Regional Joint Ventures
Building Futures: Expanding Construction Pathways
Recognizing Prior Learning as an Equity Strategy
Students who earn Multi-Craft Core Curriculum (MC3) credentials through high school or community-based programs currently have no way to convert that learning into college credit at most participating colleges. Expanding Credit for Prior Learning removes this structural barrier, letting students build on skills they already have instead of repeating coursework.
Solving the Instructor Bottleneck
Many qualified construction instructors already work full-time in the trades, and part-time teaching roles are hard to fill. By building a shared regional pool of adjunct faculty who can teach across multiple colleges, the project targets a 10% increase in the CTE construction faculty pool — addressing a capacity constraint that limits every other objective.Project Description
A regional collaboration of Bay Area community colleges will expand access to the Multi-Craft Core Curriculum (MC3) and Credit for Prior Learning (CPL) pathways, in partnership with the Construction Trades Workforce Initiative (CTWI) and the Alameda County Office of Education.
Participating Colleges
The Need
The Bay Area construction sector continues to see strong demand for skilled workers across trades including carpentry, electrical, HVAC, welding, and building technologies, driven by housing development, infrastructure modernization, climate resilience projects, and workforce retirements. The Energy, Construction & Utilities sector is projected to grow 2% between 2023–2028, with 30,270 average annual job openings – 83% of which stem from workers switching jobs or retiring (COE Sector Profile, January 2026).
However, MC3 delivery is inconsistent across colleges: Laney, Diablo Valley, Los Medanos, and Cabrillo each run MC3 programs of varying length and credit requirements, making it difficult for Joint Apprenticeship Training Committees (JATCs) to offer standardized expedited-entry pathways for MC3 graduates. Similarly, CPL practices for MC3 and other construction credentials are underdeveloped – currently only Laney College offers CPL for MC3, leaving many students without a way to convert prior learning into college credit. Feeder K-12 construction CTE programs also lack consistent pathway connections into community college programs. Finally, a limited pool of qualified adjunct construction instructors – many of whom work full-time in the trades – constrains colleges’ ability to sustain and grow MC3 delivery.
Project Purpose
A regional collaboration of Bay Area community colleges – Laney College, Los Medanos College, Diablo Valley College, and Cabrillo College – will expand access to the Multi-Craft Core Curriculum (MC3) and Credit for Prior Learning (CPL) pathways, in partnership with the Construction Trades Workforce Initiative (CTWI) and the Alameda County Office of Education. The project will standardize MC3 delivery across colleges, build shared CPL practices, strengthen K-16 construction pathways, and expand the region’s construction CTE adjunct faculty pool.
Measurable Goal
1,810 total students positively impacted across Years 1 and 2 (530 Year 1; 1,280 Year 2). A 20% increase in student persistence in construction programs is anticipated. 10% increase in construction program enrollment, a 20% increase in placement into construction careers, and a 10% increase in construction CTE adjunct faculty pool size are projected. 90 students will be awarded Credit for Prior Learning across the project period.
Activities
- Convene a cross-college community of practice, develop shared curriculum tools (course outlines, syllabi, assessments, job readiness rubrics), and track student outcomes. Target: 20% increase in student persistence and 20% increase in placement into construction careers.
- Develop shared CPL rubrics and outreach strategies so MC3 credential holders (including those from high school or CBO programs) can receive college credit. Target: 90 students awarded CPL across two years (30 Year 1, 60 Year 2).
- Build linkage/pathway maps and coordinate outreach with feeder school districts and adult education programs. Target: 1,300 individuals reached through outreach (300 in Year 1, 1,000 in Year 2) and a 10% increase in construction program enrollment.
- Build a shared, multi-college pool of qualified construction instructors and develop a recruitment/onboarding framework. Target: 10% increase in the construction CTE adjunct faculty pool.
BACCC Priorities
Subregional Collaboration and Coordination; Collaboration & Coordination in Critical Occupations, Skills, Sectors; Career Services, Work Based Learning, and Apprenticeships; Diversity, Equity, Inclusion, and Belonging
The Building Futures construction pathways project embodies BACCC’s commitment to aligning multiple colleges around shared regional needs and expanding equitable access to in-demand career pathways by coordinating Bay Area colleges around a standardized MC3 curriculum and shared Credit for Prior Learning practices, while specifically targeting outreach to populations historically underrepresented in the building trades.
Vision 2030 Connection
Action 1: Equity & Inclusion · Action 2 Increase equitable access, success and support · Action 4 Equitable Baccalaureate Attainment · Action 5: Flexible Learning & Credit for Prior Learning · Action 7: Educational Access for Low-Income Learners · Outcome 1: Completion · Outcome 3: Workforce Outcome · Outcome 6: Reduce Units to Completion
Center equity and inclusion, dismantling prejudice and racism, in all actions, policies, and procedures. Increase equity access and support for Dual Enrollment, justice-involved /justice-impacted Californians, foster youth, and veterans in degree pathways. Increase the number of eligible students receiving federal, state, and local financial aid (Pell, Cal Grant, California College Promise Grant). Increase flexible term structures, schedules, and credit for prior learning opportunities for working adult learners.