division 2: arts, social sciences & career technical ... 2017...“i was tired of living...

1

[Type here]

Division 2: Arts, Social Sciences & Career Technical Education Dr. Rodney Murray, Dean of Student Learning

Air Conditioning and Refrigeration Program Review

Fall 2017

Prepared by: Dale Ueda

2

[Type here]

PROGRAM REVIEW TEMPLATE Please consult the Program Review Template Guide and Instructions (Appendix C) for further information to help

you answer the template questions. 1. Overview of the Program a) Provide a brief narrative description of the current program, including the program’s mission statement and

the students it serves. The Air Conditioning and Refrigeration (ACR) Program prepares students for employment in the field and provides upgrade opportunities for currently employed personnel. By completing the degree or certificate requirements, the student will gain proficiency in service, troubleshooting, installation, and energy efficient operation of residential, commercial and industrial heating, air conditioning, refrigeration, and control systems. Students will learn to read wiring diagram, diagnose control circuits, operate test equipment, and service pneumatic, electric and electronic controls. Competencies will be assessed in accordance with the Environmental Protection Agency certificate criteria. Students completing the program may expect to enter the industry as an advanced apprentice or entry-level heating, ventilation, air conditioning, and controls technician. The ACR Program at Compton College belongs to the California Community College Strong Workforce Program. We are members of the Los Angeles County Regional Heating, Ventilation, and Air Conditioning (HVAC) Collaborative. Some recommendations of the HVAC Collaborative are: 1. Maximizing sustained industry engagement 2. Strengthening career pathways and programs of study 3. Expanding opportunities for work-based learning 4. Attending to the need for new Career Technical Education (CTE) faculty recruitment and professional

development and externships for current faculty 5. Addressing the needs of business and industry in identified priority and emerging sectors 6. Supporting regional marketing, curriculum alignment, streamlined regional processes as well as regional

labor market data collection and analysis for data-informed decision making.

Strong Workforce Program: More and Better Career Technical Education to Increase Social Mobility and Fuel Regional Economies with Skilled Workers

To develop more workforce opportunity and lift low-wage workers into living-wage jobs, California took a bold step in 2016 to create one million more middle-skill workers. At the recommendation of the California Community College Board of Governors, the Governor and Legislature approved the Strong Workforce Program, adding a new annual recurring investment of $200 million to spur career technical education (CTE) in the nation’s largest workforce development system of 114 colleges.

The goals of Doing What Matters for Jobs and the Economy are to supply in-demand skills for employers, create relevant career pathways and stackable credentials, promote student success and get Californians into open jobs.

Source: http://doingwhatmatters.cccco.edu

http://archive.constantcontact.com/fs184/1103359495645/archive/1125047868925.html


http://doingwhatmatters.cccco.edu/

3

[Type here]

The Strong Workforce Program is going to benefit the students, the faculty and Compton College.

Vision

Compton College will be the leading institution of student learning and success in higher education.

Mission Statement

Compton College is a welcoming environment where the diversity of our students is supported to pursue and attain academic and professional excellence. Compton College promotes solutions to challenges, utilizes the latest techniques for preparing the workforce and provides clear pathways for transfer, completion and lifelong learning.

b) Describe the degrees and/or certificates offered by the program. The ACR Program has an A.S. Degree, 1 Major Certificate of Achievement, and 3 Stackable Certificates of Achievements. A.S. Degree in AIR CONDITIONING AND REFRIGERATION Course Title

ACR 5 Electrical Applications (4) ACR 6 Refrigeration and Air Conditioning Control Systems (4) ACR 21 Air Conditioning Fundamentals (4) ACR 23 Commercial Refrigeration Applications (4) ACR 25 Energy Efficient Residential, Commercial and Industrial Air Conditioning (4) ACR 27 Heating Technologies (4) ACR 30 Electric Controls (2) ACR 31 HVAC Electronics (2) ACR 34 HVAC Customer Service and Environmental Protection Agency (EPA) and NATE Certification Training (1) ACR 61 Fundamentals of Automation Systems (3) ACR 62 Energy Control and Optimization Systems (4) Total Units: 36 Recommended Electives: ACR 95 Cooperative Work Experience Education (2-4) BUS 15 Business Mathematics (3) CIS 13 Computer Information Systems (3) CTEC 100 Building Fundamentals (4)

4

[Type here]

Heating, Ventilation, and Air Conditioning (HVAC) and Refrigeration Certificate of Achievement Course Title ACR 5 Electrical Applications (4) ACR 6 Refrigeration and Air Conditioning Control Systems (4) ACR 21 Air Conditioning Fundamentals (4) ACR 23 Commercial Refrigeration Applications (4) ACR 25 Energy Efficient Residential, Commercial and Industrial Air Conditioning (4) ACR 27 Heating Technologies (4) ACR 30 Electric Controls (2) ACR 31 HVAC Electronics (2) ACR 34 HVAC Customer Service and Environmental Protection Agency (EPA) and NATE Certification Training (1) ACR 61 Fundamentals of Automation Systems (3) ACR 62 Energy Control and Optimization Systems (4) BUS 15 Business Mathematics (3) Total Units: 39 Air Conditioning Certificate of Achievement Course Title ACR 5 Electrical Applications (4) ACR 21 Air Conditioning Fundamentals (4) ACR 25 Energy Efficient Residential, Commercial and Industrial Air Conditioning (4) ACR 27 Heating Technologies (4) ACR 34 HVAC Customer Service and Environmental Protection Agency (EPA) and NATE Certification Training (1) Total Units: 17 Air Conditioning and Refrigeration Electric Controls Certificate of Achievement Course Title ACR 5 Electrical Applications (4) ACR 6 Refrigeration and Air Conditioning Control Systems (4)

ACR 30 Electric Controls (2) ACR 31 HVAC Electronics (2) ACR 34 HVAC Customer Service and Environmental Protection Agency (EPA) and NATE Certification Training (1) Total Units: 13 The Air Conditioning and Refrigeration Electric Controls Certificate of Achievement will be offered in the Spring 2018 at night.

5

[Type here]

Refrigeration Certificate of Achievement Course Title ACR 6 Refrigeration and Air Conditioning Control Systems (4) ACR 21 Air Conditioning Fundamentals (4) ACR 23 Commercial Refrigeration Applications (4) ACR 34 HVAC Customer Service and Environmental Protection Agency (EPA) and NATE Certification Training (1) Total Units: 13

The Refrigeration Certificate of Achievement will be offered at night beginning in the Fall 2017.

Stackable Certificates of Accomplishments Waiting approval from Division Curriculum Committee

1. Electrical Fundamentals • ACR 5 Electrical Applications (4 Units) • ACR 6 Control Systems (4 Units) • ACR 30 Electric Controls (2 Units)

2. Refrigeration Fundamentals • ACR 21 AC Fundamentals (4 Units) • ACR 23 Commercial Refrigeration (4 Units)

3. Control Fundamentals • ACR 61 Introduction to controls Automation (3 Units) • ACR 62 Controls Programing (4 Units)

4. Heating Systems • ACR 27 Heating Technology (4 Units) • ACR 21 AC Fundamentals (4 Units)

5. Energy Efficiency • ACR 21 AC Fundamentals (4 Units) • ACR 25 Energy Efficiency (4 Units)

6. HVAC Service • ACR 21 AC Fundamentals (4 Units) • ACR 34 AC Service EPA Cert. (1 Units)

6

[Type here]

c) Explain how the program fulfills the college’s mission and aligns with the strategic initiatives. (see

Appendix A)

The ACR Program at Compton College has taught the basics of the HVAC trade to its diversity of students to promote student success. We strive to make Compton College a leading institution of student learning and success in higher education.

Recently, the California Community Colleges Chancellor’s Office, awarded the ACR Program at Compton College, a Stars Award. California Community Colleges Strong Workforce Stars is a new, annual recognition and celebration for career education programs, also known as career technical education, whose students show significant gains in factors important for advancing social mobility – a substantial increase in earnings, attainment of a living wage and a job closely matched with the field of study.


The Strong Workforce Program is a $200 million statewide community college program designed to boost Career and Technical Education programs on campuses throughout California. Under the program, Compton College is receiving just over $716,000 annually in state funds, beginning this academic year for three years. Source: http://doingwhatmatters.cccco.edu

Dr. Murray, Dean of Student Learning, Division 2, explains it best, in narrative about the ACR Program.

Compton College earned Strong Workforce Stars recognition in the Energy, Construction & Utilities sector for its Heating, Ventilation, and Air Conditioning (HVAC) stackable credentials program that now leads to an associate degree. This program includes: Air Conditioning Certificate of Achievement (17 units); Air Conditioning and Refrigeration Electrical Controls Certificate of Achievement (13 units); and a Refrigeration program. Students who participate in this program boost their earnings by 61%. The HVAC stackable programs are successful for three key reasons.

First, the scheduling of courses is methodical and student-centered. In theory, students should be able to complete the whole program in a year and a half and then readily secure gainful employment.



7

[Type here]

Second, the student-recruitment efforts are unique. Instructor Dale Ueda formed a club called "Ice Breakers" to recruit more students who have an interest the HVAC industry. Ice Breakers supports activities, such as new-student day and facilitates campus visits from connected organizations, such as local adult schools and women-in-technology groups. Third, Ueda created an advisory board and cultivated relationships with the industry. They reach out consistently, exchanges that often lead to employment opportunities for students. Ueda is conscientious and eager to see students grow. His students are passionate about the field and find that they can boost their earnings doing something they enjoy. Source: http://doingwhatmatters.cccco.edu

STRATEGIC INITIATIVES:

GOAL 1: Improve recruitment, enrollment, retention, and completion rates for our students.

Degrees and Certificates in the ACR Program show improvement.

2013-2014 2014-2015 2015-2016 Degrees Certificates Degrees Certificates Degrees Certificates

0 12 0 37 1 74

Success and Retention Rates above Compton College average.

Fall 2013 Fall 2014 Fall 2015 Total

Grades Success Retention Total Grades Success Retention Total

Grades Success Retention

179 89.9% 95.5% 133 95% 95% 152 95% 96%

GOAL 2: Support the success of all students to meet their education, and career goals.

The goal of the ACR Program is to teach anyone the HVAC Trade if they are willing to make to put in the effort to learn. I’m only the guide, trying to make student’s lives better. We try to make the learning a trade as comfortable as possible for the students. Everyone learns at different rates. Some students pick up the information quickly while others take longer for the light to come on. We form learning groups, so the students can learn from each other.

El Camino College interviewed 2 of our ACR students. Solomon Cabello and Carzie Jones. Below are excerpts from the article. The ACR Program met their education and career goals. Solomon Cabello and his son David are currently employed in the HVAC trade and they have a relative in the ACR Program. Success stories of our students will promote success, retention, and completion rates. The ACR Program supports the success of all students to meet their education, and career goals.


8

[Type here]

N E W S

El Camino College Compton Center | Public Relations & Marketing Department 16007 Crenshaw Blvd., Torrance, CA 90506

Contact: Ann M. Garten, Director, Community Relations Telephone: 310-660-3406 | Email: [email protected]

For Immediate Release December 12, 2016

Air Conditioning & Refrigeration Program: Strong Workforce Program Building on ECC Compton Center’s Successes

It’s students like Carzie Jones and Jose Solomon Cabello who exemplify the spirit and the goals of the newly launched statewide Strong Workforce Program. Both are in El Camino College Compton Center’s Air Conditioning & Refrigeration (ACR) program, both are in their 40s, both are making career changes, and both say the program is changing their lives. “The ACR program is a good thing for Compton,” Cabello said. “It’s making a difference in our community and is an opportunity for those who really want to make a change in their lives.” Jones, 41, enrolled in the program in January after working three years running a restaurant kitchen and, before that, getting laid off from his job as a real estate consultant for Chase Bank. “I was tired of living paycheck to paycheck and not seeing much of a future in the restaurant business,” Jones said. So, after researching some of the technical professions and saving money, he sold his car and devoted himself full-time to being an ACR student. Most days he walks to campus, a 5-mile round trip from his North Long Beach home. “The program has changed me,” he said. “When I first started at ECC Compton Center, I didn’t have many friends and I was not very sociable. But now I feel like I’m part of a brotherhood. It’s boosted my confidence because I will often explain things to other students.” Jones also said that he enjoys being secretary of the ACR Icebreakers Club, which volunteers to help out at various campus events, partially as a way to build teamwork. Cabello, 49, who started the program in August 2015 and graduates this month, has also found the ACR program rewarding. Owner of a family-run restaurant, Pizza King on Alondra Boulevard in Compton, Cabello first got interested in refrigeration from his business. “As soon as I got my pizza place, I needed technicians to fix my refrigerators, and received bills of $500 to $700,” he said. But the father of four adults said it was his 23-year-old son – himself an ECC Compton Center student – who told him about the ACR program. In fact, father and son graduate together from the program Dec. 14. Cabello said not only can he fix his refrigerators himself now, he is in a position to start a new career in ACR because his family can run the pizza restaurant.

tel:310-660-3406

https://mail.elcamino.edu/owa/redir.aspx?C=Iq3J-Sb5CYENgFr4mUmiOVyW00s7CRjnygxjna0K5cN07q2ogNvUCA..&URL=mailto%3aagarten%40elcamino.edu

9

[Type here]

GOAL 3: Support the success of students through the use of technology. ACR students enrolled in the Starfish Early Alert program in 2017. Starfish is an early alert program to identify and notify students of support services and programs in a timely manner.

I recently completed an online course on HVAC economizers through the HVAC Collaborative and received a certificate. 70 % of the economizers do not work and technicians don’t know how to fix them. Economizers allow HVAC systems to utilize outside air for free cooling. Economizer knowledge will make our students more employable. Economizer training is mandated by federal and state government.

Through the Perkins Grant, local, and regional HVAC Collaborative Funding, the ACR Program will instruct students about energy auditing, green awareness, and free cooling, by using a Net Zero Tiny House trainer, and by building a Net Zero Tiny Trailer. Tools to perform energy audits and curriculum to instruct students will be purchased and implemented into current instruction.

GOAL 4: Offer excellent programs that lead to degrees and certificates in Allied Health and Technical fields.

The ACR Program continues to upgrade instruction to students to keep up with new technologies in the HVAC Trade. The HVAC Collaborative allows the ACR Program to network with instructors across the state, industry leaders in the HVAC community, officials from the Chancellors office, and puts Compton College on the map as a leader in education.

The ACR Program is adding six stackable certificates of accomplishments to its four stackable certificates of achievement to give students more certificates for their resume

The HVAC Collaborative is giving free of charge to students the chance to take the assessments for the Employment Ready Certificates, which are HVAC Industry recognized.

The Refrigeration Certificate of Achievement will be offered at night beginning in Fall 2017. This gives the night students a certificate. GOAL 5: Establish partnerships in the community and with the K-12 schools. Dr. Murray is heading a consortia through AB 86 called the Tri City Consortia. These are the feeder school districts of Compton, Lynwood, and Paramount. They are creating partnerships in the community and with the K-12 school districts. Doing what matters, the HVAC Collaborative is working on career pathways for Community Colleges. As much as possible, this program builds upon existing regional partnerships formed in conjunction with the federal Workforce Innovation and Opportunity Act, state Adult Education Block Grant and public school CTE programs. While 2016 was spent planning and preparing for the Strong Workforce Program, 2017 will focus on execution and evaluation. Source: http://doingwhatmatters.cccco.edu

d) Discuss the status of recommendations from your previous program review.

Prioritized recommendations and needs of your program/department. 2009

1. Hire full time instructor


10

[Type here]

2. Acquire lab equipment for each class offered 3. Acquire proper lab tools

All recommendations have been addressed. Every year equipment and tools are updated to keep up with industry trends. Full time instructor has been hired.

2. Analysis of Research Data (include data provided by Institutional Research) Provide and analyze the following statistics/data. a) Head count of students in the program

Enrollment is larger in the Fall semester (Fall average 77 students), (Spring average 71 students). Females are still hard to attract to the ACR Program. The ACR Program helps to sponsor the Women in Trades Conference every year hoping to enroll females into courses. Our students are mostly Latino and African American. Most students come into the ACR Program to earn certificates. Some decide later to earn an A.S. Degree. Most students are part time students.

Fall Compton

Student Population

Fall Term

2012 2013 2014 2015 Fall 2015

Term Headcount 71

92

68

77

7,428

Gender F 8.5% 5.4% 2.9% 0.0% 63.1% M 91.5% 94.6% 97.1% 100.0% 36.9%

Ethn

icity

African-American 60.6% 37.0% 25.0% 23.4% 30.3% Amer. Ind. or Alask. Native 0.0% 1.1% 1.5% 0.0% 0.2% Asian 1.4% 1.1% 1.5% 2.6% 4.5% Latino 32.4% 51.1% 61.8% 62.3% 58.3% Pacific Islander 0.0% 0.0% 1.5% 0.0% 0.6% White 2.8% 8.7% 5.9% 9.1% 2.9% Two or More 1.4% 1.1% 1.5% 1.3% 2.9% Unknown or Decline 1.4% 0.0% 1.5% 1.3% 0.4%

Age/

Age

G

roup

<17 0.0% 0.0% 1.5% 0.0% 2.6% 17 1.4% 0.0% 0.0% 0.0% 2.6% 18 5.6% 3.3% 1.5% 3.9% 8.4% 19 5.6% 6.5% 1.5% 7.8% 9.8% 20 8.5% 4.3% 7.4% 6.5% 9.5%

11

[Type here]

21 4.2% 4.3% 8.8% 3.9% 8.7% 22 5.6% 4.3% 5.9% 3.9% 7.8% 23 2.8% 7.6% 5.9% 5.2% 5.9% 24 2.8% 1.1% 1.5% 1.3% 5.1% 25-29 19.7% 9.8% 19.1% 20.8% 16.8% 30-39 11.3% 20.7% 22.1% 22.1% 12.9% 40-49 19.7% 16.3% 11.8% 11.7% 5.7% 50-64 12.7% 19.6% 10.3% 10.4% 3.7% 65+ 0.0% 2.2% 2.9% 2.6% 0.4%

Clas

s Lo

ad

Full-time 22.5% 15.2% 10.3% 9.1% 23.8% Part-time 63.4% 81.5% 83.8% 85.7% 76.2%

Acad

emic

Le

vel

College degree 4.2% 2.2% 4.4% 5.2% 9.6% HS Grad 85.9% 87.0% 80.9% 76.6% 80.5% Not a HS Grad 2.8% 2.2% 0.0% 1.3% 0.4% K-12 Special Admit 1.4% 0.0% 1.5% 0.0% 4.4% Unknown 5.6% 8.7% 13.2% 16.9% 5.1%

Educ

atio

nal G

oal Intend to Transfer 19.7% 15.2% 16.2% 14.3% 44.6%

Degree/Certificate Only 12.7% 14.1% 17.6% 27.3% 8.6% Retrain/recertif. 21.1% 10.9% 7.4% 9.1% 4.6% Basic Skills/GED 5.6% 5.4% 5.9% 3.9% 5.4% Enrichment 1.4% 1.1% 1.5% 5.2% 3.0% Undecided 12.7% 7.6% 4.4% 13.0% 14.7% Unstated 26.8% 45.7% 47.1% 27.3% 19.1%

Spring Compton Student

Population

Spring Term

2013 2014 2015 2016 Spring 2016

Term Headcount 87

88

59

50

6,755

Gender F 2.3% 5.7% 5.1% 0.0% 63.4% M 97.7% 94.3% 94.9% 100.0% 36.6%

Ethn

icity

African-American 46.0% 29.5% 18.6% 28.0% 29.1% Amer. Ind. or Alask. Native 1.1% 1.1% 1.7% 2.0% 0.1% Asian 0.0% 2.3% 1.7% 4.0% 5.1% Latino 47.1% 52.3% 67.8% 56.0% 58.9% Pacific Islander 0.0% 1.1% 0.0% 0.0% 0.5% White 4.6% 9.1% 6.8% 4.0% 3.2% Two or More 1.1% 4.5% 1.7% 4.0% 2.9%

12

[Type here]

Unknown or Decline 0.0% 0.0% 1.7% 2.0% 0.3%

Age/

Age

Gro

up

<17 0.0% 0.0% 0.0% 0.0% 2.3% 17 0.0% 1.1% 0.0% 0.0% 1.5% 18 3.4% 2.3% 5.1% 2.0% 6.4% 19 2.3% 5.7% 3.4% 16.0% 10.4% 20 2.3% 9.1% 5.1% 6.0% 10.0% 21 6.9% 8.0% 3.4% 2.0% 9.1% 22 4.6% 3.4% 10.2% 2.0% 7.9% 23 6.9% 4.5% 6.8% 2.0% 6.3% 24 3.4% 3.4% 5.1% 2.0% 5.5% 25-29 14.9% 11.4% 15.3% 24.0% 18.3% 30-39 16.1% 17.0% 28.8% 18.0% 12.9% 40-49 20.7% 12.5% 8.5% 12.0% 5.7% 50-64 18.4% 19.3% 8.5% 10.0% 3.5% 65+ 0.0% 2.3% 0.0% 4.0% 0.3%

Clas

s Lo

ad

Full-time 9.2% 13.6% 13.6% 6.0% 21.4% Part-time 79.3% 84.1% 84.7% 88.0% 78.6%

Acad

emic

Le

vel

College degree 9.2% 5.7% 0.0% 4.0% 10.2% HS Grad 79.3% 80.7% 83.1% 68.0% 79.9% Not a HS Grad 1.1% 2.3% 1.7% 0.0% 0.4% K-12 Special Admit 0.0% 1.1% 0.0% 0.0% 4.1% Unknown 10.3% 10.2% 15.3% 28.0% 5.4%

Educ

atio

nal G

oal Intend to Transfer 17.2% 14.8% 13.6% 14.0% 46.7%

Degree/Certificate Only 18.4% 14.8% 20.3% 30.0% 9.0% Retrain/recertif. 16.1% 13.6% 10.2% 10.0% 4.4% Basic Skills/GED 3.4% 5.7% 3.4% 6.0% 5.8% Enrichment 2.3% 2.3% 6.8% 4.0% 2.9% Undecided 9.2% 5.7% 5.1% 14.0% 15.1% Unstated 33.3% 43.2% 40.7% 22.0% 16.2%

b) Course grade distribution

Success and retention rates improved every year. Having a full time ACR Program has helped the numbers. Fall 2017 the night ACR Program is going to 8 week sections with 2 adjunct instructors co-teaching a class. This will allow the night students a chance to earn a Certificate of Achievement in Refrigeration in 1 year. This will improve success and retention rates for the night program.

13

[Type here]

c) Success rates (Discuss your program’s rates, demographic success characteristics and set a success standard

for your program.)

14

[Type here]

Latino and African-American males make up most of the students in the ACR Program. We instruct whoever comes through our doors. We always try to enroll female students into the ACR Program. We helped to start the Women In Trades conference, which is held annually. Feeder high school senior female students are invited to attend. The ACR Program would like to see a 10% rise in enrollment, and maintain the same success rates of the past 5-years. The ACR Program needs more non-traditional students to see how or if the data changes. The new outreach staff will have to reach those non-traditional students. If we had data on students who got jobs, that would influence our success and retention rates. The ACR Program’s success and retention rates have improved over the last 4 years. The data shows that we are making a difference.

Program Success Standard 84.9%

5-year Program Success Average 89.7%

Year Total Grades

Success Rate

FA 2012 134 79.1% 2013 333 87.1% 2014 318 93.7% 2015 278 94.2%

SP 2016 108 96.3%

Fall Term Demographic Success (2012-2015)

Success N Success N Success N Success NAfrican-American 77.5% 80 81.9% 72 84.0% 25 94.6% 37 Amer. Ind. or Alask. Native 0.0% - 100.0% - 100.0% - 0.0% -Asian 100.0% - 100.0% - 100.0% - 100.0% -Latino 88.1% 42 95.2% 84 97.7% 86 93.5% 93 Pacific Islander 0.0% - 0.0% - 100.0% - 0.0% -Two or More 25.0% - 100.0% - 100.0% - 100.0% -Unknown or Decline 0.0% - 0.0% - 0.0% - 100.0% -White 100.0% - 93.3% 15 100.0% - 100.0% 15

M 78.9% 123 91.3% 173 94.4% 126 94.7% 152 F 81.8% 11 50.0% - 100.0% - 0.0% -X 0.0% - 0.0% - 0.0% - 0.0% -

19 or less 38.5% 13 93.3% 15 83.3% - 89.5% 19 20 to 24 74.3% 35 94.6% 37 97.5% 40 93.1% 29 25 to 49 87.9% 66 87.7% 81 93.1% 72 95.2% 83 Over 49 85.0% 20 89.1% 46 100.0% 15 100.0% 21

Gender

Age

Gro

up

Counts are suppressed for groups with less than 10 students. Shaded cells indicate groups achieving at a rate less than 80% of the reference group, respectively.Reference groups are White, male, and 20 to 24 years old.

Fall 2012 Fall 2013 Fall 2014 Fall 2015

Ethn

icity

15

[Type here]

Spring Term Demographic Success (2013-2016)

d) Retention rates

With the addition of energy auditing and economizer (free cooling), to the curriculum, and a new outreach staff, the ACR Program would like to see a 10% rise in enrollment, and maintain the same success rates of the past 5-years. The ACR Program needs more non-traditional students to see how or if the data changes.

Year Total Grades

Retention Rate

FA 2012 134 82.1% 2013 333 93.7% 2014 318 94.7% 2015 278 96.0%

SP 2016 108 96.3%

Success N Success N Success N Success NAfrican-American 80.3% 71 89.6% 48 87.1% 31 96.3% 27 Amer. Ind. or Alask. Native 100.0% - 100.0% - 100.0% - 100.0% -Asian 0.0% - 66.7% - 100.0% - 100.0% -Latino 84.5% 71 96.1% 102 95.1% 81 95.3% 64 Pacific Islander 0.0% - 100.0% - 0.0% - 0.0% -Two or More 100.0% - 71.4% - 100.0% - 100.0% -Unknown or Decline 0.0% - 0.0% - 100.0% - 100.0% -White 100.0% - 94.1% 17 100.0% - 100.0% -

M 83.3% 150 93.8% 177 94.3% 123 96.3% 108 F 100.0% - 75.0% - 66.7% - 0.0% -X 0.0% - 0.0% - 0.0% - 0.0% -

19 or less 71.4% - 100.0% 17 100.0% - 95.0% 20 20 to 24 80.6% 36 98.2% 56 88.2% 34 100.0% 17 25 to 49 80.0% 75 87.3% 71 94.6% 74 94.4% 54 Over 49 97.2% 36 92.7% 41 100.0% - 100.0% 17

Gender

Age

Gro

up

Counts are suppressed for groups with less than 10 students. Shaded cells indicate groups achieving at a rate less than 80% of the reference group, respectively.Reference groups are White, male, and 20 to 24 years old.

Spring 2013 Spring 2014 Spring 2015 Spring 2016

Ethn

icity

16

[Type here]

e) A comparison of success and retention rates in face-to-face classes with distance education classes N/A

f) Enrollment statistics with section and seat counts and fill rates

A 10% increase in enrollment will give the ACR Program 5 more students per section. The ACR Program is offering The Refrigeration Certificate of Achievement, at night beginning in Fall 2017. This will give the night students a goal towards achievement and more classes to attend. This will increase the number of ACR students.

2012-13 2013-14 2014-15 2015-16 4 Yr Average Annual Enrollment 311 424 307 309 338

17

[Type here]

g) Scheduling of courses (day vs. night, days offered, and sequence)

The ACR Program is offering The Refrigeration Certificate of Achievement, at night beginning in Fall 2017, and the Electrical Certificate of Achievement in the Spring of 2018. This will give the night students a goal towards achievement and more classes to attend. This will increase the number of ACR students and courses at night.

Enrollment by Time of Day

18

[Type here]

Fall Term 2012 2013 2014 2015 Day 76.6% 70.9% 72.2% 69.7% Night 23.4% 29.1% 27.8% 30.3% Weekend/Unknown 0.0% 0.0% 0.0% 0.0%

Enrollment by Time of Day Spring Term 2013 2014 2015 2016 Day 81.8% 65.4% 59.5% 75.0% Night 18.2% 34.6% 40.5% 25.0% Weekend/Unknown 0.0% 0.0% 0.0% 0.0%

h) Improvement rates (if applicable)

The ACR Program is offering The Refrigeration Certificate of Achievement, at night beginning in Fall 2017, and Air Conditioning and Refrigeration Electric Controls Certificate of Achievement in Spring 2018. This will give the night students a goal towards achievement and more classes to attend. This will increase the number of certificates achieved by the ACR students.

Refrigeration Certificate of Achievement Course Title ACR 6 Refrigeration and Air Conditioning Control Systems (4) ACR 21 Air Conditioning Fundamentals (4) ACR 23 Commercial Refrigeration Applications (4) ACR 34 HVAC Customer Service and Environmental Protection Agency (EPA) and NATE Certification Training (1) Total Units: 13 The Refrigeration Certificate of Achievement, at night beginning in Fall 2017. Air Conditioning and Refrigeration Electric Controls Certificate of Achievement Course Title ACR 5 Electrical Applications (4) ACR 6 Refrigeration and Air Conditioning Control Systems (4)

ACR 30 Electric Controls (2) ACR 31 HVAC Electronics (2) ACR 34 HVAC Customer Service and Environmental Protection Agency (EPA) and NATE Certification Training (1) Total Units: 13 The Air Conditioning and Refrigeration Electric Controls Certificate of Achievement will be offered in the Spring 2018 at night.

19

[Type here]

Stackable Certificates of Accomplishments Waiting approval from Division Curriculum Committee

7. Electrical Fundamentals • ACR 5 Electrical Applications (4 Units) • ACR 6 Control Systems (4 Units) • ACR 30 Electric Controls (2 Units)

8. Refrigeration Fundamentals • ACR 21 AC Fundamentals (4 Units) • ACR 23 Commercial Refrigeration (4 Units)

9. Control Fundamentals • ACR 61 Introduction to controls Automation (3 Units) • ACR 62 Controls Programing (4 Units)

10. Heating Systems • ACR 27 Heating Technology (4 Units) • ACR 21 AC Fundamentals (4 Units)

11. Energy Efficiency • ACR 21 AC Fundamentals (4 Units) • ACR 25 Energy Efficiency (4 Units)

12. HVAC Service • ACR 21 AC Fundamentals (4 Units) • ACR 34 AC Service EPA Cert. (1 Units)

i) Additional data compiled by faculty

N/A j) List any related recommendations.

The courses at night will be team taught by 2 adjunct instructors. This will allow students to finish their certificate in 2 semesters.

3. Curriculum Review and discuss the curriculum work done in the program during the past four years, including the following:

20

[Type here]

a) Provide the curriculum course review timeline to ensure all courses are reviewed at least once every 6 years.

ACR courses reviewed every 2 years. ACR 21: 9/2015 ACR 23: 9/2015 ACR 25: 9/2015 ACR 27: 9/2015 ACR 30: 3/2016 ACR 31: 9/2015 ACR 5: 9/2015 ACR 6: 9/2015 ACR 61: 2/2015 ACR 62: 2/2015 ACR 31 reactivated and ACR 61 and ACR 62 added to keep up with industry trends in HVAC. ACR 61 Fundamentals of Automation Systems, 3 unit course, replaced ACR 20 3 unit course. ACR 61 added to curriculum to keep up with industry trends. ACR 62 Energy Control and Optimizing Systems, 4 unit course, replaced ACR 22 4 unit course. ACR 62 added to curriculum to keep up with industry trends. ACR 31 HVAC Electronics, 2 unit course, replaced ACR 32 which was deactivated. Electronic course is needed to keep up with industry trends. ACR 20: Deactivated, course content added to ACR 25 and ACR27. ACR 22: Deactivated, course content similar to ACR 21. ACR 32: Deactivated, course content added to ACR 30.

b) Explain any course additions to current course offerings. All course editions are made to keep up with industry trends and with the advice of the Advisory Committee and HVAC Collaborative. Industry trends are changing faster than we can keep up with. ACR 61 Fundamentals of Automation Systems, 3 unit course, replaced ACR 20 3 unit course. ACR 61 added to curriculum to keep up with industry trends. ACR 62 Energy Control and Optimizing Systems, 4 unit course, replaced ACR 22 4 unit course. ACR 62 added to curriculum to keep up with industry trends. ACR 31 HVAC Electronics, 2 unit course, replaced ACR 32 which was deactivated. Electronic course is needed to keep up with industry trends.

c) Explain any course deletions and inactivations from current course offerings. ACR 20: Deactivated, course content added to ACR 25 and ACR27. ACR 22: Deactivated, course content similar to ACR 21.

21

[Type here]

ACR 32: Deactivated, course content added to ACR 30.

d) Describe the courses and number of sections offered in distance education. (Distance education includes hybrid courses.)

N/A e) Discuss how well the courses, degrees, or certificates are meeting students’ transfer or career training needs:

1. Have all courses that are required for your program’s degrees and certificates been offered during the last two years? Yes If not, has the program established a course offering cycle?

2. Are there any concerns regarding program courses and their articulation? The HVAC Collaborative is working on articulation.

Strong Workforce Project Plan

Facilitate curricular portability across institutions. View details »

Recommendation Approach Vice Chancellor Lead

SWP Technical Assistance Provider

(TAP)

ASCCC Committee Started? Project

Status

10 Facilitate curricular portability across institutions (according to requirements of trailer bill language).

Administrative Walker Shaw ASCCC Contact Yes 2017

Evidence

10a. Scale up and resource the “C-ID” (course identifier) system for CTE courses, certificates and degrees to enable articulation across institutions.

Administrative Walker Shaw ASCCC Contact Yes

2017

Evidence 1 Evidence 2

10b. Disseminate effective practices for streamlining and improving processes for recognizing prior learning and work experience and awarding credits or advanced placement toward CTE pathways.

Administrative Walker Makevich ASCCC Contact Yes Evidence 1 Evidence 2

10c. Enable and encourage faculty and colleges, in consultation with industry, to develop industry-driven, competency-based and portable pathways that include stackable components and modularized curricula, work-based learning opportunities, and other support services.

Regulatory, Administrative Ton-Quinlivan Shaw ASCCC Contact Yes

Evidence 1 Evidence 2 Evidence 3 Evidence 4 Evidence 5 Evidence 6


3. How many students earn degrees and/or certificates in your program?

Degrees and Certificates in the ACR Program show improvement.

2013-2014 2014-2015 2015-2016 Degrees Certificates Degrees Certificates Degrees Certificates

0 12 0 37 1 74

mailto:[email protected]


http://doingwhatmatters.cccco.edu/portals/6/docs/sw/10-23-15_HOSP_Transfer_Model_Curriculum_Report_And_Supporting_Docs.pdf



http://doingwhatmatters.cccco.edu/portals/6/docs/sw/CAI%20Update%205.5.2017.pdf

http://doingwhatmatters.cccco.edu/portals/6/docs/sw/Application%20Submittal%20Two%20West%20Hills%20Community%20College%20District%20CAEL.pdf



http://doingwhatmatters.cccco.edu/portals/6/docs/sw/Awarding_Credit_for_Prior_Military_Experience_AB2462%20_07.05.2016.pdf

http://doingwhatmatters.cccco.edu/portals/6/docs/sw/PLA%20Brief10.3%2016Final.pdf



http://college.lattc.edu/lah3c/about-us/

http://doingwhatmatters.cccco.edu/ForWEDDGrantees/ApprenticeshipToolKit.aspx

http://ict-dm.net/biw

http://ict-dm.net/ittp

http://www.calbiotechcareers.org/

http://doingwhatmatters.cccco.edu/portals/6/docs/sw/Strong%20Workforce%20Interdisciplinary%20Entrepreneurship%20Program%20Details.pdf


22

[Type here]

Do students take licensure exams? If so, what is the pass rate? No. The students take the EPA 608, which is needed to be employed in the HVAC Trade.

EPA 608, 95% pass rate Students can also take the EPA 609 which is the automotive certificate, EPA 609, 99% pass rate. Through the HVAC Collaborative an Employment Ready Certificate will be offered to students in Fall 2017. The Employment Ready Certificate will add to the students resume and portfolio. The student portfolio will be shared with an employer looking for employee candidates within the Southern California Region. Below are the students who took the Basic Refrigeration Employment Ready Certificate assessment in Fall 2017, and EPA 608 and 609 from 2013-present.

HVAC Excellence Employment Ready Last Name First Name Exam Name

Puth Paul Basic Refrigeration & Charging Procedures

Razo Antonio Basic Refrigeration & Charging Procedures

Brown Deonsa Basic Refrigeration & Charging Procedures

Brown Jamall Basic Refrigeration & Charging Procedures

Gamez David Basic Refrigeration & Charging Procedures

Jones William Basic Refrigeration & Charging Procedures

Ochoa Brian Basic Refrigeration & Charging Procedures

Ochoa Daniel Basic Refrigeration & Charging Procedures

Salas Juan Basic Refrigeration & Charging Procedures

Gurung Buddhi Basic Refrigeration & Charging Procedures

Santos Anthony Basic Refrigeration & Charging Procedures

Arreola Erick Basic Refrigeration & Charging Procedures

23

[Type here]

Delgado Eric Basic Refrigeration & Charging Procedures

Sevilla Manuel Basic Refrigeration & Charging Procedures

Miller, Jr Maurio Basic Refrigeration & Charging Procedures

Mohamed Vall Ethmane Basic Refrigeration & Charging Procedures

EPA Section 608 Air Conditioning & Refrigeration

Last Name First Name Exam Name Test Date

MEDINA SAUL EPA Section 608 (B22) Apr 15, 2013

KROMER DENNIS EPA Section 608 (B22) Nov 15, 2013

HYMAN LIONEL EPA Section 608 (B22) Dec 11, 2013

FONTAIN ANTHONY EPA Section 608 (A21) Mar 13, 2014

MELGOZA RODRIGO EPA Section 608 (C23) Apr 01, 2014

LINDSEY ROBERT EPA Section 608 (B22) Apr 03, 2014

LINCOLN MARKAL EPA Section 608 (C23) Apr 15, 2014

MELGOZA EDDIE EPA Section 608 (B22) Apr 15, 2014

MORALES BENJAMIN EPA Section 608 (G24) Apr 15, 2014

ROBINSON DON EPA Section 608 (H29) Apr 15, 2014

LESTER MARCUS EPA Section 608 (B22) Sep 18, 2014

SOOGA ZEPHANIAH EPA Section 608 (B22) Sep 25, 2014

BURGOS MARCELO EPA Section 608 (A21) Oct 13, 2014

BURGOS MARCELO EPA Section 608 (J30) Oct 13, 2014

24

[Type here]

DE LA TORRE GUILLERMO EPA Section 608 (B22) Oct 16, 2014

DE LA TORRE GUILLERMO EPA Section 608 (F26) Oct 20, 2014

NERI MARTINEZ FELIPE EPA Section 608 (B22) Nov 19, 2014

NERI MARTINEZ FELIPE EPA Section 608 (G24) Nov 22, 2014

MARTINEZ NORMA EPA Section 608 (B22) Nov 24, 2014

ANDA EULISES EPA Section 608 (B22) Nov 26, 2014

MARTINEZ NORMA EPA Section 608 (C23) Dec 02, 2014

GARNEAU DYLAN EPA Section 608 (A21) Jan 31, 2015

BALTAZAR ESAU EPA Section 608 (A21) Feb 21, 2015

NAKASHIMA JASON EPA Section 608 (A21) Mar 11, 2015

LOPEZ RUBEN EPA Section 608 (A21) Oct 14, 2015

GUILLEN SALVADOR EPA Section 608 (A21) Oct 14, 2015

HERNANDEZ IVAN EPA Section 608 (A21) Oct 14, 2015

GARCIA ALBERTO EPA Section 608 (B22) Nov 09, 2015

MARTIN THOMAS EPA Section 608 (H29) Nov 09, 2015

MCDONALD ERIC EPA Section 608 (G24) Nov 09, 2015

SAAVEDRA NERY EPA Section 608 (A21) Nov 21, 2015

MEDINA SAUL EPA Section 608 (A21) Dec 02, 2015

SOTO ELISER EPA Section 608 (H29) Apr 05, 2016

TOLEDO THOMAS EPA Section 608 (J30) Apr 05, 2016

25

[Type here]

CONKLETON LEE EPA Section 608 (I25) Apr 05, 2016

MONTANO JR LUIS EPA Section 608 (C23) Apr 05, 2016

VEGA CERVANTES ALBERTO EPA Section 608 (C23) Apr 05, 2016

SOTO ELISER EPA Section 608 (C23) May 10, 2016

CONKLETON LEE EPA Section 608 (J30) May 10, 2016

MONTANO JR LUIS EPA Section 608 (C23) May 10, 2016

VILLALVAZO MIGUEL EPA Section 608 (A21) May 11, 2016

BALTAZAR ESAU EPA Section 608 (C28) Jun 27, 2016

RUIZ EFREN EPA Section 608 (A21) Jun 28, 2016

ARECHIGA JOSE EPA Section 608 (A21) Jun 28, 2016

GARCIA ALBERT EPA Section 608 (A21) Jul 07, 2016

ODOM ROBERT EPA Section 608 (A21) Aug 02, 2016

ODOM ROBERT EPA Section 608 (J30) Aug 03, 2016

WILSON KEVIN EPA Section 608 (B22) Aug 03, 2016

JIMENEZ MARTIN EPA Section 608 (B27) Aug 11, 2016

JOSE GRANT EPA Section 608 (A21) Aug 15, 2016

JOSE GRANT EPA Section 608 (I25) Aug 17, 2016

PORRAS RAYMOND EPA Section 608 (A21) Aug 17, 2016

Cabello Jose EPA Section 608 (A21) Nov 12, 2016

BURKS JODY EPA Section 608 (H29) Nov 16, 2016

26

[Type here]

JONES CARLENE EPA Section 608 (C23) Nov 16, 2016

LOPEZ GEORGE EPA Section 608 (J30) Nov 16, 2016

GORDON REDFORD EPA Section 608 (I25) Nov 16, 2016

CASTANEDA GARY EPA Section 608 (C23) Nov 16, 2016

Cabello Jose EPA Section 608 (C28) Nov 19, 2016

Cabello Jose EPA Section 608 (C23) Nov 19, 2016

WILSON KEVIN EPA Section 608 (J30) Dec 10, 2016

JONES CARLENE EPA Section 608 (G24) Dec 12, 2016

GORDON REDFORD EPA Section 608 (F26) Dec 12, 2016

MATA GARCIA VICTOR EPA Section 608 (C23) Dec 12, 2016

Ambriz Brian EPA Section 608 (A21) Apr 22, 2017

Valle Jose EPA Section 608 (A21) Apr 29, 2017

Ambriz Brian EPA Section 608 (A21) Apr 29, 2017

Mexicano Juan EPA Section 608 (A21) May 20, 2017

CABELLO LOPEZ DAVID EPA Section 608 (A21) May 20, 2017

CABELLO LOPEZ DAVID EPA Section 608 (I25) May 22, 2017

Valle Jose EPA Section 608 (I25) May 27, 2017

Young Joseph EPA Section 608 (A21) Jul 06, 2017

Aguilar Reyes EPA Section 608 (A21) Jul 11, 2017

Ramirez Hugo EPA Section 608 (C23) Jul 24, 2017

27

[Type here]

EPA Section 609 Automotive Air Conditioning

Last Name First Name Exam Name

TAPIA JAIME EPA Section 609 Proctored

TAPIA JAIME EPA Section 609 Proctored

BALTAZAR ESAU EPA Section 609 Proctored

CLOUDMAN JAMES EPA Section 609 Proctored

FONTAIN ANTHONY EPA Section 609 Proctored

LINDSEY ROBERT EPA Section 609 Proctored

LINDSEY ROBERT EPA Section 609 Proctored

SOOGA ZEPHANIAH EPA Section 609 Proctored

GARNEAU DYLAN EPA Section 609 Proctored

GARNEAU DYLAN EPA Section 609 Proctored

NAKASHIMA JASON EPA Section 609 Proctored

NAKASHIMA JASON EPA Section 609 Proctored

DAVIS KENNETH EPA Section 609 Proctored

GUILLEN SALVADOR EPA Section 609 Proctored

HERNANDEZ IVAN EPA Section 609 Proctored

VILLALVAZO MIGUEL EPA Section 609 Proctored

RUIZ EFREN EPA Section 609 Proctored

ODOM ROBERT EPA Section 609 Proctored

WILSON KEVIN EPA Section 609 Proctored

28

[Type here]

CABELLO LOPEZ DAVID EPA Section 609 Proctored

CABELLO LOPEZ DAVID EPA Section 609 Proctored

WILSON KEVIN EPA Section 609 Proctored

Cabello Jose EPA Section 609 Proctored



Gurung Buddhi EPA Section 609 Proctored

If few students receive degrees or certificates or if few students pass the licensure exam, should the program’s criteria or courses be re-examined? Set an attainable, measurable goal for future degrees, certificates, and/or licensure pass rates. No. If a student puts in the effort to learn the material in lectures and labs, the certificates, degrees, and EPA certification exams will be attainable. The problem is that the students want all answers given to them instead of finding the answers themselves. Most students have to be taught the process of learning for themselves. The pass rate for the Employment Ready Basic Refrigeration assessment was 40%. We were not concerned about student pass rate, we only wanted them to take the assessment to judge their readiness. These are the expected and current pass rates for the EPA exams. EPA 608which is HVAC certification, 95% pass rate. EPA 609 which is the automotive certificate, 99% pass rate.

f) List any related recommendations. N/A

4. Assessment and Student and Program Learning Outcomes (SLOs & PLOs)

a) Provide a copy of your alignment grid, which shows how course, program, and institutional learning

outcomes are aligned.

29

[Type here]

30

[Type here]

31

[Type here]

32

[Type here]

b) Provide a timeline for course and program level SLO assessments. Every 2 years. PLO’s 1 Spring 2017 2 Fall 2018 3 Spring 2018 SLO’s ACR 23, ACR 34 and 27 F2017 ACR 21, ACR30, and ACR 31 S2018 ACR 5 and ACR 6 F2018 ACR 61, ACR 62, and ACR 25 S2018

State the percent of course and program SLO statements that have been assessed.

100%

33

[Type here]

c) Summarize the SLO and PLO assessment results over the past four years and describe how those results led to improved student learning. Analyze and describe those changes. Provide specific examples. The target for success is 69% the minimum score for a letter grade of C for all assessments. The target for success has been met the past four years, and teaching strategies are constantly looked at for improvement in student success. It has been found through data collection that students do better on assessments if they work in groups to support their learning. For example, on ACR 5 assessment 1. Students were given assessment 1 the first time as a pre-assessment review, then they were given the assessment. Before and after both the pre-assessment and assessment the students met in groups to discuss the assessment. Their scores showed improvement. Pre-Assessment Data: Pre-Assessment review 26 students took the assessment. There were 4 switches and 8 loads. Students could miss 4 of the 12 points and pass. Grade: 14 students passed 12 students failed 54% passed pretest Assessment Data: Grade: 21 students passed 7 students failed 75% passed test after review (04/15/2014)

d) Describe how you have improved your SLO process and engaged in dialogue about assessment results. The target for success is 69% the minimum score for a letter grade of C for all assessments. The target for success has been met the past four years, and teaching strategies are constantly looked at for improvement in student success. It has been found through data collection that students do better on assessments if they work in groups to support their learning. The assessment process is to help students learn the content, and to help instructors improve their teaching strategies to improve student success.

e) List any related recommendations. N/A

5. Analysis of Student Feedback Provide a copy of any feedback reports generated by Institutional Research and Planning. Review and discuss

student feedback collected during the past four years including any surveys, focus groups, and/or interviews.

Program Review Student Survey

N = 19 HVAC Spring 2017

Instructors in this program have helped me achieve my academic goals.

Instructors in this program have helped me stay on track.

Response Frequency Percent Mean: 1.37 Response Frequency Percent Mean: 1.32

34

[Type here]

Strongly Agree 12 63.16 Strongly Agree 13 68.42 Agree 7 36.84 Agree 6 31.58 Neither Agree nor Disagree

0 0.00 Neither Agree nor Disagree

0 0.00

Disagree 0 0.00 Disagree 0 0.00 Strongly Disagree

0 0.00 Strongly Disagree

0 0.00

Missing 0 0.00 Missing 0 0.00

Instructors in this program provide opportunities to actively participate in my classes.

I have felt a sense of community within this program.




0 0.00



0 0.00


Student contributions have been valued by instructors in this program.

There is an appropriate range of courses offered in this program.




2 10.53



0 0.00


Courses were scheduled on days and times that were convenient to me.

I've been able to register for the classes I need within this program.


Strongly Agree 10 52.63 Strongly Agree 13 68.42 Agree 8 42.11 Agree 6 31.58

35

[Type here]

Neither Agree nor Disagree


0 0.00



0 0.00


36

[Type here]

The courses in this program have helped me meet my academic goals.

There is a variety of extracurricular activities related to this program on campus.




4 21.05



0 0.00


The library has the resources to help me succeed in this program.

The buildings and classrooms used by this program are satisfactory.




0 0.00



1 5.26


I am satisfied with the equipment [projectors- machinery- models- etc.] used in this program.

I am satisfied with the computers and software used in this program.




5 26.32



0 0.00


I am aware of the course outcomes - what I should be able to learn and what skills I should possess after completing courses in the program. Response Frequency Percent

Strongly Agree 9 47.37 Agree 8 42.11

37

[Type here]

Mean: 1.56 Neither Agree nor Disagree

1 5.26

Disagree 0 0.00 Strongly Disagree

0 0.00

38

38

Missing 1 5.26 a) Describe the results of the student survey in each of the following areas:

i. Student Support Most students agree that there is enough student support to meet their needs. Dr. Murray is building a staff to improve student support. There will be an improvement in student support in Fall 2017. The student survey shows that improvement in the use of the library needs to be looked at. More resources need to be available for the ACR students in the library.

ii. Curriculum Student survey shows that students don’t think there is an appropriate range of courses offered. Through continuing education for faculty, and the requirements of the HVAC Collaborative, more variety of content and material will be added to current curriculum. Using the same courses, new technology will be added to instruction to keep the students up to date with the changes in the HVAC trade.

iii. Facilities, Equipment, and Technology The main concern with facilities, equipment, and technology is lab space and proper power source for equipment. The power source is being looked into and lab space is being tolerated. Lack of lab space means lack of equipment and new technology. Through Perkins grant and HVAC Collaborative funding, new technology is being acquired for student success. This will broaden their knowledge of changes in HVAC technology.

iv. Program Objectives Students are here to learn air conditioning. The results of the student survey shows that dialogue needs to start on what and why we are doing things. More conversation on what course outcomes are and what skills students are expected to possess after completing a course. Once the students understand what outcomes are expected they will understand what contributions the instructor values.

b) Discuss the implications of the survey results for the program. More conversations between students and instructors are needed so that all know the objectives that are expected, from both students and instructors. The student surveys are an excellent tool to use to improve the ACR Program. Student input in their future is important and shouldn’t be overlooked.

39

39

c) Discuss the results of other relevant surveys.

N/A

d) List any related recommendations. Instructors need to involve students, their opinion is important.

40

40

6. Facilities and Equipment

a) Describe and assess the existing program facilities and equipment.

The ACR Program started at Compton College in 2009. We’ve been located in an automotive garage. Space is limited and power source to run equipment is limited. Being part of the HVAC Collaborative, I get to visit other HVAC Programs in the Region. We can’t compete with any of the schools for students with the facilities we have at Compton College.

b) Explain the immediate (1-2 years) needs related to facilities and equipment. Provide a cost estimate for each need and explain how it will help the program better meet its goals. More space needed and updated power source to run equipment. Mount San Antonio College was going to donate brand new equipment to Compton College, but we have no room for it. Lost opportunity because of lack of space and power source. Updated facilities: $500,000.00 Power source upgrade: $100,000.00 Larger lab space: $400,000.00

c) Explain the long-range (2-4+ years) needs related to facilities and equipment. Provide a cost estimate for each need and explain how it will help the program better meet its goals. More space needed and updated power source to run equipment.

New updated building and facilities. $500,000.00

d) List any related recommendations. New updated building and facilities. $500,000.00

7. Technology and Software

a) Describe and assess the adequacy and currency of the technology and software used by the

program. Technology is constantly being updated by the HVAC trade. Instructors need to take continuing education classes to keep up with new technology. As more classes are taken and knowledge acquired, new equipment and technology need to be acquired to help instruct students. This is an ongoing process.

41

41

b) Explain the immediate (1-2 years) needs related to technology and software. Provide a

cost estimate for each need and explain how it will help the program better meet its goals. 1. Instructor continuing education: $100,000.00 Continuing education will help instructors provide the knowledge to students to promote their success. This is the Vision and Mission Statement of Compton College.

2. Equipment and technology: $300,000.00 Equipment has to be purchased to instruct students about the new technology.

c) Explain the long-range (2-4+ years) needs related to technology and software. Provide a cost estimate for each need and explain how it will help the program better meet its goals. Same as b)

d) List any related recommendations. Instructor continuing education is needed, and new equipment to instruct students. 1. Instructor continuing education: $100,000.00 Continuing education will help instructors provide the knowledge to students to promote their success. This is the Vision and Mission Statement of Compton College. 2. Equipment and technology: $300,000.00 Equipment has to be purchased to instruct students about the new technology.

8. Staffing

a) Describe the program’s current staffing, including faculty, administration, and classified

staff.

Currently the ACR Program has 1 full time instructor and 2 adjunct instructors. We have a great Dean in Dr. Murray. He knows Division 2, and his vision to improve the Division is on point. His strength is, that he listens to his faculty recommendations and acts accordingly. With the HVAC Collaborative funding Dr. Murray is building a classified staff to improve the Career and Technical Education (CTE) programs.

b) Explain and justify the program’s staffing needs in the immediate (1-2 years) and long-term (2-4+ years). Provide cost estimates and explain how the positions will help the program better meet its goals.

42

42

The ACR Program will need a full time instructor for the day program, 2 adjunct instructors for the night program, and hire an adjunct instructor for noncredit (NC) courses which are coming in the future. NC courses will improve enrollment in the ACR Program.

c) List any related recommendations. Hire an adjunct instructor to teach noncredit courses. Cost: $100,000.00

9. Future Direction and Vision a) Describe relevant changes within the academic field/industry. How will these changes

impact the program in the next four years? HVAC power consumption in residential and commercial sectors. In 2016, about 40% (or about 39 quadrillion British thermal units) of total U.S. energy consumption was consumed by the residential and commercial sectors. Source: https://www.eia.gov Because of this power consumption by HVAC equipment, there is a need to conserve energy. I took a course and was certified in the economizer system that supplies free cooling. 70% of economizers have stopped working or have never worked. Economizer training will be inserted into the ACR Curriculum. Residential Energy Auditing will also be inserted into the ACR Curriculum. An energy auditing house is being acquired through Perkins Funding, energy auditing curriculum and tools are being acquired through HVAC Collaborative Funding. The energy auditing house is such a big deal, that the Southern California HVAC Collaborative is coming to Compton College in January to get certified in energy auditing. This will put Compton College on the map as a leader in Energy Efficiency. Students will be have new career pathway opportunities available to them.

b) Explain the direction and vision of the program and how you plan to achieve it. The direction and vision of the ACR Program will follow the Advisory Committee and HVAC Collaborative recommendations, which are: The ACR Program at Compton College belongs to the California Community College Strong Workforce Program. We are members of the Los Angeles County Regional Heating, Ventilation, and Air Conditioning (HVAC) Collaborative. Some recommendations of the HVAC Collaborative are:

https://www.eia.gov/

43

43

1. Maximizing sustained industry engagement 2. Strengthening career pathways and programs of study 3. Expanding opportunities for work-based learning 4. Attending to the need for new Career Technical Education (CTE) faculty

recruitment and professional development and externships for current faculty 5. Addressing the needs of business and industry in identified priority and emerging

sectors 6. Supporting regional marketing, curriculum alignment, streamlined regional

processes as well as regional labor market data collection and analysis for data-informed decision making. It’s important that Compton College continues to follow the recommendations of the HVAC Collaborative, especially since Compton College will be splitting from El Camino College. We have to pave our own way, and being a participating member of the HVAC Collaborative will make the transition easier. By keeping the El Camino curriculum, Compton College will maintain its standing as an accredited HVAC school.

c) List any related recommendations. Listen to the Advisory Committee recommendations and continuing education for

instructors. 7. Prioritized Recommendations a. Provide a single, prioritized list of recommendations and needs for your

program/department (drawn from your recommendations in sections 2-8). Include cost estimates and list the college strategic initiative that supports each recommendation (see Appendix A). Use the following chart format to organize your recommendations.

b. Explain why the list is prioritized in this way. c.

Recommendations Cost Estimate

Strategic Initiatives

1.Update facilities $500,000 1-5 2.Continuing education $100,000 1-5 3.Equipment and technology $300,000 1-5

NOTE: Dissenting opinions should be included when consensus is not reached among program

faculty and/or between program faculty and the division dean. A report should be added to the program review as an appendix. This report should clearly state the areas of

dissension and reason for dissenting opinion.

44

44

45

45

CAREER AND TECHNICAL EDUCATION – SUPPLEMENTAL QUESTIONS

CTE programs must conduct a full program review every 4 years. The full review includes answering these supplemental questions. Every two years (once between full reviews) these supplemental questions must be answered and submitted to Academic Affairs for posting on the College website.

Use labor market data, advisory committee input, institutional data, and the provided CTE 2-year Program Review data to respond to the following questions:

1. How strong is the occupational demand for the program? As you analyze demand over the past 5 years and projected demand for next 5 years, address state and local needs for the program.

Employment of heating, air conditioning, and refrigeration mechanics and installers is projected to grow 14 percent from 2014 to 2024, much faster than the average for all occupations. Heating, Air Conditioning, and Refrigeration Mechanics and Installers Percent change in employment, projected 2014-24 Heating, air conditioning, and refrigeration mechanics and installers: 14% Total, all occupations: 7% Installation, maintenance, and repair occupations: 6% Note: All Occupations includes all occupations in the U.S. Economy. Source: U.S. Bureau of Labor Statistics, Employment Projections program National Labor Statistics:

Occupational Title

SOC Code

Employment, 2014

Projected Employment,

2024

Change, 2014-24 Employment by

Industry Percent Numeric SOURCE: U.S. Bureau of Labor Statistics, Employment Projections program Heating, air conditioning, and refrigeration

49-9021

292,000 331,600 14 39,600

California Labor Statistics:

Heating/Air Conditioning and Refrigeration Workers Estimated Employment and Projected Growth

46

46

Geographic Area

(Estimated Year-

Projected Year)

Estimated Employment

Projected Employment

Numeric Change

Percent Change

Additional Openings Due to Net

Replacements California (2014-2024) 22,300 29,400 7,100 31.8 3,400

Los Angeles County (2014-2024)

6,040 7,440 1,400 23.2 920

1. California Long an energy-efficiency leader, California has the largest workforce in the sector by far. Of some 321,000 workers, about half spend their biggest share of time focused on energy efficiency services. Almost three in ten are devoted to supporting traditional heating, ventilating and air conditioning (HVAC) technologies. The remainder of the sector is spread mostly across efficient lighting, ENERGY STAR® appliances, high-efficiency HVAC, and advanced materials and insulation. Fifty-seven percent of firms are installers or distributors, while manufacturing and professional services each represent 16 percent of the value chain. Most of these are small businesses—almost 70 percent have 10 or fewer employees. The largest share of energy efficiency jobs—46,620—lies within the Los Angeles-Long Beach Santa Ana metropolitan area, followed by San Francisco-Oakland-Fremont (25,611) and San Diego-Carlsbad-San Marcos (17,869). (For more information on California’s energy efficiency economy, please see Page 14) 2. Florida There are about 106,000 energy efficiency workers across the state of Florida, though only a third (34 percent, or 36,610 workers) actually spend the majority of their labor hours working with energy efficiency technologies. Of these, almost half report that traditional HVAC technologies are their main focus, followed by advanced material and insulation and high efficiency HVAC, which is to be expected given the prevalence of air conditioning across the state. Apart from other states in the top 10, Florida has a significant cohort of engineering and research firms: They make up a fifth of the activity, second to installation at 45 percent. These are mostly small businesses—61 percent report one to five permanent employees. However, the state has some representation of large firms, with 2 percent reporting 50 to 499 workers. The highest concentration of jobs is in Orange County (4,211). The state has work to do on the utility front, according to ACEEE: It allocates little funding for either electricity or natural gas efficiency programs. In fact, the Public Service Commission approved requests from utilities in 2014 to decrease the level of energy efficiency offered to customers in the future. Top 10 States for Energy Efficiency Jobs Quick

47

47

Facts 321,177 workers in energy efficiency jobs in California ~50% of EE workers in CA focus on EE services Source http://www.e2.org

2. How does the program address needs that are not met by similar programs in the region?

The ACR Program at Compton College will start teaching students about energy auditing. Los Angeles Technical Trade College, 17 miles away, is the only program in the area that teaches energy auditing. The ACR Program is acquiring: The Hampden: H-HEAT-1A Home Efficiency Auditor Testing Facility, tools to perform an energy audit, and curriculum to teach energy auditing. The H-HEAT-1A will allow potential auditors to learn the proper techniques in performing a complete energy audit. Some of the areas covered are energy auditing, proper use of diagnostic tools, and prepares students to take certification exams for duct and envelop, system performance, residential heat load analyst, green awareness, and residential energy auditor. Commercial buildings consume more electricity than any other sector in California, constituting 38 percent of the state’s power use and over 25 percent of natural gas consumption. Meeting the state’s Zero Net Energy mandates (Assembly Bill 758) is a significant challenge, with Heating, Ventilation, and Air Conditioning (HVAC) as a major source of potential energy savings. The California Long Term Strategic Energy Efficiency Plan states that 100% of HVAC systems would be installed to quality standards and optimally maintained throughout their useful life by 2020, with HVAC-related permits obtained for 50 percent of installations by 2015 and 90 percent or more by 2020 (CPUC 2008). Pressures on California’s HVAC workforce are high, as a very large percentage of the state’s 58,000 incumbent workers1 are not trained in energy efficiency, and many of those trained have difficulty keeping up with changes in technology, codes, and standards. Further, more than 2,000 will leave the HVAC workforce annually, presenting a significant gap in a growing market. Source: http://doingwhatmatters.cccco.edu

3. What are the completion, success, and employment rates for the students? Discuss any

factors that may impact completion, success, and employment rates. If applicable, what is the program doing to improve these rates?

http://www.e2.org/


48

48

Success and Retention Rates above Compton College average.

Fall 2013 Fall 2014 Fall 2015 Total

Grades Success Retention Total Grades Success Retention Total

Grades Success Retention

179 89.9% 95.5% 133 95% 95% 152 95% 96%

The Refrigeration Certificate of Achievement will be offered at night beginning in Fall 2017. This will allow night students to take more classes and receive a certificate of achievement. Compton College ACR Program received a Stars Award by the California Community Colleges Strong Workforce. California Community Colleges Strong Workforce Stars is a new, annual recognition and celebration for career education programs, also known as career technical education, whose students show significant gains in factors important for advancing social mobility – a substantial increase in earnings, attainment of a living wage and a job closely matched with the field of study.

Compton College Heating, Ventilation, and Air Conditioning (HVAC) Program

Students who participate in this program boost their earnings by 61%.

4. If there is a licensure exam for students to work in their field of study, please list the exam

and the pass rate. If there are multiple licensure exams in the program, include them all. Discuss any factors that may impact licensure exam pass rates. If applicable, what is the program doing to improve these rates? The ACR Program proctors 2 Environmental Protection Agency (EPA) certifications. The EPA 608, the HVAC Certification needed to work in the trade, and the EPA 609, the Motor Vehicle Air Conditioning (MVAC) needed to do automotive air conditioning. EPA 608 pass rate: 95%, EPA 609 pass rate: 99% The only way to pass an EPA certification and understand what the certification means is to get hands on training the Lab. Rates will improve as students work in the Lab.

http://dwmshowcase.com/showcase_workforce_star_detail.asp?id=89&action=filter&filter1=&filter2=&filter3=0&filter4=&pg=16


49

49

5. Are the students satisfied with their preparation for employment?

Its students like Carzie Jones and Jose Solomon Cabello who exemplify the spirit and the goals of the newly launched statewide Strong Workforce Program. Both are in El Camino College Compton Center’s Air Conditioning & Refrigeration (ACR) program, both are in their 40s, both are making career changes, and both say the program is changing their lives. “The ACR program is a good thing for Compton,” Cabello said. “It’s making a difference in our community and is an opportunity for those who really want to make a change in their lives.”

Jones, 41, enrolled in the program in January after working three years running a restaurant kitchen and, before that, getting laid off from his job as a real estate consultant for Chase Bank.

“I was tired of living paycheck to paycheck and not seeing much of a future in the restaurant business,” Jones said.

Source: El Camino College Compton Center | Public Relations & Marketing Department

6. Is the advisory committee satisfied with the level of preparation of program graduates?

How has advisory committee input been used in the past two years to ensure employer needs are met by the program? Describe any advisory committee recommendations that the program is either unable to implement or is in the process of implementing. Compton College ACR Program received a Stars Award by the California Community Colleges Strong Workforce. California Community Colleges Strong Workforce Stars is a new, annual recognition and celebration for career education programs, also known as career technical education, whose students show significant gains in factors important for advancing social mobility – a substantial increase in earnings, attainment of a living wage and a job closely matched with the field of study.

Compton College Heating, Ventilation, and Air Conditioning (HVAC) Program

Students who participate in this program boost their earnings by 61%.

The ACR Program at Compton College belongs to the California Community College Strong Workforce Program. We are members of the Los Angeles County Regional



50

50

Heating, Ventilation, and Air Conditioning (HVAC) Collaborative. Some recommendations of the HVAC Collaborative are:

• Maximizing sustained industry engagement • Strengthening career pathways and programs of study • Expanding opportunities for work-based learning • Attending to the need for new Career Technical Education (CTE) faculty

recruitment and professional development and externships for current faculty • Addressing the needs of business and industry in identified priority and

emerging sectors • Supporting regional marketing, curriculum alignment, streamlined regional

processes as well as regional labor market data collection and analysis for data-informed decision making.

Strong Workforce Program: More and Better Career Technical Education to Increase Social Mobility and Fuel Regional Economies with Skilled Workers

To develop more workforce opportunity and lift low-wage workers into living-wage jobs, California took a bold step in 2016 to create one million more middle-skill workers. At the recommendation of the California Community College Board of Governors, the Governor and Legislature approved the Strong Workforce Program, adding a new annual recurring investment of $200 million to spur career technical education (CTE) in the nation’s largest workforce development system of 114 colleges.


California Education Code 78016 requires that the review process for CTE programs includes

the review and comments of a program’s advisory committee. Provide the following information:

a. Advisory committee membership list and credentials

Bruce Noble Deputy Sector Navigator Energy Construction & Utilities – Los Angeles

Chris Compton CMHE (Certified Master HVACR Educator) CMS (Certified Member Specialist Comm.Refrigeration RSES) 2014 ACHR News Instructor of the Yea

Darrow Soares Mt, San Antonio College Scott Oakley Certified Master HVACR Educator

Bill Brown Brownson Technical Carlos Urquidi Cypress College Charles "Ed" Kirk Palomar College Dale Ueda Compton College David Geith EMCOR




51

51

Don Langston AireRite Douglas Sallade Cypress College Elmano Alves Chaffey College - INTECH Center Eugene Silberstein HVACR Excellence - ESCO Group Jason Vogel Career Expansion/ Coastline College Jim Caldwell CCCCO Joseph Owens Antelope Valley College

'Kecia Davison' ABM Corporation Kenneth A. Hymen Antelope Valley College Kenneth Eaves Chaffey College - INTECH Center Kip Bagley EMCOR Pepper Hunziker Tre'laine Associates Thomasena Philen Ramiro Galicia College of the Desert Matt Denney Orange Coast College Terry Schmidt Irvine Valley College Richard Verches Los Angeles Regional Community College Consortium Donald Fred Kobzoff Mt, San Antonio College Carlos Santamaria CEES Advisors b. Meeting minutes or other documentation to demonstrate that the CTE program review

process has met the above Education Code requirement.

Southern California HVACR Collaborative Instructor

Train the Trainer Workshop; Economizers

June 23-25, 2017 ____________________________________________________________________________________

a. PURPOSE:

Establish a program designed toward certifying Community College instructors and utilizing community college recourses to address, a staggering percentage of HVACR building economizers in California are not working. The WHPA with the energy Commission, and Investor Owned Utilities (IOUs) has made recommendations to rectify the issues. The # 1 recommended solution is: improve quality installation/maintenance education. Economizers that are properly designed, maintained and set can save significant amounts of energy. However, economizers that are not functional, leaking, have sensors out of calibration or miss set can have large energy penalties.

Maintaining economizers is critical to their function and to their impact on energy use.

52

52

HVACRedu.com has developed an on-line course and assessment that includes the function and operation and a hands-on practicum for practitioners to perform ASHRE standard Economizer maintenance. To define the standard maintenance tasks that should be performed when checking an economizer system this includes: 1. Understanding the economizer as a system 2. Verifying the function of the components a. The correct components are present, installed and wired properly 3. Verifying the various user configurable settings are appropriate to the current application. 4. Verifying the function of the system (check out) a. Not drawing too much outside air b. Providing sufficient ventilation 5. Document the tools that may be required when working on economizers a. Digital Volt/Ohm meter b. Temperature sensors c. Humidity Sensor Course content included topics:

Introduction to Economizers

• Applied Economizers • Air Properties and Psychometrics • Applied Psychometrics • Economizer DDC Operations – Honeywell • Economizer Operations – Trane • Belimo – Zip Economizer

53

53

54

54

55

55

56

56

57

57

58

58

59

59

60

60

61

61

division 2: arts, social sciences & career technical ... 2017...“i was tired of living...

Documents