Linking Educational and Business Resources to Economic Disadvantage Students and Small Businesses
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A DlC service, LLC, is a social entrepreneurial entity dedicate to link affordable resources to those in need of economic and career advancement. We are catalyst for those looking for guidance in education (K-14) and small business owner in need of "C" integrated Level support to stay in business in today's economy. Our services are either free of charge as result of grants or small fee. We help you find diamonds in the rough!!!!
Linking Educational and Business Resources to Economic Disadvantage Students and Small Businesses
- 1. DLC Services, LLC Damaris Lopez-Connors, Founder & CEO A social business entity with expertise in Minority Student 8701 W. Farralone Ave., West Hills, CA 91304 Recruitment (K9-14),Project Management, Grant Writing (818) 324-3496 and Program Evaluation. 1 PREPARING MINORITY STUDENTS FOR CAREERS IN STEM AND AGRICULTURE NEED:Shortage of workers in STEM and agriculture STEM fields, including agriculture, are reporting a shortage of qualified workers in the U.S. During 2010-2015, only 55% of the 54,000 predicted annual agriculture-related jobs will be filled by graduates of agriculture sciences. 1 At the same time, very few underrepresented racial/ethnic minorities are enrolling in agriculture (the enrollment of Hispanics in agriculture was 4.5% in 2008). 2 MISSION:Create relevant opportunities in STEM fields for at-risk high school students Our mission is toinspirehigh school students, particularly underrepresented minorities and at-risk students, to study agricultural, environmental and health sciences, and to thereby create a solid and educated workforce to fill jobs in agriculture and STEM fieldsthat continue to grow. 3 This would also help reduce the dropout rate currently one-third of Los Angeles Unified School District students do not graduate high school. 4 VISION:Students begin to make connections between their studies and their careers Our vision is to provide the resources and training to narrow the achievement gap and develop 21 st century STEM skills for high school graduates in the classes of 2013-2018. By providing relevance in the classroom and building a bridge to the real world, students begin to make connections between their studies and their professional careers. APPROACH:Partner and collaborate to build tomorrows STEM workers Our approach is collaborative and we forge partnerships with community members, postsecondary academic institutions, educators, government officials, and privateenterprise to help these students transition into jobs in agriculture and STEM fields. We also rely on industry partners who will in turn benefit from the students and workforce of tomorrow. Since many STEM programs overlap and offer similar services, 5 we use a coordinated and efficient approach to choose the best combination of services for our target group of students. STRATEGY:Incorporate hands-on, real-world learning to prepare for 21 st century jobs To facilitate experiential, immersive and engaging learning experiences for students, to develop professional development opportunities for STEM educators 6 , and to create and deliver a relevant curriculum that prepares students for a 21 st century education and career in agriculture, environmental and health sciences. TACTICS: Develop programs in school, out-of-school and linked to postsecondary institutions Combine formal and informal learning strategies, and take advantage of internships and apprenticeships to increase youth awareness about careers in agriculture. Specific projects would include the STEM Experimental Learning Curriculum via Mobile Lab, Canoga Park High School Lowes Community Learning Green Garden, and coursework at Pierce College in Agriculture, Environment Science, Food& Nutrition.
- 2. DLC Services, LLC Damaris Lopez-Connors, Founder & CEO A social business entity with expertise in Minority Student 8701 W. Farralone Ave., West Hills, CA 91304 Recruitment (K9-14),Project Management, Grant Writing (818) 324-3496 and Program Evaluation. 2 Endnotes 1Citing a report by Purdue University and NIFA. Research, Education & Economic (REE) Action Plan, USDA, 2012. 2Based on 2008 data from the Food and Agricultural Education Information System (FAEIS), there were a total of 251,422 students enrolled in Agricultural related fields with minority students constituting a small percentage. Overall enrollment for Hispanics was 4.5 percent or 11,353 students in 2008. http://latinosinagriculture.org/ 3STEM occupations are projected to grow by 17.0 percent from 2008 to 2018, compared to 9.8 percent growth for non-STEM occupations. U.S. Dept. of Commerce, STEM: Good Jobs Now and for the Future (2011), page 1. http://www.esa.doc.gov/sites/default/files/reports/documents/stemfinaljuly14.pdf 4http://www.dailybreeze.com/general-news/20130410/graduation-rate-up-dropouts-down-in-lausd-south- bay-california 5In fiscal year 2010, 13 federal agencies invested over $3 billion in 209 programs designed to increase knowledge of STEM fields and attainment of STEM degrees. Eighty-three percent of the programs GAO identified overlapped to some degree. See GAO Report-12-108 (2012) Strategic Planning Needed to Better Manage Overlapping Programs across Multiple Agencies, http://www.gao.gov/assets/590/587839.pdf 6Teachers need multiple and sustained opportunities for continued learning over a substantial time interval. STEM Smart Brief: Preparing and Supporting STEM Educators (2011), page 5. http://successfulstemeducation.org/sites/successfulstemeducation.org/files/Preparing Supporting STEM Educators_FINAL.pdf