AIT, CONS and DRA Program Revitalization

AIT, CONS and DRA program revitalization

Revitalization of the Ag. & Industrial Technology, Construction Technology and Drafting Technology programs

BACKGROUND

In the Spring 2016, the Academic Senate approved the request of the faculty in Ag. & Industrial Technology (AIT), Construction Technology (CONS) and Drafting Technology (DRA) to undergo a revitalization of the respective programs, in accordance with AP 4021. This revitalization was spurred by, some or all, the following causes:

• Low enrollment
• Curriculum not meeting current employment needs
• Lack of associate degree
• No transfer options for students
• Lack of alignment with market demands and employer needs

The abovementioned reasons are due to a combination of factors, such as the economic depression, or changing employment trends. The courses have seen low enrollment and interest from students. Table 1 shows the enrollment in CONS courses between Fall 2013 and Spring 2016, and exemplifies the low enrollment (or student interest) in the three programs. In parallel, counselors have been unable to explain the AIT and CONS programs to students or to link students to jobs and careers after the end of the program. And this is solely due to the inherent nature of the current programs, their lack of focus and their relative irrelevance to the job market and student interests.

DATA SOURCES AND FINDINGS OF THE PROGRAM EVALUATION COMMITTEE

1. LABOR MARKET

Data mining was performed using the labor market information obtained from Federal (US Department of Labor, Bureau of Labor Statistics), California (CA Economic Development Department, Labor Market Information Division), and private databases. Table 2 shows that among the top 100 growing occupations in California are 28 occupations that AIT, DRA and CONS train future employees. Moreover, Table 3 shows that between 2012 and 2022, employers in the Salinas Metropolitan area will require an additional 2,500 new employees in construction and manufacturing occupations.

Given the diversity of occupations and that they range from entry level to midlevel, the wages differ greatly from 1.5 times the current minimum wage to over $40 per hour. Local and regional employers have such great needs for employees that they routinely advertise for position, and have shared a keen interest in participating in job fairs at Hartnell and accepting students as interns. Therefore, prospects are guaranteed jobs with potential for growth in local companies, across a variety of sectors, including heavy construction and manufacturing; precision design and fabrication; maintenance, repair, refurbishing and remodel, etc.

1. QUANTITATIVEREVIEWOFSTUDENTENROLLMENTDATA

Table 1 shows enrollments in CONS, which is representative of enrollments in AIT (Table 4) and DRA (Table 5) courses. Between Fall 2011 and the Spring 2013 we used a grant from the Workforce Investment Act (WIA) grantto enroll 16-24 yearold youth into CONS and AIT courses. These youth included students from Rancho Cielo (who were taught on their campus) as well as youth identified by America’s Job Center, or who responded to advertisements. However, after the financial support of the WIA grant ended, enrollment dipped, despite extensive field trips, workshops, school presentations, etc.

One of the complaints of high school students and teachers is that courses do not transfer to universities, and that careers are not clear nor are they life-changing. Therefore, despite school visits, hands-on workshops, field trips, open houses, and other activities for students and counselors, enrollments have not risen because of the aforementioned reasons. The curriculum was not developed to address the changing nature of employment and interest in our district population or labor market trends.

In addition to low enrollments, program completion has also been low. This trend is not uncommon among CTE programs because many individuals are skill seekers and not particularly interested in CCCCO approved credentials. Table 6 shows the number of students who have completed a Certificate of Achievement (CA) or Associate of Science (AS) degree in AIT, CONS or DRA from Spring 2013 to Spring 2016.

1. QUALITATIVEREVIEW

a-Proposed solutions

There are no specific educational requirements for any of the three programs being revitalized, nor are there state or national tests. However, we are proposing curricula that lead to improved employment status, increased income, transfer to universities, open doors to trade apprenticeships (union and non-union JATCs), and/or ability to apply for a contractor license.

We are also proposing a reconfiguration of our programs to achieve the most synergy for the benefit of students and allied industry:

• DRA and CONS would be merged into a new program named Sustainable Construction Management and Architecture (SCMA). This proposedprogram will develop the spectrum of workforce for the construction industry, including: entry-level positions, construction managers (after transfer), architects, designers, general contractors, etc. Our proposal will create a single entry track that leads to two emphases:
• Construction Management
• Architecture

And the Construction Management track is developed in a single ladder approach to allow the sequential upward mobility of students

• The AIT program will morph into Manufacturing Technology (MFGT) program. This program will shed itself of the ag mechanic past, and focus on the employment needs of manufacturing, fabrication, maintenance and facilities engineers. The proposed MFGT program will combine several of the current DRA courses that are aimed toward the mechanical design and drafting.

b-Existing and new curricula (Appendices A through E)

• New proposed curricula in Appendices A and B
• Existing curricula in Appendices C, D and E

c-Advisory committees

Both advisory committees have met and both committees agree with the proposal. It is worth nothing that the construction advisory committee voiced concern about the need for low-level introductory trade knowledge. We are working toward simple fixes for this request, namely the creation of a variable unit cooperative work experience course, and not-for-credit courses.

1. CONCLUSIONS

Given the evidenced high demand for a workforce in construction and manufacturing locally and nationally, it is critical that Hartnell College continues its investment in the future success of our employers and students. Therefore, we recommend that the proposed changes to the programs and curriculum be unequivocally supported by the institution. Our proposals are not a whim; rather they are the fruits of serious research of the labor market information, knowledge of student interests and conversations with industry partners. Opportunities abound at the current time for the establishment/reinvigoration of these programs based on our proposals.

Working as a team the three subject-matter faculty, the CTE counselor and the dean are confident that the proposals submitted in this document are “game changers” and if marketed effectively are likely to lead to success. With that said, and although the enrollment information shows low numbers, our programs have definitively changed the lives of many students. It is not uncommon to see our students in fabrication shops around the area, or driving a company vehicle to a job site, or working with the crew in the field. The CTE Outcome Survey clearly highlights the significance of our programs in the lives and livelihoods of our students and our community.

Finally, we all live in houses, drive on roads, eat or drink or wear something manufactured in a plant, and we all want to do that for perpetuity. So, let us offer our community, employers and students a shot at success!

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AIT, CONS and DRA program revitalization

Table 1. Enrollments in CONS courses between Fall 2013 and Spring 2016. Enrollments in AIT (Table 4) and DRA (Table 5) follow the same trends.

Table 2. Job titles in the Top 100 growing occupations in California between 2012 and 2022. Of these 100 occupations, 28 are in construction and or manufacturing/maintenance, which may are included in the proposed curricula. Information from CA Employment Development Department.

Table 3. Employment data for Construction and Manufacturing trades in the Salinas Metropolitan Area. Data from CA Employment Development Department.

Table 4. Enrollments in AIT courses between Spring 2013 and Spring 2016.

Table 5. Enrollments in DRA courses between Fall 2010 and Spring 2015.

Table 6. Certificates of Achievement and Associate of Science degrees awarded in AIT, CONS, and DRA between Spring 2013 and Spring 2016.

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AIT, CONS and DRA program revitalization

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AIT, CONS and DRA program revitalization

Appendix A

CONSTRUCTION MANAGEMENT and ARCHITECTURE

PROGRAM DESCRIPTION

The Associate of Science Degree in Construction, Architecture, and CADD provides a comprehensive introduction to the construction management profession and professional architectural studies. Students select an Associate of Science Degree emphasis in either Construction Management or Architecture, which share interdisciplinary core courses. In addition to fundamental construction management principles and architectural design academic theory, students are instructed by experienced industry professionals in sustainable construction and computer-aided design technology principles, skills, industry conventions, and standards, under practical field and professional studio conditions.

As a result of ongoing changes in technology, the need to expand competencies, and changing transfer requirements, certificate and degree requirements may also change. If a student notes changes in degrees or certificate requirements, or if courses are not offered in a particular semester, the student must consult with a counselor or faculty on how best to complete the program in which one proposes to enroll.

FOR MORE INFORMATION, CONTACT: Parviz Entekhabi831-755 - 6966 Alisal Campus, A109

Robert Ward 831-770 - 7079 Alisal Campus, A109

PROGRAM OUTCOME

Construction Management Emphasis:

Construction Management program emphasis provides the basic practical construction skills and advanced technical knowledge to enter directly into a professional construction management career. Licensed professionals instruct students both in lecture, and in field practice and studio settings. Upon successful completion of this Associate of Science Degree with emphasis in Construction Management, a graduating student has demonstrated ability to:

●identify and select alternate construction education pathways and construction career opportunities.

●applybasic levels of knowledge and experience in construction craft skills and commercial business operations necessary to effectively manage small commercial and residential construction project activities.

●analyze and comprehend standard construction contract terms, conditions, plans, specifications, costing formats, and basic regulatory requirements applicable to a range of construction activities.

●apply basic construction management methods to monitor and control compliance with contract requirements for price, time schedule, specifications, and safety on small projects.

Architecture Emphasis:

Architectural program emphasis provides a basic practical knowledge of field construction skills and practices, sustainable building design principles, together with the visual communication skills necessary for entry level architectural drafting employment, or first year architectural design transfer credits to a university architectural program. Upon successful completion of this Associate of Science Degree with emphasis in Architecture, a graduating student has demonstrated ability to:

●identify and select alternate architectural education pathways and architectural career opportunities.

●apply basic principles of commercial and residential construction materials and methods to architectural design.

●apply basic architectural design principles.

●describe and apply sustainable environmental design principles.

●apply manual and computer-aided visual communication skills.

A minimum of 60.0 semester units with a grade of “C” or better must be maintained in all degree-applicable units. Only courses numbered 1-199 may apply toward the Associate Degree. Courses listed below may have prerequisites that must be completed prior to enrolling. Consult a schedule of classes, college catalog, or a counselor for further information.

* Eligibility for MAT-123 or completion of any math in which MAT-121 is a prerequisite with a grade of “C” or better or a score of 70% or greater on the mathematics