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Program Assessment of Regional Community College Alternative Fuels Technical Education Programs MAY, 2013 Prepared By: California Community Colleges Chancellor’s Office Sponsored By: California Energy Commission

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Page 1: Community College Assessment · Web viewOther community college automotive programs have formal partnership agreements with major automotive corporations such as General Motors, Ford,

Program Assessment of Regional Community College Alternative Fuels Technical Education Programs

MAY, 2013

Prepared By:California Community Colleges Chancellor’s Office

Sponsored By:California Energy Commission

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Report development:Advanced Transportation Technology & Energy Initiative, www.fourenergy.orgCenters of Excellence, www.coeccc.netEconomic and Workforce Development ProgramCalifornia Community Colleges

This study was possible thanks to the funding provided by the Alternative and Renewable Fuels and Vehicle Technology

Program of the California Energy Commission. Important DisclaimerAll representations included in this report have been produced from secondary review of publicly and/or privately available data and/or research reports. Efforts have been made to qualify and validate the accuracy of the data and the reported findings; however, neither the Centers of Excellence, nor the California Community Colleges Chancellor’s Office are responsible for applications or decisions made by recipient community colleges or their representatives based upon components or recommendations contained in this study.

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TABLE OF CONTENTS

Executive Summary …………………………………………………………………

Introduction …………………………………………………………………………

Methodology for Assessing Community College Programs …………………………

Regional Review …………………………………………………………………...

Recommendations ………………………………………………………………….

Appendix A: Detailed Methodology ………………………………………………

Appendix B: Modoc Justification Letter ……………………………………………

Appendix C: Letter Confirming Regions

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…………………………………………....

Appendix D: Description of California Community Colleges Chancellor’s Office …. Course Approval Process

EXECUTIVE SUMMARYIn response to the California Energy Commission (Energy Commission), Task 2 - Scope of Work A, the West Valley College Center for Advanced Transportation Technology and Energy (ATTE) conducted a program assessment of regional community college programs on behalf of the California Community Colleges Chancellor’s Office. ATTE undertook its work in conjunction with the “Alternative Fuels & Advanced Vehicle Technologies Program Assessment of Automotive and Electrical Programs in California Community Colleges” report prepared by the Centers of Excellence (COE) under Task 1-Scope of Work B of this program with the Energy Commission.

The Energy Commission outlined 5 regions for assessment, which included underserved counties for employment and economic opportunities. These were:

Sacramento (Sacramento Metropolitan, Placer, El Dorado and Yolo-Solano Air District)

San Joaquín Valley (Fresno, Kings, Merced, Tulare and Madera Counties) Los Angeles (counties included within the South Coast Air Quality

Management District’s jurisdiction) Imperial County Modoc County

ATTE identified colleges within these selected regions that have the ability to create or expand an education program in transportation alternative fuels or vehicle technology and assessed each college’s capabilities to provide technical education in advanced transportation-based programs. The major focus was identifying key

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college program(s) that could immediately provide a foundation for alternative fuels technical training within the selected regions.

ATTE incorporated into its considerations that the Energy Commission was able, through a pre-existing agreement with the Employment Development Department (EDD) and in conjunction with the Chancellor’s Office, to accelerate funding opportunities for community colleges with existing active programs. These EDD Subgrantees are American River Community College, Solano Community College and Long Beach City College. Through this funding, these programs will provide in whole or in part a foundation for community college and workforce training in their respective regions. An added benefit of the program being developed by Solano Community College is that it will reach into the San Francisco Bay Area to provide alternative fuel technical train-the-trainers in that region. ATTE did not consider these programs for additional funding as part of this assessment. Upon further review Modoc County was removed from consideration based on there being no significant alternative fuel infrastructure and no community college located in the region.

For the remaining regions ATTE sought to identify at least one key college program that could provide a foundation for alternative fuels technical training within that region. ATTE reviewed for credit and noncredit workforce training courses and programs offered by a variety of colleges within each region. As a component of its assessment ATTE also evaluated regional workforce training needs. Based on the more comprehensive development and use of alternative fuels and vehicles in the Los Angeles Region compared to other regions, ATTE recommended more than one community college program for the Los Angeles region. Finally in selecting community college programs within the Los Angeles Region, ATTE factored into its recommendations the breadth of alternative fuels program development and the extent of business and industry partnerships developed by individual community colleges.

Based on its assessment, ATTE recommends the following colleges to provide a foundation for alternative fuels technical training within each of the respective regions. Recommended Energy Commission funding allocations for equipment are also identified.

Sacramento Region

American River College

Solano Community College

San Joaquin Valley Region

Fresno Community College – funding allocation $125,000

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Los Angeles Region

Long Beach City College

Cerritos Community College – funding allocation $150,000

Rio Hondo Community College – funding allocation $150,000

Imperial Valley Region

Imperial Valley College – funding allocation $75,000

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INTRODUCTIONIn response to the California Energy Commission (Energy Commission), Task 2 - Scope of Work A, the West Valley College Center for Advanced Transportation Technology and Energy (ATTE) conducted a program assessment of regional community college programs on behalf of the California Community Colleges Chancellor’s Office. ATTE undertook its work in conjunction with the “Alternative Fuels & Advanced Vehicle Technologies Program Assessment of Automotive and Electrical Programs in California Community Colleges” report prepared by the Centers of Excellence under Task 1 - Scope of Work B of this program with the Energy Commission.

The Energy Commission outlined 5 regions for assessment, which included underserved counties for employment and economic opportunities. These were:

Sacramento (Sacramento Metropolitan, Placer, El Dorado and Yolo-Solano Air District)

San Joaquín Valley (Fresno, Kings, Merced, Tulare and Madera Counties) Los Angeles (counties included within the South Coast Air Quality

Management District’s jurisdiction) Imperial County Modoc County

ATTE identified colleges within these selected regions that have the ability to create or expand an education program in transportation alternative fuels or vehicle technology and assessed each college’s capabilities to provide technical education in advanced transportation-based programs. The major focus was identifying key college program(s) that could immediately provide a foundation for alternative fuels technical training within the selected regions.

Ultimate program expansion and the development of new programs would also have to be consistent with the requirements of the California Community College system. Therefore, the report also includes in Appendix D a description of the California Community Colleges Chancellor’s Office course approval process.

METHODOLOGY FOR ASSESSING COMMUNITY COLLEGE PROGRAMSATTE’s methodology was to build from the work completed by the Centers of Excellence (COE) in its report, the “Alternative Fuels & Advanced Vehicle Technologies Program Assessment of Automotive and Electrical Programs in

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California Community Colleges” as referenced above. Using that information, ATTE then focused on those colleges within the identified regions to assess the prospects of their providing an immediate foundation for alternative fuels technical training.

Following a review of the statewide survey data provided by the Centers of Excellence, ATTE identified 38 colleges who responded and were located within the selected regions. A full description of the methodology and process used is provided in Appendix A. The overall regions are identified on the following page.

Location of Community Colleges within Selected California Regions

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Sources:Centers of Excellence, Survey of Programs 2012ESRI, Mapping Software

Key to Map6 Automotive Program

6 Electrical Program

6 Both Automotive and Electrical Program*Shaded areas represent ARFVTP identified regions.

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Each of these colleges was contacted by ATTE to consider:

1. Is there a local need or desire for the development of a program in transportation alternative fuels or vehicle technology?

2. Are there existing relationships between the community college and businesses or industry in the service area?

3. How does the expansion or creation of such a program at the given community college support identified industry needs?

4. Does the community college have the appropriate resources to support these programs? If not, what specific resources, if provided under this agreement to the community college, would result in a successful sustainable program?

o Is there existing faculty who has interest/expertise in the field?o Are there existing funding/grants/resources/leverage opportunities at

the college in alternative fuels and vehicle technologies?o Is there potential for transforming older technology training programs

to include alternative fuels and technologies? o What are the equipment needs?o Is there existing curriculum to build on?o What is the estimated number of hours required to train instructors for

module/training delivery?

ATTE was aware of some colleges who did not respond to the COE statewide survey, but had potential alternative fuels technical training programs; ATTE also contacted those colleges. The information provided by these ATTE identified schools is included as supplemental information in each region’s review below.

ATTE also incorporated into its considerations that the Energy Commission was able, through a pre-existing agreement with the Employment Development Department (EDD) and in conjunction with the Chancellor’s Office, to accelerate funding opportunities for community colleges with existing active programs. These EDD Subgrantees are American River Community College, Solano Community College and Long Beach City College. Through this funding, these programs will provide a foundation for community college and workforce training in their respective regions. An added benefit of the program being developed by Solano Community College is that it will reach into the San Francisco Bay Area region to train the region’s alternative fuel technical trainers. ATTE did not consider these programs for additional funding as part of this assessment.

As a component of its assessment ATTE reviewed regional technical training needs and the options to meet those needs within the respective regions. Previous work by ATTE, on behalf of the Energy Commission, was used to set a workforce training context. In developing its Training Needs Assessment – Alternative Fuels and Alternative Fuel Vehicles, ATTE in the spring of 2010 conducted an informal training

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needs survey. ATTE contacted public and private employers throughout California that own or otherwise work with alternative fuels and alternative fuel vehicles. The survey questioned employers about their vehicle use, their current occupational employment, and their need for or interest in training.

In this report, responses from employers are detailed for five geographic regions.

Sacramento Region – includes the counties of Sacramento, Solano, and Yolo San Joaquin Valley – includes the counties of Fresno, Kings, Madera, Merced,

and Tulare Los Angeles Region – includes the counties of Los Angeles, Riverside and

San Bernardino Imperial County Modoc County

In total, 93 responses were collected. Fifty-eight (58) responses fell into one of the regions described above. The Los Angeles Region had the greatest number of responses (41), followed by Sacramento (7) and San Joaquin (6), with the lowest numbers coming from Imperial County (4) and Modoc County (no responses). The remaining responses were outside of these regions.

While not definitive of all training needs concerning alternative fuel vehicles and related technologies, this information is indicative of where substantial versus more moderate growth has been occurring in the use of such fuels and vehicles. In addition further growth in the use of such fuels and vehicles will be needed in order to address adverse air quality issues in the Los Angeles region. The growth can be further substantiated in noting the increase of alternative fueling stations in that region as seen below.

Los Angeles Region Fueling Station Data

Type of Fuel Number of stations 2010

Type of Fuel Number of stations 2013

Biodiesel 4 Biodiesel 10

CNG 80 CNG 130

Electric 205 Electric 300+

Ethanol 2 Ethanol 24

Hydrogen 15 Hydrogen 19

LNG 17 LNG 32

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Propane 57 Propane 70

DATA compiled from research for the ATTE Report, Training Needs Assessment – Alternative Fuels and Alternative Fuel Vehicles, 2010 and from data at the United States Department of Energy, Alternative Fuels Data Center, http://www.afdc.energy.gov/states/CA obtained in January/February 2013.

The COE’s “Alternative Fuels & Advanced Vehicle Technologies Program Assessment of Automotive and Electrical Programs in California Community Colleges” report also supported the determination that Los Angeles is the fastest growing area within California based on the number of colleges offering alternative fuel programs.

Therefore ATTE sought to identify at least one key college program that could provide a foundation for alternative fuels technical training within each of the selected regions. In addition it sought to identify more than one program within the Los Angeles Region. In the latter region final recommendations were influenced by the type and number of business and industry partnerships colleges had.

All automotive career technical education programs at community college campuses in California should already have an industry advisory board in place. Board members are generally associated with automotive dealerships, independent automotive garages, organizations having their own transportation fleets, or companies involved in some aspect of automotive technology. The organizations these Board members represent are typically considered “partner” organizations. In some cases community colleges work directly with organizations to provide technical training; these too would be considered “partners”. Other community college automotive programs have formal partnership agreements with major automotive corporations such as General Motors, Ford, Honda, Toyota, Chrysler and others. All these partners provide guidance to an automotive program concerning the quality of its curriculum, sufficiency of its equipment and facilities, and need for new or expanded program development. In that regard for an effective move into alternative fuels an automotive program must have partners whose fleets include alternative fuel vehicles and/or whose function it is to sell and/or distribute such fuels.

REGIONAL REVIEWSacramento Region

Four community colleges responded to the ATTE survey. Sierra College was also contacted by ATTE separately based on the knowledge that it has an automotive program. The table below provides information on each of those programs:

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College Response to Survey

Summary Notes

American River

Yes

EDD Subgrantee is expanding an alternative fuels program that will also provide faculty professional development and curricula for colleges in the region.

Cosumnes RiverYes

The college has an automotive program, but no alternative fuels program.

SierraYes

The college has an automotive program, but no alternative fuels program.

Solano

Yes

EDD Subgrantee is expanding an alternative fuels program that will also provide faculty professional development and curricula for colleges in the region and for those in the San Francisco Bay region.

YubaYes

The college has an automotive program that includes electric and hybrid vehicle technology.

As indicated in the table, all but two colleges have alternative fuels technical training program. Of these Yuba College is expanding its alternative fuels program and will be a key candidate for future funding. Such an expansion by any college has to be linked to regional workforce training needs and be consistent with career technical education (CTE) programs offered in the region. The determination of program expansion in the region would be through the work of the community college Regional Consortia for this region. This would also apply to all other regions in California. The community colleges in California are organized into ten economic regions, served by seven Regional Consortia.  These regional groups, or consortia, provide leadership for colleges within their regions. 

They are designed to: 

integrate and coordinate economic development and vocational educational programs and services;

develop and coordinate staff development; and,

increase the knowledge about programs and services in the region, and to disseminate best practices.

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As discussed within the context of the California Community College Chancellor’s Office approval for curriculum in Appendix D, any future program expansion would have to demonstrate a sufficient need. To develop and expand credit and noncredit career technical education (CTE) programs, a college must demonstrate program need through the use of current labor market information within the local service area of the individual college and/or a recent employer survey. In addition, a current job market analysis, or other comparable information, must show that jobs are available for program completers within the local service area of the individual college and/or that job enhancement or promotion justifies the proposed curriculum.

For the Sacramento Region both American River Community College and Solano Community College responded to the survey and have already been identified for program support through their response to a solicitation from the Employment Development Department (EDD). As EDD Subgrantees they will expand their existing technical training programs and will provide faculty professional development and new curricula both within and outside of their region. They will assist other colleges to deliver alternative fuel technical education programs. Based upon their work and in consideration of the general workforce needs, ATTE did not identify additional colleges in this region to be supported with available funds. Both American River and Solano community colleges provide a strong foundation for the delivery of transportation technology and alternative fuels programs in the region.

San Joaquin Valley Region

Four community colleges responded to the ATTE survey. The table below provides information on each of those programs:

College Response to Survey

Summary Notes

College of the Sequoias

Yes

Alternative fuels program discontinued due to loss of instructor and budget issues. There is interest in bringing a program back. No courses offered presently.

Fresno

Yes

They have a developing alternative fuels program, presently addressing electric vehicles and first responders. They are interested in expanding and have some partners, including Pacific Gas and Electric Company that use alternative fuels in their fleets.

Merced Yes The college has an automotive

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program, but no alternative fuels program. Their survey response indicated they have no interest in further developing an alternative fuels program.

Reedley

Yes

The college has an automotive program, but no alternative fuels program. Their survey response indicated they have no interest in further developing an alternative fuels program.

ATTE also contacted two other colleges due to their proximity to the San Joaquin Valley region to assess whether they had potential resources available for the region. These were Bakersfield College in Kern County and Modesto City Community College in Stanislaus County.

Bakersfield College does not have an alternative fuels program and referred ATTE to the Kern Community College District Clean Energy Center and Workplace Learning Resource Center. The Clean Energy Center and Workplace Learning Resource Center in Kern County currently trains first responders and provides Cummins 8.9 CNG (compressed natural gas) engine technology training. They are looking to expand to electrical infrastructure training and more in-depth electric vehicle and hybrid electric training. Currently the majority of their funding comes from the State Employment Training Panel via funding from the Energy Commission AB118 program. Their partnerships which address alternative fuels include:

Southern California Transit Training Collaborative San Joaquin Valley Clean Cities Coalition

Most of their training leads come from the two partners listed above. Both partners depend upon grant monies for training funds. Since these grants focus on the provision of workforce technical training, such monies would likely not include train-the-trainer courses to expand community college programs. This Center may be a resource for the San Joaquin region, depending upon its receipt of additional grant monies and further development of workforce training programs. Such program expansion and/or assistance will also be addressed through the appropriate community college Regional Consortia.

Modesto City Community College was contacted based on their responses to the COE survey and their proximity to the San Joaquin Valley region. However, through an interview they indicated that their program is very limited and they do not feel there is a need to expand at this time as they have not seen a market demand.

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Overall none of the region’s community colleges provide full alternative fuel vehicle technical training programs. The experience at College of the Sequoias is similar to many programs in career technical education; key changes in faculty and/or program demand can result in a reduction of the courses offered and even elimination of the program. Automotive and heavy duty vehicle technology programs are highly subject to such impact.

As noted in the ATTE Task 1 report this region is trailing the others in regards to alternative fuel infrastructure development and vehicle deployment. Nonetheless the San Joaquin Valley Clean Cities Coalition reports that, “Our coalition has steadily increased the number of alternative fuel vehicles on our Valley's highways, with annual gains averaging over 15%.” In addition, the San Joaquin Valley Air Pollution Control District has set forth a number of goals to address increasing the use of alternative fuel vehicles as can be seen in their March 2011 report, “Alternative Energy: On the Fast Track to Clean Air”. With a limited present demand ATTE believes it is premature to expect community college technical training programs in this region to be at a similar level to those in the Los Angeles or even Sacramento regions. However, due to the regional commitments to increasing the use of alternative fuels, support for and gradual program development for at least one program in the region is warranted.

Of the colleges in the region, Fresno Community College is the most prepared to move forward. It has two trained instructors. It is actively working with car dealerships throughout the San Joaquin Valley region to provide industry level technical training and graduates employable in the industry. In addition they partner with Pacific Gas and Electric Company and multiple fleets throughout this region, many of whom use alternative fuels. Finally, the college also works closely with the farming community, which is driving the demand for bio-fuels at this college campus.

Fresno Community College currently offers the following classes:

Advanced Electric Drive (AED) First Responder

In addition, it has these classes in development:

Introduction to Alternative Fuel Vehicles (AFVs) Service and Maintenance of AFVs Diagnosis and Repair of AFVs

Los Angeles Region

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The table below shows the colleges that ATTE contacted to get more information on their alternative fuel programs and level of interest in participating in this Energy Commission program.

College Response to Survey

Summary Notes

Antelope Valley No Did not respondCerritos

Yes

Has an ATTE program, provides for credit and noncredit workforce alternative fuels technical education, partnerships include many fleets with alternative fuel vehicles and fuel use. (Partnerships listed later in this section.)

ChaffeyYes

Has an automotive program that includes hybrid technology. No alternative fuels are included in the program.

Citrus

Yes

Has an automotive and a diesel program. Survey response indicates they do not want to expand to alternative fuels. They have no trained faculty and no demand from their industry advisory board.

College of the Desert

Yes

Has an ATTE program, provides both for credit and noncredit workforce alternative fuels technical education. (Partnerships listed in Appendix A)

Copper Mountain

Yes

Has automotive program. Alternative fuels limited to an introductory course. Expressed limited interest in expanding program at this time.

Cypress

Yes

Has an ATTE program, primary alternative fuel effort is noncredit workforce training, not for credit courses. (Partnerships listed in Appendix A)

El Camino

Yes

Has an automotive program. They are not interested in expanding to alternative fuels as a number of other colleges in the region address this area already.

FullertonNo

Did not respond.

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Golden WestNo

Did not respond.

LA Trade Tech

Yes

Has an automotive and a diesel program, including some alternative fuels, but expressed limited interest in expanding program from present levels.

Long Beach

Yes

EDD Subgrantee is expanding an alternative fuels program that will also provide faculty professional development and curricula for colleges in the region.

Mt. San JacintoYes

Survey response expressed limited interest in expanding program from present levels.

PasadenaYes

Has an automotive program. No alternative fuels are included in the program.

Rio Hondo

Yes

Is a former ATTE center, provides both for credit and noncredit workforce alternative fuels technical education, partnerships include many fleets with alternative fuel vehicles and fuel use. (Partnerships listed later in this section.)

Riverside

Yes

Has an automotive program. No alternative fuels yet, but is consulting with College of the Desert on developing an alternative fuels technical education program.

SaddlebackYes

Has an automotive program with some integration of alternative fuels in their teaching. Interested in expanding the program.

Santa Ana No Did not respond.Victor Valley

YesHas an automotive program. Alternative fuels limited to hybrid vehicles. Expressed limited interest in expanding program at this time.

Being aware that Pierce College within the Los Angeles Region also provides technical training on alternative fuels, ATTE researched the Pierce College automotive program. As a result of the passage of a bond measure associated with the Los Angeles Community College District, Pierce College added alternative fuels

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technical education to their automotive program in 2010. They currently teach Introduction to Alternative Fuels and Hybrid Service and Safety. However, the College either did not receive a COE survey or did not respond to the COE survey. Also, the contact at Pierce College did not respond to ATTE’s request for information. Therefore they are not considered further in this report.

For the Los Angeles Region, Long Beach City College responded to the survey and has already been identified for program support through their response to a solicitation from the Employment Development Department (EDD). As EDD Subgrantees they will expand their existing technical training programs, develop curricula on over 10 alternative fuel courses and provide faculty professional development, such as train-the-trainers, to assist other colleges to provide alternative fuel technical education programs. This will provide a key component for the delivery of transportation technology and alternative fuels programs in the region. However, the technical education and workforce training needs in the Los Angeles Region tend to dominate the remainder of the state by a significant margin based on fleet responses to the original ATTE work for the Energy Commission. Therefore, more than one community college program is needed to provide a foundation for alternative fuel vehicle and fuels technical training in the Los Angeles Region.

The Los Angeles Region has an array of community college automotive and diesel technology programs at different levels of inclusion regarding alternative fuels. To determine its recommended college programs ATTE considered options by focusing on those colleges ready to both provide the training now and who could, within the potential support allocations through this Energy Commission program, be in a place to fully assist other colleges in the region to move forward as well. In this regard, ATTE also considered college programs that would be comparable, if funded, to those approved through the EDD solicitation process.

ATTE identified Cerritos Community College and Rio Hondo Community College as the two colleges, who along with Long Beach City College would provide a foundation for alternative fuel vehicle and fuels technical training in the Los Angeles Region. As noted in the Los Angeles Region table, these colleges provide both for credit and noncredit workforce training alternative fuels technical education; their partnerships include many fleets with alternative fuel vehicles and fuel use. As well these colleges are central to the region, thereby able to address multiple employer training and college program development needs. While other colleges share similar industry partners, such as College of the Desert, Cypress and Los Angeles Trade Technical College with the Southern California Regional Transit Training Consortium, none have the extensive working relations with industry as these two colleges.

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Cerritos Community College has identified an array of partners or organizations that it actively works with in the provision of workforce training and/or providing new employees through its Advanced Transportation Technology and Energy Center and automotive programs. These include:

International Inc. RA Products Services Veolia Transportation Services, Inc. Long Beach Maintenance and Repair, Inc DBA Dedica MV Transportation Inc. Universal Waste Systems, Inc,  D/T Carson Enterprises, Inc, DBA

Complete Coach Works Arakelian Enterprises, Inc., DBA Athens Services Dion International Trucks, LLC. Silverado Stages Inc. L.A. County LLC. (Republic Services) Westport Fuel Systems, INC. CA Department of Forestry and Fire Protection Fleet Services Division of Public Works, City of Gardena City of Norwalk City of Redlands – Fire Department Golden Empire Transit District Omnitrans Irvine Ranch Water District L.A. County Metropolitan Transit City of Rancho Cucamonga City of Rialto Fire Department City of Montebello – Montebello Bus Lines City of Santa Ana City of Bakersfield Metropolitan Water District of Southern California City of Beverly Hills City of Los Alamitos Police Department City of Huntington Beach Fleet Operations City of Santa Monica The City of Redondo Beach Orange County Sanitation District LA County Department of Public Works City of La Habra UCLA San Manuel Band of Mission Indians – San Manuel Fire City of Hawthorne Culver City – Culver City Bus Gold Coast Transit City of Brea City of Los Angeles Fleet Services

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Rio Hondo Community College has identified its partners or organizations that it actively works with in the provision of workforce training and or providing new employees through its automotive program. They include:

Robert Bosch Corp LLC American Honda Motors Motor Information Systems Hacienda-La Puente Unified School District California New Car Dealers Association Los Angeles County Office of Education Cal State University Los Angeles College of Engineering, Computer Science, and Technology Matco Tools Mobile Air Conditioning Society ATech Training Inc. California Industrial and Technology Education Consortium CDX Global Quinn Company Southern California Clean Cities Coalition Southland Motor Car Dealers Association National Automotive Technicians Education Foundation, Inc. ITW Permatex, Inc. Environmental Systems Products U.S. Department of Energy Hydrogen Program Southern California Regional Transit Training Consortium Johnson Lift/Hyster Pupil Transportation Cooperative American Public Transit Exams Institute California Department of Education Workforce Development Programs Los Angeles Urban League Rancho Cucamonga Employment Resource Center South Bay Workforce Investment Board Green Workforce Coalition Los Angeles County Center of Excellence LA/Orange County Environmental Training Center Foothill Employment and Training Connection Foundation for California Community Colleges Tri-Cities Regional Occupational Program Whittier Union High School District Southern California Edison California Hydrogen Business Council California Fuel Cell Partnership Coda Automotive South Coast Air Quality Management District California Bureau of Automotive Repair

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Based on their extensive connections with industry and the technical training programs offered in alternative fuel technologies, ATTE finds both Cerritos and Rio Hondo offer comparable programs to Long Beach City College. As such all three of these programs provide a solid foundation for technical training in the Los Angeles Region.

Imperial Valley Region

The Imperial Valley Region did not have any colleges who responded to the survey. Like the San Joaquin Valley Region, it may be premature to expect community college technical training programs in this region to be at a similar level to those in the Los Angeles or Sacramento regions. However there are fleets in the region moving forward with alternative fuels. To address such needs and provide support in the region, gradual program development is warranted for at least one program in the region. ATTE is aware that one college in the region is developing an alternative fuels program. ATTE contacted Imperial Valley College and has been able to ascertain that they are in the process of developing natural gas engine courses and have taken some faculty technical training through ATTE programs at San Diego Miramar College. Therefore, ATTE recommends that an initial level of program support be provided for Imperial Valley College.

Modoc Region

Modoc County was not considered in this assessment because there are no community colleges in Modoc County. ATTE submitted a letter to the California Energy Commission in 2012 requesting they be removed from consideration based on no alternative fuel infrastructure and no community colleges. The Energy Commission agreed that Modoc should (currently) be removed from consideration. (See ATTE letter in Appendix B). Future consideration is possible.

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RECOMMENDATIONS As noted in the regional discussions the following colleges are recommended to provide a foundation for alternative fuels within each of the respective regions. Recommended Energy Commission funding allocations for equipment are also identified.

Sacramento Region

American River College and Solano Community College

For the Sacramento Region both American River Community College and Solano Community College responded to the survey and have already been identified for program support through their response to a solicitation from the Employment Development Department (EDD). As EDD Subgrantees they will expand their existing technical training programs and will provide faculty professional development and new curricula both within and outside of their region. They will assist colleges to deliver alternative fuel technical education programs. Based upon their work and in consideration of the general workforce needs, ATTE did not identify additional colleges in this region to be supported with available funds. Both American River and Solano community colleges provide a strong foundation for the delivery of transportation technology and alternative fuels programs in the region.

San Joaquin Valley Region

Fresno Community College – funding allocation $125,000

Fresno indicated their market is in need of classes in biodiesel, electric vehicles, hybrid electric vehicles, and plug-in hybrid vehicles. They are looking for contract education courses that are short-term rather than semester courses. The primary equipment needed is hybrid and all electric vehicles; diagnostic tools, including scanners and computers; and specialized manufacturer hybrid and electric vehicle tools and safety equipment. Vehicles alone range from $19,000 to $30,000. Scanners and computers range from $1,000 to $5,000. The equipment would all be needed for laboratory demonstrations and tasks. Specialty equipment would also include dedicated software from the OEMs. In shop lifts would be needed for vehicle inspection and technical training; lift prices range from $7,500 to $14,000. Fresno Community College has two trained instructors. The estimated number of hours required to train instructors for module/training is between 40 to 100 hours per person depending on the subject and technology.

Los Angeles Region

Long Beach City College

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For the Los Angeles Region both Long Beach City College responded to the survey and has already been identified for program support through their response to a solicitation from the Employment Development Department (EDD). As an EDD Subgrantee they will expand their existing technical training programs and will provide faculty professional development and new curricula both within their region. They will assist colleges to deliver alternative fuel technical education programs.

Cerritos Community College – funding allocation $150,000

As an ATTE Center, Cerritos employs a staff of qualified instructors and has a facility that would require minimal upgrades. However, much of their equipment is older and this funding would allow Cerritos to upgrade to newer equipment. The primary equipment needed is natural gas, hybrid and electric vehicles; diagnostic tools, including scanners and computers; specialized manufacturer equipment, tools and training boards; and in shop lifts and racks. Vehicles alone range from $19,000 to $30,000. Scanners and computers range from $1,000 to $5,000. Natural gas engines and/or California Air Resources Board approved natural gas conversion kits would also be needed. A Cummins natural gas engine with engine stand would cost in excess of $40,000, while IMPCO conversion kits can range up to $3,000. In shop equipment would include new medium duty truck lifts; and specialized Original Equipment Manufacturer (OEM) software and specialty tools.

As for specifics on estimating the number of hours required to train instructors for module/training delivery, this heavily depends on the technology and is OEM specific. For example, OEM specific training courses are up to 40 hours (GM, Ford Chrysler, Cummins), and general alternative fuels and technology engine training average 24 hours (IMPCO CNG system). Focused training on diagnostics for hybrid and electric vehicles is up to 16 hours per course.

Rio Hondo Community College – funding allocation $150,000

Their current facility is state of the art and will require no upgrades to support the Energy Commission contract. Key equipment needs are electric vehicles and electric vehicle charging units. The latter are to integrate technical training between both vehicle and infrastructure technology. Vehicles alone range from $19,000 to $30,000 and charging units range from $1,000 to $4,000 with installation. Detailed technical training in electric vehicle technology also needs to address battery technology, such as lithium-ion storage packs with a battery management system. In addition and due to its work with Toyota, Honda, and the California Fuel Cell Partnership, the program would be able to bridge the training gap between electric and fuel cell vehicle technology. Therefore additional program needs include fuel cell electrolyzer and fuel cell stack education kits. These can range from $800 to $3,000 per kit. It would also need equipment to provide fuel for the fuel cell vehicle technology training to demonstrate vehicle

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operation and test vehicle components. Products such as the HOGEN onsite hydrogen generators that use electric current to convert deionized water into pure hydrogen cost approximately $20,000. Finally, the program would need associated diagnostic equipment, such as scanners and computers and OEM specialty tools and software.

As for specifics on estimating the number of hours required to train instructors for module/training delivery, this heavily depends on the technology and is OEM specific. Rio Hondo estimates that basic train-the-trainers are up to 32 hours depending on the course and technology, and that advanced delivery would be up to 108 hours depending on the course and technology.

Imperial Valley Region

Imperial Valley College – funding allocation $75,000

With a developing program the key funding needs are in equipment. This includes a Cummins natural gas engine, which costs about $40,000 and associated diagnostic equipment (scanners and computers), and OEM specialized tools and software. For Cummins this would be their INSITE diagnostic software program.

APPENDIX A – DETAILED METHODOLOGY

Step One

In evaluating the colleges in for Scope of Work A - Task 2 ATTE first looked at the completed survey from Scope of Work B – Task 1 done by the Center of Excellence. The table below incorporates the responses to the COE survey. This was the first set of data considered for evaluating schools.

College/Region Alternative Fuel

Electric CNG/LNG Biodiesel Hybrid

Los Angeles Region

Antelope Valley No No No No No

Cerritos Yes Yes Yes Yes Yes

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Chaffey No No No No Yes

Citrus No No No No Yes

Cypress Yes Yes Yes No Yes

El Camino No No No No No

Fullerton No No No No No

LA Trade Tech Yes Yes Yes Yes Yes

Long Beach Yes Yes Yes Yes Yes

Mt San Jacinto No No No No No

Pasadena No No No No No

Rio Hondo Yes Yes Yes Yes Yes

Riverside Yes No No No No

Saddleback Yes Yes No No Yes

San Bernardino No Yes No No Yes

Santa Ana Yes Yes No No Yes

Victor Valley No No No No Yes

College/Region Alternative Fuel

Electric CNG/LNG Biodiesel Hybrid

Sacramento Region

American River Yes No No Yes Yes

Cosumnes River Yes No No No Yes

Sierra No No No No No

Solano Yes Yes No No Yes

Yuba Yes Yes No No Yes

San Joaquin Valley Region

Fresno No No No No No

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Merced No No No Yes Yes

Reedley No No No No No

In addition to the above, ATTE contacted the following colleges due to their proximity to the San Joaquin Valley Region to discern if they would be possible resources for that region.

Colleges Alternative Fuel

Electric CNG/LNG Biodiesel Hybrid

Bakersfield No No No No No

Hartnell Yes No No Yes Yes

Modesto Yes Yes No No Yes

No colleges from Imperial responded. However, ATTE was aware that Imperial Valley College had become involved in alternative fuels professional development programs. Therefore ATTE contacted Imperial Valley College directly and learned:

There is only one college in Imperial Valley

They are currently developing a natural gas engine program, which could be assisted with funding for equipment, as their funding is limited.

They do have faculty trained in natural gas vehicle technology.

Step Two

During Step Two ATTE selected colleges who have the ability to create or expand an education program in transportation alternative fuels or vehicle technology and to assess each college’s capabilities to provide technical education in advanced transportation-based programs. The primary consideration was to identify key college program(s) that can provide an immediate foundation for alternative fuels technical training within the regions.

ATTE also incorporated into its considerations that the Energy Commission was able through a pre-existing agreement with the Employment Development Department (EDD) and in conjunction with the Chancellor’s Office to accelerate funding opportunities for community colleges with existing active programs. These EDD

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Subgrantees are American River Community College, Solano Community College and Long Beach City College. Through this funding, these programs will provide in whole or in part a foundation for community college and workforce training in their respective regions. An added benefit of the program being developed by Solano Community College is that it will reach into the San Francisco Bay Area region to provide alternative fuel technical train-the-trainers in that region. ATTE did not consider these programs for additional funding as part of this assessment.

In addition to an assessment of the capabilities of community colleges to expand or create technical education programs, the ATTE considered regional technical training needs and the options to meet those needs within the respective regions. The previous work by the ATTE program on behalf of the Energy Commission was used to set a workforce training context for considering regional needs. In spring of 2010, an informal training needs survey was conducted with public and private employers throughout California that currently own or otherwise work with alternative fuels and alternative fuel vehicles. The survey questioned employers about their vehicle use, their current occupational employment; and their need for or interest in training.

In this report, responses from employers are detailed for five geographic regions.

Sacramento Region – includes the counties of Sacramento, Solano, and Yolo

San Joaquin Valley – includes the counties of Fresno, Kings, Madera, Merced, and Tulare

Los Angeles Region – includes the counties of Los Angeles, Riverside and San Bernardino

Imperial County

Modoc County

In total, 93 responses were collected. Fifty-eight (58) responses fell into one of the regions described above. The Los Angeles Region had the greatest number of responses (41), followed by Sacramento (7) and San Joaquin (6), with the lowest numbers coming from Imperial County (4) and Modoc County (no responses). The remaining responses were outside of these regions.

While not definitive of all training needs concerning alternative fuel vehicles and related technologies, this information is indicative of where substantial versus more moderate growth has been occurring in the use of such fuels and vehicles. This perspective is enhanced with the consideration of the ongoing need to address adverse health issues due to the air quality issues in that region.

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Step Three

Based on the information gathered through the first two steps, ATTE contacted a number of community colleges to obtain additional information concerning program interest and program description. The table below provides the information acquired or when no additional information was obtained:

College Information Provided

Antelope Valley Did not respond.

Cerritos ATTE center with light and medium duty for credit and noncredit alternative fuels technical education courses. They have experience with grant funding, in fact awaiting additional grant funding determinations. Growing advanced workforce training program. Estimated funding needed to expand current program, equipment only $150k. Extensive partnerships, which are noted under Step Four below.

Citrus This college handles all of the Toyota training for CA. They are not interested in expanding their program to handle compressed natural gas (CNG), it is too expensive and trainers are hard to find. No demand based on industry advisory board input.

College of the Desert

ATTE Center, CNG should be the focus in this area. They work with Sunline, Calfire and Bertek. They are currently working with Riverside College to address alternative fuels and would like to include them in any programs they roll out. Moderate list of partnerships as noted under Step Four below.

Copper Mountain They have no interested in expanding their current program. They are currently teaching on electric.

Cosumnes River College

No alternative fuels program.

Cypress College ATTE center, would like to expand – however, money is an issue. Between equipment and training costs they believe that it would cost $300k to expand to enhance the program. Moderate list of partnerships as noted under Step Four below.

El Camino College They have an automotive program with a couple of courses

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on hybrid technology. They are interested in expanding at this time; they do work with both Cerritos and Long beach in regards to noncredit workforce training.

Fullerton College They do have an auto program, but did not indicate they have an alternative fuels program. They did not respond to ATTE’s follow up from the COE survey.

Glendale Did not respond.

Golden West Did not respond.

Los Angeles Trade-Tech

They have an automotive and a diesel program, including some alternative fuels, but expressed limited interest in expanding program from present levels through this contract.

Merced College Would like to have an alternative fuels program. Their current program touches on biofuels, but they currently have no standalone classes in alternative fuels and do not feel they are ready to take on this task.

Mt. San Jacinto College

They have an auto program, but COE survey responses indicate no alternative fuels program.

Pasadena College Did not respond.

Reedley College They have no alternative fuels program and survey responses did not indicate an interest to develop one.

Rio Hondo Former ATTE center, have an array of alternative fuels programs. A key developing focus is plug in electric and charging stations. CNG included in heavy duty program, also advancing in transit communication software. Most fleets they are working with are CNG, but smaller fleets are hybrid or electric. Extensive partnerships, which are noted under Step Four below.

Riverside College Did not respond. (In speaking with College of the Dessert, they indicated Riverside was looking to build an alternative fuels program and working with College of the Desert to accomplish that.)

Saddleback No CNG or LNG, they would like to expand but they do not have resources. Hybrid and Electric are currently taught

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within their automotive program.

San Bernardino Valley College

They have a small program in alternative fuel, though no hybrid or natural gas technical training. They are interested in expanding but have no current plans or funding.

Santa Ana College Did not respond.

Sierra College No alternative fuels program.

Glendale Did not respond.

Victor Valley Automotive program does include some hybrid technology training, but no other alternative fuels. Expressed limited interest in expanding program at this time.

Yuba The college automotive program includes both electric and hybrid vehicle technology. They would like to expand; however, there is no funding.

Step Four

Based on the data acquired ATTE reviewed each of the regions and found that there was still a need to support at least two additional community college programs in the Los Angeles Region in order to provide a solid foundation for technical training in that region. This need is predominantly attributable to the overall development and use of alternative fuels and vehicles in that region.

ATTE identified four community colleges as the primary options in the region based on the overall alternative fuels for credit and noncredit workforce training they provide. These are Cerritos, College of the Desert, Cypress and Rio Hondo. During Step Four ATTE gathered additional information on these colleges, focusing on their industry partners. ATTE selected this factor as an indicator of the college’s ability to produce industry approved programs, incorporating industry desired skill sets and teaching techniques that in turn would be necessary to teach other community college faculty.

The following presents the outcome of these discussions:

CERRITOS COMMUNITY COLLEGE – has an established ATTE program with an impressive list of partners:

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International Inc. RA Products Services Veolia Transportation Services, Inc. Long Beach Maintenance and Repair, Inc DBA Dedica MV Transportation Inc. Universal Waste Systems, Inc,  D/T Carson Enterprises, Inc, DBA

Complete Coach Works Arakelian Enterprises, Inc., DBA Athens Services Dion International Trucks, LLC. Silverado Stages Inc. L.A. County LLC. (Republic Services) Westport Fuel Systems, INC. CA Department of Forestry and Fire Protection Fleet Services Division of Public Works, City of Gardena City of Norwalk City of Redlands – Fire Department Golden Empire Transit District Omnitrans Irvine Ranch Water District L.A. County Metropolitan Transit City of Rancho Cucamonga City of Rialto Fire Department City of Montebello – Montebello Bus Lines City of Santa Ana City of Bakersfield Metropolitan Water District of Southern California City of Beverly Hills City of Los Alamitos Police Department City of Huntington Beach Fleet Operations City of Santa Monica The City of Redondo Beach Orange County Sanitation District LA County Department of Public Works City of La Habra UCLA San Manuel Band of Mission Indians – San Manuel Fire City of Hawthorne Culver City – Culver City Bus Gold Coast Transit City of Brea City of Los Angeles Fleet Services

Cerritos Community College - requested the following equipment:

Optical Diesel emission Tester  Diesel Particulate Filters  Scanners and diagnostic computers Hybrid Vehicles and Systems

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Impco Sequent System Medium Duty Trucks and Lifts Drive On Rack ATEC Simulation Board (hybrid & diesel) Diagnostic Software (international truck)

CYPRESS COMMUNITY COLLEGE - has an established ATTE program, similar to Cerritos, Long Beach and Rio Hondo. However, they indicated fewer partners then the other colleges in this region, the list of partners are below:

OCTA Los Angeles Metro Transit Southern California Gas Company SCRTTC

RIO HONDO COMMUNITY COLLEGE – has an established program and was formerly an ATTE center, and is now an affiliate program. While they do not have a California Community College Chancellor’s Economic and Workforce Development Program recognized ATTE center, they fully participate in all ATTE workforce technical training programs and have an array of alternative fuels for credit and noncredit workforce training programs. They have also developed their own technical training programs and unique partnerships with such companies as Robert Bosch Corp LLC and Coda Automotive. They have a long list of partners:

Robert Bosch Corp LLC American Honda Motors Motor Information Systems Hacienda-La Puente Unified School District California New Car Dealers Association Los Angeles County Office of Education Cal State University Los Angeles College of Engineering, Computer Science, and Technology Matco Tools Mobile Air Conditioning Society ATech Training Inc. California Industrial and Technology Education Consortium CDX Global Quinn Company Southern California Clean Cities Coalition Southland Motor Car Dealers Association National Automotive Technicians Education Foundation, Inc. ITW Permatex, Inc. Environmental Systems Products U.S. Department of Energy Hydrogen Program Southern California Regional Transit Training Consortium

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Johnson Lift/Hyster Pupil Transportation Cooperative American Public Transit Exams Institute California Department of Education Workforce Development Programs Los Angeles Urban League Rancho Cucamonga Employment Resource Center South Bay Workforce Investment Board Green Workforce Coalition Los Angeles County Center of Excellence LA/Orange County Environmental Training Center Foothill Employment and Training Connection Foundation for California Community Colleges Tri-Cities Regional Occupational Program Whittier Union High School District Southern California Edison California Hydrogen Business Council California Fuel Cell Partnership Coda Automotive South Coast Air Quality Management District California Bureau of Automotive Repair

Rio Hondo indicated the need for the following equipment:

Equipment needs to expand the Alternative Fuels Associate Degree program.

Proton on site gas generation, HOGEN® S Series 20 scf Fuel cell/Electrolyser educational kit Ballard Fuel cell stack education kit Level II Charger Level II Lithium-ion storage pack 72Kw/with BMS Solar panels for charging structure Structure materials for charger Electric and hybrid vehicles Diagnostic equipment

These items would expand current A.S. degree into a second Advanced Hybrid/Electric vehicle degree. Hydrogen education is supported with in kind match from Honda, Toyota and California Fuel Cell Partnership.

COLLEGE OF THE DESERT – also an ATTE center. Their partnership list was greater than Cypress, but less than both Cerritos and Rio Hondo community colleges. It is:

SunLine Transit Coachella Valley School District Palm Springs Unified School District

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Burrtec Waste Management Riverside Porsche Club Chrysler Subaru Clean Cities Program/East Riverside Riverside Transit Agency Verizon Enterprise Southern California Edison County of Riverside Fleet Services SC Air Quality Management District Cummins Cal Pacific Corona Nissan Jessup Auto Plaza Palm Springs Nissan Toyota of the Desert

College of the Desert also requested the following funding for equipment:

CNG Fuel System Inspection Courses to School bus fleets (2-day workshop with CSA Exam)

CNG Supplies CNG Facilities costs CNG Honda Scan tool Cummins Engine Management Course (2-day workshop) Supplies Facilities costs Cummins Scan Tools Cummins engine Sensors and parts

Based on all data and a review of the program partnerships, ATTE recommends both Cerritos College and Rio Hondo Community College for additional funding under the program. Both of these colleges have a more central regional location than College of the Desert and more industry partners than either Cypress or College of the Desert.

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APPENDIX B – MODOC JUSTIFICATION LETTER TO THE CEC

August 12, 2012

West Valley College ATTE14000 Fruitvale Avenue

Saratoga, CA 95070

David NicholsCalifornia Energy Commission 1516 Ninth StreetSacramento, CA 95814Attention: David Nichols

Dear David,

West Valley College’s Advanced Transportation Technology and Energy (ATTE) center has done extensive research on the feasibility and necessity of alternative fuels training in Modoc County. Based on the Training Needs Assessment submitted to the CEC by ATTE in 2010 the following information was reported:

Only 8 electric or hybrid vehicles were found in Modoc County during the research conducted.

The public school system has no CNG or LNG buses. No CNG/LNG transit buses. No Alternative Fuel waste management vehicles are used. Due to the difficult economic climate (considering bankruptcy in 2010), there

would be no budget in any government agencies to develop the infrastructure necessary to expand fleets to use alternative fuel vehicles.

Modoc County had only two fueling stations selling propane, the owners of these fueling stations reported the majority of the propane sold was for barbeques and not vehicles.

There are no colleges or Universities in Modoc County.

ATTE recently looked at whether Modoc had any growth in the area of alternative fuels since the report written in 2010. Below are the findings:

Per the Alternative Fuels Data Center (U.S. Department of Energy) there is only one propane fueling station in Modoc County, in 2010 there were two.

There are no alternative fuel school buses running in Modoc County. The colleges closest to Modoc county are:

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o College of the Siskiyous (this is the closest college and is 148 miles away from Alturas)

o College of Shastao Lassen College

Based on the 2010 Training Needs Assessment and the recent research of growth in Modoc for supporting alternative fuels, ATTE believe Modoc is not a good candidate for the training programs being developed as part of the State Energy Resources Conservation and Development Commission.

Sincerely,

David Esmaili Director ATTE408-741-4693

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APPENDIX C – LETTER CONFIRMING REGIONS WITH THE CEC

August 8, 2012

West Valley College ATTE14000 Fruitvale Avenue

Saratoga, CA 95070

California Energy Commission 1516 Ninth StreetSacramento, CA 95814Attention: David Nichols

Dear David,

The West Valley College’s Advanced Transportation Technology and Energy (ATTE) center confirmation from the CEC on the Regions stated in the State Energy Resources Conservation and Development Commission agreement number 600-08-009. The original contract regions where as listed below:

1. San Joaquin Valley (Fresno, Kings, Merced, Tulare, and Madera Counties)2. Sacramento Region (Sacramento and Solano Counties)3. Imperial County 4. Los Angeles Region, including (Los Angeles County, and parts of San

Bernardino and Riverside Counties.5. Modoc County

The ATTE now understands the regions to be as follows per the amendment:

1. San Joaquin Valley (Fresno, Kings, Merced, Tulare, and Madera Counties) – no change

2. Sacramento Metropolitan, Placer, El Dorado, and Yolo Air Districts• El Dorado County• Placer County• Sacramento County• Sutter County• Yolo County• Yuba County

3. Imperial County – no change4. Los Angeles Region – counties included within the South Coast Air Quality

Management District’s jurisdiction Parts of Orange County

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Parts of LA County Parts of Riverside County Pats of San Bernardino County

5. Modoc County

Per the amendment ATTE understands that the Energy Commission may identify other regions. Please review the revised regions above and confirm with the ATTE that we are in agreement of what regions this contract covers.

Sincerely,

David Esmaili Director Center [email protected]

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APPENDIX D – DESCRIPTION OF CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE COURSE APPROVAL PROCESSAll credit and noncredit courses offered by a community college are subject to approval by the district governing board. That approval is often called “local approval.”  Local approval is required prior to submitting any course for Chancellor’s Office approval. All noncredit courses are subject to Chancellor’s Office approval before students may be allowed to enroll in the courses.

 Local approval of degree-applicable credit, nondegree-applicable credit, and noncredit courses must include review by the curriculum committee established according to title 5, section 55002.

The information below is part of the Programs and Course Approval Handbook, fourth edition, dated March 2012, published by the California Community College Chancellor’s office. The data below is part of a larger document that you can view at the following URL:

http://extranet.cccco.edu/Portals/1/AA/ProgramCourseApproval/PCAH_Final_July2012.pd

Development Criteria for Credit and Noncredit Programs

There are five criteria listed below that are used by the Chancellor’s Office to approve credit and noncredit programs and courses that are subject to Chancellor’s Office review. They are derived from statute, regulation, intersegmental agreements, guidelines provided by transfer institutions and industry, recommendations of accrediting institutions, and the standards of good practice established in the field of curriculum design and development. These criteria have been endorsed by SACC as an integral part of the best practice for curriculum development, and they must be utilized throughout the development process at the originating college and local district, as well as during Chancellor’s Office approval. Proposals submitted without these criteria are considered incomplete and will be returned to the community college.

Criteria A. Appropriateness to Mission

The stated goals and objectives of the proposed program, or the objectives defined in the course outline of record, must be consistent with the mission of the community colleges as established by the Legislature in Education Code section 66010.4. For courses or programs to be mission appropriate, they must provide systematic instruction in a body of content or skills whose mastery forms the basis of student achievement and learning.

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The California Community College system offers five types of curriculum that fall within the mission of the community colleges: degree-applicable credit, nondegree-applicable credit, noncredit, contract education, and not-for-credit fee-based community services. State approval is required for credit programs and for noncredit programs and courses. Contract education curriculum only requires state approval if college credit or units are awarded to students; community services curriculum does not require state approval. Most of this section does not apply to community service offerings, as they are conducted by the individual colleges without Chancellor’s Office involvement.

Following are some of the points the Chancellor’s Office considers in judging whether a program or course fits within the system’s mission:

A program or course must be directed at the appropriate level for community colleges—that is, it must not be directed at a level beyond the associate degree or the first two years of college.

A program or course must address a valid transfer, occupational, basic skills, civic education, or lifelong learning purpose. The program course must not be primarily vocational or recreational.

Programs and courses must also be congruent with the mission statement and master plan of the college and district.

In addition, a course must provide distinct instructional content and specific instructional objectives. Non-instructional activities and services, such as assistive or therapeutic activities, use of college facilities or resources without specific instructional objectives, or assessment testing are not considered to be courses and are not supported by apportionment.

Criteria B. Need

The proposal must demonstrate a need for a program or course that meets the stated goals and objectives in the region the college proposes to serve with the program. Furthermore, a proposed new program must not cause undue competition with an existing program at another college.

Need is determined by multiple factors, such as the Academic Master Plan of the college or district and accreditation standards. Colleges are required to periodically review curriculum through “program review,” during which the faculty and administrators review the program requirements and course content in consultation with appropriate advisory groups. Program review is a planning process whereby academic departments determine the future needs and goals of their educational programs. Both new and revised curriculum must reflect the fulfillment of this planning requirement.

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For baccalaureate preparation curriculum, need is presumed to exist if there is student demand for a program or course and its transfer applicability for a university major or general education has been documented. The proposal for approval must include evidence that the coursework required for the community college program substantially satisfies the lower-division coursework requirements for a university major or for general education requirements at the baccalaureate institution.

For college preparation noncredit curriculum, need is presumed to exist if there is a student demand for a noncredit program or course and its transition to credit work has been documented.

For both credit and noncredit, CTE programs, or those that respond to economic development interests, need for the program must be documented through current labor market information within the local service area of the individual college and/or a recent employer survey. In addition, a current job market analysis, or other comparable information, must show that jobs are available for program completers within the local service area of the individual college and/or that job enhancement or promotion justifies the proposed curriculum.

However, if cooperative planning with neighboring colleges merits it, labor market evidence for the region as a whole may be sufficient. Statewide or national labor market evidence may be included as supplementary support, but evidence of need in the specific college service area or region is also necessary. If the college believes the program has statewide or national importance and wishes to substitute statewide or national labor market evidence for local evidence, an explicit explanation of why this is appropriate must be included.

Proposals for credit CTE programs must include a recommendation for approval from the appropriate Career Technical Education Regional Consortium1. The community colleges in California are organized into 10 economic regions, served by seven consortia of CTE faculty and administrators from community colleges in that region. The Career Technical Education Regional Consortia provide leadership for colleges to:

Integrate and coordinate economic development and CTE programs and services

Develop and coordinate staff development Increase the knowledge of programs and services in the region, and to

disseminate best practices

The following evidence of labor market needs and trends is required:

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Statistical projections of growth in specific jobs by county (or labor market area) from the Employment Development Department’s Labor Market Information system

Recent employer surveys Industry studies Regional economic studies Letters from employers attesting to the service area need Minutes of industry advisory committee meetings (when offered in

conjunction with other evidence) Job advertisements for positions in the individual college’s service area Newspaper or magazine articles on industry or employment trends Applicable studies or data from licensing agencies or professional

associations

Criteria C. Curriculum Standards

Title 5 mandates that all credit and noncredit curriculum must be approved by the college curriculum committee and district governing board (pursuant to chapter 6, subchapter 2, beginning with section 55100). Title 5, section 55130(b)(8)E, also requires that credit programs must be reviewed by Career Technical Education Regional Consortia when applicable.

The proposed program or course must also be consistent with requirements of accrediting agencies as applicable. When a college is seeking program approval, the Chancellor’s Office requires that the college provide a description of the local approval process, along with supporting documentation from advisory committees, local industry, and transfer institutions. The proposal process and forms are intended to ensure the following:

The program is designed so that successful completion of the program requirements will enable students to meet the program goals and objectives.

Programs and courses are integrated, with courses designed to effectively meet their objectives and the goals and objectives of the programs for which they are required.

Course outlines of record for all courses meet all the requirements of title 5, section 55002, for credit and noncredit course requirements. The Academic Senate for California Community Colleges (ASCCC) provides additional information about best practices for curriculum development that faculty originators and college curriculum committees will find useful. Links for curriculum resources are available at

Criteria D. Adequate Resources

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The college must demonstrate that it has the resources to realistically maintain the program or course at the level of quality described in the proposal. This includes funding for faculty compensation, facilities and equipment, and library or learning resources. The college must also demonstrate that faculty are available to sustain the proposed required course(s) and to facilitate student success. The college must have the resources needed to offer the course(s) at the level of quality described in the COR. The college must commit to offering all of the required courses for the program at least once every two years, unless the goals and rationale for the particular program justify a longer time frame as being in the best interests of students.

Criteria E. Compliance

The design of the program or the course must not conflict with any law, including state and federal laws, both statutes and regulations. Laws that particularly affect community colleges, as well as any other laws that may affect the program or course, such as licensing laws in a particular occupation, need to be considered.

Some of the title 5 sections to note are the following:

Open course regulations (Cal. Code Regs., tit. 5, § 51006) Course repeatability regulations (Cal. Code Regs., tit. 5, §§ 55040–55046 and

58161) Regulations regarding tutoring and learning assistance (Cal. Code Regs., tit.

5, §§ 58168–58172) Regulations regarding open-entry open-exit courses (Cal. Code Regs., tit. 5, §

58164) Statutes and regulations on student fees (Cal. Code Regs., tit. 5, chapter 9,

subchapter 6) Prerequisite and enrollment limitation regulations (Cal. Code Regs., tit. 5, §

55003) Particular provisions of the Nursing Practice Act (Cal. Code Regs., tit. 16)

Colleges with the authority to locally approve stand-alone credit courses must ensure that all persons involved with the curriculum approval process are cognizant of the various criteria to be considered when approving courses.

Eligible Noncredit Categories are as follow:

ESL Immigrant Education Elementary and Secondary Basic Skills Health and Safety Substantial Disabilities

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Parenting Home Economics Courses for Older Adults Short-term Vocational Workforce Preparation

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