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Table of Contents
Introduction Purpose Background Institutional Need Administration Goals and Objectives Outcomes Budget Assessment/Evaluation Timeline Impact About VARC 2 3 7 9 10 11 12 15 17 18 21 24

INTRODUCTION
VARC, a group of academic professionals who help educational institutions, has identified a significant void, as explained in the pages that follow, in the local community college system. A primary mission of VARC is to not only identify voids, but to, more importantly, offer solutions and even more paramount, to help implement those solutions. This document outlines an identified void and prescribes a plan to implement corrective change.

PURPOSE
Since their inception, community colleges have endeavored to achieve various directives and initiatives with which they have been tasked by political leaders and community members. Among these, the goal of preparing students for the workforce has become a primary mission for most institutions. Student preparation for the workforce is an initiative for which community colleges have been known and even lauded. State political leaders have called for a mandate making student preparation for the workforce a primary focus in future funding considerations for community colleges. Community colleges often boast of and brag about their course and program completion rates, attracting many students to enroll in their courses who are seeking future employment opportunities. Students hoping to better position themselves for employment and better pay, often enroll in community colleges as a direct result of the colleges claims of student workforce preparation. Ironically, although the goal and marketing of workforce preparation are commonplace, there is a significant component missing from the workforce preparation that community colleges offer. The decisive missing link is in providing mentoring opportunities for students. This VARC initiative addresses the critical need of providing mentoring for community college students. Mentoring, in the form of internship opportunities, networking, professional development, and real world application of learning, is a significant determining factor in three areas that affect student workforce success. The first impact of mentoring is upon whether or not a student completes their studies and the length of time it takes them to do so. The second impact of mentoring is upon the number of times students change their major or course of study. The final result of mentoring is the ultimate impact it has on a students employment .

Although college counselors provide students with very basic information about which courses to take for a given career path, the advice and time college counselors can invest in each student is very limited. Due to budget limitations, legal limitations, and sometimes lack of knowledge, college counselors are able to provide only limited advice to students regarding best practices and recommendations for student career goals. College counselors are often overburdened and, realistically, cannot be experts in providing the best career advice for every field. Further, college counselors cannot provide the critical component of experiential learning that mentoring can provide. These limitations lead many students to take unnecessary and irrelevant courses, resulting in graduations delays and leave students without an understanding of the importance of professional relationship building. Mentoring provides students with individualized opportunities to learn about different careers in the workplace environment that are not possible in the classroom. Students who are mentored gain insight into little known trade secrets as well as workplace decorum and norms that are typically profession specific. These students can practice their learning in a given work environment that is usually vastly different than the classroom setting. Additionally, mentored students build relationships that often last a lifetime with professionals. The foundation of these relationships is often built upon positive interactions between the students and their mentors. Mentors often provide a significant investment of time in advising and encouraging the student, and advocating on their behalf.

The exposure to the work setting, as well as the relationships that are developed as a result of mentoring, usually give mentored students employment advantages over unmentored students. Mentored students often learn of job openings long before others. Advocacy for hiring is also something that some mentors are willing to provide for mentored students seeking employment. Mentored students also have advantages such as industry letters of recommendation and tangible items from their mentoring experience that they can use during interviews further setting them apart from their competition, thus making the relationship building aspect of mentoring critical. As described, mentoring is a profound component to student workforce development. It should be a required part of true workforce preparation because it allows students to explore various careers, experience those career fields, and build relationships with professionals. There is no other way to provide real life exposure. Without it, students are left inadequately prepared. Community colleges fall inadequately short when not providing experiential learning opportunities for student success. To understand the impact of this serious system wide void, think of the following analogies: This omission is equivalent to a chef being sent to work at a five star restaurant, never having served as an apprentice; or a doctor becoming licensed to practice medicine without ever having stepped foot into a clinic to see a patient; or the Federal Aviation Administration allowing a pilot to get into the cockpit of a 5 million dollar jet without having spent prior time in an airplane. One might consider mentoring as an apprenticeship period during which students have an additional opportunity to engage in practical hands on learning for their profession. Institutions that are preparing students for the workforce must provide mentoring opportunities.

This VARC initiative will fill the mentoring void for community colleges by building a partnership between the educational institution (South Bay Community College), the city ( the City of Bodhi), and the local chamber of commerce (the Bodhi Chamber of Commerce). This partnership will be called the M3 Project (Mutually Magnificent Mentoring). This name was chosen to represent a triad partnership where each partner gains equally from participation in the partnership. By participating in this triad partnership, South Bay Community College and its student body reap the benefits and receive real workforce preparation and development, as well as reinvestment in the institution. The City of Bodhi gains the benefit of academic research and expertise along with fulfillment of the city charter to foster positive relationships with and involvement of youth. The Bodhi Chamber of Commerce gains better prepared workers entering their doors, as well as the gain of future members.

BACKGROUND

This partnership model can be applied to any institution and at least two other partners to form the model triad, but was created specifically to address the needs of the constituents described herein. The M3 Project triad is comprised of three key partners:

1. South Bay Community College (SBCC): South Bay Community College is located in the southern part of the county. The college offers a broad array of high quality and critical programs for students. South Bay Community College offers educational opportunities in the following areas1:

associate degree and certificate programs transfer professional, technical, and career advancement basic skills personal enrichment non-credit adult education community services economic, workforce, and community development South Bay Community College currently has over 27,000 students enrolled each year making it the largest community college in the region. South Bay Community College has educated almost half a million students since opening its doors.

Adapted from the Southwestern College Catalog

2. The City of Bodhi: The City of Bodhi is home to the South Bay Community College. More than half a million residents call the city of Bodhi home. The residents of Bodhi are culturally, as well as socio-economically, very diverse. The City of Bodhi is home to numerous high tech companies and government contractors. Additionally, Bodhi has a very strong agricultural sector. The city charter requires that the city give back to the citizens and incorporate youth into the decision making and planning processes.

3. Bodhi Chamber of Commerce:

The Bodhi Chamber of Commerce is the strongest and largest chamber in the state of California. The strength of the chamber is due to the generosity of its many members. These members are very well connected with city officials, working very closely with them to help direct policy. All chamber members take an oath to serve the community through developing young adults and future leaders.

INSTITUTIONAL NEED
Two of the partners in the M3 Project are accountable to the public. Although the chamber is accountable to its members, chambers of commerce have been identified as having significant influence and affects on municipalities and communities. Therefore, chamber needs have been identified in this section as well. South Bay Community College: Students attending South Bay Community College need opportunities to get experience in professional areas related to their academic study or career plans. Therefore, South Bay Community College needs city and community support in providing students with mentoring opportunities (which may include internships) to help students learn professional application of their major and gain an understanding of professional work environments and expectations. The City of Bodhi: The City of Bodhi is committed to instilling civic pride within the community and developing future municipal and community leaders. The partnership with South Bay Community College provides the City with students who are learning cutting edge technologies and can provide needed skills and insight to city programs and organizations.

Bodhi Chamber of Commerce: The Bodhi Chamber of Commerce is comprised of business representatives from the city of Bodhi who work together to represent the businesses of the city within the community. Chamber of Commerce efforts focus on building business opportunities and strong city workforces in addition to investing back into the community through volunteer and mentoring programs and providing academic scholarships.

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ADMINISTRATION
An advisory committee will be formed to guide the entire the M3 Project. The advisory committee will be responsible for overseeing all aspects of the M3 Project. The committee will be comprised of representatives of each partner in the triad, as well as community members. The committee positions will be volunteer positions. Members will assess and evaluate the M3 Project in addition to promoting it within the community. An administrative coordinator will be hired by the M3 Project advisory committee to oversee and manage the M3 Project. This administrative coordinator will be responsible for directing program maintenance duties such as managing the program database, as well as website and newsletter content development. The administrative coordinator will facilitate the partnership by arranging schedules, providing training and background checks of mentors, providing basic training of students, marketing the program, and performing additional administrative tasks. The administrative coordinator will seek mentors with the vision, as well as professional and
developmental maturity, to recognize the critical impact of giving back in this way. All mentors will be

required to complete training and provide regular feedback on the progress of their mentee. Additionally, mentors will be asked to commit to a designated mentoring period. Some incentive for mentoring will come from employers. Mentors will be recognized at an annual recognition luncheon, along with receiving other intangible gestures of thanks (for example, when students are recognized by their school for excellence, the mentors will be invited to attend).

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GOALS AND OBJECTIVES

In order to provide career ready students and experienced workers for the community, the M3 Project will establish a partnership with the following entities: 1. South Bay Community College, 2. The City of Bodhi (municipal government), and 3. The Bodhi Chamber of Commerce. The thorough planning, training of mentors, training of students, and a rigorous assessment and evaluation process of the M3 Project benefits stakeholders in very meaningful ways. The overall goal of the partnership is to create optimal relationships within which various constituents gain value and grow as a direct result of the partnership. Specific goals and objectives are as follows: Goals 1. To enrich the lives of students as mentees through professional relationships that are developed. 2. To provide better prepared students for the workforce. 3. To bridge unmet institutional needs of full workforce preparation of students through effective partnerships with the city and chamber of commerce. 4. To help the city and chamber of commerce support their outreach and service initiatives.

Objectives 1. To ensure that each student who enrolls in the M3 Project receives meaningful mentoring for ideal workforce readiness. 2. To fill a critical void in the community colleges execution of their mission. 3. To create a platform where community partners develop better relationships and as a result are able to optimize the impact and value of their own organizations.

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OUTCOMES
The partnership is designed to create a triad effect, where all participating entities gain equally from this relationship. In order for the M3 Project to achieve maximum efficiency between all participating collaborators, detailed and specific partnership outcomes have been developed. The outcomes are focused upon sustaining the longevity of the partnership as well as student success. Each outcome has a detailed information section, assessment rubric, evaluation method, and a flexibility measure. These detailed elements will provide the partnership with essential outcome data that will inform participating collaborators, as well as the public, of the partnership progress and success. Should the original outcomes prove unsatisfactory or inadequate to the M3 Project goals and collaborators, the flexibility measure could be implemented to redirect the project more appropriately toward student and organizational success. Partnership Outcomes The M3 Project has three crucial intertwined outcomes that are directly tied to the needs of each participating entity (South Bay Community College, the City of Bodhi, and the Bodhi Chamber of Commerce). Each outcome is also designed to support the partnership as a whole and to also provide the best mentoring experience for each participating student:

Student Learning Outcomes 1. Students will gain excellent workplace training from high quality faculty with expertise in areas that complement the collaboration between SBCC, the city of Bodhi and the Bodhi Chamber of Commerce. 2. Students will gain exposure to practical work applications that are related to the participants academic major or career interests.

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3. Students will obtain valuable external career guidance from a mentor that will lead to their academic success of the student 4. Students will be better prepared for the workforce through exposure to mentor guidance. Institutional Outcomes 1. SBCC will fulfill its directive to prepare students for the workforce by providing the missing link of mentoring. 2. SBCC will see results of academic teaching as students apply their knowledge during internships. 3. Academic research will be supported through monetary sponsorships by the chamber of commerce and the purchase of goods and services from SBCC by the city. For example, the horticulture at SBCC may develop innovative green landscaping techniques, from which the city of Bodhi will purchase plans and products to support the city landscaping projects and green initiatives. City Outcomes 1. The city will help provide dedicated mentors for participating students. 2. The city will offer valuable professional and networking opportunities, as well as career experience through internships. 3. The city will foster the development of youth to become contributing members of the city and initial professional development to lead the city in the future Chamber of Commerce Outcomes 1. Offer valuable mentors and internship scholarship opportunities for students. 2. To gain a steady workforce ready population of employees.

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The rubric below illustrates how each of the project outcomes will be assessed for quality and success:
Project Outcome 1. Professional exposure and academic/career success Highlight Information - Students will participate on a volunteer basis - Counselors, faculty, and staff from the community college will be sought out for support and they will promote mentorship program to students -External career guidance will be provided from professional mentors within the triad partnership Assessment Rubric - Mentees will complete satisfaction surveys to determine how the program has helped them with their academic major or career interests -Surveys will measure the quality of mentors and the effectiveness of mentorship program - Satisfaction surveys will be administered to students in order to ensure quality assurance -Mentors will complete satisfaction surveys to determine the quality and effectiveness of mentorship program -Satisfaction surveys will be administered to mentors at two times during the year (beginning and end) in order to ensure quality assurance -Mentors will also be given the opportunity to provide feedback on assessment procedures (best practices) Evaluation - VARC mentorship program representatives will evaluate and assess survey student data at the three separate times the survey is administered -Data gathered from previous mentee participants will be analyzed to ensure complete effectiveness of program Flexibility -The VARC mentorship representatives could apply the feedback from the satisfaction surveys at any time during the program

2. Mentorship and career experience

- Mentors will build a strong relationship with student mentees - Mentors will provide guidance, hands on knowledge, and allow for mentee to develop skills on different careers - Mentees who have participated in the program and have become professionals will also have an opportunity to become Mentors (alumni component)

3. Internship scholarships and steady workforce

- Mentees who have participated on the program and wish to go on to a full pledge internship, must apply to the chamber of commerce scholarship program - Mentees can only, pursue an internship once the mentorship relationship has been established -Mentees who pursue the internship component of this program will receive scholarship award money upon completion of internship -Internship sites for mentees could become potential job opportunities (temporary/permanent)

- Student interns will evaluate the internship experience through a satisfaction survey -Internship mentors will evaluate the interns participation and performance at the professional experience site -Both the intern and the mentor will participate on an exit interview, conducted by VARC project administrators, to assess the internship experience and effectiveness of program

- VARC mentorship program representatives will evaluate and assess survey mentor data at both times the survey is administered - Board/advisory members from the city will evaluate the program as a whole on yearly basis. They will use the analyzed data collected from the year and if they should chose, they could call upon mentors and mentees to participate on the evaluation process - The thorough evaluation process based on assessment and analysis will provide great insight to future funding and partnership opportunities from the chamber of commerce. - The advisory board from the chamber of commerce and VARC project administrators will review surveys and interview assessments from both interns as well as mentees at open city/chamber of commerce meetings

- Mentors and mentees have the opportunity to express their feedback/comments on mentorship component at the evaluation process -Mentees who do connect well with mentors could switch mentors at a certain time during the mentorship experience.

- Student interns who do not obtain a job after internship could be given short term assignments (part time) until a position becomes available at a triad partnership sites - Scholarships for this program could derive from private, state, and federal donations -VARC project administrators will implement reasonable suggestions/recommendations made by the advisory board for the following mentorship/internship cycle (beginning of program)

The outcomes are designed to provide maximum efficiency and satisfaction for all triad members. With the successful implementation of all project outcomes, the M3 Project should achieve maximum success. With these measurement and evaluation procedures in place, the M3 Project will ensure the future success of the partnership and of students participating in the initiative.

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PARTNERSHIP BUDGET
The primary focus of the M3 Project is upon satisfying the missing component of student workforce development through mentorship opportunities for students. As a result of community involvement, the financial cost of implementing and running the program is minimal. The benefits are discussed in the Goals and Objectives section of this document. Financial Commitments: South Bay Community College - none The City of Bodhi 1. reimburse SBCC for expenses (e.g. plants purchased from the SBCC Horticulture Program). 2. compensate students for internships in positions that would normally be paid employment positions within the city.

The Bodhi Chamber of Commerce 1. contribute sponsorship funds for the administration of the Program 2. cover the cost of student internship scholarships 3. cover the salary of the Administrative Coordinator through sponsorship funds) 4. support new research and ideas at SBCC that directly contribute to the M3 Project mission through sponsorship funds Administrative Costs The administrative coordinator is hired through VARC and works closely with the Community Development Officer at the City of Bodhi and Bodhi Chamber of Commerce Community Representative. Other costs would be program maintenance costs such as maintaining a website, marketing expenses, etc. Mentoring Costs Through the generosity of volunteer mentors, students will receive individualized workforce guidance. The mentoring schedule is arranged directly between the mentor and the student and will vary greatly depending upon the needs of the student and the availability of the mentor, but regular contact is essential. As a result of the professionals volunteering their time, the M3 Project can be sustained with little funding, provided by the Bodhi Chamber of Commerce.

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M3 Project Mentor/Internship Program Budget

AY (2013-2014)
VARC Item Administration/Staff Administrative Coordinator $40,000 $36,000 Description Allocation Expended

Office Resources Office Supplies $4,000 Orientation & Training Academy Supplies $5,000 Recognition Lunch $2,000 $0 $4,300 $3,500

Student Scholarships Scholarship Types Mentoring (up to $200 per semester) in a government agency or non-government agency^ $4,000 Mentorship plus Internship Component (up to $500 per semester) in a nongovernment agency* $10,000 $65,000 Budget Allocation $5,000 $50,800 $2,000

10 students per year

10 students per year

Final Budget

^ Students will receive up to a ($200) scholarship if they decide to mentor in a government agency or non-government agency. *Student will receive up to a ($500) scholarship if they decide to pursue the mentoring + internship program route, specifically with a non-government institution. Students will receive scholarship at the end of the semester in which they are mentoring in or interning in.

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ASSESSMENT/EVALUATION
VARC professionals advocate for accountability and evidence based decision making and therefore incorporates a system to ensure this into every project they undertake. The M3 Project includes strong assessment and evaluation methodology. This method of assessment and evaluation will ensure the longevity and excellence of the program.

Assessment: Program assessment and evaluation will be conducted in a variety of manners throughout each calendar year. Satisfaction surveys will be collected from participating mentors and mentees at the end of each academic semester which will be reviewed by M3 Project representatives to determine if any immediate program changes need to be made to the structure or implementation of the program. After completion of the first year of the program, former participants will be also be surveyed the year following their participation to assess how their mentorship experience has impacted their current academic or career plans.

Evaluation: The M3 Project and partnership evaluation will be conducted annually by the M3 Project board. Board members will review survey assessments of program participants. Additionally, they will review assessments of community feedback collected at open city and chamber meetings. Through qualitative and quantitative research methods, they will regularly provide data to support their evaluation which will be produced annually in the form of an annual report of the M3 Project.

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PARTNERSHIP IMPLEMENTATION TIMELINE

2013 2014 Implementation Timeline The Advisory Committee is composed of the following: 1. Community Development Officer, City of Bodhi 2. Communications, Professor, South Bay Community College 3. Community Representative, Bodhi Chamber of Commerce 4. Administrative Coordinator

2013 2014 Implementation Timeline

FALL 2013 Date July 1, 2013 Action Request the Advisory Committee for a list of City Departments & local organizations to host student mentors and/or interns Send call out to South Bay Community College students through the SBCC Web portal, website, etc., for applications for the Program Prospective students & Mentor Mixer (SBCC Main Cafeteria) Encourage students to conduct informational interviews & establish report with potential mentors/intern supervisors Program Application Deadline Staff / Faculty Administrative Coordinator

July 25, 2013

Administrative Coordinator

August 12, 2013

Administrative Coordinator Administrative Coordinator

July 25 August 12

August 15, 2013

Administrative Coordinator Administrative Coordinator Advisory Committee / Administrative

August 15 August 20

Screening and pre-selection of candidates

August 21, 2013

Program Meeting / Final Mentor & Internship Selection

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Coordinator August 24, 2013 Email notification to Mentee & Interns Administrative Coordinator Administrative Coordinator

August 26, 2013

Start of the Fall 2013 Semester & Mentee & Internee Training Academy & First Survey distribution Mentor & Internship Supervisor Training Academy & Survey Fingerprinting begins for Student interns Mentor/Internship Program sends reminder to city departments to return Agreement Forms Final Exams for students & Second Survey Form for mentees and Interns (Agreement Forms, if applicable) Fall 2012 Evaluation Form Surveys Due Mentees/Intern Mentor/Internship supervisors End of the Fall 2013 Semester & Program requirement. Disbursement of first scholarship to Mentees (up to $200) and Mentee/Interns (up to $500) SPRING 2014 Action Start of the Spring 2014 Semester / Welcome email to Students Assessment of First & Second survey

August 28, 2013

Administrative Coordinator

September 5, 2013 October 10, 2013

Administrative Coordinator

December 10, 2013

December 15, 2013

Administrative Coordinator

December 15, 2013

December 15 20, 2013

Administrative Coordinator

Date January 15, 2014

Staff / Faculty Administrative Coordinator

January 15 February,

Advisory Committee/ I

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2014 February 15, 2014

March 15, 2014

Forms from Fall 2013 Provide internships and reinforcing activities (guest speakers, special site visits) Professional development workshops for interns (Resume building, mock interviews, office protocol, etc) Renew or secure new/additional internships at participating employer and/or organizations Final Exams for students & Third Survey Form for mentees & Interns

Administrative Coordinator Administrative Coordinator

Administrative Coordinator

April 15, 2014

Advisor Committee/ Administrative Coordinator

May 14 , 2014

Administrative Coordinator

May 19, 2014

Spring 2014 Evaluation Form Surveys Due Mentees/Intern Mentor/Internship supervisors

Administrative Coordinator

May 30, 2014

Assessment/evaluation of evaluation Form Administrative Coordinator Surveys from Spring 2014 Recognition Lunch & Awards Ceremony Advisory Committee/ Administrative Coordinator Advisory Committee/ Administrative Coordinator

June 10, 2014

June 25, - July 14, 2013

Yearly Report

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IMPACT
VARC and M3 Project partners strive for a global impact as a result of this partnership. The likely local benefits are presented below as well as larger implications.

Local Impact
The Tangible Benefits

1. South Bay Community College gains additional support and funds for student professional exposure and career experience, as well as support for program development. South Bay Community College programs will receive investment grants and sponsorships from the city (as available) and from the members of the Bodhi Chamber of Commerce. The institution will also gain from maintaining and likely growing enrollment as a result of being able to attract students who want to be a part of the experiential learning component of the colleges initiative toward workforce development that the M3 Project offers. 2. Students who participate in internships through the M3 Project, will gain financially, by being paid for their time as interns. 3. The City of Bodhi and the Bodhi Chamber of Commerce receive a steady supply of highly skilled, and experienced workers and community reinvestment in youth and the future leaders of the city and the chamber of commerce. The city and the chamber members will be able to purchase intellectual property and products produced by SBCC faculty and students. This exchange

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keeps funds in the city, with products and ideas generated in the city at SBCC being purchased for use in the city (e.g. the landscaping ideas and products). The city will further benefit financially as a result of being able to attract skilled talent, thus making the city more attractive to businesses and residents.
4. The City of Bodhi and the Bodhi Chamber of Commerce will

provide city growth and bring business to the chamber members through positive perceptions and numerous other intangible, yet very meaningful ways.

The Intangible Benefits

1. South Bay Community College will attract more talent to join its faculty and staff as a result of SBCC being the only institution of higher learning offering a true complete program of workforce preparation by offering mentoring to every student. 2. The value of mentoring to students is immeasurable. The development of meaningful professional relationships usually last a lifetime and will provide students with critical modeling of true leadership and professionalism. 3. The individuals in each organization will also reap the benefits in direct and indirect ways by being a part of civic minded organizations.

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Larger Impact While the extended impact of this partnership cannot be measured, history has demonstrated that individuals who receive professional as well as personal mentoring fare better than the unmentored. Ideally, other institutions of higher learning will follow this model propagating the importance of fostering effective professional relationships that build and prepare future generations. This issue of adequate workforce preparation through education and mentoring is not unique to the United States. Thus, one can reasonably predict that this model of true workforce development will grow. True workforce development by institutions of higher learning will exist when they partner with other entities to provide all students mentoring from professionals. This experiential learning model of workforce development, through mentoring by professionals volunteering their time and talents, will spread globally to produce M3 Project type partnerships around the world.

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ABOUT VARC

VIRTUOUS

ALLIANCE

for

REALITY

CHANGE

VARC is a nonprofit institution established to improve higher education through research, analysis, and the development of innovative ideas and solutions. It was founded by educational leaders, Veronica Gerace, Renzo Lara, Christy Scott, and Arturo Vazquez. Through our dedication to high-quality objective research and analysis, VARC has achieved many instrumental changes in education. VARC works not to simply identify inadequacies, but more importantly to help implement positive change. Since its inception, with the support of many, VARC has been able to develop and implement significant positive change in the higher educational system. To join us or learn more about VARC please visit our website, or join us on social media.
http://www.VARC.org