WEBVTT

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INSTRUCTOR 1: All right, stand by.

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INSTRUCTOR 2: OK, guys.

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So you've got all these
locks on the table

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and you have to unlock all
of them in five minutes.

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Ready, set, go.

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[MUSIC PLAYING]

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It's problem solving.

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MIKHAIL: [LAUGHS]

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JAMES: Well that was...

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MIKHAIL: I thought I was
going to be a salesman.

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JAMES: I wanted to be a
professional fisherman.

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I wanted to have my
own TV fishing show.

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JAMES: I played in the bushes.

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[INTERPOSING VOICES]

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MIKHAIL: You were
fishing, I was hunting.

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JAMES: Then I went
through the phase

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I wanted to be a LEGO engineer.

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I had a really big
connection with LEGOs

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until I was awkwardly
old. 
MIKHAIL: I remember that.

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Playing with LEGOs, yeah.

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My name is James Gannage.

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MIKHAIL: Mikhail Gannage.

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James works with
computers and stuff.

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JAMES: [LAUGHS]

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JAMES: He's wearing
a couple hats at least.

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He's a general contractor,
as well as a design engineer

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for custom work.

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INSTRUCTOR 1: Figure it out?

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JAMES: I got one!

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MIKHAIL: Yeah, yeah.

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JAMES: Bazinga!

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[MUSIC PLAYING]

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MIKHAIL: Lead the way, Chris.

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None of this existed.

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They put the clock there.

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JAMES: I can't imagine almost
twice as many students

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being on this campus
as when we were here.

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I was 14 when I passed the high
school proficiency exam that

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allowed me to go to college.

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I was basically looking
for what to do next.

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I remember my mom
came home from work

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and she says I met the Dean
of Technology at Cuesta,

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and they're doing a
brand new program--

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a pilot program, and I
think it's a great idea.

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MIKHAIL: I was long past
the LEGOs at that point.

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I was a father and a husband.

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I was pretty directionless.

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I wanted to go somewhere
else in my life,

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but I didn't know where it was.

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My mom says, hey, why don't
you go with your brother

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and check this program out?

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MOM: As a parent, you
watch your children

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and see what their skills
are, what their interests are,

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and this just seemed
like a fit for them.

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They're both
creative, inquisitive,

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always searching out things.

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CHRIS: The really neat thing
was to see you guys grow,

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especially James.

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He was like, so young.

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MIKHAIL: The program itself was
conducive to taking someone,

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preparing them with fundamental
technical communication,

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technical skills, opportunity
to explore, to find out

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if this is something you love.

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CHRIS: The idea was how to
revive electronics programs.

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ALAN: And that is a big part
of what NSF ATE gave

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us to develop
curriculum to coordinate

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the development of curriculum.

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MIKHAIL: There's taxpayer
dollars that go to the NSF.

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Those taxpayer dollars
are distributed

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to the Advanced Technology
Education program and funds

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this kind of a program. 
ALAN: And promotes the partnership

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between local technology
industry and the community

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college.

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CHRIS: We're basically a
tool for innovation.

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MIKHAIL: I run my
business very differently

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than a typical contractor.

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What's that one do?

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Work is definitely
only a part of my life.

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It's there to serve
the rest of my life.

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Not the other way around.

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MIKHAIL: My day will start
out with my daughter.

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In the morning, we'll go take
care of our animals, goats,

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chickens, and stuff like that.

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JAMES: Well, my typical
weekday is very similar to his

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besides the filthy animals.

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Try to pack my morning
tight with work.

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I'll hit the road,
going to a client.

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CLIENT 1: Notice that
when we go here on to Chrome

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that it's not giving
us any kind of screen.

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JAMES: Oh, no.

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CLIENT 1: Go on to

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JAMES: Any websites.

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CLIENT 1: Any websites.

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We're not able to access
any of the software,

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any--

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JAMES: Property
management software, anything.

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OK.

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All right.

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No problem.

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I will get into it.

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You go through the program.

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Now you become a prime candidate
for a career that could

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very well launch you forward.

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CLIENT 2: All right, thanks James.

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Thanks for coming in.

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JAMES: I appreciate everything.

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CLIENT 2: Say hi to the
wife and the daughter.

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JAMES: I will.

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You, too.

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Bye-bye.

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MIKHAIL: Here we are,
like 20 some years later,

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and Chris, huge,
huge thanks to you.

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The dedication and
devotion that you had--

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it was inspiring.

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CHRIS: You guys were an
inspiration to me, definitely,

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and at that point, I
really felt like maybe it's

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making a difference.

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JAMES: I remember I was
literally right out of Cuesta.

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The chief engineer came
and gave me a little test.

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Oh, thanks.

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You're hired.

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He hired me on the spot.

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MIKHAIL: It like we were
actually ahead of the curve.

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We'd had hands-on experience
beyond most of the engineers

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who were interviewing.

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JAMES: The tools that
I learned, I apply them

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cognitively in the way
I think and the way I

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address issues, problems.

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MIKHAIL: Regardless
of where you end up

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at the end of the program,
you end up with definitely

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the potential to use
everything you have.

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WOMAN: A separate
detail for that?

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MIKHAIL: No, you don't
need a separate detail.

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When we draw in the
switching, we'll

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have it switched separately.

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I have applied those skills and
tools to a completely different

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industry.

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[MUSIC PLAYING]

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But I wouldn't be where
I am now if it wasn't

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for those tools I was given.

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And then press on it.

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Aha!

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Good job.

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See?

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CHRIS: One of the most
heartwarming things

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that an instructor can
feel is that the students

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are reaching their potential.

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And it just seems that that's
what you guys have done.

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And not only that, giving back.

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Now you're hiring our students.

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JAMES: So they got their own
scripting process, which is--

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JAMES: Now that I have
one of your former students,

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I feel like I'm taking
the baton from you

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and training him in an industry.

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MIKHAIL: It's not just
learning the field

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but learning about yourself and
where you belong in all of it.

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I guess I would recommend
listening to your mom.