at CSU Social Media. Show how the CSU matters to you and take action.

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WebProfessionals.org Announces STEM to STEAMIE Initiative

By adding three key elements, WebProfessionals.org aims to expand and convert the fields of study representing Science, Technology, Engineering and Math (STEM) into a more inclusive and necessary field.

“Adding Art, Innovation and Entrepreneurship to the national conversation around Science, Technology, Engineering and Math is a mission critical pathway to economic competitiveness,” said Bill Cullifer, Executive Director of the association of Web Professionals, WebProfessionals.org.

The not for profit organization is spearheading the initiative and generating support from a number of experts representing business, industry, education and government. The goal is to discuss and to communicate the critical need to incorporate Art, including Digital Design, Innovation and Entrepreneurship into the STEM conversation.

The initiative would create a new acronym, STEAMIE.

“It’s time to get real about STEM,” Cullifer said. “As much as we are big supporters in STEM, not everyone has an interest in science or math and we need to be more inclusive.”

Mark DuBois, Professor at Illinois Central College (ICC), agrees. “We also need to attract a broader audience including a growing number of women attracted to entrepreneurship and digital design,” he said.

What is STEM?

STEM fields or STEM education is an acronym for the fields of study in the categories of science, technology, engineering and mathematics. In the United States, the acronym was first used in education and immigration debates in initiatives to begin to address the perceived lack of qualified candidates for high-tech jobs. It addresses concern that the subjects are often taught in isolation, instead of as an integrated curriculum. Maintaining a citizenry that is well versed in the STEM fields is a key portion of the public education agenda of the United States. The acronym has been widely used in the immigration debate regarding access to United States work visas for immigrants who are skilled in these fields. It also has become commonplace in education discussions as a reference to the shortage of skilled workers and inadequate education in these areas.

What is STEAMIE?

Coined by the membership-supported organization, WebProfessionals.org, the acronym STEAMIE represents the fields of study in the categories of science, technology, engineering, mathematics plus arts, innovation and entrepreneurship. The aim is to be more inclusive and representative of what employers really want or need.

Why is STEAMIE important?

In 2009, the U.S. House Small Business Committee reported that one dollar spent on the Small Business Administration’s entrepreneurial development programs brings a return of $2.87 into the economy. The year before, 2008, these programs helped generate 73,000 new jobs and added $7.2 billion to the U.S. economy, according to a Feb. 11, 2009 press release by the House Committee on Small Business. This speaks volumes to the fact that entrepreneurial development programs, if done well, can be incredibly important to a nation’s job creation efforts as well as its economic development, according to a recent report published by the Gallop organization.

Innovation is important to business and individuals.

Innovation is no longer a “nice-to-have” element of business success; it’s a “must-have,” according to Keith Harmeyer and Mitchell Rigie, principals of www.SmartStorming.com.

“If innovation distinguished between leaders and followers in the recent past, today it increasingly distinguishes between survivors and the barely breathing,” Harmeyer said. “Innovation is the new Darwinism in business; the choice facing companies today is simple: innovate, or perish.”

Innovation isn’t new, it has been a business buzzword for years, Harmeyer said. “We’ve all read about it in business magazines and heard the reports on financial news stations. Harvard Business School professors lecture on it at conferences and scores of books address it. And the same companies are consistently held up as the elite innovators Apple, Google, Nintendo, JetBlue, Toyota, Target (and today again, WalMart). And there are hundreds and even thousands more you’ve never heard of, visionary companies that are seizing the opportunities (yes, opportunities) presented by the current economic phase, breaking the rules, establishing new standards, delivering incredible value, and then starting that process all over again…and again, and again.”

The two partners say that the innovation imperative doesn’t just apply to businesses. It also is a challenge that faces individuals as well. “The time to develop an innovation orientation is not tomorrow or next week or in the third quarter. It’s now.”

Entrepreneurship transforms dreams into profits.

There’s a misconception that people who can’t find work jump into entrepreneurship; however, statistics show that 76 percent of establishments of new businesses in 2003 were due to an aspiration to chase openings, according to canadiantradeenclave.ca.

Entrepreneurship is challenging task but the rewards it gives are often more than what an individual expects.

Entrepreneurship actually provides employment and helps the economy. It also contributes toward research and development and creates wealth for nations and individuals as well. “The business as well as the entrepreneur contributes in some way to the economy . . . in the form of products or services, by boosting the GDP rates or tax contributions. Their ideas, thoughts, and inventions are also a great help to the nation.”

“We can conclude that the higher the level of entrepreneurship is in the nation, the higher is its level of development,” “The crux motive of entrepreneurship is to transform the dreams into a profitable truth . . . Entrepreneurship strengthens the economic growth of a nation, as well as gives power to society, speeds up modernization and transforms the way of thinking of the common man.”

For additional information and in-depth interviews and articles visit http://stemtosteamie.org

About WebProfessionals.org
Since 1997, WebProfessionals.org, aka World Organization of Webmasters (WOW) has been helping aspiring and practicing web professionals and those that teach. For more information about the association, visit http://www.webprofessionals.org.

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New law increases transfer degrees between community college, CSU

October 15th, 2013 |
By Kathryn Baron



A new law offers community college students more degree options to transfer into Cal State campuses. Credit: Deanne Fitzmaurice, Napa Valley College

Community college students will have more opportunities to transfer into California State University with a degree that’s guaranteed to help them graduate faster under a controversial bill signed by Gov. Jerry Brown days before the deadline to take action on this session’s legislation.

Senate Bill 440, by Sen. Alex Padilla, D-Pacoima, puts more teeth and more choices into a bill he sponsored three years ago, SB 1440, which created the Associate Degree for Transfer Program. Yet faculty leaders at both community colleges and Cal State take issue with the latest bill, which they say adds more complexity to the difficult and lengthy process of creating transferrable course units and represents a legislative intrusion into academic policy.

The earlier legislation required community colleges and the university to agree on courses and associate degrees in about two dozen majors that, once completed at the community college level, would be accepted for full credit by Cal State. Students who complete the lower-division transfer degrees are guaranteed a spot at one of the CSU campuses as juniors. In all but a handful of majors, they’ll only need to earn another 60 credits, the equivalent of about two years as full-time students, to graduate with a bachelor’s degree.

But progress was slow. Padilla introduced SB 440 after the state Legislative Analyst’s Office reported uneven progress by the state’s 112 community colleges and 23 Cal State campuses in implementing the transfer degrees. Padilla said the degrees were needed to streamline the transfer from community college into four-year universities, which has not been highly coordinated between the systems and has been complex and difficult for students to navigate.

“While both the California Community Colleges and the California State University have made progress in implementing (SB 1440), they have fallen short,” said Padilla in a statement Oct. 10 when Brown signed the follow-up legislation. “Community college students deserve a clear and certain pathway to admission to California State University and a college degree.”
‘Areas of emphasis’

Community College and Cal State officials said they were moving as fast as they could given the time and effort required to get both systems to agree on curricula for upwards of two dozen transfer degrees.

But what really concerns them about SB 440 is that it adds new categories of community college majors to the transfer program that Cal State officials say are so broad they’re not sure it’s possible to make them fit into the guarantee. The new categories are called ”areas of emphasis.” Instead of a major in biochemistry or anthropology, an area of emphasis degree could be in the broader category of general sciences, or social and behavioral sciences, for instance.

That’s inconsistent with the goal of SB 1440, argues Diana Guerin, chair of the CSU Academic Senate. She said the new categories require community colleges and CSU to create majors that are both comprehensive enough to fit a variety of concentrations within a subject yet narrow enough to fulfill the course prerequisites for specific majors.

“Asking us to prepare a student for all of those areas when they are taking two years of a transfer curriculum is the opposite of what we’re trying to get them to do. We’re trying to get them to focus in so they’re ready for upper-division work,” Guerin said. ”The question is, can we put together a meaningful set of courses at the lower-division level that will help students transfer and complete a degree? Our initial research is that it will be very tough.”



Sen. Alex Padilla, D-Pacoima

Supporters say that’s a mischaracterization of Padilla’s bill. The original intent of SB 1440 was to provide flexibility for students, said Jessie Ryan, associate director of the nonprofit Campaign for College Opportunity, which co-sponsored the bill.

“The hope had always been to create a pathway that would be the preferred pathway for community college transfer students statewide, and in order to do that you have to have flexible degree options and acknowledge that students don’t always know day one as they enter a community college what major they want to transfer into,” Ryan said.

Since the bulk of coursework toward a major occurs once a student has transferred into a university, a lower-division associate degree in an area of emphasis allows students to focus on rigorous general education coursework while also doing “some exploration in those critical first couple of years of their college journey,” she said.

Padilla’s urgency on this issue stems from the abysmal completion and transfer rates at the state’s community colleges, and what that means for the students and the economy. A 2010 study by the Institute for Higher Education Leadership and Policy at Sacramento State University, called Divided We Fail, found that six years after enrolling, 70 percent of “degree-seeking” community college students had not transferred to a university, nor had they completed a certificate or degree.

“For California to compete in the 21st century economy, we must dramatically improve the rate at which students transfer from community colleges and graduate from four-year universities,” Padilla said in the Oct. 10 statement.
Mission control

To some extent, Padilla’s bills put in a place a key component of the state’s Master Plan for Higher Education – more than half a century after it was adopted. The master plan, a blueprint mapping out how the public colleges and universities should work in California, identified “the transfer function” from community colleges “as a central institutional priority of all segments of higher education.”



Credit: Legislative Analyst’s Office

But as the Legislative Analyst’s Office concluded in its status report, “Despite this emphasis by the state, however, (community college) students often must navigate a complex maze of transfer course requirements which can make accessing and completing a baccalaureate program difficult.”

Neither SB 1440 nor SB 440 specifies how many transfer degrees must be established, but does require them for the most in-demand subjects, such as psychology, math, physics and business administration. So far, 25 transfer degrees have been approved, yet not every community campus offers all the programs.

A recent survey by the Campaign for College Opportunity found a wide range of access to the transfer degrees at the state’s community college campuses. According to the survey, only 18 community colleges had at least 80 percent of the degrees in place, while 34 were only halfway there. In some cases entire community college districts are lagging. Out of nine colleges in the Los Angeles Community College District, all but two were far behind schedule in developing the transfer degrees required under Padilla’s original bill.

“That, to us, is an issue of equity,” said Michele Siqueiros, executive director of the Campaign. Where students live shouldn’t determine whether they have access to all the transfer degrees available, she said.

There were some late amendments to SB 440 that made it more palatable to faculty at CSU and community colleges. Initially, the bill included the specific areas of emphasis that colleges had to establish. Padilla agreed to withdraw that after the faculty senates of both systems voted to oppose the bill. The Cal State Academic Senate switched to a neutral position afterward.

But faculty are still irked that advocacy groups and lawmakers keep trying to set academic policy.

“It’s possible that good people have what they think are good ideas, but when you implement them you might have to go in a different direction,” said Beth Smith, president of the Academic Senate for California Community Colleges. “Faculty should make the determination of whether that’s the best path for students and we’re not sure that it is and that’s our concern with the legislation.”

That legislation is now law, however, and a bigger challenge for the colleges is whether there’s enough room at CSU for the transfer students. Many campuses had closed their doors to spring transfers during the recession, but accepted students with transfer degrees under SB 1440. Still, the transfer guarantee doesn’t extend to a specific campus. Under SB 440, Cal State has to offer transfer students a place at another campus if their first choice has run out of room.

The program is still new and the numbers of students taking advantage of it reflect that. The statewide Community College Chancellor’s Office is still waiting for the fall census figures that will tell how many of their students are enrolled in the transfer degree program. Just under a thousand students were participating as of last spring. When numbers for the current semester are in, the chancellor’s office expects that to double.

Going deeper

ADegreeWithAGuarantee.com, statewide website for the Associate Degree for Transfer Program

Implementation of Associate degrees for transfer by California community colleges and CSU, Campaign for College Opportunity, Sept. 24, 2013

Senate Bill 440 Fact Sheet

Divided We Fail: Improving Completion and Closing Racial Gaps in California’s Community Colleges, Institute for Higher Education Leadership and Policy, Sacramento State University, 2010

Reforming the State’s Transfer Process: A Progress Report on Senate Bill 1440, California Legislative Analyst’s Office, May 11, 2012

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California Career Briefs: Get Soft Skills

CA Career Briefs

“No matter how smart they are, or how many degrees they earn, students need a solid set of soft skills in order to be successful.”

- Nancy Barry, Author and Speaker Get Soft Skills

Did you know?

Employers seek employees who have a positive attitude, strong work ethic, excellent communication skills and business etiquette savvy. They want new hires who are passionate about their work, see everything as an opportunity, and meet deadlines. These skills are dubbed soft skills and are not typically taught in a college course. Yet, studies suggest that hard skills contribute to only 15% of a person’s workplace success while the remaining 85% relies on good soft skills. Give your students an edge over the competition by helping them define and develop their soft skills.

Do this…

• Ask students to help you define soft and hard skills.

List some of their hard skills. (do calculus, speak French…)List some of their soft skills. (effective speaker, great collaborator…)

• View video.
• Distribute the Student Activity, review directions and complete.
• Share some students’ responses to…would you hire you?

Get Real!

For several more free and collaborative soft skills lessons try Backpack to Briefcase and the Workplace Skills archive on CACareerBriefs.com. For soft skills lessons students can complete indepedently, steer them to Get Job Ready on CACareerCafe.Com.

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Volunteers wanted for STEM Summer Camp from July 29 – August 2

By Techwire posted on June 27, 2013 in Blog, Events

The Sacramento chapter of Women in Technology International (WITI) is partnering with non-profit Next-Ed with a goal toward aligning K-12 curriculum to increase student awareness and to align curriculum with the job market, better known as “STEM” (Science, Technology, Engineering & Math). Through this program, the Sacramento region is leading the way to a better future for our children. NextEd has more than 50 area companies, schools and universities on its board and can be found at Next-Ed.org.

In cooperation with UC Davis, Next-Ed is has created a STEM Summer Camp for 5th, 6th and 7th graders which will be held July 29-August 2nd located at Granite Bay High School. Boys and girls are both welcome and the cost is $250. It is a “hands-on”, project-based camp with daily team building exercises. To register, visit HTTP://cru.ucdavis.edu/summercamps and click on “off site programs”.

Next-Ed is also looking for technology professionals who can come and present to the students—you can volunteer for an hour or a day.

For more information, please visit the website or contact:

Linda Christopher- Director of Educational Innovation with NextEd

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California ICT Deputy Sector Navigators Announced!

See ICT Deputy Sector Navigator awards!

This is a great opportunity to improve ICT education at California Community Colleges.

Intent-to-Award: Deputy Sector Navigators Grantees The Chancellor’s Office Division of Workforce & Economic Development has announced the intent-to-award grants to establish a network of Deputy Sector Navigators in support of the Doing What MATTERS for Jobs and the Economy (DWM) framework. Deputy Sector Navigators will collaboratively work in-region to advance curricular pathways in sectors important to regional economies. "This is another milestone for our system in answering the call of our regional and state economies. Through these grants, we are identifying talent on the ground who can work with colleges and their partners to align and articulate curriculum consistent with labor market demands. While a skill gap may be difficult to address in silos, we will find more solutions when we can bring forth the collective regional capacity," states Van Ton-Quinlivan, Vice Chancellor of Workforce and Economic Development. These grantees were selected through a competitive statewide process, and upon formal Board of Governors approval and standard RFA processes, these Deputy Sector Navigators will be added to the 2013-14 Directory found at http://doingwhatmatters.cccco.edu/Contact.aspx. This Directory will be the source of the most updated contact information. ADVANCED MANUFACTURING Sector Navigator: Jose Anaya Email: janaya@elcamino.edu RFA Number & Region District Deputy Sector Navigator 13-152-001 North Sierra Joint CCD Carol Pepper-Kittredge cpepper-kittredge@sierracollege.edu 13-152-004 Interior Bay Peralta CCD Mark Martin mark.martin@design4X.com 13-152-009 Central Valley Sequoias CCD C. Louann Waldner, Ph.D. louannw@cos.edu 13-152-010 South Central Santa Clarita CCD Joe Klocko joe.klocko@canyons.edu 13-152-007 Desert/Inland Empire Chaffey CCD Ken Eaves keneaves@hotmail.com 13-152-002 Los Angeles El Camino CCD David Gonzales dgonzales@elcamino.edu 13-152-008 Orange North Orange County CCD Norma A. Alvarado nalvarado@sce.edu 13-152-006 San Diego/Imperial San Diego CCD Trudy Gerald tgerald@sdccd.edu   ADVANCED TRANSPORTATION & RENEWABLES Sector Navigator: Peter Davis Email: outrchpd@me.com RFA Number & Region District Deputy Sector Navigator 13-153-002 Interior Bay San Francisco CCD Gerald Bernstein gbernste@ccsf.edu 13-153-003 Desert/Inland Empire Desert CCD Larry McLaughlin lmclaughlin@collegeofthedesert.edu 13-153-001 Los Angeles Cerritos CCD Jannet Malig jmalig@cerritos.edu 13-153-004 San Diego/Imperial San Diego CCD Gregory M. Newhouse gnewhous@sdccd.edu   LIFE SCIENCES/BIOTCHNOLOGY Sector Navigator: Sandra Slivka Email: sslivka@sdccd.edu RFA Number & Region District Deputy Sector Navigator 13-154-002 Interior Bay Ohlone CCD Josie Sette jsette@ohlone.edu 13-154-001 San Diego/Imperial San Diego CCD Wendie Johnston wajohnston@mac.com   AGRICULTURE, WATER, & ENVIRONMENTAL TECHNOLOGY Sector Navigator: Nancy Gutierrez Email: nancy.gutierrez@reedleycollege.edu RFA Number & Region District Deputy Sector Navigator 13-155-002 Far North Shasta-Tehama-Trinity CCD Greg O’Sullivan grego@edoncall.com 13-155-003 Bay West Valley-Mission CCD David Esmaili david.esmaili@westvalley.edu 13-155-005 Central Valley Yosemite CCD Don Borges borgesd@mjc.edu 13-155-001 South Central Allan Hancock Joint CCD Margaret Lau margaret.lau@hancockcollege.edu   HEALTH Sector Navigator: Linda Zorn Email: zornli@butte.edu RFA Number & Region District Deputy Sector Navigator 13-156-005 Far North Butte-Glenny CCD Trudy L. Old oldtr@butte.edu 13-156-011 North Los Rios CCD Sue Hussey husseys@scc.losrios.edu 13-156-003 Bay Area West Valley-Mission CCD Cynthia Harrison cynthia.harrison@wvm.edu 13-156-006 Interior Bay Solano County CCD Barbara Brock bbrock@napavalley.edu 13-156-007 Central Valley Sequoias CCD Valerie Fisher valerief@cos.edu 13-156-008 South Central Santa Clarita CCD Walter Penniman II walter.penniman@canyons.edu 13-156-010 Desert/Inland Empire Desert CCD Avante Simmons asimmons@collegeofthedesert.edu 13-156-004 Los Angeles Rio Hondo CCD Shari Herzfeld sherzfeld@riohondo.edu 13-156-001 Orange Coast CCD Mary O'Connor moconnor@gwc.cccd.edu 13-156-002 San Diego/Imperial Grossmont-Cuyamaca CCD Ann Durham ann.durham@gcccd.edu   GLOBAL TRADE & LOGISTICS Sector Navigator: Jeffrey Williamson Email: jeff.Williamson@rccd.edu RFA Number & Region District Deputy Sector Navigator 13-157-001 North Los Rios CCD Brooks Ohlson ohlsonb@losrios.edu 13-157-012 Bay Area San Mateo County CCD Richard Soyombo soyombo@smccd.edu 13-157-004 Interior Bay Peralta CCD Petural Shelton pshelton@peralta.edu 13-157-007 Central Valley Merced CCD Jeanette Benson benson.j@mccd.edu 13-157-002 South Central Santa Barbara CCD Melissa Moreno melissa.moreno@sbccd.edu 13-157-005 Desert/Inland Empire Riverside CCD Lily Wong lily.wong@rccd.edu 13-157-010 Los Angeles Long Beach CCD Lynn Stewart 12.stewart.cw@lbccd.edu 13-157-008 Orange Rancho Santiago CCD Jetza Torres torres.jetza@rsccd.edu 13-157-003 San Diego/Imperial Southwestern CCD Victor Castillo vcastillo@swccd.edu   INFORMATION COMMUNICATION TECHNOLOGY (ICT)/ DIGITAL MEDIA Sector Navigator: Stephen Wright Email: steve@wrightca.com RFA Number & Region District Deputy Sector Navigator 13-158-001 Far North Butte-Glenn CCD Myron Curtis curtismy@butte.edu 13-158-007 Bay Area Hartnell CCD Olivia Davalos odavalos@hartnell.edu 13-158-009 Central Valley State Center CCD Dennis Mohle dennis.mohle@fresnocitycollege.edu 13-158-008 South Central Santa Clarita CCD Paula Hodge paula.hodge@canyons.edu 13-158-011 Desert/Inland Empire San Bernadino CCD Albert R. Maniaol amaniaol@sbccd.cc.ca.us 13-158-003 Los Angeles Los Angeles CCD Dan Watanabe watanabedan-ideas@yahoo.com 13-158-006 Orange Rancho Santiago CCD Gustavo Chamorro chamorro_gustavo@rsccd.edu 13-158-010 San Diego/Imperial San Diego CCD Rose M. LaMuraglia rlamurag@sdccd.edu   SMALL BUSINESS Sector Navigator: Charles Eason Email: charles.eason@solano.edu RFA Number & Region District Deputy Sector Navigator 13-159-004 Bay Area Cabrillo CCD Alex Kramer alframer@cabrillo.edu 13-159-002 Far North Shasta-Tehama-Trinity CCD Darren Gurney dgurney@shastacollege.edu 13-159-005 Interior Bay Napa Valley CCD Charles Monahan cmonahan@napavalley.edu 13-159-008 Central Valley San Joaquin Delta CCD Lorinda Forrest lorfor@gmail.com 13-159-003 South Central San Luis Obispo CCD Israel Dominguez israel_dominguez@cuesta.edu 13-159-011 Desert/Inland Empire Victor Valley CCD James Johnson james.johnson@vvc.edu 13-159-001 Los Angeles Los Angeles CCD Kourt Williams> williakd@lacitycollege.edu 13-159-006 Orange Rancho Santiago CCD Leila Mozaffari mozaffari_leila@rsccd.edu 13-159-009 San Diego/Imperial Mira Costa CCD Joe Molina jmolina@miracosta.edu   ENERGY (EFFICIENCY) & UTILITIES Sector Navigator: Jim Caldwell Email: jcaldwell@workforceincubator.org RFA Number & Region District Deputy Sector Navigator 13-160-001 Bay Area Foothill-DeAnza CCD Catherine Ayers ayerscatherine@fhda.edu 13-160-003 Los Angeles Rio Hondo CCD Bruce Noble bruce.noble@riohondo.edu   RETAIL/HOSPITALITY/TOURISM 'LEARN AND EARN' Sector Navigator: TBD RFA Number & Region District Deputy Sector Navigator 13-161-001 Central Merced CCD Gayla Jurevich gayla.jurevich@mccd.edu 13-161-003 Bay Area San Mateo County CCD Andrea Vizenor andreavizenor@yahoo.com 13-161-002 Orange Rancho Santiago CCD Ruth Cossio-Muniz cossio-muniz_ruth@rsccd.edu   Regards, Van Ton-Quinlivan, Vice Chancellor Workforce & Economic Development Division Chancellor’s Office, California Community Colleges 1102 Q Street, 4th floor executive offices, Sacramento, CA 95811 916-327-5492 or vtquinlivan@cccco.edu For appointments, please contact Gary Alexander:  916-445-2949 or galexander@cccco.edu. Follow me on Twitter @WorkforceVan. Find Jobs & Economy tips at http://doingwhatmatters.cccco.edu/.

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